MergedFile

PICTL 140

LET’S TALK SCIENCE PARTNERSHIP (LTSP)

Nik Mohd Afizan Nik Abd Rahman, Mohd Azuraidi Osman, Siti Sarah Othman,
Nur Fatihah Mohd Yusoff

Department of Cell and Molecular Biology, Faculty of Biotechnology and Biomolecular
Sciences, Universiti Putra Malaysia
[email protected]

Abstract

Let’s Talk Science Partnership (LTSP) is an accessible learning and activity that engage
students with industry and local community. The students are given the opportunity to
continually improve on their skills which includes communication, creativity and cooperation;
“3Cs” and interpersonal skills through hands-on laboratory based science activities in
industries and community areas. In the industry, the coordinators (lecturers and students) will
do hands-on science activities in industry atmosphere and students have chance to learn by
doing in a setting where they are supervised by a workplace professional. While in the
community landscape, the coordinators will use the same model as doing in the industry with
children and youth in learning institutions and public community events. The activities will
increase the student’s aptitude for their community in context of social responsibility. Fostering
those professional connections can be useful from industrial experience to local community
and university. This activity will also provide a bridge between university, industry and
community as a complete learning ecosystem. Finally, this activity will posses how
experiences in university that occur outside of the classroom or laboratory are viewed as being
beneficial to university students.

Keywords: laboratory based science, engaging, university, community, industry.

Putra InnoCreative Competition l PICTL2018

PICTL 141

CELEBRATING EARTH DAY 2018 AT PUTRA FUTURE
CLASSROOM@EDUC: A SERVICE AND EXPERIENTIAL LEARNING
INITIATIVE AS A TRANSDISCIPLINARY INNOVATIVE ASSESSMENT

AT MASTER LEVEL

Aini Marina Ma’rof, Mas Nida Md Khambari, Muhd Khaizer Omar

Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

Most higher education institutions are aiming to increase the number of post-graduate
students they recruit because in many nations, undergraduate recruitment is at, or close to
saturation. In a competitive global environment, our Masters programs need to have a
competitive edge. Innovative, authentic assessments for learing can be a unique selling point,
especially for our taught Masters programs which are professionally-oriented or vocational.
Bould et. Al (2010) argues that assessment has most effect when it is used to engage students
in learning that is productive whereby students are inducted into the assessment practices
and cultures of higher education of working autonomously, using creative and critical thinking
and high levels of analytical thought. Employing a transdisciplinary experiential and service
learning approach, the current Putra Future Classroom@EDUC initiative therefore seeks to
address this need where students from three different Masters programs – Instructional
technology, TVET, and Educational Psychology – enrolled in three different taught courses:
EDU5304 Instructional Media, TVE5006 Programme Evaluation in TVE dan EPY5009
Thinking and Reasoning, as part of their final evaluation assessment of their respective
courses, were tasked to collaboratively design, deliver, and evaluate a program tailored for
kindergarten children in conjunction with the Earth Day 2018 celebration held worldwide.
Having provided the students with an authentic environment to develop their ability to deal
with complex, unstructured issues and situations both systematically and creatively, analysis
of both qualitative and quantitative data on the evaluation of students from the three programs
unitedly working on this transdisciplinary project shows reports of students acknowledging the
acquirement of qualities and transferable skills neccessary for employment which, among
others, include the exercise of initiave and personal responsibility, decision-making in complex
and unpredictable situations, and independent learning ability.

Keywords: transdisciplinary innovative assessment, service-learning, experiential-learning.

Putra InnoCreative Competition l PICTL2018

PICTL 142

BIJAK SENI - THE APPLICATION OF COMPUTATIONAL THINKING
IN VISUAL ART EDUCATION FOR SECONDARY SCHOOL

Harrinni Md Noor, Irma Rahayu Ibrahim

Faculty of Education, Universiti Teknologi MARA
[email protected]

Abstract

Computational Thinking is an applicable skill most often set for computer science subjects.
However, BIJAK SENI is a Visual Art Education teaching and learning module that has been
designed and developed to incorporate elements of Computational Thinking into the teaching
and learning of drawing and painting at the secondary school. The six elements of
Computational Thinking included are Logical Reasoning, Algorithms, Decompose, Pattern
Recognition, Abstraction and Evaluation. This module has been implemented to a total
number of 67 Form Five students who took Visual Art Education (Pendidikan Seni Visual) as
an elective subject in the Sijil Pelajaran Malaysia (SPM). The findings showed that using
Computational Thinking in Bijak Seni module improved students total score in drawing and
painting skills for Visual Art Education (Pendidikan Seni Visual), SPM Paper 2 (Code: 2611/2).
A survey conducted among Visual Art Education experts, teachers and students showed that
the application of Computational Thinking in Bijak Seni Module helped students understand
the requirements of the tasks in Visual Art Education, SPM Paper 2 (Code: 2611/2). The
module helped students to identify important requirements of the questions, break down the
complexity of the required tasks, analysed the drawings made, develop ideas to define the
key requirements of the questions, and select the best media and method to deliver their
drawing and painting, to meet the objectives and requirements of the SPM questions.
Furthermore, Bijak Seni Module can also be applied in any art classroom to improve the
teaching and learning of drawing and painting based on certain standards or requirements.

Keywords: Computational Thinking, Visual Art Education, SPM Pendidikan Seni, Drawing,
Painting.

