PROCEEDINGS OF 3RD TVET CHAPTER 2024

TVET Chapter 2024 ‒ TVETIC2023 36 MS2312105900 50% 80% 30%MS2310106098 60% 85% 25%Average 55% 78% 23% Usability and User Feedback During the pilot study, we collected extensive user feedback to assess the usability of our app. Users were asked to rate the app's user interface, content, and overall experience. Over 90% of the participants found the app engaging. Some of the key findings from the user feedback included: 94% of users appreciated the interactive lessons. 89% found the gamification elements motivating. 87% mentioned an increase in their interest in the subject matter. Commercialization Value Our pilot study also explored the commercialization value of the innovative teaching and learning app. We conducted a survey to gauge potential interest among educators and learners. Out of the 50 educators and learners contacted, 42 expressed interests in implementing our solution. This overwhelming response indicates a substantial demand for our product in the education sector. Figure 1 shows the commercialization values that we get from lecturer’s feedback. The pilot study findings affirm the effectiveness of our app in enhancing learning outcomes. User feedback indicates high usability and engagement. The significant interest from educators and learners underscores the commercialization potential of our innovative teaching and learning platform. Figure 1 Lecturer’s feedback about the product’s commercialize values Discussion and Recommendations The outcomes of this research have provided insight into the differences between gamified learning and traditional learning methods. However, the result requires careful interpretation due to the limitations of the current research due to the small sample size and lack of details regarding the participants ‘characteristics. This chapter reflects the research process. The limitations and potential consequences of the design are worthy of discussion, as well as the implications for the interpretation of the result. This chapter ends with several recommendations for future research. One of the recommendations is to conduct longitudinal studies comparing the academic performance, engagement levels, and retention rates of students using the gamified platform with those Highly interested54%Moderately interested 26% Slightly less intereseted 4% Not interested 16% Lecturer's Feedback Highly interested Moderately interested Slightly less intereseted Not interested

TVET Chapter 2024 ‒ TVETIC2023 37 relying solely on traditional teaching methods. Analyze the data over multiple academic years to assess the long-term impact. Furthermore, partnering with neuroscientists to conduct neuroimaging studies on students participating in gamified learning experiences is also an effective way to determine whether this new learning method is functioning. Use fMRI (functional magnetic resonance imaging) to observe brain activity patterns during gamified learning tasks. Analyze the neurological response to gamified challenges and compare it with traditional learning activities. Conclusion In summary, gamified education motivates and inspires students by making learning interactive, engaging, and enjoyable. It improves academic performance and fosters a love for learning, leading to more informed and empowered individuals in the community. According to the research done by ZIPPIA, companies that use gamification are seven times more profitable than those that do not use gamified elements at work—whether with employees or consumers. In turn, it shows the positive impacts provided to the community. The ability to tailor education to individual learning styles through gamification is also a significant advantage. This personalization ensures that students receive the most effective learning experience possible, enhancing the reputation and appeal of educational institutions. Besides, gamified learning platforms yield improved learning outcomes, made apparent through higher academic achievements, boosted retention rates, and improved problem-solving skills. These outcomes not only benefit students but also enhance the reputation of educational institutions. URL for Product Pitching Video: https://www.youtube.com/watch?v=z2jTZ6BomAI References Boskamp, E. (2023). 25 Gamification Statistics [2023]: Facts + Trends You Need To Know. Zippia. https://www.zippia.com/advice/gamification-statistics/ Peterson, A. (2021, May 12). 4 Innovative companies that gamified eLearning. eLearning Industry. https://elearningindustry.com/4-innovative-companies-gamified-elearning Gamification and Game-Based Learning | Centre for Teaching Excellence. (n.d.). https://uwaterloo.ca/centre-for-teaching-excellence/catalogs/tip-sheets/gamification-andgame-based-learning Naz, F., & Murad, H. S. (2017). Innovative teaching has a positive impact on the performance of diverse students. SAGE Open, 7(4), 215824401773402. https://doi.org/10.1177/2158244017734022 Darius, P. S. H., Gundabattini, E., & Solomon, D. G. (2021). A survey on the Effectiveness of Online Teaching– Learning Methods for University and College students. Journal of the Institution of Engineers (India): Series B, 102(6), 1325–1334. https://doi.org/10.1007/s40031-021-00581-x

