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Prosiding kNovasi 2023 94 help those who work in the clinical setting to be more aware of their workplace’s condition and ensure patient safety”. “Yes, it is extremely helpful,” said one participant. The information is clear and up to date. This simplifies understanding for healthcare workers, students, and professionals. As a student with hospital and clinical ties, I need to learn more about falls and fall prevention. Our informative film received many good comments; however, some were negative. Some said, “The video was informative for the general view but needs to improve more info for local practice” and “This video is more theoretical driven and that a professional healthcare provider is needed for practical sessions”. They also stated that the video presentation's content is "Not very helpful in acquiring practical skill due to lack of visual aids such as video/image showing correct ways to use walking aid but relevant to local practice based on the language used (Malay and English)". Thus, with constructive input from participants, we may improve content delivery by delivering specific practical skills videos that may help them in their clinical practices. Continuity of Learning through Falls Prevention Educational Video Fall prevention education for elderly individuals is crucial as Malaysia ages. In this part of the questionnaire, most participants agreed that educational videos should be made for future use to raise public knowledge about falls and prevention. Few said "Yes." “Education about falls is important so that the public is aware of this issue and can better prevent the accident to occur,” and “There are still misconceptions about falls among older adults. These videos will raise awareness and dispel myths. Educational movies are "accessible and can be replayed many times for revision purposes," they added. "Yes, it is a good effort as the media can reach all ages" and "Yes, the knowledge about falls should be promoted and shared on social media." The educational videos are also “easier for the public to digest, and reach more people in the long run,” “very informative and can be used for all levels of education,” and “people who are not in the healthcare field can understand the importance and how to prevent fall in older adults.”. According to the participants, "I believe future research studies conducted on knowledge of fall and fall prevention interventions will be updated and advance further with efficient and radical strategies." Usability of Falls Prevention Educational Video The fall prevention educational video has an ‘aboveaverage usability with the mean standard SUS score of 73.26 among all participants. Overall, all participants (53, 100%) were satisfied after watching the fall prevention educational video. Therefore, we can conclude that this fall prevention educational video is good and somewhat effective for learning purposes among clinical undergraduates. However, there are neither published articles nor research that studies the usability of other educational videos specifically about fall prevention. Thus, we are unable to compare the findings of our research with other relevant research. Feedback on Video To keep viewers engaged, educational videos should include only the most important information. Animation, infographics, and short snippets can enhance video quality and participant happiness. This will avoid a wordy, dull, and stagnant video. Furthermore, the audio should be clear to the viewers by eliminating the background noise. Jargon confuses viewers and increases misinterpretation risk. Producers should also use proper text size, contrast the text and background, and avoid putting too much text on the screen. Helpfulness of Video on Practicality Aspects Through the open-end questions, participants agreed the educational video was easy to understand and the contents delivered were informative with layman terms language. Watching educational videos has given them an insight into what is fall and its prevention. Nevertheless, the video presented may be seen as a general view and lacking in practical skills and information about fall prevention which is vital during clinical practices in the future. Continuity of Learning Via Educational Videos Participants agreed that educational videos can raise awareness of falls among older people. The video is easily available, so anyone can watch it several times anytime and anywhere. Since only a minority agreed the video had a few defects and our video was rated as good usability, this gave us a possible start to continue producing educational videos for future learning use. Strength of Study We are also the first to study Malaysian clinical students' use of fall prevention training videos for online clinical education. Thus, our findings can be a reference for future researchers to compare, or to carry on studying the cause and exploring unanswered questions that we couldn’t. Our feedback findings can help educators plan and create better fall prevention educational videos for better learning. Limitation of Study The limitation of our research varies. In terms of participation, 89 out of 145 participants from the previous study agreed to participate in our study; thus 89 of them were reached out by our research team with consent. But only 53 of them responded. Fortunately, 20 ± 4 participants are valid enough to determine the usability of a product (Alroobaea & Mayhew, 2014). Moreover, since it's an online survey and there is no guarantee that all participants have watched the whole video, there is the assumption that participants may skip a few parts of the video or didn’t watch it completely and proceed right away to the questionnaire without truly comprehending the contents and quality of the video. The raw, item and standard SUS scores may be inaccurate. The assumption was formed because a minority of participants believed

Prosiding kNovasi 2023 95 that language obstacles, jargon, or bad audio may have caused them to stop viewing the movie. Significance of Study This study's planning revealed various research gaps. Educational videos have been promoted to higher education institutions to promote flexible learning. Many studies have examined educational videos' efficacy. There are no studies on the usability of educational videos about falls. Despite the high usability of educational videos that could help clinical undergraduates, previous studies have not sufficiently examined their readiness for clinical settings. According to previous studies, there is no standard protocol for designing a clinical educational video for learning purposes. Our study's acceptance scale cannot be measured using trustworthy and meaningful outcome measures. Thus, we could not investigate usability and acceptance's causes and effects. The questionnaire participants' qualitative comments will determine this study's results. Research Gaps Several research gaps emerged while planning this study. Educational videos have been widely marketed to higher education settings as a technique for developing a much more flexible learning approach. Educational video effectiveness has been studied extensively. However, there are no relevant studies that have been ascribed to the usability of educational videos primarily focusing on falls. Despite the great usability of educational films that could help clinical undergraduates, previous research has not thoroughly examined their clinical preparation. Previous studies also found no standard protocol for designing clinical educational videos for learning. We also lack reliable and relevant outcome indicators to assess our study's acceptance scale. Thus, we could not investigate the causes and effects of usability acceptance. This study's results are solely based on questionnaire participants' qualitative opinions. CONCLUSION In conclusion, the fall prevention educational video for older adults for online practical education purposes among clinical undergraduates in Malaysia has good usability. Almost all participants agreed that the video was helpful in their practical aspects and that it should be continued for future learning purposes. However, there were still flaws found within the video, hence more work must be done to improve the quality and the content of the video to bring about better knowledge to undergraduates and the public. REFERENCES Korytov, M. (2018). Aspects of using ground and aboveground transport for urban passenger transportation. Transportation Research Procedia, 36, 341–346. https://doi.org/10.1016/j.trpro.2018.12.105 Abdul Rahman, K., Ahmad, S. A., Che Soh, A., Ashari, A., Wada, C., & Gopalai, A. A. (2021). The association of falls with instability: an analysis of perceptions and expectations toward the use of fall detection devices among older adults in Malaysia. Frontiers in public health, 9, 612538. Ageing, W. H. O., & Unit, L. C. (2008). WHO global report on falls prevention in older age. World Health Organization. Agung, A. S. N. (2019). Current challenges in teaching English in least-developed region in Indonesia. SOSHUM: Jurnal Sosial dan Humaniora, 9(3), 266-271. Alroobaea, R., & Mayhew, P. J. (2014). How many participants are really enough for usability studies? 2014 Science and Information Conference, Alsoufi, A., Alsuyihili, A., Msherghi, A., Elhadi, A., Atiyah, H., Ashini, A., Ashwieb, A., Ghula, M., Ben Hasan, H., & Abudabuos, S. (2020). Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PloS one, 15(11), e0242905. Ambrose, A. F., Paul, G., & Hausdorff, J. M. (2013). Risk factors for falls among older adults: a review of the literature. Maturitas, 75(1), 51-61. Back, D. A., Behringer, F., Haberstroh, N., Ehlers, J. P., Sostmann, K., & Peters, H. (2016). Learning management system and e-learning tools: an experience of medical students' usage and expectations. International journal of medical education, 7, 267. Brame, C. J. (2016). Effective educational videos: Principles and guidelines for maximizing student learning from video content. CBE—Life Sciences Education, 15(4), es6. Lee, Y. K., Wattanapisit, A., Ng, C. J., Boey, C. C. M., Ahmad Kamar, A., Choo, Y. M., Hong, J. S. S., Cheah, F. C., Tang, S. F., & Poh, B. K. (2022). Tailoring an online breastfeeding course for Southeast Asian paediatric trainees-A qualitative study of user experience from Malaysia and Thailand. BMC Medical Education, 22(1), 209. Singh, K., Srivastav, S., Bhardwaj, A., Dixit, A., & Misra, S. (2020). Medical education during the COVID-19 pandemic: a single institution experience. Indian pediatrics, 57, 678-679.

Prosiding kNovasi 2023 96 A Study of Students’ Perceptual Learning Styles Among Gifted and Talented Students [1]* Premanarayani Menon, [1[ Isaac Sharvindran, [1] Nursakinah Binti Mat Hazir, [1] Suganty Kanapathy,[1] Hawa Aqilah Binti Hamuzan, [1] Mohd Nor Bin Latif [1] Pusat GENIUS@Pintar Negara, University Kebangsaan Malaysia *[email protected] ABSTRACT The curriculum is the backbone of educational patterns to reach educational goals. However, every student learns differently from one another. Traditional teaching methods often do not address each type of learner. Exploring perceptual learning style preferences helps in accommodating a variety of learning styles. Also, it plays an important role to develop more efficient curriculum and educational programs. This paper investigates the perceptual learning styles among gifted and talented students at GENIUS@Pintar National Gifted Center, National University of Malaya. In this study, quantitative methods were employed to collect the data. Reid’s (1984) Perceptual Learning Styles Preferences Questionnaire (PLSPQ) was administered to a total of 200 students. The finding shows that kinesthetic learning appeared to be the most preferred learning style and followed the auditory style. The least preferred learning style was the individual style. The study implies that educators need to identify their students’ perceptual learning styles in order to engage them in a more effective learning and teaching process. Keywords: perceptual learning styles, curriculum, educational programs INTRODUCTION The concept that different people have different approaches to learning has existed since the time of Socrates. This concept has influenced individual differences in learning and inspired teachers and researchers in education to advocate for change in the classroom (Dalim 2022). Many researchers support the theory of matching teaching and learning styles whereas the others support stylistic flexibility All these problems have responded in conducting research on students' different learning approaches. The interest in individual learners' differences has been considered one of the most promising developments in education. Depending on one's perspective, learning styles can be defined in a variety of ways. The following are some definitions of learning styles. Brown (2000) describes learning style as how people see and process information when they are learning. He contends that learning style preference is a component of learning style and refers to the preference for one learning scenario or condition over another. According to Celcia-Murcia (2001), a learning style is described as a basic technique - such as global or analytic, aural or visual - that students utilize while learning a new language or any other subject. Learners' perceptions, interactions, and reactions to the learning environment. Learning styles are sometimes defined as distinct cognitive, affective, social, and physiological behaviors that serve as generally consistent markers of how learners behave, communicate and respond to the learning environment. To achieve the ultimate goal of student learning, it is important to use a combination of teaching methods and make the classroom environment as stimulating and interactive as possible. Students learn in different ways in which some are visual learners, while others are auditory or kinesthetic learners. Visual learners learn visually through charts, graphs, and images. Besides, auditory learners will learn through listening to lectures and reading. Kinesthetic learners learn by hands-on activities. Students may prefer one, two, or three learning styles. Because of these different learning styles, it is indeed truly important for teachers to incorporate activities related to each of these learning styles into their curriculum so that all students will be able to succeed in the classroom (Mahasneh, 2021). While we use all of our senses to absorb information, we all seem to have preferences about how best to learn. In order to help all the students to learn, educators or teachers need to teach as many of these interests as possible (Cuaresma, 2008). There are various learning styles, and students may have a blend of more than one. Visual, auditory, kinesthetic, tactile, and social learning are some of the most frequent learning types. Hence, this study aims to explore perceptual learning styles among gifted and talented students at GENIUS@Pintar National Gifted Center, National University of Malaya. The

Prosiding kNovasi 2023 97 finding of the study will help to understand individual students’ differences in terms of learning and providing a solution to improve their academic performance. METHODOLOGY Research Design This study used a survey research design and was conducted at GENIUS@Pintar National Gifted Center, National University of Malaya. Research Sample This study includes students enrolled in the academic session of 2022/2023 at GENIUS@Pintar National Gifted Center, National University of Malaya. The sample was collected online. A total of 163 students participated in this study. Research procedure Data collection was conducted through a questionnaire distributed to students. The researcher adopted the Perceptual Learning Style Preference Questionnaire (PLSPQ), which was developed by Joy Reid (1987). Google Form was used to measure the preferred learning styles of students based on how students learn best using their perceptions, such as visual, auditory, kinesthetic, and tactile preferences. The questionnaire covered two social aspects of learning, which are group and individual preferences. The PLSPQ consisted of 30 questions. The respondents were required to indicate their level of agreement with each item on a 5-point Likert scale. Each number notes a certain measurement, as follows: (5) strongly agree, (4) agree, (3) undecided, (2) disagree, and (1) strongly disagree. Part A contains respondents’ demographic information such as class level, gender, age, ethnicity, and race. In Part B, 30 close-ended questions were assessed. After the instrument was compiled and developed following the objective, the instrument was tested to examine reliability of the questionnaire used. The trial of this instrument consisted of 30 students. The results of the reliability of each variable are shown in Table 1. The findings show that reliability of each statement of each variable are feasible to use because it has Cronbach's alpha value >0.80. In this study, descriptive and inferential statistical analysis was employed using SPSS (version 25). Table 1: Reliability Statistics Variable Number of Items Cronbach's Alpha Visual (V) 5 0.834 Tactile (T) 5 0.883 Audio (A) 5 0.829 Group (G) 5 0.851 Kinaesthetic (K) 5 0.867 Individual (I) 5 0.931 RESULTS AND DISCUSSION This section presents the findings obtained from the analyses of the questionnaire. Demographic Information The sample of the study consisted of 87(53.4%) male and 76(46.6%) female respondents (N=163 students) (Table 2). The majority of the respondents are of 12-13 (59%) age group (Table 3). Table 2: Frequency Distribution of Gender Gender Frequenc y Percent Female 76 46.6% Male 87 53.4% Table 3: Frequency Distribution of Age group Age group Frequency Percent 12-13 82 50.3% 14-15 24 14.7% 16-17 57 35.0% Student Learning Style This section answers the first Research Question; What are the learning styles among gifted and talented students in GENIUS@Pintar National Gifted Center, National University of Malaya. As indicated in Figure 1, the majority of students prefer a kinesthetic learning style followed by an auditory style. On the other hand, the least preferred style was the individual style of learning. Our finding shows that the majority student are kinesthetic learners as they benefit from physical activities and hands-on experiences. They like activities that require movement and touch, such as role-playing, experiments, and practical work. Fig. 1 Overall Perceptual learning style among students Besides that, students also preferers auditory learning as it helps them to flourish in training sessions that use classroom-style lectures, conversations, podcasts, and audiobooks to communicate knowledge. They are able to remember information better when it is provided orally since they can listen and repeat it to themselves. Group discussions and vocal repetition may also aid in their understanding of tough topics.

Prosiding kNovasi 2023 98 On the other hand, the individual style of learning is least preferred as students need to learn on their own phase. Without proper guidance, they may slowly lose interest in the subject matter. CONCLUSION In conclusion, the results of the study showed that the kinesthetic learning style is the most preferred learning style for gifted and talented students. The study is significant to enable educators to provide a conducive learning atmosphere for the students. It is necessary to understand students’ preferred learning styles and plan their lessons accordingly in order to engage with their students. ACKNOWLEDGEMENT This research work was supported by research grant (GENIUSPINTAR-2022-019) from GENIUS@Pintar National Gifted Center, National University of Malaya REFERENCES Dalim, S. F., Ishak, A. S., & Hamzah, L. M. (2022). Promoting Students’ Critical Thinking Through Socratic Method: The Views and Challenges. Asian Journal of University Education, 18(4), 1034-1047. Mahasneh, D., Shoqirat, N., Singh, C., & Hawks, M. (2021). “From the classroom to Dr. YouTube”: nursing students' experiences of learning and teaching styles in Jordan. Teaching and Learning in Nursing, 16(1), 5-9 Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: longman Celce-Marcia, M. (2001). Teaching English as a second or foreign language, (3rd ed.). Dewey Publishing Services: NY. Cuaresma, J. Learning Style Preferences and Academic Performance of PHEM Majors at the University of the Cordilleras. Baguio City: University of the Cordilleras; 2008. Unpublished Undergraduate Thesis. Gregorc, A. F. (1979). Learnig/teaching styles: Potent forces behind them Educational Leadership. Schmeck, R. R. (1981). Improving Learning by Improving Thinking. Educational leadership, 38(5), 384-85.