Putra InnoCreative Competition l PICTL2018

PICTL 143

E-HALAL DALAM PENYEMBELIHAN AYAM DI MALAYSIA

Mohd Daud Awang1, Ahmad Nasir Mohd Yusoff1, Mohd. Al’ikhsan
Ghazali2, Amini Amir Abdullah1

1Universiti Putra Malaysia
2Universiti Teknologi Malaysia

[email protected]

Abstrak

Penyembelihan merupakan suatu kaedah mematikan haiwan tertentu mengikut syarak. Ia
mempunyai prosedur dan standard yang mesti dipatuhi agar mendapat kelayakan
menggunakan logo halal Jakim. Namun masih terdapat kesalahan yang biasa berlaku oleh
pemilik-pemilik premis rumah sembelihan yang biasanya tiada tauliah sembelihan. Kajian ini
bertujuan menjelaskan standard yang mesti dipatuhi dalam penyembelihan ayam melalui
konsep E-Halal. Ia juga dapat membantu syarikat-syarikat yang terlibat dengan
penyembelihan ayam membuat persediaan bagi mendapatkan tauliah. Metod yang akan
digunakan ialah video penyembelihan serta soalan-soalan kefahaman hukum penyembelihan
secara online. Kebaikan E-Halal dalam penyembelihan ayam ini ialah dapat membantu
syarikat-syarikat yang terlibat dengan penyembelihan ayam membuat persediaan bagi
mendapatkan tauliah kepada pekerja penyembelihan mereka dengan lebih terancang dan
mendapat kefahaman hokum sembelihan lebih sempurna.
Kata kunci : E-Halal, Penyembelihan, Ayam, Malaysia.

Putra InnoCreative Competition l PICTL2018

PICTL 144

PROMOTING STUDENT DISCUSSION AND ENRICHING STUDENT
UNDERSTANDING VIA SKETCHING AND DRAWING

Mohd Hazwan Mohd Puad, Asa Naim Rusli, Muhd Khaizer Omar, Abdullah Mat
Rashid

Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

Today, some teachers, lecturers, instructors, and students live in a narrow world. They think
that assessment is narrow and steeped in efficiency. They think that assessment is meant
grading papers or counting correct answers on daily assignments. However, the form of
grading is simply insufficient to report what was happening with specific students as well as
their understandings. There is a need, therefore, to promote other types of assessment, such
as sketching and drawing that could assist teachers move toward better planning and
instruction. Sketching and drawing activities during teaching and learning in the classroom
promote student discussion and increase their understanding about learning content. As a
response images and product, sketching and drawing activities are able to represent actions,
events, symbolic concepts in stories. Through a higher level of sketching and drawing
process, students consider interpersonal meanings in visuals using metalanguage to explain
illustrative elements. Also, students create organizational meanings within visual during
sketching and drawing activities (Kress & Van Leeuwen, 1996). Research shown that the
activities also help students recognize and read linguistic, artistic, musical, and other codes
used by students to construct visual texts and deepen meaning in texts (Albers, 2008; Callow,
2008). This technique of assessment will be applied formally in the classroom of STE3602
Sketching and Model Making. Students will need sketch to sketch proposed product and make
model based on product sketching in solving design problems and needs. Their sketching will
be evaluated based on developed rubrics on perspective concepts of sketching. This type of
assessment will help the world of academia the importance of eliciting a variety of response
modes in the classroom.

Keywords: discussion, understanding, sketching, drawing.

Putra InnoCreative Competition l PICTL2018

PICTL 145

VISUALIZATION OF DNA STRUCTURE AND FUNCTION THROUGH
KINESTHETIC LEARNING PEDAGOGY: STUDENTS
COLLABORATIVE WORK ON 3D MODELS

Dhilia Udie Lamasudin, Lai Kok Song, Mas Jaffri Masarudin

Department of Cell and Molecular Biology, Faculty of Biotechnology and Biomolecular
Sciences, Universiti Putra Malaysia

[email protected]

Abstract

The understanding of DNA structure, its molecular characteristics, and underlying
fundamentals is essential to ensure a better comprehension of the more complex
mechanisms that are necessary to all living cells. Conventionally, students learn about DNA
through the usual and passive teacher-to-student lecturing approach. Whilst this is seemly
applicable for students with solid background in molecular biology, this is often not the case
for most of the undergraduate students, especially in the early years of their study in the
university. Furthermore, the students’ capablity in acquiring knowledge through a series of
lectures and scribbled notes is vary, and may only be effective to individuals with a high
attention span. More often than not, most of the students will easily get bored and lose interest
as they cannot find the connection of fundamental knowledege of DNA with the real life
application. To circumvent this problem, we proposed a group assignment called the ‘3D DNA
Model Project’, as an approach to demonstrate the understanding of DNA structure and
function through kinesthetic approach. The 3D model project is an active learning approach,
as it encourages the students’ involvement in finding information and materials of a topic and
explain their findings, ideas etc to their peers, teachers, lecturers or even school children.
Through researches, this approach has positive impacts in not only increasing their
understanding of the subject, but also improve the students’ soft-skills e.g.teamwork and
communication. In the project, a group of students comprising 5-7 members was given a
limited monetary budget to construct the model, and this helps inculcate a sense of financial
and resourceful planning. They have to convince their audience why their model could be the
best representation of DNA, and why does the molecule need to be in such a structure as well
as pose such characteristics. In order to encourage the students to come up with the best
models, the marks from the 3D project assignment will contribute to 10% of their final grades.
The project does not only achieved its objective to make the learning effective, as projected
in their grades in quizzes, tutorials and exams, but also through the feedbacks given by the
students at the end of the project, the approach has made the learning process enjoyable and
helped to improve their soft-skills.