TVET Chapter 2024 ‒ TVETIC2023 38 iGrowMaths Classroom Lewis Liew Teo Piaw, Azrin Bin Ladis, Melissa Audrey Adriana Liu Abdullah Politeknik Kuching Sarawak, Kuching, Malaysia [email protected], [email protected], [email protected] Highlights: The iGrowMaths Classroom is an innovative adaptive learning classroom for Business Mathematics course at Politeknik Kuching Sarawak in Malaysia. The students are assigned into three categories, from Germinating Classroom (low level), Growing Classroom (moderate level) to Flowering Classroom (high level), based on a diagnostic test. The purpose is to create an adaptive learning environment that builds on the level of prior knowledge and learning pace to promote engagement and improve learning outcomes. The learning materials are tailored to a specific degree of difficulty, and the educators keep an eye on each student's development and offer remedial guidance to ensure that the students can advance to the next level. Keywords: Mathematics pedagogy; adaptive learning; adaptive contents Introduction Business Mathematics is a compulsory course for all students who are enrolled in the business program at Polytechnic Malaysia. As this course is highly dependent on the students’ prior knowledge in mathematics during their secondary education, the educators from Polytechnic always face challenges in delivering lectures to a class that consists of students with diverse levels of knowledge, ranging from grade A+ to grade D in their Sijil Pelajaran Malaysia (SPM) public examination. The COVID-19 pandemic had exacerbated the inequalities, especially among the students from disadvantaged socio-economic backgrounds, who underperformed significantly as schools were closed during the Malaysia Movement Control Order (MCO) for some time in 2021–2022, and online learning was adopted. Hence, the new intake in 2023 marked another milestone, as the students were the affected batch who attended their Form 4 and Form 5 education in online mode. The traditional “one size fits all” pedagogy is ineffective, as students cannot learn at the same rate and in the same way due to their diverse levels of prior knowledge. It is thus imperative to design pedagogical innovation that could support the students who are falling behind in their secondary education. A tailored strategy that supports each student's unique needs has gained traction. The UNESCO Institute for Information Technologies in Education (2020) suggests that all students should benefit from adaptive learning. However, Polytechnic Malaysia is still in the preliminary stages of adopting adaptive learning, where unified learning materials are employed at the expense of students’ knowledge levels and learning pathways. Hence, this study proposes the iGrowMaths classroom, an adaptive learning model that aims to increase students’ engagement to learn the topic and, as a result, enhance the learning outcomes. By continuously analyzing students' requirements and modifying the delivery of learning contents according to the students' progress, it establishes an adaptive learning environment that builds on prior knowledge and learning speed.

TVET Chapter 2024 ‒ TVETIC2023 39 Literature Review Students apply what they had already learned to help them learn new material and solve mathematical problems (Sidney & Alibali, 2015; Thien et al., 2022). Individual success in learning new knowledge is highly dependent on the student’s prior knowledge (Dong et al., 2020; Pambudi, 2022). The findings also reveal that students will experience negative transfer, which will impair their performance in later courses, if they have false prior knowledge. Therefore, before teaching a new idea to the class, it is crucial to make sure that the students have the necessary and correct mathematical knowledge and skills. If not, the students will become frustrated, unmotivated, and, in the worst-case scenario, abandoned since they will be unable to follow the learning process. In view of this, the literature has proposed adaptive learning as a means of establishing a learning process that caters to the needs of students. According to Capuano & Caballe (2020), adaptive learning is an essential strategy that accommodates student diversity by offering a variety of instructional approaches. Wang et al. (2020) further posit that adaptive learning helps educators determine the skill and knowledge levels of their students to modify the assignments, resources, and delivery methods of the lessons that best meet their needs. Gallagher et al. (2022) provide additional support for this idea, arguing that math teachers should continuously modify their lessons to meet the needs of their students by observing classroom dynamics and choosing and adjusting instructional aids and learning resources that facilitate the students' learning objectives. By largely removing the boundaries of the physical classroom, Peng et al. (2019) show how smart gadgets and intelligent technologies have enabled a smart learning environment that successfully fosters the evolution of adaptive learning. In support, Morze et al. (2021) demonstrate that adaptive learning technology is a successful teaching strategy because it allows teachers to modify their lesson plans based on each student's current proficiency level. It is therefore highly recognized in the literature that adaptive pedagogy is a useful teaching strategy (Ankrum et al., 2020; Iterbeke et al., 2021), especially in the era of rapid technological development and maturation, where technology integration enables the realization of adaptive learning by enabling students to learn anywhere, at any time. Adaptive learning has also been proven to be effective in increasing learning