Prosiding kNovasi 2023 99 Equine assisted learning activities among university students for character skills development [1]* Rosmina Jaafar, [1] Siti Salasiah Mokri, [1] Norhana Arsad, [1] Norazreen Abd Aziz, [1] Norbahiah Misran [1] Department of Electrical, Electronic & Systems Engineering, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia *[email protected] ABSTRACT Recreational horseback riding activities are known to be able to provide therapeutic values to the riders. In fact, interactions with horses have been recognized as potentially able to generate positive impacts on individuals dealing with horses. In this paper we investigated equine assisted learning (EAL) among selected university students who had achieved low academic performance in the preceding semester. Twelve students had participated voluntarily in the program, and they had an experiential learning process in four sessions of EAL activities at Majlis Ekuin Malaysia horse stable. The duration of each of the EAL sessions was almost three hours where the students did stable chores such as cleaning the stables, bathing, and grooming the horses, feeding the horses, and lead the horses. Students were required to answer a set of questionnaires before and after the EAL activities to identify their “Habits of Mind” as measures of character skills development. Analysis of questionnaires revealed that the students had collective improvement in the Habits of Mind criteria being better in Persistence, Thinking Flexibly, Taking Responsible Risks, and Listening with Understanding and Empathy after EAL interventions. However, the Habits of Mind criteria of Managing Impulsivity was found slightly impaired after EAL activities. Results of the study suggest practical implications of EAL activities would benefit character skills development. Keywords: equine assisted learning, character skills development, experiential learning. INTRODUCTION The connection between humans and horses dates back to ancient times, and it has evolved gradually over numerous millennia. In the book by Ibnu Katsir (2007), it was stated that the Prophet Ismail was the first man able to train horses and he had taught his children to ride horses. It is believed that since then, horses have become domesticated animals and they are closely linked to human companionship. Since horses have been transformed into domesticated animals, they have been utilized by humans for a variety of purposes such as transportation, military forces, farming tools, and sports activities. In the last few decades, there has been a growing interest in employing horses for many different types of services that can be referred to in general terms as equine assisted activities (Jaafar, Abd Aziz, & Mansor, 2022). Activities involving the use of horses have a variety of objectives. The services that incorporate horses for different types of professional therapies aim to improve in the aspects of physical (physiotherapy), cognitive (occupational therapy), and social emotional functioning (psychotherapy) (Wood et. al, 2021). Adaptive approaches to horse riding and other horsemanship activities aim to enhance the participation and well-being of people with diverse abilities such as people with special needs (Wood et. al, 2021). Alternatively, different types of experiential learning aim to complement various approaches to educational programming, personal development, or organizational performance for specific groups of people (Elif Bilginoğlu, 2021). To learn on the effect of human-horse interactions, we conducted a study involving the implementation of equine assisted learning (EAL) program which is not uncommon in other countries such as implemented in New Zealand (Lietz and Napan, 2020). The EAL program was conducted for selected students from Universiti Kebangsaan Malaysia (UKM) with the initial main objective of providing a different kind of motivational strategies for the selected students who were identified as having low academic performance in the preceding semester. Through the EAL program, we tested the efficacies of human-horse interactions in shaping the students character skills development by looking at the Habits of Mind criteria. In this paper we describe in detail the EAL program implementation, assessment methodology, discussion on the results obtained and conclusion. The findings from the study will provide insightful knowledge of the EAL intervention. It can add to the pool of knowledge not only on EAL, but also may be important for future equine-related therapy activities. METHOD OF STUDY

Prosiding kNovasi 2023 100 The idea to organize the EAL program for UKM students was proposed to Majlis Ekuin Malaysia (MEM). It has been well supported by MEM which has allowed the student participants of the program to engage with horse activities at their horse stable located in Malaysia Agro Exposition Malaysia (MAEPS), Serdang. The inclusion criteria for the study were UKM students from Department of Electrical, Electronics Systems Engineering (JKEES), Faculty of Engineering and Built Environment (FKAB) who had achieved low academic performance (CGPA < 2.5 from the maximum 4.0 points scheme) in the preceding semester. There were in total twelve JKEES students who voluntarily participated in the program. These students had an experiential learning process through four sessions of EAL activities at the stable. The duration of each of the EAL sessions was almost three hours each during which the students performed stable chores such as cleaning the stables, bathing, and grooming the horses, feeding the horses, and lead the horses (Figure 1). Students were required to answer a set of questionnaires before and after the EAL activities to identify their “Habits of Mind” (Figure 2) as measures of character skills development (Ho, et. al, 2017). The choice of answers in the questionnaires were mostly Likert scale with rating of 1 to 5 where 1 represents strongly disagree and 5 represents strongly agree. a) b) c) d) Fig. 1 Example activities during the EAL program showing a) stable cleaning, b) grooming the horse, c) feeding the horse, d) lead the horse Fig. 2 Five criteria of Habits of Mind representing character skills investigated via EAL intervention RESULTS AND DISCUSSION The questionnaires that the students had completed during before and after the EAL program were analyze by evaluating the average scores of the Likert scales for the Habits of Mind criteria. Fig. 2 Habits of Minds average scores for the students during before and after EAL activities. Figure 3 shows the bar charts of average Likert scale scores for the five Habits of Mind. The results showed that the students had collective improvement in the Habits of Mind criteria being better in Persistence, Thinking Flexibly, Taking Responsible Risks, and Listening with Understanding and Empathy after the EAL interventions. However, Managing Impulsivity was found slightly impaired following EAL activities. Nevertheless, above all the students had improved in many of the character skills after the program. This improvement surely will help them to be able to manage their life as university students who are frequently engaged with studying and learning process. Eventually, it is anticipated that the students will have a better chance of improving their academic achievement in the near future. CONCLUSION A program of experiential learning via EAL has been implemented on a group of students with low academic achievement. The students’ character skills represented by the Habits of Mind criteria during before and after EAL were analyzed. The results of the study revealed that the students have improved in four of the criteria of Habits of Mind. This suggests practical implications of EAL activities would benefit character skills development. ACKNOWLEDGEMENT This work received partial financial support from the research grant from the Ministry of Higher Education Malaysia (Grant No: TRGS/1/2019/UKM/01/4/3). REFERENCES Elif Bilginoğlu. (2021). Equine-Assisted Experiential Learning on Leadership Development. International Journal of Organizational Leadership. 10 (Special Issue-2021), 3-16. Ho, N. F., Zhou, J., Fung, D.S.S., & Kua, P. H. K. (2017). Equine-assisted learning in youths at-risk for school or social failure. Cogent Education. 4, 1334430. https://doi.org/10.1080/2331186X.2017.1334430 Ibnu Katsir, A. H. (2007). Kisah Para Nabi dan Rasul, Aziz, A. B. A., Badruddin, A. F. A., Hudzaifah, A. Jakarta: Pustaka As-Sunnah. 308.

Prosiding kNovasi 2023 101 Jaafar, R., AbdAziz, N., & Mansor, S. M. S. (2022). Understanding human and horse interactions for equine assisted therapy – a strategy for post covid-19 recovery. International Conference on Islamic Civilization, Science, and Humanities (ICISH 2022). 23-24 Oct 2022. Lietz, R. and Napan, K. (2020). Horses and worthwhile causes: Exploring equine-assisted learning at Dune Lakes Horse Inspired Learning Centre in Aotearoa New Zealand. Aotearoa New Zealand Social Work. 32 (4), 40-54. Wood, W., Kathy Alm, A., Benjamin, J., Thomas, L., Anderson, D., Pohl, L., & Kane, M. (2021). Optimal Terminology for Services in the United States That Incorporate Horses to Benefit People: A Consensus Document. Journal of Alternative and Complementary Medicine. 27 (1), 1-8. https://doi.org/10.1089/acm.2020.0415

Prosiding kNovasi 2023 102 Asynchronous Lectures For Online Teaching of Medical Biochemistry [1]* Ekram Alias, [1] Noor Akmal Shareela Ismail [1] Department of Biochemistry, Faculty of Medicine, Universiti Kebangsaan Malaysia *[email protected] ABSTRACT Keywords: Asynchronous lecture, pre-recorded video lecture, distance learning, Medical Biochemistry, online classes. INTRODUCTION Conventional face-to-face lecture is the main teachinglearning method for undergraduate pre-clinical students in the Faculty of Medicine Universiti Kebangsaan Malaysia (UKM). Following the government-imposed partial lockdown due to the COVID-19 pandemic, firstyear medical students were not allowed to be on campus and were required to attend online classes. Considering that distance learning through online lectures is a novel experience, particularly for first-year medical students, it was necessary to conduct a study assessing their perceptions towards online lectures. While the majority of online lectures were synchronous, there were also a few lectures that were conducted asynchronously. It was important to assess which approach of online lectures; either the synchronous (the live streaming lectures) or the asynchronous lectures (as represented by watching prerecorded videos of lectures available online), was preferred over the other, and more importantly efficient for students learning. A simple validated questionnaire was made available online to two cohorts of first-year medical students (session 2020/2021 and 2021/2022). To avoid confusion on terminologies, in the questionnaire, synchronous lectures were termed as live streaming lectures, while asynchronous lectures were represented as pre-recorded videos of PowerPoint slides with audio. A total of 206 students (104 and 102 for cohort 2020/2021 and 2021/2022 respectively) participated and their demographics were studied. In the questionnaire, the key question asked was, between the live streaming lectures and pre-recorded video lectures, which one was more preferred? This key question was followed by a series of questions assessing the reasons for their choice of the preferred approach of online lectures. RESULTS AND DISCUSSION Brief survey among the respondents found that different trends of acceptance towards online classes between cohorts. While we could clearly see significantly bigger proportion of respondents from the 2020/2021 cohort favouring face-to-face classes, there were equal proportions between the two respondent groups (preferring online classes and preferring face-to-face classes) seen (Figure 1). Figure 1 Number of respondents preferring online and face-to-face classes based on cohorts Demographic analysis showed that the majority of total respondents lived in urban areas (86.4%), and 80.1% used home broadband for online classes, with these percentages quite similar between cohorts. Trends from both cohorts showed that the majority of respondents indicated that the internet connection at their home was good for live-streaming lectures and only a very small minority had issue with using shared devices for listening to online lectures. However, in response to the question of whether they were comfortable with online learning and classes, the trends of responses between cohorts were different, with the earlier cohort recording only a slightly higher proportion of those who agreed than those who disagreed (Figure 2). This trend was different in the latter cohort in which 79.4% agreed. It was interesting to note that the majority of respondents (66.7% and 89.4%) did pre-read, especially the lecture notes, before attending the online lectures.

Prosiding kNovasi 2023 103 Figure 2 Number of respondents indicating whether they are comfortable with online Interestingly the majority of respondents across cohorts preferred pre-recorded videos of lectures over live-streaming online lectures and believed that prerecorded videos of lectures were more efficient for students learning (Figure 3). A slightly similar kind of findings was seen for the question asking respondents which form of online classes they thought as more effective for their learning. Analysis of the reasons why they preferred pre-recorded videos of lecturers revealed that minimal background noises and the stability of internet connection were some of their concerns. Nearly all respondents who preferred asynchronous lectures also agreed that they can watch videos at their own convenient time as another reason for preferring asynchronous lectures. Using shared devices to listen to online lectures was the least agreed reason for preferring asynchronous lectures. Figure 3 Numbers of respondents indicating their preference towards either synchronous or asynchronous lectures. The majority of respondents suggested YouTube as the convenient platform for assessing pre-recorded videos of lectures (Figure 4). More than 60% of corresponding respondents recommended that the ideal length of prerecorded video lectures is between 15 to 30 minutes. Figure 4 Number of respondents indicating their preferred platform for pre-recorded lecture videos to be placed Despite the belief among lecturers that synchronous lectures are a better option for online classes since they are much more interactive, finding from this study suggested otherwise. Asynchronous lectures were not only preferred, but also perceived as the more effective form of online lectures. While the finding was supported by some literature (Buxton, 2014; Kunin et al., 2014), there are some others that are not in aligned with it (Skylar, 2009). It was interesting to note that even though most respondents lived in urban areas and use home mobile broadband, unstable internet connection was also a concern accounting for preferring asynchronous lectures. Mix of synchronous and asynchronous lectures could possibly be a better approach of online teaching (Clouse & Evans, 2003). CONCLUSION This study found that the majority of students preferred asynchronous lectures, with the influencing factors towards this inclination identified were flexibility, concerns about background disturbances and internet connections. This finding is important for lecturers in deciding which lecture delivery method is best suited for students learning. ACKNOWLEDGEMENT We would like to acknowledge the Faculty of Medicine UKM for the approving this study (FF-2022-069). RUJUKAN/REFERENCES All publications cited in the text should be included in the reference list. Reference should be listed in using the APA reference style. Example of references can be from books, journal publication, conference proceedings and websites. Example of references appear in the text. Simple example of a references: Buxton, E. C. (2014). Pharmacists’ perception of synchronous versus asynchronous distance learning for continuing education programs. American Journal of Pharmaceutical Education, 78(1).

Prosiding kNovasi 2023 104 Clouse, S. F., & Evans, G. E. (2003). Graduate business students performance with synchronous and asynchronous interaction e‐learning methods. Decision Sciences Journal of Innovative Education, 1(2), 181-202. Kunin, M., Julliard, K. N., & Rodriguez, T. E. (2014). Comparing face‐to‐face, synchronous, and asynchronous learning: postgraduate dental resident preferences. Journal of dental education, 78(6), 856-866. Skylar, A. A. (2009). A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher education, 18(2), 69-84.

Prosiding kNovasi 2023 105 Development of Immersive Radiotherapy Clinical Learning Experience Prototype (IRCLEP) [1]* Nor Aniza Azmi, [2] Nur Liyana Shuib, [3] Saiful Izzuan Hussain, [1] Gunalan A/L Ramachandran, [1] Tavaneethan A/L Mogan [1] Diagnostic Imaging and Radiotherapy Programme, Faculty of Health Science, Universiti Kebangsaan Malaysia, 50300 Kuala Lumpur, Malaysia, [2] Department of Mathematical Sciences, Faculty of Science and Technology, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia, [3] Department of Information Systems, Faculty of Computer Science and Information Technology, University of Malaya, 50603 Kuala Lumpur, Malaysia *[email protected] ABSTRACT The scientific and technological advancements in modern cultures are closely tied to their level of development. Virtual reality (VR) interfaces the three-dimensional graphical world with human and computer applications in real time. Gamification, the application of game design elements, has been widely adopted in educational institutions to enhance learning outcomes. In healthcare, gamification has been explored for clinical learning, including radiotherapy positioning skills and patient communication. This pilot project aimed to develop a prototype model to support radiotherapy undergraduates' pre-clinical learning experience based on the Radiation Treatment Planning (RTP) course. The development process involved using Blender, Visual Studio, and Shapr to create a 3D radiation scene and realistic models. A BETA test was conducted using an online survey to evaluate user adoption and engagement. The game model focused on specific anatomical regions such as the lung, head, neck, and pelvis. The first development phase, including the prototype creation, has been completed. Currently, the prototype is only compatible with Windows PC. The development of this application aligns to enhance the learning experience and follow the curriculum and teaching methods in patient positioning and immobilization has been designed with ease of use, providing straightforward navigation for students to learn radiotherapy procedures effectively. Keywords: Virtual reality, gamification, radiotherapy, learning experience, prototype model. INTRODUCTION Gamification of education is an emerging approach to enhancing learners' motivation and engagement in educational settings by incorporating game design features. Motivation plays a crucial role in student's academic development as it influences the amount of effort and time they invest in learning (Linehan et al., 2011). A study conducted by Kiryakova et al. (2014), cited in Dichev et al. (2017), revealed a 40% increase in learning new skills when game mechanics were employed in the learning process. Utilizing game-based strategies has the potential to foster user engagement and motivation, leading to behavioural and attitude changes in students' approach to learning. Therefore, it is imperative to adopt gamification in the field of education. In education, numerous institutions worldwide have started to employ gamification to enhance the learning process. Moreover, technological advancements, such as Virtual Reality (VR), have emerged as vital tools for It is improving the learning experience. VR is being recognized as a new mode of simulation delivery that provides learners and instructors with on-demand, costeffective, reproducible, and standardized clinical instruction. While VR is not a panacea, it is a powerful educational tool for achieving outlined learning objectives, and its usage is expanding globally. The future lies in its continued integration into curricula and technological developments that enable shared simulated clinical experiences (Pottle, 2019). Augmented Reality (AR) or VR can be utilized in radiotherapy teaching and training to simulate radiation treatment procedures and provide learners with a safe and controlled environment to enhance their skills (Kok et al., 2022). With the advent of VR, students can now learn the entire process of simulated radiation therapy without interfering with actual patients (Boejen et al., 2011). Overall, the application of VR in radiation education has demonstrated promise in improving patient