Kata kunci: 3D Model, DNA, group assignment.

Putra InnoCreative Competition l PICTL2018

PICTL 146

DEBAT SEBAGAI AKTIVITI PEMBELAJARAN: MENDIDIK NILAI
DEMOKRASI DALAM KURSUS KENEGARAAN MALAYSIA DI UPM

Zatul Himmah Adnan, Murni Wan Mohd Nor, Ku Hasnita Ku Samsu,
Mohd Mahadee Ismail

Jabatan Pengajian Kenegaraan dan Ketamadunan, Fakulti Ekologi Manusia, Universiti Putra
Malaysia

[email protected]

Abstrak

Debat merupakan salah satu strategi dalam pengajaran dan pembelajaran yang tradisional
tetapi penting dalam mewujudkan suasana pembelajaran aktif dan interaktif. Kajian lepas
menunjukkan debat sentiasa relevan sebagai satu aktiviti yang boleh mengasah kekuatan
berfikir, berhujah dan menaakul dalam meningkatkan pemikiran kritis pelajar. Dalam
pengendalian kursus Kenegaraan Malaysia di Universiti Putra Malaysia, debat sentiasa
menjadi salah satu daripada aktiviti pembelajaran pilihan dalam kalangan pensyarah. Selain
daripada meningkatkan pemikiran kritis, debat dianggap penting sebagai salah satu kaedah
yang sesuai dalam mendedahkan kepada mahasiswa dengan budaya demokrasi yang sihat.
Seiring dengan pemupukan nilai patriotisme sebagai salah satu daripada tujuan utama
penawaran kursus Kenegaraan Malaysia ini, pengamalan budaya demokrasi yang sihat
penting dalam menyediakan mahasiswa untuk menjadi warganegara yang lebih matang dan
bertanggungjawab. Sehubungan itu, poster ini mengetengahkan beberapa contoh
pengendalian aktiviti debat dalam kalangan pensyarah yang mengajar kursus Kenegaraan
Malaysia. Berdasarkan pengalaman pelaksanaan aktiviti ini, didapati bahawa mahasiswa
yang terlibat lebih menghayati dan memahami tajuk kuliah yang berkaitan dengan sistem dan
institusi negara menerusi aktiviti perdebatan.
Kata kunci: Debat, Kenegaraan Malaysia, demokrasi, patriotisme.

Putra InnoCreative Competition l PICTL2018

PICTL 147

ANATOMI BUKU PENGUKUH ILMU PENERBITAN

Sharil Nizam Sha’ri, Mohamd Suhaizi Suhaimi

Fakulti Bahasa Moden dan Komunikasi, Universiti Putra Malaysia

[email protected]

Abstrak

Buku adalah bentuk penerbitan yang paling sukar dihasilkan kerana memerlukan latar
belakang dan teori yang sangat kukuh dan mantap. Dalam bentuk penerbitan ini, penyelidik
atau penulis perlu menggaitkan latar belakang dengan hasil penyelidikan dan buku juga boleh
menggabungkan pengalaman dan pandangan peribadi penulis; ia merupakan gabungan
penyataan umum dan pernyataan yang spesifik (Mohd. Zubir Mat Jafri, Lim Hwee San &
A’watif Ahmad, 2009). Malah usaha menulis dan menerbitkan buku semakin mendapat
perhatian daripada pelbagai masyarakat, dari golongan artis, pemimpin termasuklah individu
biasa yang berkeinginan menghasilkan buku tentang pengalaman dan pengetahuan diri yang
mereka ada, dibukukan dan untuk dibaca oleh orang lain. Ternyata, matlamat penerbitan buku
sememangnya murni tetapi bukan semuanya indidivu mengetahui dan memahami bahagian
atau anatomi yang terdapat dalam buku. Justeru, ilmu dan inovasi ini memberikan
pengetahuan kepada semua bahawa untuk menulis atau menghasilkan sesebuah buku
mempunyai empat (4) bahagian utama iaitu kulit buku yang mengandungi judul, nama penulis,
ilustrasi yang bersesuaian dan blurb. Diikuti, bahagian awalan atau prelim yang mengandungi
halaman hak cipta, penghargaan, prakata dan kandungan. Ketiga, bab yang terdiri daripada
lima (5) ke atas bilangannya, diolah hampir sama panjangnya, turut mengandungi teks yang
dilengkapkan dengan jadual dan rajah untuk melengkapkan huraian setiap bab. Bahagian
terakhir iaitu, akhiran yang mengandungi rujukan, indeks dan lampiran. Anatomi Buku 4B atau
4 bahagian ini jelas menunjukkan kepada orang ramai tentang bahagian utama dalam
sesebuah buku bukannya hanya sekadar tahu menulis. Ilmu ini menjadi ‘displin’ ketika menulis
buku dan sentiasa relevan sepanjang masa iaitu boleh dipraktikkan dengan penerbitan
elektronik dan penerbitan sendiri. Ilmu ini mendedahkan kepada umum ‘rahsia utama’ untuk
menulis dan menerbitkan buku secara mengikut piawai yang standard, menjelaskan
bahagian buku dengan keperluan undang-undang, dan aspek linguistik, serta mempunyai
kosa kata penting dalam ilmu buku. Hakikatnya, perkongsian ilmu ini bukan lagi menjadi milik
pelajar yang mengikuti pengkhususan penerbitan dan penulisan, sudah boleh diamalkan oleh
individu yang berminat. Anatomi buku memberikan ilmu menulis buku dan pembaca dapat
menelaah bahan bacaan yang berkualiti serta melahirkan generasi atau rakyat Malaysia yang
berilmu tinggi dan mempunyai sahsiah dalam menjalani kehidupan seharian. Inovasi ilmu ini
berupaya menggalakkan penerbitan buku lebih berkualiti dihasilkan oleh penulis, bukan
sekadar seronok untuk menulis.