outcomes. The idea put forth by Smit & Humpert (2012) that students would learn better if educators could address their differences and learning gaps has been reaffirmed by recent studies (Dziuban et al., 2018; Bruhwiler & Vogt, 2020; Cavanagh et al., 2020; Elmabaredy et al., 2020). With adaptive learning, every student is engaged at their own level and has the freedom to learn how and when they choose. The flexibility offered enables students to interact with the contents in ways that best suit their level of understanding and thus promotes their engagement. This is essentially vital, as high engagement is associated with various positive outcomes, such as increased academic achievement and decreased dropout rates (Terrenghi et al., 2019; Abin et al., 2020). Objectives The traditional mathematics classroom prioritized memorization and repetitive practice of problemsolving above advice on learning methodology, leading to poor learning outcomes and inadequate problem-solving skills. Scientific approaches should be used in mathematical education to help students gradually grasp the material, develop a framework for understanding via repeated practice and reflection, and ultimately develop mathematical aptitude. The iGrowMaths Classroom is proposed to give students equal opportunities to succeed despite differences in prior knowledge and learning speed. By integrating adaptive learning and tech-based pedagogy alongside the traditional face-to-face classroom, it is envisaged that the iGrowMaths Classroom will foster students’ engagement and learning outcomes. Methodology Equations and algebra are subjects that the students should have been proficient in during their secondary education. During the first lesson, a diagnostic test was conducted to reveal the students’ misconceptions and areas of learning deficiency, in addition to their aptitude for solving equations. After being divided into three groups according to the results, as indicated in Table 1, the students were enrolled to respective classroom that were appropriate for their level of understanding and were given access to e-learning resources in the Microsoft Teams. Table 1: Criteria for categories in the iGrowMaths Classroom Category Range of Marks in Diagnostic Test Germinating Classroom 59 and below Growing Classroom 60 – 89 Flowering Classroom 90 and above

TVET Chapter 2024 ‒ TVETIC2023 40 The activities and learning materials are tailored to a specific degree of difficulty, and the educator kept an eye on each student's development and offered remedial guidance to those who required it. Figure 1: The iGrowMaths Classroom Model For example, corrective measures to modify the learning process will be implemented to support personalized learning pathways when a student is unable to advance to the next level, as shown in Figure 1. The adaptive sequencing feature enables students to progress through the topics and difficulty levels at their own pace. All the questions come with suggested solutions to facilitate personalized learning. Online quizzes are featured with instant feedback, where the students can retrieve the explanations for the questions that they have answered incorrectly. As such, all students could save time and effort by customizing their learning materials to meet their individual needs. It is to highlight that all the learning materials were vetted by three lecturers from Polytechnics who have more than 15 years of experience in teaching the Business Mathematics course. The learning materials for the germinating group are designed by adopting the Chunking Strategy (Schneider et al., 2001). Based on Chunking, a student uses "chunk" as a unit of encoding and extraction of new information. This information processing technique is effective in unifying disparate, complicated knowledge into a cohesive whole, simplifying difficult concepts, drawing attention to their importance, and enhancing memory capacity and learning outcomes (Zhang et al., 2020). This is further supported by Zhang & Indyk (2021), who demonstrate that the performance of students with math difficulties and students at risk of math failure can be improved effectively by chunking. Hence, the chunks in the Germinating Classroom are arranged in sequential presentation to hinder the students from overloading their working memory if they were to learn much new information at once. Starting from simple operations in algebra—forming equations, changing subjects, and solving equations—this "chunking" approach makes the task "doable," leading to an increase in engagement behaviour and a decrease in negative behaviour towards the task. By capitalizing on the knowledge gained in sequential presentation, students were prompt to complete the task without overloading their working memory. The learning materials for the Growing Classroom aim at enhancing the students’ procedural flexibility and conceptual knowledge by employing alternative methods for finding solutions. The objective is to provide students with a variety of problem-solving techniques and to help them develop a solid foundation in mathematics. When students encounter more and more issues, their mathematical thinking does not become stagnant; rather, it evolves smoothly through several levels. Learning with multiple solution methods leads to higher learning outcomes, as has long been proven in the literature (Schukajlow et al., 2015; Durkin et al., 2021; Grobe, 2022). By exposing students to a variety of problemsolving