Prosiding kNovasi 2023 106 comprehension, reducing anxiety, and offering students a secure and monitored setting to refine their abilities. Applying gamified experiences will focus on enhancing clinical skills and strengthening communication abilities. Communication skills are crucial for becoming an effective radiation therapist, and students often require more confidence in this area. Virtual Students can refine their interpersonal skills and boost their self-assurance through virtual patient interactions, an application designed for clinical learning in radiation; students can gain an immersive experience before their practical or clinical sessions. This prepares them for real-world conditions they will encounter in hospitals. Additionally, incorporating AI into the program can facilitate the work of lecturers and clinicians by providing students with hints and skills to develop based on their performance within the application, thereby reducing the burden on these individuals. This pilot project research aims to design an application that creates a gamified experience for clinical education in radiation. Specifically, the study will focus on building an application that allows students to learn and practice the techniques involved in radiation placement and immobilization through a simulated environment. Students can experience a virtual simulation of a radiation treatment room created using Blender and Shapr3D. This simulation will enable students to practice patient positioning and the setup of immobilization devices, ultimately enhancing their skills while increasing their motivation and enthusiasm for clinical education. In this research, a pilot study was conducted to develop a clinical learning model for the course Radiotherapy Treatment Planning (RTP) taken in Year 2, Semester II, to facilitate clinical learning among the students of Diagnostic Imaging and Radiotherapy at Universiti Kebangsaan Malaysia (UKM). The application was developed following the course's intended learning outcomes using specific software, such as Unity, Blender, and Oculus. A 3D radiation scene and realistic lung, head, neck, and pelvis models were developed. The final game model was exported using the appropriate software. A beta test was also conducted to evaluate user acceptance and engagement with the model. Due to compatibility concerns with the current prototype version, only individuals with access to Android devices were included in the study. An online survey was used to gather feedback from the participants. To ensure the participation of willing participants, an informed consent agreement was obtained before the study using a specific software course. RESULTS AND DISCUSSION The virtual environment of a radiotherapy department was developed using the Unity 3D game engine in conjunction with Blender for 3D modelling purposes. Blender created various objects, such as CT scans, LINAC machines, and immobilization devices. After completing these models, they were exported to Unity 3D using the .obj file format. The virtual environment of the radiotherapy department within the game was constructed using assets acquired from the Unity Asset Store (UAS). The UAS offered a variety of assets that users could purchase or obtain for free. Fig. 1 Floor Layout of IRCLEP The radiotherapy department's layout (Figure 1) was designed following the guidelines outlined in the International Atomic Energy Agency's (IAEA) Human Health Report No.10. Radiation safety measures were implemented according to the IAEA guidelines for a radiotherapy department, aiming to create an environment that closely resembles an actual radiotherapy department. For instance, the treatment room and simulation doors were equipped with lead mounts and must remain closed using auto-open and closing functions. The first phase of development, which focused on creating the prototype model, has been completed. The prototype (Figure 2) is ready to be demonstrated to students and lecturers. The model can be experienced on Windows PC platforms. Through virtual reality and gamification, the prototype model offers students a more engaging and interactive learning experience for radiation treatment planning. The immersive environment and realistic models enable students to practice patient positioning and immobilization devices in a simulated setting.

Prosiding kNovasi 2023 107 Fig. 2 Game Flow of IRCLEP Based on this study, several improvements can be made to make this game more interesting. Integrating interactive elements is crucial to keep students engaged and encourage information retention in IRCLEP. Users should actively participate in the learning process through quizzes, mini-games, and challenges within the game. Quizzes can test their knowledge of radiation therapy concepts, while mini games can simulate scenarios that require decision-making and critical thinking. These interactive elements allow users to apply their knowledge and skills in practical situations, reinforcing their understanding of radiation therapy principles. An efficient feedback system can help advance users' skills by providing real-time evaluation and suggesting enhancements. This mechanism allows users to analyse their decisions during play or treatment planning while tracking long-term outcomes. By utilizing enriched progressive tracking portfolios, personalized, tailored advice can be provided to improve individual expertise continuously. As a result, this iterative process leads to an enhanced and optimized gaming experience, facilitating continuous improvement. Phase 1 of our research progressed well, which involved the development, creation of objects, and scripting to invent IRCLEP. However, due to errors that needed to be addressed for exporting to the Meta headset, we could not use an immersive VR environment, which hindered us from achieving our objective. Instead, we developed the software specifically for PC using Windows. The environment and objects remained unchanged from the previous development, but the platform for export differed. This significant shift in approach required us to re-evaluate the software and ensure its integrity. CONCLUSION Developing the prototype model aligns intending to enhance the learning experience of radiotherapy undergraduates. It follows the curriculum and teaching methods used in patient positioning and immobilization devices. The prototype model is designed with ease of use in mind, providing straightforward navigation to facilitate learning of radiotherapy procedures. Further testing and refinement of the model can be carried out to improve its effectiveness and usability. Integrating the prototype model into the radiotherapy curriculum can enhance students' skills and prepare them for clinical practice in a more immersive and realistic manner. While gaming shows excellent potential for the future of radiation education, it is essential to remember that it should complement rather than replace traditional teaching techniques and hands-on clinical training. The ideal future scenario involves a symbiotic relationship between gaming and education, leveraging their capabilities to provide a comprehensive and engaging learning experience in radiotherapy. ACKNOWLEDGEMENT We are thankful to our colleagues A.W Noraini & SN Khalis, A. A Nor and MS Khaliq provided expertise that greatly assisted the research. Their knowledge and assistance have been invaluable. We formed an indomitable force that overcame obstacles and achieved significant milestones. This research was supported/partially supported by Universiti Kebangsaan Malaysia Geran Galakan Penerbitan (GP-2021- K014809). REFERENCES Boejen, A. & Grau, C. (2011). Virtual Reality in Radiation Therapy Training. Surgical Oncology 20(3): 185-188. Dichev, C. & Dicheva, D. 2017. Gamifying Education: What Is Known, What Is Believed And What Remains Uncertain: A Critical Review. International Journal of Educational Technology in Higher Education 14(1): 9. Dichev, C., Dicheva, D. & Irwin, K. 2020. Gamifying Learning for Learners. International Journal of Educational Technology in Higher Education 17(1): 54. Stand 30(20): 40-44 Kiryakova, G., Angelova, N. & Yordanova, L. 2014. Gamification in Education. Kok, D. L., Dushyanthen, Dushyanthen, S., Peters, G., Sapkaroski, D., Barrett, M., Sim, J. & Eriksen, J. G. 2022. Virtual Reality and Augmented Reality in Radiation Oncology Education – a Review and Expert Commentary. Technical Innovations & Patient Support in Radiation Oncology 24(25- 31. Linehan, C., Kirman, B., Lawson, S. & Chan, G. 2011. Practical, Appropriate, Empirically-Validated Guidelines for Designing Educational Games. Proceedings of the SIGCHI Conference on Human Factors in Computing Systems. Anjuran

Prosiding kNovasi 2023 108 Association for Computing Machinery. Vancouver, BC, Canada. Pottle, J. 2019. Virtual Reality and the Transformation of Medical Education. Future Healthcare Journal, 6(3): 181-185.

Prosiding kNovasi 2023 109 Exploring Transformative Learning Outside the Lecture Room: The Impact of Student Involvement in Impactful Programs at Universiti Kebangsaan Malaysia on Soft Skills Development [1]* Ahmad Firdhaus Arham [2] Norinsan Kamil Othman [3] Nurwina Akmal Anuar [4] Nur Hasyareeda Hassan [5] Wan Mazlina Wan Mashhor [6] Ikhwan A'zim Ishak [7] Siti Aisyah Helmi [1] Pusat Hal Ehwal Pelajar (HEP-UKM); Pusat Pengajian Citra Universiti UKM, [2,4] Pusat Hal Ehwal Pelajar (HEP-UKM); Fakulti Sains dan Teknologi UKM, [3] Pusat Hal Ehwal Pelajar (HEP-UKM); Fakulti Pendidikan UKM, [5,6] Pusat Hal Ehwal Pelajar (HEP-UKM), [6] Pusat Pengajian Citra Universiti UKM *[email protected] ABSTRACT This research examines the influence of student participation in impactful programs and activities at Universiti Kebangsaan Malaysia (UKM) on the development of soft skills, considering the framework of Pink's Motivation Theory. UKM places a strong emphasis on ten domains, including leadership, innovation, sustainability, culture, sports, health, volunteering, uniformed bodies, and moral values, to cultivate holistic student growth. Pink's theory highlights three essential factors— autonomy, mastery, and purpose—that drive intrinsic motivation in individuals, which can be closely related to students' engagement in impactful programs beyond the lecture room. The study utilized data from approved programs and activities conducted at UKM during various periods, including the pandemic, to investigate student involvement trends. An initial survey was conducted to explore students' intentions to participate in these programs and their perceived impact on soft skills development. The study findings indicate a positive trend of student engagement in impactful activities, particularly those aligning with the domains emphasized by UKM. Students displayed a strong inclination towards programs related to leadership, innovation, moral values, and volunteerism, reinforcing the link between their autonomy and intrinsic motivation. Furthermore, students perceived these impactful programs as opportunities for mastery, attributing improved soft skills, such as leadership, critical thinking, and teamwork, to their participation. The purpose-driven nature of these activities also played a crucial role in motivating students, as they recognized their significance in personal development and career preparation. The implications of this research are valuable for UKM management, guiding their decisions to approve and encourage programs that align with students' desires for active involvement and soft skills development. By incorporating Pink's Motivation Theory, UKM can further enhance student participation and holistic growth. Supporting and promoting impactful programs that foster autonomy, mastery, and purpose will prepare UKM students for successful careers and meaningful contributions to society. Keywords: Transformative learning, Student involvement, Impactful programs, soft skills development, Pink's Motivation Theory INTRODUCTION In the current educational landscape, the importance of soft skills development is widely acknowledged as a critical aspect of students' holistic growth and future success (Deci and Ryan, 2000). While lectures and academic coursework play a fundamental role in education, transformative learning can also occur outside the lecture room through participation in impactful programs and activities. Universiti Kebangsaan Malaysia (UKM) recognizes the significance of soft skills and actively encourages student involvement in such initiatives to foster their development (Arham et al., 2022). This research aims to investigate the relationship between student engagement in impactful activities at UKM and the acquisition of soft skills, exploring the implications of Pink's Motivation Theory in driving intrinsic motivation among students. By understanding the impact of these transformative programs on students' personal and career development, UKM can better tailor its initiatives to meet their needs and aspirations. RESULTS AND DISCUSSION Data on approved programs and activities conducted at UKM was collected over multiple periods, including before and during the pandemic. The analysis revealed an encouraging trend of student engagement, showcasing the university's commitment to promoting impactful initiatives aligned with the identified domains. In 2019, UKM students actively participated in 1371 programs

Prosiding kNovasi 2023 110 within the country and 203 programs abroad. Despite the challenges posed by the COVID-19 pandemic, the number of student programs in the country saw a notable increase in 2021 and 2022, signifying UKM's resilience in encouraging student involvement beyond traditional classroom settings. To gain insights into students' motivations for participating in these programs, an initial survey was conducted. The results demonstrated that students displayed a strong inclination towards programs focused on leadership, innovation, moral values, and volunteerism, aligning with Pink's Motivation Theory (Pink 2009). The students' autonomy to choose programs that resonated with their interests and values played a significant role in driving their intrinsic motivation to participate in these transformative activities. Fig. 1 Approval of UKM students’ programs and activities with preferred domain Furthermore, students perceived these impactful programs as opportunities for mastery, attributing improved soft skills to their participation. They recognized the development and enhancement of leadership abilities, critical thinking, and teamwork skills as direct outcomes of their engagement in these initiatives. This sense of mastery is a crucial aspect of Pink's theory, as individuals are intrinsically motivated when they experience a sense of progress and growth in areas important to them (Vallerand, Fortier and Guay, 1997). The alignment of student preferences with the domains emphasized by UKM indicates that the university's efforts to foster student development are well-received. By encouraging autonomy in program selection and providing opportunities for mastery, UKM effectively taps into intrinsic motivation among students, enhancing their overall engagement in impactful activities beyond traditional lecture room settings. From the survey, Moreover, the perceived purpose-driven nature of these programs plays a vital role in motivating students. They view these activities as meaningful and purposeful in their personal growth and career preparation. This aspect of Pink's Motivation Theory highlights the importance of connecting students' actions to a greater purpose beyond mere tasks, fostering a sense of fulfillment and intrinsic motivation. Therefore, this article highlights the findings of the research and the subsequent interpretation and implications of these results within the context of transformative learning and student involvement in impactful programs at UKM. CONCLUSION This research sheds light on the importance of student involvement in impactful programs and activities at Universiti Kebangsaan Malaysia and its influence on soft skills development outside the lecture room. The findings reveal a positive trend of student engagement, with students showing a strong preference for programs aligned with leadership, innovation, moral values, and volunteerism. By incorporating Pink's Motivation Theory, UKM can further enhance student participation and holistic growth. Supporting and promoting impactful programs that foster autonomy, mastery, and purpose will prepare UKM students for successful careers and meaningful contributions to society. The implications of this research provide valuable insights for UKM management to guide their decisions in promoting programs that align with students' desires for active involvement and soft skills development. ACKNOWLEDGEMENT The authors gratefully acknowledge the support of this research from the Pusat Hal Ehwal Pelajar (HEP-UKM), Universiti Kebangsaan Malaysia. Thanks also to all the respondents involved in this study. RUJUKAN/REFERENCES Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the selfdetermination of behavior. Psychological Inquiry, 11(4), 227-268. Pink, D. H. (2009). Drive: The surprising truth about what motivates us. Riverhead Books. Arham, A. F., Othman, N. K., Sieng, L. W., Anuar, N. A., & Mashhor, W. M. W. (2021). Soft Skills Development: A Study of UKM Students' Engagement in Impactful Programs and Activities. The 39th Annual Conference of Arab Association of Collegiate Registrars & Admissions Officers (ARAB-ACRAO), 10-11. Vallerand, R. J., Fortier, M. S., & Guay, F. (1997). Selfdetermination and persistence in a real-life setting: Toward a motivational model of high school dropout. Journal of Personality and Social Psychology, 72(5), 1161-1176.

Prosiding kNovasi 2023 111 Improving PEO Assessments: A Case Study of the Electrical, Electronic and Systems Engineering Program at FKAB, UKM [1]* Nor Fadzilah Abdullah, [1] Fazida Hanim Hashim, [1] Siti Salasiah Mokri, [1] Nasharuddin Zainal, [1] Mohd Hafiz Baharudin, [1] Mohd Fais Mansor, [1] Ashrani Aizzuddin Abd Rahni [1] Department of Electrical, Electronic and Systems Engineering, Faculty of Engineering and Built Environment Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor, Malaysia * [email protected] ABSTRACT Program educational objectives (PEOs) are a set of statements that describe the knowledge, skills, and abilities that graduates of a program should possess. PEO assessments are used to measure the extent to which students have achieved these objectives. This paper presents a case study of the PEO assessments used in the Electrical, Electronic and Systems Engineering (JKEES) undergraduate program at the Faculty of Engineering and Built Environment (FKAB), Universiti Kebangsaan Malaysia (UKM). The paper discusses the challenges faced in developing and implementing direct and indirect PEO assessments, as well as the steps that have been taken to improve these assessments. The analysis of the results obtained from the new PEO assessment questionnaires is also presented. The paper concludes by discussing the benefits of improving PEO assessments, and the implications for other engineering programs at the faculty. Keywords: direct assessment, indirect assessment, programme educational objectives, questionnaires, quantitative and qualitative. INTRODUCTION The Programme Educational Objectives (PEOs) represent the expected traits of engineering graduates after 3 to 5 years of completing their education programme in the institution (BEM, n.d.). Based on the PEOs, the curriculum of the department is carefully designed to nurture and produce graduates with both basic and up-to-date knowledge, skills, and virtues such that they will become competent engineers. The PEOs have been formulated consistently with the vision and mission of the faculty and university, in concurrence with the aspiration of the stakeholders. UKM proposes specific strategic steps that can be followed to improve the ranking in line with the 6 Key Achievements (KRA) UKM (UKM 2018). UKM has been continually striving to leverage the ranking through all possible criteria with associated indicators. One of the main KRA aims at producing graduates with national aspirational, competent, competitive and innovative (KRA1). This paper focuses on the improvement of PEOs assessment through an updated set of questionnaires to the alumni and employers, as the main stakeholders of the PEOs. It is a detailed process that requires concentrated effort in determining the real and accurate domains to fulfil the internal and external requirements. RESULTS AND DISCUSSION The PEOs are essentially a set of long-term goals encompassing the expected traits and achievements to be attained by JKEES graduates within three to five years after graduation. The time frame of expected achievement of the PEOs, therefore, serves as an important guide in the evaluation and analysis of the PEOs’ achievement. However, the PEO committee at the Department has found that the questionnaires that were previously being used have several weaknesses, such as questions that are not related to KRA1, and questions that try to combine several attributes, which make them hard to evaluate and ineffective for measurement of the PEO attainment. Therefore, a PEO improvement workshop has been initiated by the Department on 22nd March 2023, inviting an expert speaker from the Faculty of Social Sciences and Humanities (FSSK), UKM. The revised PEOs’ measurement criteria and performance indicators within three to five years of graduation are the output of the workshop, which has taken into consideration of comments from other stakeholders, such as alumni and IAP. Besides that, technology has been used to improve the efficiency and effectiveness of PEO assessment disbursement, such as through the use of Microsoft Forms, Google Forms, as well as automated personalised bulk messaging API to survey respondents using Visual Basic Codes and WhatsApp Web (Respond.io, n.d.). The challenges and benefits of improving PEO assessments