Putra InnoCreative Competition l PICTL2018

PICTL 148

FATAL ATTRACTION OF SCIENCE: MAKING SCIENCE
ATTRACTIVE THROUGH INDEPENDENT LEARNING

Mohd Termizi bin Yusof1, Lai Kok Song2

1Department of Microbiology
2Department of Cell and Molecular Biology
Faculty of Biotechnology and Biomolecular Sciences, Universiti Putra Malaysia

[email protected]

Abstract

Science is a systematic enterprise that builds and organizes knowledge in the form of testable
explanations and predictions about the universe. So often science is associated with
mysterious experiments in the lab involving glowing green liquid that is far too complex for
most people to understand. Most science lectures are conducted through conventional
lectures system. Hence, making students solely rely on the lecturer’s notes provided as their
only learning materials. This does not motivate and encourage students to source own
materials independently, resulting less stimulating in teaching and learning (T&L) experience.
Therefore an innovative method can be introduced to enhance T&L experience by engaging
students to seek for their own learning materials. This can be done by introducing various
mini-tasks thoroughout the course. These mini-tasks are conducted by using e-learning tools
to attract students involvement as well as giving freedom for students to express their own
findings. For instance, students are given specific research articles/topics prior to their lecture.
Then, they are required to source for information and discuss the articles/topics with their
peers before the lecture. During the class, activities such as games, group discussion,
presentation and peer review on the given articles/topics are also incorporated in order to
make T&L more enjoyable. These activities able to cultivate independent learning, improve
knowledge retention as well as enhance communication skill, teamwork and information
mining. Ultimately, student will be more independent, confident and attracted to science.

Keywords: science, independent learning, mini-tasks, e-learning tools.

Putra InnoCreative Competition l PICTL2018

PICTL 149

MICROBES INVENTION, INNOVATION AND IDEATION CHALLENGE
(MINIC)

Amalia Mohd Hashim, Asilah Ahmad Tajudin, Wan Zuhainis Saad

Department of Microbiology, Faculty of Biotechnology and Biomolecular Sciences,
Universiti Putra Malaysia
[email protected]

Abstract

Cognitive and meta-cognitive skills (e.g. critical thinking, creative thinking, learning to learn
and self-regulation, social and emotional skills (e.g. empathy, self-efficacy and collaboration)
and practical and physical skills (e.g. using new information and communication technology
devices) are the broader skills that all learners need. The use of this broader range of
knowledge and skills will be mediated by attitudes and values. The Microbes Invention,
Innovation and Ideation Challenge (MINIC) was created for learners to develop different set
of skills through collaborative learning. The first MINIC was organized by combining three
programs (Biotechnology, Microbiology and Cell & Molecular Biology). They were the first
semester students taking Microbiology course. MINIC was then expanded to all other
universities in the next semester.The first MINIC involves students have to working
collaboratie in groups from different programs. They had to identify a problem in any
application, supported by reports, then they have to find a microbe or microbes to solve the
problem. The ability of the microbes to solve the problem must be supported by published
journals. Their idea and prototype were presented in the form of A1 poster with augmented
reality and models, respectively. Judging criteria included originality, creativities, innovative,
ability to answer questions by judges from different universities and industries. This innovative
program is a good platform for learners to enhance their learning develop other soft skills.
Keywords: MINIC, Innovation, Ideation, critical thinking, collaborative learning.

Putra InnoCreative Competition l PICTL2018

PICTL 150

PUTRA FUTURE CLASSROOM@EDUC: INOVASI TEKNIK 2TWISS
DALAM PENGAJARAN MAYA SECARA PEMESEJAN SEGERA

Mas Nida Md. Khambari, Abu Bakar Mohamed Razali, Nooreen Noordin,
Azhar Md Sabil, Nor Aniza Ahmad, Soaib Asimiran

Fakulti Pengajian Pendidikan, Universiti Putra Malaysia

[email protected]