techniques, they are better able to recognize fresh, effective approaches that may appeal to them. As such, students will be able to perceive a variety of solutions to challenges and will naturally choose the approach that best suits their needs. Hence, the factorization method, completing square method, and formula method in solving quadratic equations, and the substitution method and elimination method in solving two-layer and three-layer simultaneous equations are included. The learning materials for the Flowering Classroom emphasize contextualization, which refers to the teaching of mathematics problems that utilize real-life situations. It is to highlight that the word real life not only refers to having a relationship with the actual world but also refers to issues that most students can envision. Students adopt a process called horizontal mathematization, in which they transform real-world problems into mathematical problems. Students are challenged to abstract ideas using symbols and solve issues using various methods (Yilmaz, 2020), which encourages creativity in them (Arifin et al., 2021). Making a link between real-world situations and mathematics boosts students' enthusiasm and engagement, which in turn helps them form favourable attitudes toward the lesson and improves their

TVET Chapter 2024 ‒ TVETIC2023 41 conceptual understanding (Garcia & Dolores, 2021). Real-world problems motivate students to engage in learning and develop their confidence by assuming ownership of their education (Tong et al., 2022). To test the effectiveness of the iGrowMaths Classroom in promoting students’ engagement and learning outcomes, a group of 41 students was employed as a controlled group, while another group of 40 students was employed as an experimental group. The controlled group was taught with the traditional “one size fits all” pedagogy, while the experimental group was assigned to the iGrowMaths Classroom. The Student Engagement Scale (Dixson, 2015), which characterizes engagement as a multifaceted construct of four dimensions using the affective-behavioural conceptualization of engagement, namely skill, emotion, participation, and performance, was adopted to measure the students’ engagement. Consisting of 19 items that require the students to describe their views regarding behaviours, thoughts, and feelings within the course, the Student Engagement Scale has been proven to be effective in gauging feedback on student engagement in response to course design and enabling the evaluation of the effectiveness of teaching. As for the learning outcomes, both groups were tested by a diagnostic test during the first lesson and a post-test at the end of the fourth week. The descriptive analysis was performed to test whether the students’ engagement and learning outcomes in the experimental group were higher than those in the control group. Results The findings reveal that the students’ engagement in the experimental group is much higher than that in the controlled group, with an overall mean of 4.12 and 2.06, respectively. Besides, the learning outcomes for the experimental group also far outweigh those of the controlled group, as exhibited in Figure 2. The mean score for the experimental group is heightened from 22.3 to 79.0, an increment of 56.7 as compared to the controlled group, which only attained an increment of 24.1, from 24.4 to 48.5. Table 2: The mean scores of the Student Engagement Scale No . Item Controlled Group Experiment al Group 1. Making sure to study on a regular basis 2.27 4.05 2. Staying up on the readings 2.27 4.05 3. Looking over class notes between getting online to make sure I understand the material 2.27 3.90 4. Being organized 2.20 4.15 5. Taking good notes over readings, PowerPoints, or video lectures 1.98 3.90 6. Listening/reading carefully 1.98 4.15 7. Putting forth effort 2.20 4.25 8. Finding ways to make the course material relevant to my life 1.78 4.15 9. Applying course material to my life 1.78 4.05 10. Finding ways to make the course interesting to me 1.90 4.05 11. Really desiring to learn the material 1.78 4.05 12. Having fun in online chats, discussions or via email with the instructor or other students 2.17 4.25 13. Participating actively in small-group discussion forums 2.17 4.05 14. Helping fellow students 2.20 4.15 15. Engaging in conversations online (chat, discussions, email) 2.20 4.05 16. Posting in the discussion forum regularly 1.78 4.05 17. Getting to know other students in the class 2.49 4.45 18. Getting a good grade 1.83 4.35 19. Doing well on the tests/quizzes 1.83 4.25 Overall average score 2.06 4.12

TVET Chapter 2024 ‒ TVETIC2023 42 Figure 2: Mean scores for diagnostic test and post test Discussion and Recommendations Student engagement is a key element in keeping students connected with the course and, thus, with their learning. This study shows that students' engagement with mathematics learning is effectively fostered in the iGrowMaths classroom, which improves learning outcomes. iGrowMaths Classroom enables prompt interventions via essential supports in the form of learning materials and remedial instructions to support the lag students to be ready for college-level by identifying gaps in prior knowledge at the very beginning. Since online learning platforms and portals give students the freedom to learn from anywhere at any time and offer high-quality instruction remotely, physical classroom limitations are no longer an obstacle to learning. What