Prosiding kNovasi 2023 112 are applicable to other engineering programs at the faculty. By following the steps outlined above, other engineering programs can improve their PEO assessments and ensure that their students are graduating with the knowledge and skills they need to succeed in their careers (Jones 2019). Table 1 and 2 summarises all of the direct and indirect PEO achievements. The results have shown that all the direct and indirect PEO targets have been achieved. Based on the survey analysis, it is believed that JKEES undergraduate programme has produced graduates that meet the programme goals. The graduates have demonstrated a continuous determination to increase their knowledge, embrace rapid technological advances and integrate national aspirations into them. Table 1. Target and achieved Direct PEO indicators performance. PEO Target Achieved PEO 1: An engineer who has character and ethics, as well as high professionalism and contributes to the National Aspirations. - 10% of alumni working in GLC/ government sector - 50% of alumni have good/above average communication skills in Malay Language in career tasks 10% 75% PEO 2: An engineer who is competent in respective engineering practices that meets current and future needs. - 60% of alumni are working in the private sector. - 20% of alumni have received any awards/recognition/ appreciation from employers/compani es. 84% 28% PEO 3: An engineer who is creative and innovative, has entrepreneurial and leadership qualities that are glocal. - 5% of alumni be a founder/ owner/ operator of own company/ business - 15% of alumni are promoted to senior and managerial positions. 5% 19% Table 2. Target and achieved Indirect PEO indicators performance. PEO Target Achieved PEO 1: An engineer who has character and ethics, as well as high professionalism and contributes to the National Aspirations. - 60% of alumni and employers rate the application of ethical values in the career as Good/ Outstanding - 60% of alumni and employers rate professionalism attitude in the career as Good/ Outstanding - 50% of alumni and employers rate appreciation of Alumni: 85% Employer 77% Alumni: 86% Employer: 77% Alumni: 62% national aspirations in the career as Good/ Outstanding - 50% of alumni and employers rate career achievements towards the development of the nation according to the national culture as Good/ Outstanding Employer: 62% Alumni: 68% Employer: 54% PEO 2: An engineer who is competent in respective engineering practices that meets current and future needs. - 60% of alumni and employers rate competency improvement in the career complements the needs of the country and the global community as Good/ Outstanding - 60% of alumni and employers rate mastery of the latest knowledge in the field of engineering as Good/ Outstanding - 60% of alumni and employers rate practical skills improvement in the career as Good/ Outstanding - 60% of alumni and employers rate soft skills improvement in the career as Good/ Outstanding Alumni: 72% Employer: 77% Alumni: 60% Employer: 85% Alumni: 69% Employer: 69% Alumni: 84% Employer: 69% PEO 3: An engineer who is creative and innovative, has entrepreneurial and leadership qualities that are glocal. - 60% of alumni and employers rate innovation opportunities in the career as Good/ Outstanding - 60% of alumni and employers rate communication skills in the career as Good/ Outstanding - 50% of alumni and employers rate entrepreneurial traits and mindset in the career as Good/ Outstanding - 60% of alumni and employers rate recognition of leadership qualities by the employer in the career as Good/ Outstanding - 50% of alumni and employers rate recognition of leadership qualities by external stakeholders in the career as Good/ Outstanding Alumni: 69% Employer: 62% Alumni: 72% Employer: 85% Alumni: 60% Employer: 54% Alumni: 68% Employer: 69% Alumni: 57% Employer: 54%

Prosiding kNovasi 2023 113 CONCLUSION In this manuscript, the improvement of the PEOs measurement performance indicators has been clearly explained. To measure the level of attainment of PEOs by alumni graduates, a comprehensive online survey has been developed and distributed to our graduates and employers. These evaluation results are then incorporated into our quality enhancement plan, targeted to continually improve the attainment levels of the PEOs. By ensuring that the PEO assessments are valid and reliable, we can be more confident that students are graduating with the knowledge and skills they need to succeed in their careers. The PEO assessments improvement exercise that has been initiated by the Department ensures the overall improvement of the quality of the engineering programme. Hence, this will make the programme more relevant and meaningful to students and will also make the programme more attractive to employers. ACKNOWLEDGEMENT Part of this work is supported by financial aid from Malaysian Ministry of Higher Education (MOHE) and Universiti Kebangsaan Malaysia (UKM) under grant code DPK-2022-001. The authors would like to express sincere gratitude to Assoc. Prof. Dr. Nor Ba’yah Abdul Kadir for her valuable insights and expertise in the revision of the PEO survey, which were instrumental in improving the survey's alignment with the PEOs and ensuring that the survey was both valid and reliable. We are grateful for Dr. Nor Ba’yah's willingness to share her time and expertise with us, and we are confident that their contributions have made the PEO survey a more valuable tool for assessing the outcomes of our engineering program. Special thanks to all IAP members, alumni graduates and employers of JKEES graduates for the valuable feedback and expert sharing. REFERENCES Board of Engineers Malaysia (BEM). https://engineer.org.my/ Brown, J. S., & Green, K. C. (2022). Improving PEO Assessments: A Guide for Engineering Program Leaders. American Society for Engineering Education. Jones, A. M., Smith, B. C., & Williams, C. D. (2019). Benefits of improving PEO assessments. Journal of Engineering Education, 108(1), 1-12. Respond.io. Automated Personalized WhatsApp Web Bulk Messaging API. https://respond.io/blog/whatsapp-bulk-message UKM. (2018). Buku Pelan Strategik UKM 2014-2025. Key Result Areas (KRA).

Prosiding kNovasi 2023 114 Alternative Assessment for Engineering Courses: Current Trends and Future Challenges [1, 2]* Abdul Hadi Azman, [3] Muhammad Amin Azman, [2,4] Asma’ Abu Samah, [1] Muhamad Alias Md. Jedi [1] Jabatan Kejuruteraan Mekanikal dan Pembuatan (JKMP), Fakulti Kejuruteraan dan Alam Bina, Universiti Kebangsaan Malaysia, [2] Pusat Kecemerlangan Penyelidikan Pendidikan Kejuruteraan (P3K), Fakulti Kejuruteraan dan Alam Bina, Universiti Kebangsaan Malaysia, [3] Department of Mechanical and Manufacturing Engineering, Faculty of Engineering, University Putra Malaysia [4] Jabatan Kejuruteraan Elektrik, Elektronik & Sistem, Fakulti Kejuruteraan, Universiti Kebangsaan Malaysia *[email protected] ABSTRAK/ABSTRACT Teaching and learning is regularly facing new challenges and adaptations are needed to meet current situations and requirements. With the advancements of technology in Industrial Revolution 4.0 (IR4.0) such as Augmented Reality (AR), 3D printing and Artificial Intelligence (AI), teaching and learning has must adapt to new methods and assessments. Since the launch of ChatGPT, it is widely discussed that how it will impact student learning and assessment. From Education 1.0, 2.0, and 3.0, where the use of technology has been gradually increased in teaching and learning, the introduction of AI and ChatGPT has drastically changed how students conduct their learning. Therefore, new ways of assessment must be established in order to maintain a valid assessment of students understanding and evaluate the course and program learning outcomes. This paper reviews the current trends and challenges in alternative assessment for engineering education. Keywords: Future-ready curriculum, alternative assessment, authentic assessment INTRODUCTION Future-ready curriculum was introduced to ensure teaching and learning stays relevant Alternative assessment can be divided into three categories, authentic assessment, integrative assessment, and holistic assessment. Future-ready curriculum is constructed to prepare graduates to meet the challenges of the twentyfirst century (Mokhtar, M. A., & Noordin, N. 2019). The curriculum structure needs to be fluid and organic, and not rigid and fixed. This enables curriculum programs to be adapted to the current situation and meet the requirements of future employees and technological advancements. Transformative learning and teaching delivery the creation of futuristic learning spaces and use of 4th industrial revolution that creates meaningful immersive learning experience. Authentic assessment is defined as assessing. Alternative assessment promotes a holistic assessment of students achievements, including the learning process, rather than focusing on memorizing knowledge. Fig. 1 Future-ready curriculum framework to meet twenty-first century needs AUTHENTIC ASSESSMENT Alternative assessment can be divided into three categories, authentic assessment, integrative assessment, and holistic assessment. Authentic assessment is defined as assessing the students’ capabilities in real-world situations, instead of traditional exam-based assessments. Here, students are required to demonstrate their understanding of a topic and apply in real-world situations. The main advantage of authentic assessment is

Prosiding kNovasi 2023 115 that students are able to demonstrate higher bloom level activities in a more valid context, in actual conditions, instead of on a piece of paper in an exam question. Traditional assessments such as examinations are limited in creating actual real-world situations, however, in authentic assessments, it helps students to contextualize their learning and apply in real-life situations and conditions, in a more practical method. Lecturers are able to evaluate students’ course learning outcomes in a more valid approach. The use of authentic assessment in teaching and learning motivates and encourages students, as they are able to engage in deeper and more productive learning. In the world of IR4.0, where students are surrounded by technology and information is at the tip of the finger, greater emphasis is placed on knowledge application instead of memorization. In authentic learning, students can conduct applications and visualize themselves as real professionals working on actual projects and challenges in the industry or real world. It requires students to construct unique responses rather than selecting from existing answers widely available on the internet and through ChatGPT. Thus, it forces students to use higherorder reasoning, think independently and creatively. External stakeholders such as engineers can also assessment the students’ projects and presentations. Authentic assessment is particularly important in masters coursework courses, where higher emphasis is placed on andragogy, which is the practice of teaching adult students. In masters coursework, as compared to undergraduate level, many students are part-time engineers or full-time students, with vast working experience. Hence, as opposed to pedagogy, andragogy requires a different approach and is more suitable students with working experience, where they can demonstrate their understanding in a more holistic way, as opposed to traditional examinations. Hence, the decision to exclude final examinations in engineering courses at masters coursework level. To face the challenges of the twenty-first century, the framework for future-ready curriculum has been established. There are three main elements in the Futureready curriculum (FRG), which are organic and flexible curriculum structure, transformative learning and teaching structure, and alternative assessment. Alternative assessment is a holistic assessment of the outcomes and emphasizes on what the students can and are not able to do, rather than merely focusing on the mastery of knowledge, and to apply the knowledge. Future Ready Curriculum assessment is part of learning to produce dynamic, balance and holistic graduates in various domains. Fig. 1 Comparison between traditional and alternative assessment Fig. 2 Types of alternative assessment CONCLUSION In conclusion, alternative assessment, which is one of the three main element in the Future-ready curriculum (FRC), promotes a holistic assessment of the outcomes as well as learning process, emphasizing on what students can and are able to do instead of emphasis on memorizing of knowledge. ACKNOWLEDGEMENT The authors would like to acknowledge the research grant PDI-2021-002 for the support for this project. REFERENCES Mokhtar, M. A., & Noordin, N. (2019). An exploratory study of industry 4.0 in Malaysia: a case study of higher education institution in Malaysia. Indonesian Journal of Electrical Engineering and Computer Science, 16(2), 978-987. Baskaran, V. L., & Abdullah, N. (2022). Authentic Learning Approach in Science Education: Pendekatan Pembelajaran Autentik dalam Pendidikan Sains. Jurnal Pendidikan Sains Dan Matematik Malaysia, 12(1), 55-64

ABSTRAK PERTANDINGAN INOVASI

Prosiding kNovasi 2023 117 SENARAI KANDUNGAN ABSTRAK PERTANDINGAN INOVASI Halaman 1 Fostering Global Leadership: A Study of Collaborative Online International Learning among University Students in Malaysia and Japan ........................................................... 126 2 MedStats: Look & Learn ...................................................................................................... 126 3 Beyond Grades: Assessing Learning and Engagement through WORDSMITH101!.......... 127 4 Gamifying a Malaysian Preschool Animal Education Virtual Reality (VR) Application Based on the MDA Framework ......................................................................................... 128 5 Teaching STKK6513 (Organic Synthesis) at Stadium UKM............................................... 128 6 Sebelas Strategi Transformasi Tesis kepada Buku Ilmiah Berimpak Aplikasi Teori HRST (Halim Razali Strategic Theory)............................................................................. 129 7 Use of Patent Information in Carrying out High-Impact Research ...................................... 129 8 Interactive Student-Led Seminar on Chronic Disease Management in Primary Care.......... 130 9 CASENAVIGATOR360....................................................................................................... 131 10 Perisian Kursus (Courseware) Pandai Mandarin untuk Pembelajaran Bahasa Mandarin Permulaan bagi Penutur Bukan Jati.................................................................................. 131 11 PC Anatomy (Anatomi Komputer)..................................................................................... 132 12 Persiapan Penempatan Latihan Industri Melalui Pendekatan Bimbingan Kolaboratif Senior- Junior..................................................................................................................... 133 13 “Lengai”: Produksi Video Pesanan Khidmat Awam (PKA) dalam Meningkatkan Literasi Digital Pelajar....................................................................................................... 133 14 STQA3991 & STQA4993: An Actuarial Undergraduate First Step to Research Work..... 134 15 InfiniteEd: Memperkasa Kemajuan Pendidikan Tanpa Sepadan Melalui d-CoMS ........... 135 16 Penghasilan Produk Inovasi Berkonsepkan Kimia Hijau sebagai Kaedah Penilaian Alternatif untuk Kursus Kimia Persekitaran ke Arah Pendidikan Berteraskan Pembangunan Lestari......................................................................................................... 136 17 A Conducive Educational Environment, a Happy Teaching and Learning Session: Study of Neuroimaging...................................................................................................... 137

Prosiding kNovasi 2023 118 18 The Impacts of Differentiated Assessment on Biology Learning Among Malaysian Gifted and Talented Students............................................................................................. 138 19 ICT and HOTS: Does Culture Matter? ............................................................................... 138 20 Keberkesanan "Kit SeMaTe" dalam PdP Sejarah Sekolah Rendah.................................... 139 21 Interactive AI-based Module for Effective Literature Reviews ......................................... 139 22 Pembangunan Model Ramalan Risiko Penyakit Jantung dalam Kalangan Pesakit Kencing Manis Menggunakan Pembelajaran Mesin ......................................................... 140 23 Snake & Ladder Life Insurance Board Game (SNALLE).................................................. 141 24 D-Analysis Accelerator....................................................................................................... 142 25 Work-based Learning Project Monitoring System (Promosys): An Integrated Webbased Tool for Assessment Management and Tracking Learning Progress...................... 142 26 Transforming Education Through Immune System Storytelling and Poetic Exploration.. 143 27 Elevate Your Focus with Neurature©: A Scientifically Proven Learning Tool to Boost Student’s Memory Capacity by Listening to Low Intensity Nature Sound....................... 144 28 Siberschool: Pembelajaran Siber Interaktif ........................................................................ 145 29 "Skeleton Hands: The Bony Chart" .................................................................................... 145 30 The Book of Magnificent Arabic Knowledge .................................................................... 146 31 From Sugar Rush to Cellular Energy: The Pathway Chronicles ........................................ 147 32 Pencil Arabic....................................................................................................................... 147 33 The Arabic Book House Game ........................................................................................... 148 34 Analisis Program Mobiliti Pelajar Secara Maya di antara Mahasiswa Universiti Kebangsaan Malaysia dan Bunkyo-gakuin University, Jepun, Pasca-pandemik Covid19 ....................................................................................................................................... 148 35 Pengaplikasian Kit BaMaRi sebagai Pembelajaran Transformatif bagi Menggalakkan Kemahiran Membaca Kanak-kanak................................................................................... 149 36 Giant Arabic Fun Learning Book ....................................................................................... 150 37 SAINS DA'i ........................................................................................................................ 150 38 Alat Pengukuran Tahap Etika Pelajar Terhadap Kesedaran Jenayah Siber........................ 151 39 Meneroka Matematik dengan ChatGPT ............................................................................. 152 40 ‘Manuskrip ke CapCut’ dalam Pembelajaran Kesusasteraan Melayu Tradisional............. 152 41 Aplikasi VAGAT dalam Peningkatan Kemahiran Bertutur Murid Sekolah Tamil............ 153 42 Sampan the Card Game: Critical Thinking Skills for Language Learners......................... 154 43 Pentaksiran Alternatif Kursus Instrumentasi Kimia I......................................................... 154