Abstrak

Pengajaran dan pemudahcaraan (PdPc) secara pemesejan segera ialah pembelajaran
secara formal tapi pengendaliannya berlaku secara tidak formal, iaitu pembelajaran tidak
terlalu rigid kepada tempat, masa dan ruang pembelajaran. Satu inovasi PdPc yang
memanfaatkan penggunaan aplikasi Whatsapp telah mula diamalkan dalam kalangan
pensyarah dan pelajar di Fakulti Pengajian Pendidikan. Sebagai suatu usaha untuk
menyokong aspirasi UPM, PdPc ini dilaksanakan bagi merealisasikan matlamat objektif ketiga
dan objektif keempat dalam Pelan Strategik UPM 2014 - 2020 dan Amalan Pendidikan Tinggi
Impak (High Impact Educational Practices) seperti yang dihasratkan oleh Kementerian
Pengajian Tinggi Malaysia pada 2015. Melalui pemesejan segera, pensyarah dapat
menyampaikan kandungan kursus tanpa batasan atau kekangan, manakala pelajar pula
dapat melakukan pembelajaran dengan mudah, selesa, bebas dan menyeronokkan. Secara
tidak langsung, ia dapat mengggalakkan komuniti pengajaran dan pemudahcaraan ini ke arah
pemikiran yang tinggi, kritis dan pembelajaran yang mendalam. Sesuai dengan konsep
Pembelajaran Abad 21, suatu teknik bagi menyokong dan menjadikan pembelajaran secara
pemesejan segera adalah lebih sistematik adalah dengan memperkenalkan 2TWiSS. Teknik
2TWiSS ialah singkatan kepada rangkai kata Trigger, Think, Write-Respond, Signal dan Send.
Pelaksanaan kuliah dijalankan secara maya tetapi kaedahnya adalah setara dengan kuliah
secara bersemuka di bilik darjah. Teknik yang sistematik ini membolehkan pembelajaran
berpusatkan pelajar (SCL), e-pembelajaran (e-Learning), pembelajaran teradun (blended
learning), pembelajaran tanpa ruang (ubiquitous learning), pembelajaran tanpa sempadan
(borderless learning) dan m-pembelajaran (mobile learning) dilaksanakan. Bagi merealisasi
dan melestarikan pelan strategik UPM, teknik 2TWiSS memberi kelebihan yang boleh
dimanfaatkan oleh pengguna Whatsapp khususnya pensyarah dan pelajar di fakulti. Kini,
aplikasi pemesejan segera dengan teknik 2TWiSS boleh digunakan secara global khususnya
kepada pensyarah dan pelajar untuk memenuhi keperluan pembelajaran secara maya. Ianya
sesuai sekiranya pensyarah perlu menghadiri seminar/konferensi/ bengkel atau program
mobiliti atau sangkutan industri.

Kata kunci: pemesejan segera, pembelajaran maya, inovasi pengajaran, mLearning,
eLearning.

Putra InnoCreative Competition l PICTL2018

PICTL 151

NA.SH NAK SIHAT: LEARNING BY SERIOUS MOBILE GAMING FOR
PUBLIC HEALTH AWARENESS

Ahmad Iqmer Nashriq Mohd Nazan1, Nurul Amelina Nasharuddin2*, Erzam
Marlisah2, Habibah Ab Jalil3, Ismi Arif Ismail3, Aini Marina Ma’arof3, Siti Suria

Salim3,
Rosnaini Mahmud3

1Faculty of Medicine and Health Sciences, Universiti Putra Malaysia
2Faculty of Computer Science and Information Technology, Universiti Putra Malaysia

3Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

The past decade has witnessed a huge growth in serious game applications in public health
awareness initiatives. These games are designed to be both attractive and fun to the target
audience, and to meet specific health educational goals. NA.SH is a simulative game,
designed to run on smartphone, tablet or other mobile devices. This current version of the
game was developed for UPM’s Putra Future Classroom (PFC) with the vision of reforming
the current traditional teaching system to a more interactive and engaging environment among
the secondary school students. The goal of the game is to bring the avatar’s body mass index
(BMI) from an unhealthy level to within the normal range (18.5 to 24.9kg/m2), which players
can achieve by controlling the amount of food and drinks that the avatar consumed and also
through physical activities. This alpha prototype version developed using agile design
methodology consists of: (1) diet module where the avatar will be fed food with different
calories, fullness and nutritional values to satisfy its hunger; (2) exercise module where player
will select proper and controlled activities for the avatar; and (3) rest module where the BMI
will be modified proportionally according to the avatar’s calorie deficit or surplus. The end
result is determined based on the avatar’s final BMI after the predetermined playing time has
ended. The player is considered a winner when the final BMI falls between 18.5 to 24.9kg/m2.
Pilot UAT for NA.SH has been conducted with players of various age-groups in informal
settings. Positive reactions were identified but further and in-depth investigation are needed
before the final version of the game can be released. Adding game elements in teaching and
learning is predicted to have a positive impact in organising pertinent cognitive processing
such as choosing relevant information as well as incorporating and linking it with existing
knowledge. Thus, learning through serious game should be offered as an alternative in
education and at the same time will improve health and be useful for younger generations to
acquire suitable skills in an informal and attractive learning space.

Keywords: public health awareness, body mass index, serious games, mobile games, future
classroom.

Putra InnoCreative Competition l PICTL2018

PICTL 152

PENGUKUHAN NILAI KEYAKINAN DIRI DALAM PENGAJARAN DAN
PEMBELAJARAN (PDP) MELALUI KAEDAH BIBLIOTERAPI

Norazlina Mohd Kiram, Jama’yah Zakaria, Mohammad Zakuan Mohd Fadzil,
Aznor Iskandar Azhari

Jabatan Bahasa Melayu, Fakulti Bahasa Moden dan Komunikasi,
Universiti Putra Malaysia

[email protected]