and how they wish to learn is entirely up to the students. As a result, individuals can take charge of their education by setting their own pace for learning and initiating selfguided remediation when needed. To provide adaptive instruction and support at the appropriate time, it is hoped that the results of this study will shed light on the creation of a technology-enabled adaptive system that allows real-time monitoring of the students' differences, learning paths, personal development, and learning outcomes. Conclusion This is the vulnerable time where students are nervous about sitting for mathematics examination. Assisting them will affect how well they perform in the years to follow. Students should get the necessary support to improve their mathematics performance, especially those from under-resourced background that lag in SPM because of COVID-pandemic. Reducing obstacles to education is essential to enable the young generation to fully engage in and contribute to society in all spheres. In this sense, mathematics education is essential since this subject has a lot of potential to give the young generation the information and abilities to think critically and creatively. The iGrowMaths Classroom enables the educational achievement to be dissociated from prior knowledge, social, economic, and cultural status, thereby reducing the social disparities. URL for Product Pitching Video: https://youtu.be/9qUJrtQAGVc?si=AIlLzo3jPzkeeN3Q References Abin, A., Nunez, J. C., Rodriguez, C., Cueli, M., Garcia, T., & Rosario, P. (2020). Predicting Mathematics Achievement in Secondary Education: The Role of Cognitive, Motivational, and Emotional Variables. Front. Psychol. 11:876. Ankrum, J. W., Morewood, A. L., Parsons, S. A., Vaughn, M., Parsons, A. W., & Hawkins, P. M. (2020). Documenting Adaptive Literacy Instruction: The Adaptive Teaching Observation Protocol (ATOP). Read. Psychol., 41, 71–86. Arifin, S., Zulkardi, Putri, R. I. I., & Hartono, Y. (2021). On Creativity Through Mathematization in Solving NonRoutine Problems. Journal on Mathematics Education, 12(2), 313-330. Bruhwiler, C., & Vogt, F. (2020). Adaptive Teaching Competency. Effects on Quality Instruction and Learning Outcomes. J. Educ. Res., 12, 119–142. Capuano, N. & Caballe, S. (2020). Adaptive Learning Technologies. AI Mag., 2, 96–98. Cavanagh, T., Chen, B., Lahcen, R. A., & Paradiso, J. (2020). Constructing A Design Framework and Pedagogical Approach for Adaptive Learning In Higher Education: A Practitioner's Perspective. The International Review of Research in Open and Distributed Learning, 21(1), 172–196. 24.4 22.3 48.5 79 0 20 40 60 80 100 Controlled Group Experimental Group Diagnostic Test Post Test

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TVET Chapter 2024 – TVETIC2023 44 Easy-Deli-C Khairul Ikram Zuwahir, Zulyanei Badolddin, Viknesvari Letchumanan SMPK Vokasional Indahpura Kulai.Johor [email protected] Sorotan: Easy-Deli-C dikenali Eat Healthy, Stay Healthy Delicious Cookies. Deli-C merupakan satu pembangunan produk inovasi snek sihat yang diperbuat dari lapan bahan. Objektif untuk mengamalkan pemakanan bernutrisi dan meningkatkan minat keusahawanan. Didapati Murid Berkeperluan Pendidikan Khas (MBPK) mengamalkan pemakanan snek yang kurang sihat dan sukar untuk mendapatkan pekerjaan selepas tamat pengajian. Terdapat bukti bahawa produk Deli-C ini memberi faedah kepada MBPK selepas tamat pengajian. Dengan Deli-C individu boleh mengambil snek yang sihat dan terdapat banyak nutrisi baik. Produk ini dapat menyumbang idea dalam diri MBPK untuk berniaga sendiri. Produk mendapat impak yang positif dan sangat berkesan dalam kalangan pengguna. Kata Kunci: Keusahawanan; Murid Berkeperluan Pendidikan Khas; Snek Sihat Pengenalan Di negara maju kemahiran keusahawanan di anggap sebagai satu peluang untuk orang kurang upaya melibatkan diri dalam pasaran pekerjaan (Widoyoko et al., 2018). Kemahiran usahawan mampu menyelesaikan masalah yang dihadapi oleh Murid Berkeperluan Pendidikan Khas (MBPK) masalah pembelajaran terumatanya dalam mencari pekerjaan tetap. Negara membangun mempromosikan pendidikan keusahawanan melalui sistem pendidikan untuk menyediakan mereka kemahiran keusahawanan untuk menyumbang kepada ekonomi negara. Kemahiran keusahawanan dipupuk agar MBPK dapat menyumbang kepada Negara dan membantu kehidupan harian mereka kelak. Pengetahuan dalam kursus PPM telah memberikan pemahaman yang lebih dalam mengenai bahan makanan, teknik penyediaan makanan, teknik memasak, prinsip kebersihan, pengetahuan asas mengenai kombinasi rasa, tekstur dan mencipta sesuatu hidangan yang menarik. Menurut Faranina (2017), kemahiran praktikal perlu dipupuk dan pemikiran kreatif perlu diterapkan kepada MBPK masalah pembelajaran dari sekolah. Seorang penyedia makanan perlu ada kemahiran praktikal dalam mengolah bahan makanan dan mencipta produk atau hidangan, seperti pemotongan, persiapan, pengolahan dan penyajian makanan. Oleh sedemikian, pemikiran kreatif dan kemahiran keusahawanan diterapkan dalam kalangan MBPK masalah pembelajaran melalui aktiviti dan latihan mengikut tahap kebolehan mereka dari sekolah agar mereka dapat menyumbang idea kepada Negara dan membantu kehidupan harian mereka kelak. Easy-Deli-C merupakan sejenis snek yang sihat. Easy-Deli-C dikenali sebagai Eat Healthy, Stay Healthy menggunakan Delicious Cookies. Easy-Deli-C ini merupakan satu pembangunan produk inovasi makanan yang diperbuat daripada gula kelapa, kacang badam, cranberry, cornflakes, oats, nestum, salty and pepper almond dan dark chocolate chip. Produk ini mempunyai banyak khasiat dan baik untuk kesihatan. Produk ini telah mendapat permintaan yang tinggi dalam kalangan warga SMPK Vokasional Indahpura. Oleh