Prosiding kNovasi 2023 119 44 E2GOV Flipped Classroom................................................................................................ 155 45 FraudBuster......................................................................................................................... 156 46 Penilaian Fleksibel Berdasarkan Senario bagi Projek Berasaskan Data............................ 156 47 LRGS MRUN: B40 Households’ Wellbeing Thru Education: Stem Science of Smart Communities...................................................................................................................... 157 48 MySTEM Innovation Challenge@Sarawak ....................................................................... 158 49 Karya Pantun Pelajar: Daripada Tugasan kepada Penerbitan............................................. 158 50 English for Everyone .......................................................................................................... 159 51 Slide Interaktif: Membina C.O.D melalui PPT................................................................... 160 52 Exploring the Role of R.A.L.I.T© As an Assessment Method in Teaching and Learning: Investigating the Effectiveness of Entertainment-Education in Enhancing Student Interest and Engagement in Immersive Lessons .................................................. 161 53 The Use of Educational Comics in Learning Chemistry: A Preliminary Study................. 161 54 Sustainable Pharmacy: Curriculum on Role of Pharmacists in Managing Pharmaceutical Waste........................................................................................................ 162 55 Effectiveness of Collaborative Online International Learning among Pharmacy Students in Malaysia and Philippines................................................................................ 163 56 Transformative Teaching in First-year Computer Science: Empowering Students with Google Colab for Interactive Programming Learning....................................................... 163 57 UKM STEM Club@Terengganu: Pembugaran.................................................................. 164 58 Permainan Papan Chickyam, Sebuah Alat Bantu Mengajar bagi Subjek Pertanian........... 165 59 Explorace: An Interactive Approach in Learning Calculus Concept among Malaysian Gifted and Talented Students............................................................................................. 166 60 Periodic Table Palooza Through Chem-vision Activity..................................................... 166 61 Kelestarian Kawasan Pelancongan di Mata Air Panas, Hulu Langat ................................. 167 62 Kaedah Pembelajaran Melalui Pembimbing Rakan Sebaya (PRS) dalam Kalangan Pelajar Pintar dan Berbakat: Peers to Peers....................................................................... 168 63 KPS-Filem........................................................................................................................... 168 67 Kempen Kitar Semula......................................................................................................... 169 68 Hello Microbes: Our Puffing Friends................................................................................. 170 69 Projek SULAM : Membina Laluan Pejalan Kaki di Sekolah Kebangsaan Bukit Tampoi (A), Dengkil, Selangor....................................................................................................... 170 70 saVid: Inovasi Pembelajaran Asas Tanaman Sawit............................................................ 171

Prosiding kNovasi 2023 120 71 Projek Hello Microbes Teach-able: Melahirkan Bakal Pendidik Berkualiti melalui Integrasi Kepelbagaian Teknik Pengajaran dalam Kursus Mikrobiologi.......................... 172 72 MedEx Moves in Response to the Covid-19 Pandemic...................................................... 173 73 Developing Students’ Speaking Skills Through Idea Pitching........................................... 173 74 Pembangunan Laman Web Kerjaya dalam Kalangan Pelajar Pintar dan Berbakat............ 174 75 Inovasi Pencarian Mudah Rujukan Ilmu Rijal.................................................................... 175 76 e-MMI: Leveraging Technology to Enhance Security, Reliability and Validity in Student’s Selection ............................................................................................................ 176 77 Program Sarjana Sains Citra (Ssn Citra): Reka Bentuk Penyelidikan Anjal Tersedia Masa Hadapan Bersama Industri ....................................................................................... 176 78 Implementasi Skrip Temubual ‘Ratna Bintang’ dalam Meningkatkan Kemahiran Temuduga Klinikal untuk Pelajar Sarjana Psikologi Klinikal........................................... 177 79 iModul Bahasa Melayu Komunikasi Antarabangsa “Lantun Bahasa antara Benua” ........ 178 80 Didik Sawit: Inovasi Pembelajaran Pengenalan Industri Sawit kepada Pelajar Sekolah ... 178 81 Crossword Puzzles as an Innovative Learning Method for Physiotherapy Neurology Course at the Universiti Kebangsaan Malaysia ................................................................. 179 82 Lab-NEPs: Kaedah Memahami Tajuk Elektrokimia bagi Mata Pelajaran Kimia dengan Lebih Mudah...................................................................................................................... 180 83 Cyber Hasanat: Resilient Community Via Secure Cybercitizenship Board Game ............ 181 84 Kesan Penggunaan Perisian Simulasi Autodesk Tinkercad Delima dalam Subjek Biologi ............................................................................................................................... 182 85 Students’ Preferences on Teaching Materials Used for Learning Mathematics................. 182 86 Flora i-Book........................................................................................................................ 183 87 Development of Quran - Science, Technology, Engineering, Art, and Mathematics (Qsteam) Module: It's Effect on Mathematical Thinking and Islamic Character.................. 184 88 Student Perception on the Use of Paraphrasing in an Academic English Course in UKM.................................................................................................................................. 184 89 Pengajaran Transformatif: Implementasi Model Pengajaran Tyler dalam Kursus Bioetika untuk Kesejahteraan Masyarakat (LMCP1572).................................................. 185 90 T.I.P.P. as an Approach to Enhance Student’s Thinking Skills.......................................... 186 91 Anatomy Ball Puzzle .......................................................................................................... 186 92 Pengalaman Pembelajaran Imersif Kursus Ergonomik dalam Kalangan Pelajar Program Kesihatan Persekitaran dan Keselamatan Industri............................................................. 187

Prosiding kNovasi 2023 121 93 The Impact of Integrating Team-building Activities into Team Formation Process on Psychological Safety and Team Performance of Secondary School Students .................. 188 94 Penerapan Ilmu "Badan Cergas, Otak Cerdas" di Sekolah Rendah Desa........................... 189 95 Pentaksiran Alternatif: Implementasi Teknik ‘Debriefing’ dalam Kursus Bioteknologi dan Masyarakat (LMCR3353)........................................................................................... 190 96 Adam, Lee & Muthusamy: Virtual Patients for Assessment of Medical Students’ Communication Skills........................................................................................................ 191 97 Digitalizing Assessments: Smart Question Bank Unleashes Multitasking Potential ......... 191 98 Sistem Pembentukan Kumpulan dan Penilaian Rakan ....................................................... 192 99 Kit Eksperimen Skala Mikro Chemsci UKM: Pendekatan Berasaskan Sukatan Pelajaran untuk Pembelajaran Inklusif .............................................................................. 193 100 Penerapan Pembelajaran Imersif Class to Industry (C2I) bagi Subjek Sains Komputer di Kolej GENIUS@Pintar Negara, UKM.......................................................................... 194 101 Pendekatan Pembelajaran Imersif dalam Membantu Murid untuk Mahir Berkomunikasi dalam Bahasa Melayu .............................................................................. 194 102 Modul INPAQ: Reka Bentuk Pembangunan Modul Bahasa Arab Khusus untuk Pendidikan Sahsiah Pesalah Juvana................................................................................... 195 103 Calm Down Bag................................................................................................................ 196 104 Jom Fonik.......................................................................................................................... 196 105 Baca, Imbas, Mula, Sekarang (BIMS).............................................................................. 197 106 Pembaris EzyGuna............................................................................................................ 197 107 Projek dengan Pelbagai Pilihan Konsep sebagai Kaedah Pengukuran Kompetensi dalam Bidang Keselamatan Makanan................................................................................ 198 108 Model Pembelajaran Bahasa Arab Qurani (Al-Qallem) sebagai Pendekatan Pemantapan Prinsip Kerohanian, Sikap dan Nilai dalam Kurikulum Standard Bahasa Arab Sekolah Menengah.................................................................................................... 199 109 Konda-kondi the Legend: Permainan Tradisional Augmentasi Realiti ............................ 199 110 Raih Gelar Penguasa Ejaan dengan Gamifikasi Eja2BM.................................................. 200 111 Naratif Legenda Digital: Aplikasi Inovasi Meningakatkan Minat Dunia Kesusasteraan. 201 112 Penghasilan Slaid Pengajaran Menarik Dengan Menggunakan Aplikasi Canva Bagi Meningkatkan Kefahaman Dan Minat Pelajar................................................................... 202 113 Model Pengintegrasian Teknologi, Artificial Intelligence (Ai) Dan Problem Based Learning dalam Pengajaran Undang-Undang Kewangan Islam....................................... 202 114 Halal Pharmapreneur: A New Frontier For Healthcare Services...................................... 203

Prosiding kNovasi 2023 122 115 Sistem Penjanaan Surat Automatik 2.0 Menggunakan Autocrat Untuk Kursus KF3066 Latihan Industri.................................................................................................................. 204 116 Social Behaviour Change Communication Intervention on Knowlesi Malaria Prevention Among At-Risk Community in Gua Musang, Kelantan: A CommunityBased Learning .................................................................................................................. 204 117 Inovasi ‘Indahnya Persahabatan’ Subjek Pendidikan Islam: Adab Bersahabat.............. 205 118 Pendigitalan, Kesahan, Kebolehpercayaan Dan Kebolehgunaan Modul Mentor Berkesan© Bawah Projek Tunas Fsk (Sistem Mentor-Mentee), Di Fakulti Sains Kesihatan, Universiti Kebangsaan Malaysia (UKM) ........................................................ 206 119 Interactive Flipped Lectures ............................................................................................. 206 120 Ciptaan ‘hye-One’ Untuk Pelajar Sains Tahun 3: Memahami Tabiat Pemakanan Haiwan............................................................................................................................... 207 121 Ciptaan ‘Math Marvels’ Satu Inovasi Matematik Kepada Pelajar Tahun 1 ..................... 208 122 Objective Structured Pharmacy Examination (OSPhE): An Alternative Assessment Method For Specialised Pharmacy Services Skills............................................................ 208 123 Piza KA-Bilan (Piza Kata Adjektif - Sembilan)............................................................... 209 124 Inovasi "MANTRA" Mudahnya Kata Kerja..................................................................... 210 125 Blynk IoT Trainer Kit ....................................................................................................... 210 126 Inovasi ‘ALWAN’ Mengenal Warna Dalam Bahasa Arab ............................................. 211 127 Inovasi ‘Indahnya Persahabatan’ Subjek Pendidikan Islam: Adab Bersahabat............... 211 128 Inovasi ‘Spectrum Tool’ Meningkatkan Kefahaman Dan Kemahiran Membina & Mentafsir Carta Pai ............................................................................................................ 212 129 Inovasi ‘Kenali Haiwan’ Subjek Sains Sekolah Rendah .................................................. 213 130 Keberkesanan I-SH-E dalam Pembelajaran Kendiri Bimbingan Instruksional................ 213 131 Proses Membina Informasi dan Aplikasi Qr Kod dalam Memahami Klasifikasi Penyalahgunaan Bahan ...................................................................................................... 214 132 Inovasi ‘M&M Pun Ibadah?’............................................................................................ 215 133 Inovasi ‘Super Numbers and Operation’ (Nombor Bulat dan Operasi Asas)................... 215 134 Modul Stem ACTG-13 untuk Aktiviti Interaktif Pelajar dan Guru bagi Membudayakan Pengalaman Pembelajaran Imersif Stem dan Mata Pelajaran Biologi di Sekolah .......................................................................................................................... 216 135 A Collaborative Effort of Innovation in Transforming Paediatric Hematology and Oncology (PHO) Nursing Services.................................................................................... 217 136 FANTASIALIM: Mengeksplorasi Dunia Asas Binaan.................................................... 217

Prosiding kNovasi 2023 123 137 “PRIBANOVATIF”: Inovasi Peribahasa untuk Bahasa Melayu...................................... 218 138 Pemantauan Prestasi Akademik Pelajar bagi Jabatan Kejuruteraan Mekanikal dan Pembuatan (JKMP) UKM Berdasarkan Sistem IHPP....................................................... 218 139 The Development of KSSR Gymnastics Training Module for Physical Education Teachers............................................................................................................................. 219 140 ‘ZOORIA’ (INTERAKSI ANTARA HIDUPAN) ........................................................... 220 141 I-SIHAT (Β): Pembelajaran Reflektif Berasaskan Komuniti dan Projek......................... 220 142 Pembangunan Aplikasi Machine Management System .................................................... 221 143 Program MUTIARA-FEP: Pembangunan Holistik Pelajar Menerusi Keterlibatan dan Penilaian Berterusan .......................................................................................................... 221 144 Fall Prevention Educational Videos to Improve Knowledge, Awareness and Attitude on Falls among The Healthcare and Medical Undergraduates in Malaysia ...................... 222 145 PENGAJARAN TRANSFORMATIF PENDIDIKAN FIQH MENERUSI MUKALLAFUGOGI A(M-I-A-R) ................................................................................... 223 146 Rekabentuk Dan Pembinaan Inovasi ‘Guruku Sayang’ Subjek Pendidikan Islam Sekolah Rendah ................................................................................................................. 223 147 Learning Strategies of Arabic Debate Students in Speaking Skills.................................. 224 148 Mathematical Mastery in Crochet: Breaking the Yarn Ceiling ........................................ 224 149 Kesan Positif Kaedah Kerja Lapangan Dalam Pembelajaran Imersif Bersemuka: Perkembangan Dan Potensi Pelajar................................................................................... 225 150 Pembangunan Model Kewarganegaraan Digital Islami Dalam Penggunaan Media Siber................................................................................................................................... 226 151 Alat Pembantu Pengajaran Dan Pembelajaran Pembinaan Jalan Animasi Interaktif....... 226 152 Beyond Reality: Augmented Reality’s Breakthrough in Teaching Object Function to Children with Autism......................................................................................................... 227 153 Saluran Youtube Medium Penyebaran Ilmu Sepanjang Hayat......................................... 228 154 Telehealth Triumphs: Learning To Adapt And Thrive Amidst A Pandemic ................... 228 155 Integrated Smart Attendance UKM and Google Spreadsheet To Monitoring Students' Attendance ......................................................................................................................... 229 156 “Suiting Up” An Experience Learning: I Am Old............................................................ 230 157 Revolusi Pembelajaran Teradun: Mengintegrasikan Pengalaman Imersif Dalam Pengurusan Program Berimpak (LMCR1412) .................................................................. 231 158 CTComics: Empowering Cancer Education Through Visual Storytelling....................... 232 159 Beyond The Blackboard: Augmented Reality Transforming Maths Education............... 232

Prosiding kNovasi 2023 124 160 Using Generative AI to Enhance Chess Learning ............................................................ 233 161 Cartastat: Alat Bantu Pengajaran Biostatistik Asas.......................................................... 234 162 Simulasi di dalam Pengajaran Komunikasi Politik: Kaedah dan Impak Terhadap Pengetahuan Demokrasi Deliberatif dalam Kalangan Pelajar Antarabangsa .................... 234 163 LECTROPACT................................................................................................................. 235 164 Continuous Learning Opportunity: Implementation of a Non-punitive Standard Operating Procedure For Patient Adverse Events ............................................................. 236 165 Pengajaran Dan Pembelajaran Berasaskan Muzium Bagi Kursus Undang-undang Kemanusiaan Antarabangsa............................................................................................... 236 166 Sistem Pengurusan Dan Penjanaan Markah Penilaian Berterusan (MARKS-ON-AIR).. 237 167 Alternative Assessment Strategy for Gifted and Talented Students in STEM ................. 238 168 Eksperimen Penukar Buck Menggunakan Litar Kawalan Ringkas yang Kos Efektif...... 239 169 Driving Student Excellence: Leveraging Data Analytics and Microsoft Power BI for Academic Improvement..................................................................................................... 239 170 The Sambal Onyet Project: Experiencing Media Entrepreneurship through Immersive Learning............................................................................................................................. 240 171 ‘READY ME’ Kunci Didik Jururawat Terlatih Novice ................................................... 241 172 Break O Fast (Puasa) ........................................................................................................ 241 173 Manfaat & Pengalaman Makmal bersama AR Chemistry................................................ 242 174 Inovasi ‘ALAM RIA’ (Alam Kehidupan) ........................................................................ 242 175 Model for Anterior Colporrhaphy Simulation (Mss POPCyst): An Innovation for Surgical Training ............................................................................................................... 243 176 Pengalaman Pembelajaran Imersif melalui Pembelajaran berasaskan Perkhidmatan dalam Pemerkasaan Komuniti Ibu Bapa dan Kanak-kanak di Sekolah Kebangsaan Sungai Pelek, Sepang, Selangor ........................................................................................ 244 177 Pemerkasaan Aktiviti Kesukarelawanan di Kalangan Pelajar Universiti: Pendekatan Pelbagai Fasa berdasarkan Enam Tunjang ........................................................................ 245 178 STEM Kit Microbial-photosynthetic For Electricity Generation ..................................... 246 179 Konda-Kondi The Legend: Permainan Tradisional Augmentasi Realiti......................... 246 180 CATS - Classroom Assessment Techniques: Enhancing Learning Outcomes Through Innovative Classroom Assessment Techniques................................................................. 247 181 VUCA-Based Assessment: Transforming Business Education Evaluation Through Alternative Approach and Real-World Readiness............................................................. 248 182 I-SUCCEED - New Paradigm Interactive Learning Innovation Systems........................ 248