Abstrak

Keyakinan diri merupakan nilai asas yang perlu ada pada setiap individu dan menjadi
pendorong utama ke arah pencapaian yang lebih besar dalam kehidupan. Keyakinan diri ini
perlu dipupuk secara berterusan sehingga sebati dan kukuh dalam jiwa supaya individu
tersebut berani mencuba sesuatu yang baharu, bersedia menghadapi cabaran dan berusaha
untuk mencipta kejayaan. Realitinya, masih ramai dalam kalangan pelajar yang tidak
mempunyai keyakinan diri sekali gus membataskan potensi diri untuk tampil ke hadapan. Oleh
hal yang demikian, nilai keyakinan diri perlu diperkukuhkan dalam aktiviti pengajaran dan
pembelajaran supaya pelajar dapat menggunakan sepenuhnya kekuatan yang ada dan
memperbaiki kelemahan diri. Sehubungan dengan itu, kaedah biblioterapi dicadangkan dalam
PdP sebagai satu kaedah untuk merawat emosi pelajar seperti masalah ketidakyakinan diri,
gugup dan takut untuk berhadapan dengan khalayak. Kaedah ini menggunakan bahan
bacaan (buku, puisi, lirik lagu, risalah, peribahasa, kata hikmah dan lain-lain) dan bahan audio
visual (rakaman audio, filem dan lain-lain). Melalui aktiviti biblioterapi, pelajar digalakkan untuk
mengekspresikan perasaan, menghargai diri dan melihat cabaran sebagai satu proses
pembelajaran. Dalam konteks PdP, kaedah biblioterapi ini melibatkan lima langkah. Pertama,
pensyarah mengenal pasti bahan dan hasil pembelajaran. Kedua, pelajar menaakul bahan
bacaan atau bahan audio visual. Ketiga, pelajar meluahkan perasaan tentang apa yang
difikirkan. Keempat, pensyarah mengemukakan soalan untuk merangsang pemikiran pelajar
supaya lebih memahami situasi dirinya. Kelima, pensyarah memberikan tugasan sebagai
aktiviti pengukuhan dan penilaian. Kaedah biblioterapi ini disarankan pelaksanaannya
sebelum tugasan diberikan kepada pelajar. Melalui kaedah biblioterapi, domain kognitif,
psikomotor dan afektif pelajar dapat dibentuk. Domain kognitif yang dapat dicapai ialah
membentuk kemahiran literasi, kritis dalam membuat rumusan dan keputusan, berhemah
dalam pertuturan, dapat membina kefahaman diri dan menangani konflik. Manakala, pelajar
dapat membina kepercayaan diri, menguruskan tekanan psikologi, menerima masalah secara
positif dan menangani isu secara realistik. Domain psikomotor pula diaplikasikan melalui
tugasan yang diberikan oleh pensyarah berdasarkan kriteria tertentu dan diberikan penilaian.
Secara keseluruhannya, kaedah biblioterapi dapat mengukuhkan keyakinan diri pelajar,
memacu mereka ke arah kecemerlangan sekali gus menjadi modal insan yang hebat.

Kata kunci: Keyakinan Diri, Kaedah Biblioterapi, Kognitif, Afektif, Psikomotor

Putra InnoCreative Competition l PICTL2018

PICTL 153

DIGITAL COMPETENCY AND KNOWLEDGE TRANSFER AS AN
INNOVATION TO ELEVATE INFORMATION SEEKING LIFELONG

SKILLS

Aziah Asmawi, Nurfadhlina Mohd Sharef, Hizmawati Madzin, Nor Azura Hussin

Faculty of Computer Science and Information Technology,
Universiti Putra Malaysia

[email protected]

Abstract

Information seeking is one of the essential skill in this digital era and thus considered as a vital
survival lifelong skill. The Information Technology and Its Applications course address the
development of this skill besides introducing both the theoretical and practical aspects of the
computer in terms of its physical architecture, operating systems, application software,
network and security aspects. Meanwhile, the Multimedia Technology course emphasises on
the usage of multimedia tools for creative content development. The students who attend
these courses are typically required to deliver a web or application development project to
assess their information skills. To perform this assessment, they have to equip themselves
with knowledge on composing online content and skills to edit creative multimedia content.
They usually use editors besides having to also review and evaluate similar online content.
They have to solve technical challenge such as coding syntax error debugging, sharpening
creative design skills and hone their artistic ability to compose the content and producing it in
an appealing layout and structure. In order to extend these student’s abilities, an initiative to
expose them to community service as stakeholder through service to develop online content
and knowledge transfer has been conducted. This is to emulate elevated skills to understand
user’s requirements, designing according to specific needs and niche, publishing the content
(and maintenance), and transferring the knowledge to the stakeholder. This teaching and
learning innovation attest among the highest level of Bloom Taxonomy and Lifelong skills.
Rubrics for assessing the student’s online project delivery and module for the knowledge
transfer have been developed and implemented. Collectively at least four different
communities have benefited from this teaching and learning innovation. Based on experience,
the students said they feel more engaged and committed in developing a good product since
they could feel their direct contribution to the community. Through the knowledge transfer skill
process, they teach and answer questions relating to how the project is conducted and
delivered; which indicate necessity for them to master both their formal curriculum learning
and sharing their experience. This innovation promotes further the flip classroom activities
towards virtual presence where the students create their signature on the web through portal,
website and published applications which receive unbounded geographical visitors and
demographics. They translate their voluntary empathy about the communities’ needs through
digital competency and are also involve in attending to the audience of their product (such as
responding in the chat and comment to the website) as additional member of the communities.
The communities have been appreciative and this is indirectly a promotion for the faculty as
well as the university.