TVET Chapter 2024 – TVETIC2023 45 sedemikian, produk ini telah ditambah nilai nutrisi (serat) sebagai pilihan tambahan iaitu nestum, salty and pepper almond, dan oats. Menurut Wan Yang (2022), pengambilan oat dapat meningkatkan isipadu makanan tanpa meningkatkan kandungan kalori. Oat akan membantu proses penghadaman. Pernyataan masalah wujudnya inovasi ini ialah, didapati MBPK suka mengamalkan pemakanan snek yang kurang sihat. Hal ini kerana, pengambilan snek yang kurang sihat boleh mendatangkan kesan buruk kepada kesihatan. Masalah kedua adalah MBPK masalah pembelajaran kurang mahir dalam pencarian kerja selepas tamat pengajian. Kajian Literatur Sehaluan dengan matlamat Pertubuhan Bangsa – bangsa Bersatu SDG (Sustainable Development Goals), yang kedua iaitu Kelaparan Sifar (Zero Hunger) tercetusnya idea dalam penghasilan produk EasyDeli -C ini. Produk asal dikenali sebagai Deli -C- Cookies, selepas penambahan bahan baru, nama diubah kepada Easy-Deli-C. Sebagai seorang penyediaan makanan, perlu berusaha dan mengambil langkah untuk menamatkan kelaparan sifar, mencapai keselamatan makanan dan pemakanan yang lebih baik dan sihat. Dalam kelaparan sifar, telah menyatakan bahawa murid digalakan untuk memakan makanan bernutrisi. Hal ini kerana 12 % kanak-kanak di Malaysia kurang tiga hidangan sehari dan kurang nutrisi, sukar untuk menjalankan aktiviti fizikal dan perkembangan mental pun kurang. Oleh sedemikian, sebagai seorang pendidik yang sentiasa memberi ilmu dan idea kepada MBPK masalah pembelajaran, telah menyampaikan kepentingan pengambilan nutrisi dan penghasilan produk berkualiti dan kaya dengan nutrisi. Di pasaran terdapat banyak biskut tetapi kandungan nutrisi tidak dapat dilihat dengan mata kasar. Apabila MBPK diberikan peluang untuk menghasilkan produk sendiri, mereka dapat lihat sendiri proses penghasilan produk tersebut. Dengan penghasilan Easy-Deli-C ini, MBPK dapat mengamalkan pemakanan yang sihat dan meningkatkan minat usahawan menghasilkan produk selepas tamat pengajian. Objektif Objektif pertama inovasi produk dilaksanakan adalah pemakanan yang bernutrisi dan sihat dapat diamalkan. Objektif kedua untuk meningkatkan minat keusahawanan sebagai pilihan kedua dalam kerjaya. Metodologi Produk Easy-Deli-C ini merupakan produk baru kepada MBPK kerana mereka baru masuk SMPK Indahpura pada bulan April 2023. Oleh sedemikian, perlu menerapkan kemahiran usahawan dan pemikiran kritis dalam kalangan MBPK dari awal supaya mereka sentiasa bersedia untuk bekerja. Selain itu, dapat menerapkan kepentingan pengambilan nutrisi yang baik dalam kalangan mereka. Berikut merupakan proses penghasilan produk Easy-Deli-C oleh MBPK: Jadual 1 Jadual Mengeluarkan Produk Easy-Deli-C Bil Tarikh Langkah 1 13 April 2023 Pengkaji mengenalpasti kelebihan dan kekurangan MBPK dari segi pemikiran. Pengkaji memberikan soalan secara lisan dan bertulis kepada MBPK untuk menilai intelektual mereka. 2 16 April 2023 Pengkaji mengenalpasti kelebihan dan kekurangan MBPK semasa berada di bengkel. Pengkaji meminta mengenali peralatan dan bahan asas. 3 17 April 2023 MBPK diberikan penerangan mengenai produk Easy-Deli-C. Menyatakan tujuan mengeluarkan produk. 4 04 Mei 2023 MBPK diberikan latihan pertama dalam penyediaan Easy-Deli-C. MBPK dibahagikan kepada dua kumpulan dan menyediakan dua adunan. Pada kali ini, Deli-C telah mengurangkan sukatan gula serta penambahan gula kelapa. Buah raspberry digantikan dengan buah cranberry. ● Kumpulan A menyediakan Deli-C yang asal menggunakan prinsip ( 4 B)

TVET Chapter 2024 – TVETIC2023 46 ● Kumpulan B menyediakan Deli-C yang baharu menggunakan prinsip (8 B) 5 05 Mei 2023 MBPK diajar cara menimbang, membungkus, menampal sticker dan proses penjualan dalam kalangan guru dan MBPK. Meminta maklum balas daripada guru yang telah beli. Deli-C yang baru. 6 18 Mei 2023 Latihan menyediakan Deli-C buat kali kedua. MBPK dibahagikan kepada dua kumpulan tetapi berlaku rombakan dalam ahli kumpulan. MBPK diminta menyediakan empat adunan. Kumpulan A menyediakan Deli-C (4B) dan Kumpulan B menyediakan Deli-C (8B) 7 19 Mei 2023 Perkara yang sama dijalankan pada hari keesokkan. Dalam kumpulan yang sama membuat proses pembungkusan, label dan proses mengambil tempahan. 8 16 Jun 2023 Menyediakan tempahan Deli-C sebanyak 30 pek untuk majlis hari jadi di tadika. MBPK yang terpilih hanya tiga orang MBPK sahaja untuk menyediakan tempahan tersebut. Pengkaji memerhatikan aktiviti MBPK. Didapati mereka boleh menghasilkan dengan baik. 9 15 Ogos 2023 Mendapat tempahan lagi untuk pameran produk Panitia. MBPK dibahagikan kepada tiga kumpulan. ● Kumpulan A menyediakan adunan B4 dan B8. ● Kumpulan B bentukkan adunan dan bakar. ● Kumpulan C proses pembungkusan dan tampal label. Dengan ini MBPK boleh belajar satu cara dengan lebih teliti dan baik. Pada tempahan akan datang MBPK akan bertukar belajar cara lain. Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025 (KPM, 2013), mempunyai satu hasrat iaitu setiap kanak-kanak akan menguasai pelbagai kemahiran kognitif yang penting, termasuk pemikiran kritis, penaakulan, pemikiran kreatif dan inovasi. Apabila memberi penekanan yang positif kepada MBPK supaya memiliki kemahiran berfikir kritis yang mampu bersaing di peringkat global. Daripada penghasilan produk Easy-Deli-C dengan penambahan bahan lain, didapati responden masih minat dengan produk ini kerana keenakan dalam deli c masih sama dan bahan yang digunakan sangat berkualiti. Permintaan bagi produk Easy-Deli-C sentiasa meningkat. Produk Easy-Deli-C boleh digunakan sebagai snek yang sihat untuk sarapan pagi, hantaran, hadiah dan biskut perayaan. Pengkaji mendapati produk Easy-DeliC ini membantu MBPK mengamalkan pemakanan yang sihat kerana terdapat banyak kelebihan daripada semua bahan yang digunakan. Selain itu, dapat menerapkan minat dalam keusahawanan dalam diri MBPK walaupun ini merupakan pada awal sesi pembelajaran mereka di sekolah ini. Dengan produk Easy-Deli-C ini, boleh dijadikan sebagai sumber pendapatan kepada MBPK selepas tamat pengajian. Produk Deli-C telah mendapat hak ciptaan sendiri bagi penggunaan prinsip (4B) iaitu cornflakes. Manakala penggunaan bahan baharu iaitu gula kelapa, oats, nestum, salty and pepper almond masih dalam proses permohonan hak ciptaan baharu. Keputusan Jadual 2 Dapatan Maklum Balas Responden Mengenai EASY DELI-C Prinsip 4 B Prinsip 8 B EASY DELI-C Responden 45 orang Kualiti Bahan 100 % berkualiti 100 % berkualiti Ranggup 91.1 % Harga 97.7% berpatutan 97.7 % berpatutan Manis sangat 17.7 % Kuantiti 95.5 berpatutan 4.44 % tidak berpatutan Tidak manis 82.2 % Tahap Penerimaan 83.3 % sangat suka 83.3 % sangat suka Bernutrisi 100 % Tidak bernutrisi 0 % Perbincangan dan Cadangan

TVET Chapter 2024 – TVETIC2023 47 Berdasarkan inovasi produk Easy-Deli-C yang telah dilaksanakan, terdapat tiga impak yang diperolehi, antaranya ialah Impak terhadap amalan pengajaran guru, murid dan panitia penyediaan dan pembuatan makanan. Hasil pelaksanaan inovasi ini, guru telah mendapat impak yang positif dan implikasi yang sangat berkesan. Guru dapat mengaplikasikan satu pedagogi berasaskan keusahawanan yang baharu di dalam kelas. Guru belajar satu kaedah baru, memahirkan MBPK dalam satu bahagian demi satu bahagian. Selain itu, dapat menerapkan minat keusahawan dalam diri MBPK dari awal. Guru dapat belajar bersama bagaimana untuk meningkatkan produktiviti dan mempromosikan produk diluar. Impak terhadap murid pula, MBPK yang telah tamat pengajian pada tahun 2022, boleh berniaga semasa bulan ramadhan lepas dan bekerja di kilang biskut. Penerapan kemahiran keusahawan dalam kalangan MBPK akan membantu mereka sekiranya belum mendapat pekerjaan tetap. Bagi MBPK tahun ini, melalui produk inovasi ini mereka dapat menghasilan Deli-C dengan bersistematik. Mereka lebih berfokus semasa menyediakan produk. Hal ini kerana, pembahagian kumpulan kecil mengikut skop tugasan seperti, mengadun, membentuk, membakar, pembungkusan dan label. Didapati mereka tidak kalut dan kelihatan proses kerja sangat terancang apabila menghasilkan produk. Manakala impak terhadap kursus Penyediaan dan Pembuatan Makanan pula, dengan penghasilan produk Easy-Deli-C, dapat memberi satu kesan positif dalam menerapkan pemikiran yang kreatif dan inovasi bagi MBPK kursus PPM. Sekiranya ada majlis di sekolah, pihak sekolah boleh membuat tempahan kepada MBPK masalah pembelajaran yang mengambil kursus PPM untuk melatih mereka bekerja lepas waktu Pengajaran dan Pembelajaran. Produk yang dihasilkan oleh MBPK boleh dipasarkan semasa pameran. Produk Easy-Deli-C yang dibangunkan ini dapat melatih MBPK memilih produk yang berkualiti untuk dipasarkan. Permintaan produk Easy-Deli-C dalam kalangan guru, murid dan ibu bapa SMPK Vokasional Indahpura semakin meningkat. Kedua-dua produk inovasi yang berasaskan prinsip 4 B dan 8 B berpotensi untuk menjadi pilihan sebagai salah satu pengambilan snek atau sarapan pagi yang sihat dalam kalangan pengguna. Kesimpulan Kesimpulannya, pengkaji mendapat impak yang positif dan sangat berkesan mengenai Easy-Deli-C daripada warga SMPK Vokasional Indahpura. Melalui produk inovasi ini, pengkaji sedar bahawa seorang guru wajar merubah pemikiran MBPK dan meningkatkan minat dalam bidang keusahawanan. Sekiranya, tidak mendapat pekerjaan selepas tamat pengajian MBPK boleh menjalankan perniagaan yang berasaskan produk makanan. Oleh sedemikian, pengkaji berhasrat untuk membuat inovasi lain pada masa akan datang. URL bagi Video Pengenalan Produk: https://youtu.be/7ATIq2FVnCI Rujukan Anizam Mohamed Yusof, Manisah Mohd Ali, Norhayati Mohd Noor, (2020). Instilment of employability skills for special needs students, Online Journal for TVET Practitioners, vol. 5, No. 1, pp. 36-42 Afzal S. and Afzal M. Breakfast Eating Habits among Undergraduate Students of Diet and Nutrition in Lahore. Annals of the Romanian Society for Cell Biology. 2021 May; 25(6): 5052-8 Gill, A., Ganga, S. & Ashik, K. (2022) Snack as functional Food: A review. Jezewska-Zychowicz, M., Gebski, J., Sajdakowska, M.; Niewiadomska, K., Nicewicz, R. (2022). Consumer Motives for Choosing Fruit and Cereal Bars— Differences Due to Consume Lifestyles, Attitudes toward the Product, and Expectations Nutrients https://doi.org/10.3390/nu14132710 Magrin M.E, Marini. E Nicolotti. M. (2019). Employability of Disabled Graduates: Resources for a Sustainable Employment. Department of Psychology, University of Milona. Bicocca Italy. Mallard, D.F.& Hazel, J.S (1992). Social competencies as a pathway to successful life transitions. Learning Disabilities Quarterly, 15,251-271 Mohamed Yusof. A. (2012). Penerapan Kemahiran Kebolehkerjaan dalam kalangan Pelajar Berkeperluan Khas. Paper presented at the Seminar Kebangsaan Majlis Dekan Pendidikan IPTA. Hotel Puteri Pacific: Johor Bahru. Pelan Pembangunan Pendidikan Malaysia, 2013-2025. Kementerian Pelajaran Malaysia. Parthiban G., Noraini Abdullah,Rohaizad Ibrahim (2021), Importance of entrepreneurship skills among students with learning disabilities. Proceedings of the International Conference on Special Education. DOI: https://zenodo.org/record/6910029 Skills for Employment. International Labour Organization. Retrieved June 9, 2023, https://www.skillsforemployment.org/KSP/en/index.htm