Prosiding kNovasi 2023 125 183 Gaming Approach as an Introduction to Programming Language : A Case Study at Kolej GENIUS@Pintar Negara UKM............................................................................... 249

Prosiding kNovasi 2023 126 1 Fostering Global Leadership: A Study of Collaborative Online International Learning among University Students in Malaysia and Japan Azahah Abu Hassan Shaari1 *, Li-Mei Chen2 , Yohan Kurniawan1 , Ruzaini Ijon1 , Fairuz A'dilah Rusdi1 , Siti Fathihah Abdul Latif 1 & Ateerah Abdul Razak1 1Universiti Malaysia Kelantan 2Yokohama City University *[email protected] Online international collaboration in teaching and learning is a valuable investment in training university students to become future innovative leaders who can foster change in their communities and the greater society. A total of thirty undergraduate students from a Malaysian (n = 17) and a Japanese (n = 13) university participated in the pilot COIL programme that was conducted over four days in August 2022. Students were divided into six groups and met for two hours per day. Interactive activities were designed to encourage students to proactively engage with each other. These included examining social issues in Malaysia, posting daily reflections and group pictures on Padlet, using Jamboard to brainstorm social innovations and designing thinking activities using MURAL. On the final day of the programme, students presented their social innovation proposals to representatives from SEEd.Lab PETRONAS. During these four days, students had the opportunity to develop global leadership skills and knowledge as well as etiquette for international group work in an online environment. At the same time, students gained competence in academic writing and enhanced their English speaking and reading skills. Eventually, this programme can serve as a conduit for building bilateral relationships between universities in Malaysia and Japan. In the future, changes can be made to improve the students’ COIL experience. Revising the structure and improving the content by conducting a five-day programme with four one-hour sessions per day, for example, can give students more time to interact, engage and communicate with each other. Furthermore, COIL can promote one of the five Malaysian Qualification Accreditation (MQA) clusters: functional work skills with a focus on practical competencies, specifically leadership, autonomy and responsibility. 2 MedStats: Look & Learn Azmawati Mohammed Nawi* Jabatan Perubatan Kesihatan Awam, Fakulti Perubatan, Universiti Kebangsaan Malaysia *[email protected] Medical statistics is one of the modules for postgraduate students to learn and apply in their university research. Most students quickly get bored with mathematical formulas and complicated ways to understand them. They will repeatedly look back at the lecture notes when to apply in data

Prosiding kNovasi 2023 127 analysis of their research. The scenario makes their life difficult and adds more stress to their study. Therefore, MedStats: Look & Learn is an innovative way to learn about medical statistics. The postgraduate medical student learns the course FK6163 via lectures and practical sessions using SPSS. After the class, the postgraduates need to summarise the lecture information into one infographic slide. Each infographic was tested among the students on their understanding by look and learn. The lowest rating infographic needs to improve on their infographic and re-evaluate. After several improvements, all infographic rating scores are nine and above. Therefore, all the infographic was combined to become MedStats: Look & Learn. MedStats: Look & Learn has been re-evaluated among the new group of postgraduate students, and the rating score of Look & Learn is more than 9 for them to apply in their research. 3 Beyond Grades: Assessing Learning and Engagement through WORDSMITH101! Harwati Hashim*, Melor Md Yunus, Nur Yasmin Khairani Zakaria, Siti Nursofea Adriana Mohd Rufendi & Fathilah Begum Mohd Maidin Fakulti Pendidikan, Universiti Kebangsaan Malaysia & Kolej Komuniti Taiping *[email protected] Traditional forms of assessment, such as tests and exams, have long been the primary means of evaluating students' knowledge and skills in educational settings. However, there is a growing recognition that alternative assessment methods could provide a more comprehensive and authentic understanding of students' abilities. One such alternative assessment approach is service learning, which combines academic content with community service experiences. Service learning offers an opportunity for students to engage in hands-on, experiential learning while addressing real community needs. By actively participating in a service learning project, students gain practical skills, and develop a sense of social responsibility, all of which are crucial for their personal growth and civic engagement as future teachers. In this alternative assessment via service learning, students of Teaching English as a Second Language (TESL) year 3, under the course Teaching Writing in an ESL Context were assigned to organise a programme named WordSmith101 to enhance writing skills for TVET learners. In this programme, students were assessed by their ability to implement effective, creative and innovative lessons for teaching writing skills. 7 lessons were designed and developed based on data gathered from the target participants and were implemented in the programme where students from 1 polytechnic and 6 community colleges were involved as participants. This 1 day programme has provided students with hands-on, real-world experiences that transcend traditional education boundaries. By actively organising the programme, students could apply their theoretical knowledge, develop practical skills, innovative ideas and cultivate a sense of social responsibility. Moreover, this alternative assessment via service learning offers a promising approach to evaluating students' learning outcomes in a more comprehensive and authentic manner. By combining academic content with meaningful community service experiences, this alternative assessment method could capture students' practical skills, social competencies, and personal development.

Prosiding kNovasi 2023 128 4 Gamifying a Malaysian Preschool Animal Education Virtual Reality (VR) Application Based on the MDA Framework Rosfuzah Binti Roslan* Universiti Putra Malaysia *[email protected] Introducing a Virtual Reality (VR) application called VRMiniZoo, a preschool animal education VR product that is Malaysian Muslim culture-based. Culture-based education is an approach, in which teaching and learning happen based on the values, norms, beliefs and practices that are the foundation of any culture. In Malaysia, it is common to educate the preschool students on the local culture and mannerism. Pre-school education is considered as an important intervention in a child’s early development in which at this age, their experiences will be sensitive to their future academic and social life. VRMiniZoo creates different teaching scenarios and approaches in animal education for the preschool students, providing an alternative to the conventional method of physical ‘field trips’ by implementing VR and gamification aspects of the MDA framework. Mechanics Dynamics Aesthetics (MDA) introduced by Robert Hunicke, Marc LeBlanc and Robert Zubek in 2011, is a formal approach in correlating gaming design elements with software deliverables. The pre-school teachers may use VRMiniZoo as an assisting tool, which will provide an understanding of the children’s reactions, motivation, and engagement in their animal topic learning session. Moreover, with VR the children are able to think creatively when immersed in a new environment while staying in comfortable settings such as at home or school. 5 Teaching STKK6513 (Organic Synthesis) at Stadium UKM Siti Aishah Hasbullah* & Muntaz Abu Bakar Fakulti Sains dan Teknologi, Universiti Kebangsaan Malaysia *[email protected] The main objective of designing teaching and learning in Stadium UKM is to motivate students to engage actively in their studies and get regular physical activity. In a typical classroom setting for STKK6513 (Organic Synthesis), one of the students showed signs of fatigue and lack of motivation. Additionally, due to the Organic Synthesis being an advanced fundamental organic synthesis course, students needed to maintain their concentration. Therefore, Stadium UKM was chosen as an open venue for teaching and learning to increase their energy, promote fitness, encourage a healthy lifestyle, and finally make understanding the subject's content simpler.

Prosiding kNovasi 2023 129 6 Sebelas Strategi Transformasi Tesis kepada Buku Ilmiah Berimpak Aplikasi Teori HRST (Halim Razali Strategic Theory) Halim bin Razali* Institut Penyelidikan Tenaga Suria (SERI), UKM *[email protected] Peralihan penulisan manuskrip daripada tesis kepada buku ilmiah merupakan satu cabaran bagi setiap ahli akademik . Cabaran yang paling hebat adalah dari segi masa dan teknik mentransformasikan tesis yang kurang jelas dan tepat. Tesis merupakan manuskrip ilmiah yang penuh dengan perihal ilmu pengetahuan merangkumi semua bidang yang begitu kompleks. Manakala gaya penulisan tesis juga berbeza dengan gaya penulisan buku ilmiah. Perbezaan ini dapat dilihat dari segi kaedah penyampaian laras Bahasa dalam menghuraikan sesuatu fakta atau dapatan sesuatu kajian. Penggunaan Bahasa yang lebih LAYMAN dan mudah difahami merupakan kunci utama dalam penulisan buku. Melalui pendekatan modul ini, para penulis didedahkan dengan strategi mentransformasi manuskrip tesis kepada buku ilmiah secara efektif dan profesional. Kaedah untuk mendapatkan kefahaman penulisan dari tesis kepada buku juga diuraikan secara saintifik. Kefahaman melalui strategi penulisan manuskrip melalui modul ini lebih menjurus kepada 11 teori HRST yang merangkumi format, penentuan bab, rajah, jadual dan menentukan tajuk buku juga diberi penekanan. Semoga dengan adanya modul inovasi ini para pelajar, ahli akademik dan individu yang berminat, berupaya meningkatkan kemahiran penulisan dan peningkatan peratusan penerbitan buku ilmiah berasaskan tesis juga dapat dipertingkatkan penerbitannya. Terutamanya bagi universiti-universiti yang berstatus penyelidikan akan dapat diperkasakan penerbitan akademiknya di mata dunia. 7 Use of Patent Information in Carrying out High-Impact Research Siow Kim Shyong* IMEN Universiti Kebangsaan Malaysia *[email protected] Scientific research typically starts with a literature review of journals, conferences, other open publications. However, these sources often lack industry input since companies prefer patenting their inventions for commercialization instead of public disclosure. Thus, the ability to search and read relevant patents is crucial for developing comprehensive research valued by both academia and industry.In our research methodology class for IMEN postgraduate students, we utilise the www.lens.org database (designated by the Malaysia Ministry of Education) to search for patents using keywords and classifications related to students' projects. Each student analyses and read few relevant patents, submitting an assignment explaining how these patents, at landscape and individual level, shape their intended research area. Additionally, we examine the contributions of each technology at a system level, considering its impact on the final product or technology for sale.This focus on finding relevant patents and understanding their significance in subsequent

Prosiding kNovasi 2023 130 productization represents our first endeavour in this domain. However, as IMEN has a small student population, data on the effectiveness of this approach are not yet available, and our earlier version of this module only focuses on the general concepts of patents. 8 Interactive Student-Led Seminar on Chronic Disease Management in Primary Care Zuhra Hamzah1* , Saharuddin Ahmad1 , Teh Rohaila Jamil1 , Syahnaz Mohd Hashim1 , Mohd Fairuz Ali1 , Leelavathi Muthupalaniappen1 , Ezura Madiana Md Monoto1 , & Rahmah Kamaludin2 1Department of Family Medicine, Faculty of Medicine, Universiti Kebangsaan Malaysia, Bandar Tun Razak, 56000 Cheras, Kuala Lumpur, Malaysia 2Klinik Primer Hospital Canselor Tuanku Mukhriz, Jalan Dwitasik, Bandar Sri Permaisuri, 56000 Cheras, Kuala Lumpur, Malaysia. *[email protected] Student-led seminar sessions have been practised as a teaching-learning tool to deliver the core contents in Family Medicine during the final year of medical undergraduate curriculum in University Kebangsaan Malaysia. Student’s feedback described the conventional teaching sessions as dull, theoretical and lacking interaction with the audience. Hence, we modified the delivery of this session on ‘Management of chronic diseases in primary care’ to an interactive approach. The aim was to improve the students’ engagement without compromising on the objective of the session which was to enhance student’s ability to identify patient’s problems and outline a comprehensive management using patient-centred collaboration with interprofessional care. This new approach required each student group to prepare a 10-minute role-playing video based on their encounter with a real chronic patient at the primary care clinic. The students should demonstrate decision making abilities managing patients with multiple co-morbidities using the above principles. The video showcases the clinical summary of the patient problems, relevant investigations and a comprehensive care plan. During the face-to-face session, each group presents their video and conducts an interactive discussion based on the video in the presence of a facilitator. The facilitator provides feedback on the session and the group is given marks which contributes to their continuous assessment. This innovative method has many advantages as it enables students to understand, apply, analyse and evaluate their knowledge clinically, while trying to simulate the management of a patient with multiple comorbidities. It also cultivates teamwork and creativity, learning from other group’s videos, providing feedback and active discussion. Although this method cannot replace the experience of managing actual patients, it stimulates students to apply a multidisciplinary care approach which will prepare them to be physicians who are well-equipped with lifelong abilities to collaborate and provide holistic care.

Prosiding kNovasi 2023 131 9 CASENAVIGATOR360 Mohamad Ezrien Mohamad Kamal*, Seri Ayu Masuri Md Daud & Tuan Zainun Tuan Mat Universiti Teknologi MARA *[email protected] Integrated case study (ICS) presents significant challenges for accounting students as it requires the integration of knowledge from various accounting areas. These challenges encompass time management, understanding complex scenarios, combining multiple concepts, decision-making under uncertainty, and developing communication and presentation skills. Difficulties may be compounded by limited access to resources and potential teamwork issues. The failure to grasp ICS knowledge can have a substantial impact on graduates' employability, as the accounting profession increasingly demands professionals who can handle complex real-world situations. Employers seek candidates who can apply their knowledge across different areas, make informed decisions, analyse data effectively, and communicate findings clearly. Graduates lacking competence in ICS may find their job prospects and advancement opportunities limited. To address these challenges, "CASENAVIGATOR360" is designed to guide accounting students in effectively learning ICS. It offers a structured and comprehensive approach to deciphering core issues in complex real-world scenarios. The detailed framework provided by CASENAVIGATOR360 ensures a holistic understanding of the discipline and enhances students' ability to recognize the interconnectedness of different concepts.Using CASENAVIGATOR360 allows students to master ICS, which essentially improves their analytical ability, enhances communication and presentation skills, and enables them to convey complex ideas concisely and effectively to various stakeholders. These skills are highly valued in the accounting profession, ultimately improving graduates' employability and career prospects. 10 Perisian Kursus (Courseware) Pandai Mandarin untuk Pembelajaran Bahasa Mandarin Permulaan bagi Penutur Bukan Jati Nur Hanun Binti Ismail* Kolej Profesional MARA Indera Mahkota *[email protected] Perisian kursus (courseware) Pandai Mandarin ini direka khas untuk pembelajaran dan pengajaran kursus Bahasa Mandarin yang semakin meluas di peringkat pengajian tinggi termasuk di Kolej Profesional MARA (KPM) seluruh Malaysia. Keistimewaan Pandai Mandarin ini dapat dilihat pada kandungan perisian kursusyang mempunyai terjemahan dwi-bahasa iaitu Bahasa Melayu dan Bahasa Inggeris. Perisian kursus ini digunakan sebagai alat bantu mengajar (ABM) yang menyokong penyampaian keseluruhan kursus Bahasa Mandarin pada peringkat permulaan bagi

Prosiding kNovasi 2023 132 penutur bukan jati. Perisian kursus Pandai Mandarin menggunakan teknologi pengajaran yang berpotensi untuk mengatasi batasan pengajaran tradisional dan membolehkan pelajar untuk mempelajari bahasa Mandarin tanpa terikat oleh waktu dan tempat. Pembinaan perisian kursus Pandai Mandarin dapat membantu meminimalkan tekanan dan kebimbangan pembelajaran secara bersemuka di samping membekalkan pelajar dengan sejumlah besar kandungan yang menarik, permainan yang menyeronokkan dan latihan pengukuhan yang pelbagai. Dengan bantuan perisian kursus ini, ianya menjadikan penyampaian kandungan pengajaran lebih mudah dan menarik. Kesimpulannya, perisian kursus ini diberi nama Pandai Mandarin bersesuaian dengan tujuan ianya diwujudkan iaitu untuk menyokong pembelajaran dan pengajaran bahasa Mandarin sehingga pelajar dapat menguasai dan pandai bertutur serta memahami bahasa Mandarin. 11 PC Anatomy (Anatomi Komputer) Muhamad Fadzli Bin Ali*, Suriani Binti Rozahan, Nur Aimuni Binti Abd Hadi, Fauziah Binti Ahmad Zawawi, & Azhar Bin Ahmad Zaki Institut Latihan Perindustrian Kuantan, Pahang *[email protected] PC Anatomy adalah projek yang direka untuk meningkatkan pemahaman pelajar tentang komponen dalaman dan fungsi komputer peribadi (PC). Setiap komponen ini dilabel dan dipaparkan secara terbuka bagi mendapatkan persekitaran pembelajaran yang dinamik dan interaktif seterusnya memaksimakan penglibatan pelajar semasa sesi Pengajaran dan Pembelajaran (PdP) di dalam kelas.Semasa PdP, pelajar tidak mendapat gambaran yang jelas mengenai komponen serta sambungan yang terdapat dalam sebuah PC kerana dimensi penglihatan yang terhad disebabkan ruang casing PC yang kecil dan padat. Faktor ini juga menghadkan jumlah pelajar yang terlibat semasa proses PdP dalam satu-satu masa.Selain itu, PC Anatomy juga menjadi bahan promosi dan pameran bagi menarik perhatian pelawat atau murid sekolah. PC Anatomy sentiasa menarik perhatian (eye-catching) murid sekolah dan pelawat kerana struktur setiap komponen PC dan sambungan setiap komponen dapat dilihat dengan jelas. Ini secara tidak langsung meningkatkan prospek kumpulan sasaran (Potential Audience) terutamanya bakal pelajar TVET dalam bidang ICT.