Putra InnoCreative Competition l PICTL2018

PICTL 154

KEPELBAGAIAN PENDEKATAN INTERAKTIF KURSUS TITAS

Zarina Muhammad, Sri Rahayu Ismail

Jabatan Pengajian Kenegaraan dan Ketamadunan, Fakulti Ekologi Manusia,
Universiti Putra Malaysia

[email protected]

Abstrak

Kursus TITAS yang merupakan salah satu daripada kursus umum universiti yang wajib
ditawarkan di Universiti Awam dan Universiti Swasta memfokuskan kepada pembinaan
masyarakat Malaysia berasaskan prinsip-prinsip ketamadunan. Antara hasil pembelajaran
yang disasarkan menerusi kursus TITAS ini adalah untuk mempamerkan sikap menghormati
dan berinteraksi dalam masyarakat pelbagai agama. Justeru itu pelbagai pendekatan
interaktif hasil saranan pelajar telah dilaksanakan oleh pengkaji di dalam proses pengajaran
dan pembelajaran TITAS. Seramai 124 mahasiswa pelbagai agama daripada tahun pertama
Semester Kedua sesi 2016/2017 telah melengkapkan soal selidik yang diedarkan. Mereka
terdiri daripada mahasiswa aliran sains dan sains sosial. Pendekatan interaktif yang
digunakan adalah perbincangan dalam kumpulan, penghasilan video dan dokumentari,
lawatan serta pameran. Kajian mendapati pendekatan interaktif ini telah memberi pelbagai
kesan yang positif kepada pelajar iaitu memberi para pelajar ruang dan peluang berinteraksi
sesama rakan sekuliah serta pensyarah, membantu para pelajar menambah dan
meningkatkan ilmu pengetahuan serta memahami isi kandungan kursus dengan lebih jelas.
Malah pelajar juga mendapat lebih banyak maklumat dan pengalaman baharu, membantu
para pelajar mengingati fakta dan peristiwa dengan mudah, mengembangkan idea dan
kreativiti serta meningkatkan keyakinan diri mereka. Melalui pendekatan ini juga telah
membuka peluang kepada para pelajar berkongsi maklumat dengan rakan-rakan sekuliah.
Para pelajar turut merakamkan pelbagai pengalaman yang menarik dan positif sepanjang
mengikuti kursus TITAS. Pengalaman-pengalaman ini telah mencetuskan satu dimensi
baharu dalam pengetahuan, pemikiran, kemahiran dan hubungan antara pelajar yang
berbeza program serta berbeza agama dan budaya. Antara yang dinyatakan adalah kejayaan
berinteraksi dengan masyarakat pelbagai etnik dan agama, memupuk semangat kerjasama
dan bekerja bersama-sama dengan rakan sekumpulan untuk menyempurnakan tugasan.
Selain itu mereka dapat menambah pengetahuan tentang latarbelakang pelbagai tamadun
dunia, kaum dan kepercayaan dengan lebih mendalam serta isu-isu yang berkait.
Rumusannya melalui pendekatan interaktif, kursus ini mampu mengubah cara berfikir
seseorang serta membantu mengubah pandangan seseorang pada sesuatu perkara,
membentuk kesedaran terhadap kepentingan nilai menghormati dan berinteraksi dalam
masyarakat pelbagai agama serta meningkatkan lagi kesefahaman antara kaum sepanjang
mengikuti kursus ini.

Kata kunci: Pembelajaran Interaktif; TITAS, sikap menghormati, pelbagai agama.

Putra InnoCreative Competition l PICTL2018

PICTL 155

PUTRA GREEN SCIENTIST: A TRANSDISCIPLINARY SERVICE
LEARNING INITIATIVE OF PUTRA FUTURE CLASSROOM@EDUC

FOR THE FCE3204 THINKING SKILLS UNIVERSITY COURSE

Habibah Ab Jalil, Sharifah Intan Sharina Syed Abdullah, Aini Marina Ma’rof

Faculty of Educational Studies, Universiti Putra Malaysia

[email protected]

Abstract

This initiative is one of the many innovative transdisciplinary-based teaching and learning
strategies applied into the FCE3204 Thinking Skills university course as a means of
remodelling its delivery in line with the national aspiration of producing agile and adaptive
graduates for the 21st century workforce. It involved undergraduates from three different
lecture groups from the semester 2 2017/2018 academic year consisting of students from the
faculties of Educational Studies, Agriculture, Environmental Studies, Forestry, Veterinary
Medicine and Biotechnology and Biomolecule Sciences. In this program, students were given
a thematic problem to work on, i.e. “Environmental Pollution”. This theme was decided based
on the consideration that this has always been a recurring issue, that impedes Malaysia from
attaining developed-nation status, and is always an issue that involves and impacts the public
from all walks of life and therefore is a responsibility by all, both at individual and group levels.
By working in smaller groups based on their faculties, students were tasked to suggest
possible solutions on how best the issue of environmental pollution could be solved from the
point of views of their respective academic disciplines. Ideas on problem-solving strategies to
be adopted were encouraged to be put worth in the form of idea innovation that is, by
suggesting new ideas and solutions that have not been tested before. PutraBLAST was used
as a management tool to divide tasks, communicate within and inter- groups, for instructors to
supervise, as a platform for students to share resources and submit tasks due. Various other
Web 2.0 tools were also exposed to the students to use in actualizing the initiative which,
among others, include WhatsApp, ClassDojo, videos and ARs. With minimal instructor
guidance, students of FCE3204 were able to share their budding expertise with secondry
school students in several events in conjunction with the “Next Scientist STEM Exposition”
(NESTEX) Carnival. Such carnivals are much needed in schools to create exposure and
awareness to our younger students on the importance of science and innovation. The main
aim of the sharing was to increase awareness especially among these schoolchildren on the
importance of taking responsibility on the need to address this real world issue. On the part of
the FCE3204 students, reports of increased creative ways of delivering effective
communication and delivery of ideas to non-subject matter experts beyond the university
community were documented and inferred as among the positive impact of this initiative.

Keywords: thinking skills, transdisciplinary service learning, problem-based learning, STEM.