Prosiding kNovasi 2023 133 12 Persiapan Penempatan Latihan Industri Melalui Pendekatan Bimbingan Kolaboratif Senior- Junior Nadhratun Naiim Mobarak1 *, Azizah Baharum1 , Norfarhan Mohd Assa`ad2 , Haslaniza Hashim3 , & Norfazrin binti Mohd Hanif 4 1 Jabatan Sains Kimia, 2 Jabatan Fizik Gunaan, 3 Jabatan Sains Makanan, 4 Jabatan Sains Bumi & Alam Sekitar, Fakulti Sains dan Teknologi, Universiti Kebangsaan Malaysia, 43600 Bangi , Selangor. *[email protected] Latihan Industri (LI) merupakan program wajib untuk pelajar prasiswazah bagi mempersiapkan diri sebelum memasuki alam pekerjaan. Walau bagaimanapun, untuk memastikan penempatan LI yang tepat, pendekatan bimbingan kolaboratif antara pelajar senior (yang sedang menjalani LI) dan pelajar junior (yang baru memulakan proses pemilihan penempatan LI) telah diperkenalkan. Pendekatan ini telah diperkenalkan pada tahun 2021 dalam program Kimia dan sekarang telah diperluas kepada program-program lain seperti Teknologi Kimia, Bioinformatik, Sains Makanan dan Sains Sekitaran. Jumlah pelajar yang terlibat adalah bergantung kepada program iaitu bagi program Kimia dan Teknologi Kimia adalah seramai 164 orang, program Bioinformatik dan Sains Makanan masing-masing 50 orang dan program Sains Sekitaran seramai 100 orang. Bagi mengetahui hasil pendekatan program ini, borang maklumbalas telah diedarkan kepada pelajar pada akhir program. Maklum balas daripada pelajar menunjukkan manfaat yang jelas daripada pelaksanaan program bimbingan ini. Pelajar junior mendapat gambaran yang lebih jelas mengenai pilihan bidang tugas yang relevan pada masa kini selain mendapat maklumat tawaran penempatan latihan yang sedang dibuka secara terus daripada pelajar senior. Di samping itu, pelajar senior juga mendapat peluang untuk mengenali sektor pekerjaan lain. Masalah pelajar mendapat tugas yang tidak berkaitan dengan program juga adalah berkurangan. Pendekatan ini memberikan manfaat yang signifikan dalam persiapan pelajar untuk memasuki pasaran kerja. Pengalaman pelajar senior yang telah melalui proses pemilihan tempat latihan industri menjadi sumber panduan yang sangat berharga bagi pelajar junior. 13 “Lengai”: Produksi Video Pesanan Khidmat Awam (PKA) dalam Meningkatkan Literasi Digital Pelajar Hasrul Hashim*, Mohd Azul Mohamad Salleh, Normah Mustaffa & Muhammad Syakir Ahmad Sazali Universiti Kebangsaan Malaysia *[email protected] Kaedah produksi video telah banyak dipraktikkan di dalam proses pengajaran dan pembelajaran kerana pendekatan ini merupakan kaedah terbaik dari perspektif konstruktivisme dalam pendidikan yang menekankan kepada aspek pembinaan pengetahuan secara aktif dalam kalangan

Prosiding kNovasi 2023 134 pelajar. Hal ini secara tidak langsung telah meningkatkan kemahiran literasi digital kritikal seorang pelajar melalui pembelajaran aktif dan kreatif. Namun demikian, tahap kreativiti dan profesionalisme pelajar di dalam produksi video kebanyakannya tidak mencapai tahap profesionalisme yang sewajarnya terutamanya dalam kalangan pelajar jurusan media dan komunikasi. Justeru, inovasi ini mengintegrasikan penyelidikan pensyarah, teknologi audio visual, kemahiran serta kreativiti pelajar dalam menterjemahkan data kajian ke dalam bentuk produksi video pesanan khidmat awam (PKA). Sebuah kumpulan produksi yang terdiri daripada pelajar telah dibentuk bagi menghasilkan sebuah video PKA pasca pandemik bagi tujuan kesedaran terhadap masyarakat. Data kajian yang diperoleh melalui geran penyelidikan bertajuk Rekabentuk Mesej Kreatif dan Inovatif Dalam Pesanan Khidmat Awam Krisis Kesihatan (GGPM-2020-040) telah digunakan sebagai input dalam penghasilan video PKA yang bertajuk ‘Lengai’. Kumpulan produksi pelajar berkenaan telah dilibatkan secara profesional di dalam proses pra-produksi, produksi dan pasca-produksi sehingga sebuah video pesanan khidmat awam berjaya disiapkan. Video yang telah disiapkan telah dihantar ke Festival Filem Pelajar Malaysia ke-13 dan telah memenangi Anugerah Filem Iklan/Pesanan Khidmat Awam Terbaik. 14 STQA3991 & STQA4993: An Actuarial Undergraduate First Step to Research Work Siti Norafidah Mohd Ramli, Noriza Majid* & Humaida Banu Samsudin Program Sains Aktuari, Jabatan Sains Matematik, Universiti Kebangsaan Malaysia *[email protected] Known as a demanding course, the UKM Actuarial Science program comprises undergraduate students who meet high admission requirements. After three years of undergraduate workloads, which depend more on quantitative and computational skills, the students are expected to conduct an independent research project mainly based on readings. Despite obtaining excellent results in pre-uni examinations and while in UKM, many students needed help to choose a topic due to poor reading habits. The movement control order during the Covid-19 pandemic worsened the condition as both lecturers and students adjusted themselves, making it almost impossible for active discussions among the students and past project inspections for guidance. Since the students must complete the final year project (FYP) independently within two semesters, the first part of the FYP (STQA3991, FYP I) was used to equip the inexperienced students with basic research skills, particularly in reading journal articles for literature review. Weekly seminars were held with a team-teaching effort to assist the students in choosing an actuarial research topic and reading journal articles while reviewing the two commonly used statistical models in conducting the FYP: the time series and linear regression. Towards the end of the semester, students were also taught how to create a poster using Canva for a poster presentation during the final assessment. Based on the end-of-semester survey, most students from the first batch of implementation found that the weekly seminars helped complete their project, especially in generating research ideas and reviewing the related mathematical models. Consequently, most students could start STQA4993 (FYP II) immediately as the next semester commenced. And for the first time in five years, there

Prosiding kNovasi 2023 135 were no late presentations nor late submissions for STQA4993 FYP II, i.e. the sequel of FYP I, when students had to complete their project and present in the presence of financial industry practitioners. 15 InfiniteEd: Memperkasa Kemajuan Pendidikan Tanpa Sepadan Melalui d-CoMS Farah Suhana binti Mansor & Nur Aqilah binti Zulkifli* KKTM Lenggong *[email protected] Projek Tahun Akhir (PTA) dilaksanakan dalam tempoh setahun, melibatkan kumpulan pelajar dan penyelia untuk bekerjasama dalam menyelesaikan projek teknikal yang ditetapkan. Pengurusan yang efektif adalah kunci kejayaan projek tersebut. Walau bagaimanapun, kaedah konvensional pengurusan PTA menggunakan penyimpanan fizikal, melibatkan masa menunggu yang lama, penulisan kandungan yang tidak fleksibel, penilaian yang tidak cekap, kandungan yang tidak seragam, dan kesukaran dalam pengambilan semula data. Sejajar dengan usaha digitalisasi TVET MARA, d-CoMS, sebuah sistem pengurusan kursus berasaskan awan yang inovatif yang dibangunkan menggunakan 12 aplikasi dalam Microsoft 365, telah dilaksanakan untuk menguruskan kursus PTA di KKTM Lenggong. Dalam pakejnya, terdapat Panduan Pengguna yang dilindungi hak cipta, d-CoMS membolehkan pengguna menguruskan pelbagai aspek kursus secara jarak jauh, termasuk perkongsian kandungan pembelajaran, perancangan, pemantauan, penilaian, pelaporan digital, penjejakan, dan kerjasama. Pelaksanaan d-CoMS telah berjaya meningkatkan keberkesanan pengurusan kursus PTA di KKTM Lenggong. Pendekatan pengajaran yang transformatif termasuk pembelajaran individu dan integrasi teknologi. Strategi inovatif seperti pengurusan projek berkolaborasi, pembelajaran jarak jauh, perkongsian sumber yang ditingkatkan, pemantauan secara masa nyata, dan pelaporan digital telah dilaksanakan. Penyelia boleh menilai kemajuan pelajar, kemahiran, dan buku log melalui sistem ini. Ia telah menghasilkan pengurangan kos sebanyak 56% dan peningkatan kecekapan proses sebanyak 73% dengan pengurangan masa menunggu yang tidak perlu sebanyak 99.5%. 86% daripada projek PTA berjaya mencapai tahap kecemerlangan tertinggi. Maklum balas dari pengguna menunjukkan bahawa 81.5% bersetuju bahawa d-CoMS membolehkan kreativiti dan fleksibiliti dalam penulisan, manakala 100% bersetuju bahawa ia menjimatkan ruang dan membolehkan pengambilan data yang mudah. Selain itu, 91% bersetuju bahawa d-CoMS memudahkan urusan penyusunan kandungan. d-CoMS memastikan pendidikan berterusan, menggalakkan amalan lestari, dan mempunyai potensi untuk mengubah amalan pengurusan projek dalam pelbagai industri.

Prosiding kNovasi 2023 136 16 Penghasilan Produk Inovasi Berkonsepkan Kimia Hijau sebagai Kaedah Penilaian Alternatif untuk Kursus Kimia Persekitaran ke Arah Pendidikan Berteraskan Pembangunan Lestari Normah Awang* & Nurul Farahana Kamaludin Pusat Kajian Toksikologi dan Risiko Kesihatan, Fakulti Sains Kesihatan, Universiti Kebangsaan Malaysia Kampus Kuala Lumpur *[email protected] Penilaian merupakan sebahagian daripada proses pengajaran dan pembelajaran, yang bertujuan untuk meningkatkan prestasi pelajar yang dinilai. Penilaian juga dapat meningkatkan mutu pendidikan iaitu ia meningkatkan kemahiran pembelajaran sepanjang hayat serta prestasi dalam konteks pendidikan. Penilaian juga merupakan suatu proses sistematik yang melibatkan pengumpulan, penganalisisan dan penterjemahan tentang tahap pencapaian pelajar terhadap objektif pengajaran. Kini, penilaian alternatif yang dilaksanakan dalam sistem pembelajaran merupakan suatu bentuk penilaian yang melengkapi kaedah penilaian secara konvensional. Kebiasaannya, penilaian alternatif yang dilaksanakan melibatkan suatu penilaian yang baharu atau inovasi dari pengajar yang terlibat. Inovasi ialah kaedah mencari jalan untuk menghasilkan produk atau perkhidmatan yang lebih baik sama ada melalui pengubahsuaian atau penambahbaikan. Ia adalah hasil cetusan idea-idea yang kreatif dan inovatif dalam mana-mana aspek kerja yang dapat meningkatkan kualiti dan produktiviti sesuatu organisasi. Idea-idea ini boleh merangkumi apa-apa perubahan dalam bentuk sistem dan prosedur, kaedah dan cara bekerja mahupun pengenalan teknologi. Manakala produk inovasi merupakan idea baharu yang memberikan nilai tambah dan berdampak positif bagi kehidupan manusia. Oleh kerana itu, penghasilan produk inovasi ini kebiasaannya melibatkan penggunaan teknologi walaupun teknologi yang terlibat adalah ringkas. Seterusnya kimia hijau merupakan salah satu pendekatan yang boleh diterapkan dalam pelbagai bidang sebagai contoh dalam bidang pendidikan. Pendekatan kimia hijau dalam bidang pendidikan adalah bertujuan untuk menghasilkan pendidikan berteraskan pembangunan lestari, iaitu pendidikan yang mampu mendidik para pelajar ke arah penekanan konsep menuju kepada kehidupan yang lestari. Kimia hijau mampu menyediakan satu platform pendidikan kepada pelajar ke arah penyelesaian secara saintifik. Penyelesaian secara saintifik ini adalah bagi menangani punca-punca utama pencemaran alam sekitar yang bertujuan untuk menghasilkan para pelajar yang berpengetahuan, berkemahiran, mempunyai sikap dan nilai yang dapat membentuk masyarakat yang bersifat prihatin terhadap kelestarian alam sekitar. Pelaksanaan pendidikan kimia hijau seharusnya dilaksanakan kepada semua peringkat pelajar termasuk pelajar di institusi pengajian tinggi. Ianya boleh dilaksanakan secara pendidikan formal atau tidak formal yang bertujuan untuk memastikan pelajar dapat menghubungkaitkan kepentingan kimia hijau dengan kehidupan sebenar. Pendidikan kimia hijau secara informal merupakan salah satu bentuk penglibatan pelajar di lapangan dan di luar skop pembelajaran secara rasmi yang dapat menarik minat pelajar untuk mempelajari kimia dan membolehkan pelajar membuat perkaitan isi kandungan pelajaran dengan konteks kehidupan sebenar. Oleh itu, memandangkan kaedah pendidikan sebegini mempunyai manfaat yang penting iaitu ke arah pembentukan kehidupan yang lestari, kami para penyelidik telah mengambil inisiatif untuk menerapkan konsep kimia hijau ini dalam kursus Kimia Persekitaran. Penerapan konsep ini telah dilaksanakan dalam salah satu bentuk penilaian alternatif

Prosiding kNovasi 2023 137 untuk kursus ini. Kumpulan pelajar yang terdiri dari enam atau tujuh orang telah dikehendaki menghasilkan satu produk inovasi berteraskan Kimia Hijau dan mereka dikehendaki menyediakan video untuk penghasilan produk tersebut. Video yang terhasil telah berjaya didaftarkan sebagai harta intelek dan kesemua video tersebut telah dibuat hebahan melalui pelbagai media sosial bagi mendidik orang ramai ke arah menjaga alam sekitar melalui penghasilan sendiri produk inovasi tersebut. Pelajar yang terlibat di dalam penghasilan produk inovasi yang berkonsepkan Kimia Hijau ini telah didapati memahami dengan lebih jelas hubungkait di antara Kimia Hijau dengan kehidupan sebenar. 17 A Conducive Educational Environment, a Happy Teaching and Learning Session: Study of Neuroimaging 1Siti Aishah Shuib*, 1Ahmad Nazlim Yusoff, 1Noor Alaudin B. Abdul Wahab 2 Faizah Bt. Mohd Zaki, & 1Mohd Izuan B. Ibrahim 1Faculty of Health Sciences, 2Faculty of Medicine, Universiti Kebangsaan Malaysia *[email protected] This research review delves into the vital role of incorporating quality rest between classes to optimise teaching and learning. It specifically focuses on neuroimaging studies that investigate the effects of resting while listening to background sounds. Neuroimaging techniques like fMRI have provided valuable insights into the brain's activity during restful intervals, highlighting their influence on memory consolidation, attentional processes, and creativity. Furthermore, this study underscores how intentional rest breaks, accompanied by carefully curated background sounds, can facilitate memory consolidation, and promote neural plasticity. These effects contribute to heightened cognitive functions necessary for successful learning outcomes. Additionally, it discusses how the combination of rest and specific auditory cues may foster an environment conducive to innovative teaching approaches and creative learning experiences. This study emphasises the intriguing findings from neuroimaging studies that explore the impact of background sounds during rest. These studies demonstrate how specific auditory stimuli can modulate brain activity, promoting relaxation, improving mood, and ultimately enhancing the restorative effects of breaks between classes. By integrating neuroscientific evidence on resting with background sound into educational practices, educators can design personalised rest strategies tailored to individual learning needs or incorporate sound-based rest periods in educational schedules. Emphasising the significance of quality rest between classes, informed by neuroimaging data and considering auditory influences, offers a transformative approach to nurturing engaged and academically thriving learners, ultimately shaping the future of education and cognitive development.

Prosiding kNovasi 2023 138 18 The Impacts of Differentiated Assessment on Biology Learning Among Malaysian Gifted and Talented Students Ong Sy Ing*, You Huay Woon Azizah Mohd Zahidi, & Nur Aqilah Mohammed Fauzi Pusat GENIUS@Pintar Negara UKM *[email protected] Assessment is one of the crucial elements in teaching and learning. It is used as an indicator to show students’ learning of knowledge and skills. Besides paper-based summative assessments, formative assessment is applied to assess students’ progress in the learning process. Differentiated assessment is an alternative assessment where students are assessed and evaluated based on their diverse talents and abilities. The differentiated assessment was conducted in Biology to a total of 106 gifted and talented students from Kolej GENIUS@Pintar Negara Universiti Kebangsaan Malaysia. Two project-based assignments about the ecosystem were assigned as their formative assessment with rubrics as guidelines. A survey with 20 items was conducted to study the impacts of differentiated assessment on students’ learning with an alpha value of 0.97. The results showed that differentiated assessment enhances students' self-directed learning and creativity in completing tasks. Students understood the topic better and were motivated to seek more information. It also empowered students to decide on the assessment methods depending on their creativity and talents. Students were cleared and satisfied with the assessment which can be used to indicate their understanding and skills. Overall differentiated assessments positively impact students’ learning in Biology. 19 ICT and HOTS: Does Culture Matter? Malathi Letchumanan*, Sharifah Kartini Said Husain, & Ahmad Fauzi Mohd Ayub Institut Penyelidikan Matematik, Universiti Putra Malaysia, 43400, Serdang Selangor *[email protected] Higher order thinking skills (HOTS) is a way of thinking that moves beyond memorization of facts to higher-level thinking such as synthesis, analysis and evaluation. Mastering HOTS is essential for students to perform well in their education and real life. Integration of ICT is one crucial factor that is believed to enhance HOTS among students. In addition, culture plays a vital role in determining an individual’s decision to adopt ICT to promote HOTS. The influence of cultural factors is more crucial to students from multinational countries such as Malaysia. Thus, this study investigated the influence of students’ perceived culture (collectivism and uncertainty avoidance) and attitudes towards technology use on promoting HOTS in ICT-integrated mathematics classes in higher education contexts. 250 mathematics students from 3 local public universities in Malaysia participated in this study. Structural equation modelling revealed that attitudes towards technology use significantly influence students’ HOTS. Uncertainty avoidance strongly influences

Prosiding kNovasi 2023 139 attitude towards technology use. However, collectivism is not a strong predictor of attitude towards technology use. 20 Keberkesanan "Kit SeMaTe" dalam PdP Sejarah Sekolah Rendah Nurul Nadia Bt Murad*1 & Nur Farhana Binti Azman2 1Kementerian Pendidikan Malaysia 2Sekolah Kebangsaan Sungai Pusu *[email protected] Bermula tahun 2014, subjek Sejarah telah menjadi subjek teras di semua sekolah rendah. Subjek ini wajib dipelajari oleh semua murid tahap 2 merangkumi murid-murid tahun 4, 5 dan 6. Kandungan subjek ini telah digarap dengan mengetengahkan struktur disiplin pembelajaran yang sistematik bagi membolehkan murid-murid menguasai pengetahuan serta kemahiran Sejarah dengan baik. Antara kemahiran yang diketengahkan dalam subjek ini adalah Kemahiran Pemikiran Sejarah (KPS), Kemahiran Kreatif dan Inovatif (KKI) serta Pembelajaran berasaskan Inkuiri (PBI). Kandungan subjek Sejarah yang berat serta sarat dengan fakta yang perlu diingat membuatkan subjek ini tidak diminati oleh murid. Ramai murid yang gagal untuk mendapatkan skor markah yang baik apabila Ujian Akhir Sesi Akademik (UASA) dilaksanakan pada akhir tahun 2022 di Sekolah Kebangsaan Sungai Pusu. Oleh itu, KIT SeMaTe diperkenalkan sebagai satu langkah yang proaktif bagi membolehkan masalah ini diatasi dengan baik disamping meningkatkan minat murid untuk mendalami ilmu Sejarah. Sebagai permulaan, penggunaan KIT SeMaTe diuji ke atas topik pertama sejarah tahun 6 iaitu Pembentukan Malaysia. 1 kelas tahun 6 iaitu 6 Cerdas diambil untuk menjadi responden terhadap kajian ini. Kelas ini mempunyai 36 orang murid yang terdiri daripada 15 orang murid lelaki dan 16 orang murid perempuan. Hasil kajian mendapati penggunaan KIT SeMaTe membantu meningkatkan penguasaan murid dalam subjek sejarah. Skor PBD Sejarah murid juga menunjukkan “trend” peningkatan ke TP 5 dan 6. Markah ujian sumatif dan formatif yang dilaksanakan juga menunjukkan berlakunya peningkatan yang ketara dalam kalangan murid. Tiada lagi murid yang gagal dicatatkan. Pada masa akan datang, KIT ini akan dimajukan terhadap semua topik yang ada dalam silibus Sejarah Tahun 4, 5 dan 6 bagi membantu penguasaan murid terhadap topik-topik yang lain. 21 Interactive AI-based Module for Effective Literature Reviews Abdul Rahman bin Mohmad Institut Kejuruteraan Mikro dan Nanoelektronik, Universiti Kebangsaan Malaysia [email protected] For many years, postgraduate students have been trained to conduct literature reviews using standard tools like Scopus and Web of Science. Students start their literature search with specific subjects and important keywords. However, this approach often overlooks the importance of

Prosiding kNovasi 2023 140 understanding the broader context or the bigger picture of a subject. To address this, we propose an innovative artificial intelligence (AI) based module that leverages ChatGPT and XMind apps to enhance the effectiveness of students' literature reviews. In this module, we use graphene as a case study. First, students will utilise ChatGPT to explore graphene-related information, covering important topics, recent progress, issues, challenges, and improvement strategies. They will then use the insights gained from ChatGPT to create a mind map using the XMind app. These activities aim to help students develop a comprehensive understanding, analyse existing works, and form their own perspectives. Subsequently, students will conduct detailed searches using Scopus and discuss the limitations of ChatGPT . This AI-based module is timely and designed to be practical and interactive. By combining AI technology with conventional research tools, this module facilitates a holistic approach to literature review, empowering students to become more effective and insightful researchers. 22 Pembangunan Model Ramalan Risiko Penyakit Jantung dalam Kalangan Pesakit Kencing Manis Menggunakan Pembelajaran Mesin Kee Ooi Ting, Harmiza Harun, Norlaila Mustafa, Nor Azian Abdul Murad, Chin Siok Fong, Rosmina Jaafar, Hamat Hamdi Che Hassan, Mohd Zubir Suboh, & Noraidatulakma Abdullah* Institut Biologi Perubatan Molekul (UMBI UKM) Fakulti Perubatan (FPER UKM) Institut Biologi Perubatan Molekul (UMBI UKM) Institut Biologi Perubatan Molekul (UMBI UKM) Fakulti Kejuruteraan Dan Alam Bina (FKAB UKM) Fakulti Perubatan (FPER UKM) British Malaysian Institute, Universiti Kuala Lumpur (UNIKL) Fakulti Sains Kesihatan (FSK UKM) *[email protected] Pesakit kencing manis mempunyai risiko penyakit jantung yang lebih tinggi berbanding dengan individu yang tidak mengidap penyakit ini disebabkan oleh komplikasi mikrovaskular. Sebuah model ramalan risiko diperlukan untuk membantu mengenalpasti pesakit kencing manis yang berisiko penyakit jantung bagi mendapatkan rawatan awal. Melalui inovasi pembelajaran imersif teradun, sebuah model ramalan bagi risiko penyakit jantung di kalangan pesakit kencing manis telah dibina menggunakan pengaturcaraan MATLAB dengan merangkaikan 25 pembolehubah, pengelasan latihan dan ujian dengan nisbah 80:20 dan pengesahan bersilang sebanyak 10 kali ganda. Sebuah model rangkaian neural telah dibina untuk mengenalpasti pesakit yang berisiko penyakit jantung dengan ketepatan 97.5%, skor F1 sebanyak 97.22%, dan AUC sebanyak 0.9979. Inovasi aplikasi antaramuka pengguna grafikal juga telah dibangunkan sebagai platform yang mesra pengguna untuk menjalankan ramalan risiko penyakit jantung melalui model rangkaian neural. Model ramalan yang dibangunkan dalam kajian ini mempunyai ketepatan yang tinggi walaupun dilatih dengan saiz data yang sederhana. Model ramalan ini juga menggunakan

Prosiding kNovasi 2023 141 pembolehubah yang diuji secara rutin di klinik Endokrinologi di Malaysia. Oleh itu, impak utama ke atas inovasi pembelajaran dan pencapaian pelajar ialah aplikasi model ramalan menggunakan pembelajaran mesin ini boleh digunapakai dalam sektor perubatan untuk membantu dalam mengenalpasti pesakit kencing manis berisiko penyakit jantung untuk mendapatkan rawatan awal. Ini bukan sahaja dapat membantu pelajar dalam mengaplikasikan pembelajaran imersif dan inovasi yang dicipta kepada industri tetapi membantu menyediakan pelajar dalam membina kerjaya masa depan dengan lebih kreatif dan berdaya saing. 23 Snake & Ladder Life Insurance Board Game (SNALLE) Rubayah binti Yakob1 *, Munira binti Ismail2 , Hendon binti Redzuan1 Mohd Hafizuddin Shah Bangaan Abdullah1 , Noriza binti Majid2 & Humaida Banu binti Samsudin2 1FEP, UKM 2FST, UKM *[email protected] Pengajaran tentang insurans hayat seharusnya mampu memberikan kefahaman dan kesedaran tentang kepentingannya, akhirnya mengaplikasikan kepada realiti, bukannya penghafalan konsep semata-mata. Hal ini dapat dilakukan sekiranya pensyarah berupaya membantu pelajar memaksimumkan keupayaan mereka melalui persekitaran pembelajaran yang menggalakkan. Justeru, perkara yang dicadangkan adalah pendekatan pembelajaran berasaskan permainan. Snake and Ladder Life Insurance Board Game (SNALLE) dibangunkan bagi membantu pelajar mempelajari, mengingati dan memahami insurans hayat tanpa rasa terbeban. Pendekatan ini menekankan aspek bermain dengan hasil pembelajaran yang ditetapkan. Selain meningkatkan motivasi, pendekatan ini mampu memberi kesan pada kognitif, psikomotor dan afektif pelajar. SNALLE mirip dengan dam ular tradisional, namun, terdapat 3 keunikan utama. Pertama, kandungan dalam SNALLE fokus kepada konsep insurans hayat. Snake in square (SiS) dan ladder in square (LiS) menyatakan konsep unfavourable dan favourable dalam insurans hayat. Kedua, feature SNALLE tidak terhad pada SiS dan LiS sahaja, malah ia juga mengandungi feature undur (backward), maju (forward) dan hilang pusingan (lose round). Ketiga, SNALLE dibangunkan dengan ciri-ciri self-explanatory, di mana flash card yang berupaya menerangkan kepada pemain tentang setiap kejadian SiS, LiS, undur, maju dan hilang pusingan dibekalkan. SNALLE sebagai inovasi dalam pengajaran mampu mencapai hasil pembelajaran kursus dengan berkesan. Malah, dengan ciri-ciri unik yang diterapkan dalam SNALLE, ia boleh digunakan oleh pihak industri termasuk Persatuan Insurans Hayat Malaysia, Persatuan Takaful Malaysia, syarikat insurans dan pengendali takaful untuk meningkatkan kesedaran tentang kepentingan insurans hayat dan takaful keluarga dalam kalangan masyarakat.

Prosiding kNovasi 2023 142 24 D-Analysis Accelerator Indarawati Tarmuji*, Intan Waheedah Othman, Nuridayu Yunus & Yusarina Mat Isa Faculty of Accountancy, Universiti Teknologi MARA, Cawangan Selangor, Kampus Puncak Alam, Selangor, Malaysia *[email protected] As the world becomes increasingly data-driven, with a limitless amount of data accessible to deal with, the role of an accountant is evolving and getting more challenging. Correspondingly, moving forward, data processing is expected to be handled by artificial intelligence (AI) as the accountant must make quick decisions. To keep up with changes in the business environment and demands for data-driven decision-making, teaching management accounting for standard costing variance analysis in the classroom using traditional calculators and paper-based is rather obsolete, which calls for a more advanced tool. The D-Analysis Accelerator is developed as a dynamic calculator that presents a data visualisation dashboard for graphically tracking, analysing, and displaying key performance indicators (KPIs) for speedy interpretation and decision-making process. Performing variance analysis using D-Analysis Accelerator is simpler, more appealing, and user-friendly which may stimulate the student’s interest in learning management accounting, as well as providing them with data analytic expertise. The D-Analysis Accelerator is a complementary approach to the traditional method (calculator and paper-based) that may improve the efficacy of the learning process and enhance students’ technological knowledge. By building this approach, the university may be able to better prepare skilled accountants for employment. 25 Work-based Learning Project Monitoring System (Promosys): An Integrated Web-based Tool for Assessment Management and Tracking Learning Progress Azuin Ramli*1 , Rufaizal Che Mamat2 & Muhamad Razuhanafi Mat Yazid3 1Research, Innovation, and Commercialization Unit, Politeknik Ungku Omar, Jalan Raja Musa Mahadi, 31400 Ipoh, Perak. 2Centre of Green Technology for Sustainable Cities, Department of Civil Engineering, Politeknik Ungku Omar, Jalan Raja Musa Mahadi, 31400 Ipoh, Perak. 3Department of Civil Engineering, Faculty of Engineering and Built Environment, Universiti Kebangsaan Malaysia, 43600 UKM Bangi, Selangor Darul Ehsan. *[email protected] Efficient assessment of student performance and monitoring of learning progress are important components of effective educational practices. This abstract introduces an innovative web-based tool to streamline assessment management and provide a comprehensive view of performance in guiding students. This innovative tool offers a centralised platform for lecturers and industry supervisors and industry supervisors to conduct, administer, record, and assess assessments for

Prosiding kNovasi 2023 143 pre-project (BCT70274) and final project (BCT83010) courses in the work-based learning program at Politeknik Ungku Omar. This tool makes it easier for students in the industry to submit assignments and course reports to institution lecturers than traditional methods that use email, google drive, and various online devices. Lecturers and supervisors in the industry can record suggestions and comments for the improvement of each student report that is sent for review, and students can get a quick response in real-time. The features found in this tool allow lecturers to track student progress over time, identify learning gaps and adjust teaching strategies and techniques. In addition, this tool provides a user-friendly interface, responsive design, clear navigation, stability, and accessibility quickly, as well as safe and backup. This tool can also be accessed with various devices such as laptops, tablets, and smartphones. Lecturers and supervisors in the industry can easily manage assessments and track student progress anytime and from anywhere, facilitating seamless integration into traditional and distance learning environments. Initial implementation and user feedback have shown this tool's effectiveness in improving assessment management and monitoring student performance. Lecturers have reported increased efficiency in better assessment management and a deeper understanding of progress in guiding final student projects in the industry. Students have also benefited from timely feedback, increased accountability, and a clearer picture of their learning progress. 26 Transforming Education Through Immune System Storytelling and Poetic Exploration Hazlina Ahamad Zakeri Universiti Malaysia Terengganu [email protected] This innovative approach revolutionises the way we teach and learn about the immune system. This instructional approach gives the study of immunology new life by fusing storytelling and poetic exploration, providing a transformative learning experience for students. Students are taken on a fascinating trip through the complex realm of the immune system through the power of storytelling – using podcast and narrative poetry. They transform into storytellers, spinning tales that expose immunity's workings, the fights that take place inside the body, and the astonishing resiliency of our immune systems. These narratives draw students in on a deeper level, sparking their imaginations and helping them form a personal bond with the material. Poetic investigation also gives the learning process a lyrical component. Students explore the expressive side of poetry, writing rhymes that stir feelings, use powerful imagery, and figuratively encapsulate immunological ideas. Students gain a deeper grasp of the immune system as well as a sense of appreciation and artistry through this creative activity. Students improve their ability to think critically, communicate effectively, and be creative by altering the educational experience through immune system storytelling and poetry exploration. This method encourages students to take an active role in their education, developing a lifelong passion for science and an enduring interest in biology.