Putra InnoCreative Competition l PICTL2018

PICTL 156

TOWARDS ADAPTIVE E-LEARNING SYSTEM FOR FARMERS ON
ACHIEVING EFFECTIVE LEARNING IN AGRICULTURE

Mohd Yunus Sharum1, Anas Barkawi1, Salwani Mohd Khazori1, Razali Yaakob1,
Mohd Izuan Hafez Ninggal1, Suwardi Afandi Ahmad2

1Faculty of Computer Science and Information Technology, Universiti Putra Malaysia,
2Malaysian Agricultural Research and Development Institute (MARDI)
[email protected]

Abstract

Website and web-based application have been used widely as an e-learning platform for self-
learners. This includes in agricultural sector where websites are being used for educating
farmers to help them learn about new knowledge and technologies in farming. However,
researches have shown that the existing e-learning platforms are too restrictive in the sense
that they are unable to meet different user's particular needs and preferences. Another issue
is that learners of such system had difficulties like disorientation and cognitive overload due
to fixed contents and hyperlinks. Therefore adaptive e-learning system is designed to deliver
e-learning contents with flexibility and specifically tailored according to learner's preference.
In achieving this, Felder and Silverman's learning style theory is used to classify the learners
and a model based on machine learning approach is implemented for the system to
automatically switch presentation styles and contents according to learner's learning styles.
This model is to be implemented and tested for the e-learning system for farmers. This is with
the expectation that the farmers will be more attracted and effectively learn the new knowledge
and technologies on farming by using the e-learning system embedded with the model. This
subsequently will allow the farmers to improve and increase their productivity, or at least
attracted to learn through e-learning thus allowing more opportunities for educating farmers.
Keywords: adaptive learning system, machine learning, agriculture education.

Putra InnoCreative Competition l PICTL2018

PICTL 157

ENGAGING SECONDARY SCHOOL STUDENTS IN LEARNING
ARABIC LANGUAGE THROUGH FLIPPED CLASSROOM USING

CREATIVE MOOC DESIGN

Abdelrahman Ibrahim Suleiman- Mohd Firdaus Amran, Zulkarnin Zakaria, Nor
Adlyizan Theis

Universiti Sains Islam Malaysia
[email protected]

Abstract

For many years, researchers have searched for the factors affecting the use of computers in
the classroom. In studying the antecedents of educational computer use, many studies adopt
a rather limited view because only technology-related variables, such as attitudes to
computers and computer experience were taken into account. The present study centres on
teachers’ educational beliefs (constructivist beliefs, traditional beliefs) as antecedent of
computer use, while controlling for the impact of technology-related variables (computer
experience, general computer attitudes) and demographical variables (sex, age). In order to
identify differences in determinants of computer use in the classroom, multilevel modelling
was used (N = 525). For measuring primary teachers’ use of computers to support the leaching
or learning process a modified version of the ‘Class Use of Computers’ scale of van Braak et
al. [van Braak, J., Tondeur, J., & Valcke, M. (2004). Explaining different types of computer use
among primary school teachers. European Journal of Psychology of Education, 19(4), 407–
422] was used. The present article supports the hypothesis that teacher beliefs are significant
determinants in explaining why teachers adopt computers in the classroom. Next to the impact
of computer experience, general computer attitudes and gender, the results show a positive
effect of constructivist beliefs on the classroom use of computers. Traditional beliefs have a
negative impact on the classroom use of computers.
Key words: Learning Arabic Language, Flipped Classroom, MOOC.

Putra InnoCreative Competition l PICTL2018

PICTL 158

FORESIGHTING FUTURE LEARNING ECOSYSTEM AT PUTRA
FUTURE CLASSROOM: THE RETURN OF ULUL ALBAB
GENERATION

Siti Suria Salim, Habibah Ab. Jalil, Mohd Mokhtar Mohamad, Fathiyah Mohd
Fakhruddin

Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

The main aim of this paper is to share the concept of idea in preparing Ulul Albab Generation.
The focus of this study is the learning climate model that can create the character of Ulul Albab
generation. For the purpose of refining the above key questions, the researcher has conducted
extensive reading and interviews with several experts to unravel the features of Ulul Albab's
generation based on few focused questions: 1. What is the basis of formation of Ulul Albab
generation? Is it based on the philosophy of human thought through theories or Al Quran itself
because the word Ulul Albab itself is from God? What environment and culture can be tamed
in developing Ulul Albab's properties. 2. The concept of education that needs to be cultivated
in the effort to produce the generation of Ulul Albab in nowadays setting which is nurturing of
good values within the use of technology. Using the approach that capable of connecting real
intelligence to artificial intelligence which ends up with nurtures wisdom. The concept of
Tarbiah-Talaqqi-Taqdib and eventually Taqlim are well explored and embedded in a holistic
curriculum which also “best learning climate”.

Putra InnoCreative Competition l PICTL2018

PICTL 159

COMPETITION-BASED LEARNING

Siti Noormi Alias, Zoharah Omar

Faculty of Educational Studies, Universiti Putra Malaysia
[email protected]

Abstract

Competition based learning (CnBL) has shown to increase students motivation and learning
performance (Burguillo, 2010). As has been guided by Game Theory as a base to implement
CnBL, a “Poster Exhibition” competition has been organized for final year Human Resource
Development students. My colleague and me, taught Analysis and Interpretation of Data for
Group 1 and Group 2 respectively. We agreed to make the competition as one of the way to
assess students’ understanding and skill related to data analysis. The experience gained is
combined with an analysis of the feedback obtained from the students and lecturers. The good
survey results, and their similarity along the years, suggest that the combination of game
theory with the use of friendly competitions provides a strong motivation for students; helping
to increase their performance.

Putra InnoCreative Competition l PICTL2018