TVET Chapter 2024 ‒ TVETIC2023 48 Developing TI-UB Centre App as One Stop Centre Digital Platform for CoCurriculum Course In IPGK Temenggong Ibrahim Muhammad Ridzuan Bin Jamhari, Normila Binti Mohd Bohari, Muhammad Syukri Bin Yahya, Mohtar bin Yacob, Abd Jabar Bin A Rahman, Norliyana Binti Ahmed, Jamalulaili Bin Selamat Institut Pendidikan Guru Kampus Temenggong Ibrahim [email protected], [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] Highlights: The curriculum of the Uniformed Unit (UB) requires student teachers at the Teacher Education Institute (IPG) to master the knowledge and information related to the UB they are participating in. Student teachers also need to be able to master physical skills to be able to pass them on to students when they are placed as teachers in the future. Therefore, student teachers need to be skilled in obtaining references and information quickly to be delivered during Teaching and Learning sessions. As a result of the survey, 78% of student teachers stated that they found it difficult to find reference sources related to UB in IPG, 11% of student teachers stated that they could get references from the Uniformed Unit, but it was not in line with the UB IPG curriculum, 9% stated that reference sources could be obtained from books, but it's been a long time. Thus, the TI-UB innovation project (Temenggong Ibrahim-Uniformed Unit) through an android application has been created as a UB reference resource platform that is parallel to the IPG curriculum. Through the TI-UB application, student teachers can access information quickly, quickly, and anywhere. Keywords: Co-curriculum; Uniformed Unit; Student Teacher Introduction The Teacher Education Institute (IPG) offers the Uniformed Unit Co-Curriculum-Uniformed Units course to IPG student teachers for the Bachelor of Education Degree Program (PISMP) and the Teaching Diploma Program (PDP). Through this course, student teachers are exposed to School Youth Cadet Uniformed Unit (KRS), Scouts, Girl Guides, Malaysian Red Crescent (BSMM), Islamic Princess Society and Civil Defense Student Corps (KORSISPA). The Uniformed Unit course includes history of establishment, management information, organizational structure, skills, and physical activities related to Uniformed Units. All these things need to be mastered by IPG student teachers to become competent and skilled Uniformed Units coaches. Thus, to become a competent and highly skilled UB trainer, student teachers need to be skilled in obtaining accurate Uniformed Units reference sources quickly and anywhere. In accordance with the working environment of UB activities that are carried out outside the busy classroom and limited time allocation, student teachers need to be ready to apply Uniformed Units skills immediately when the situation requires such as marching training, first aid training and others. Through a survey conducted on student teachers and co-curricular lecturers, they stated that they experienced difficulties in obtaining information and reference materials related to the Uniformed Units.

TVET Chapter 2024 ‒ TVETIC2023 49 If there is a source, the reference material is seen to be outdated and not relevant to the current Uniformed Units curriculum. Apart from that, student teachers and lecturers also need a resource that is easy, accurate and fast to access in accordance with the work environment that is always moving (mobile). This is because students and lecturers must attend lectures. If students are undergoing practicum training, they need to be prepared to teach in class and need to get information related to the uniform unit easily, accurately, and quickly. Therefore, this TI-UB application was built as a solution to overcome the problems of student teachers and lecturers to obtain information related to the Uniformed Unit. The TI-UB Center application can help student teachers and lecturers to get information through just one platform and indirectly this will help them to get references easily, accurately, and quickly. Literature Review The Uniformed Unit (UB) co-curriculum is an activity that must be implemented by the school for all students. This is in line with the Government Gazette dated 31 December 1997, Vol. 41, No. 26, Supplement No. 94, A.P.U. Legislation (A) 531, Education Act 1996, Regulations (National Co-Curriculum) have required schools to provide opportunities for participation in Co-Curriculum activities in sports and games, associations and clubs and uniformed unit teams.(KPM, 1997) In line with the matter, the Teacher Education Institute (IPG) has taken the initiative to provide cocurricular training to student teachers with 4 aspects of skills, namely basic skills, staffing skills, coaching skills, and management skills (IPGKTB, 2023) Figure 1 Co-curricular Policies (KPM, 2017) The Uniformed Unit also plays an important role in student academics. This is because students are also required to be supervised regarding co-curriculum during practicum training. According to Mohamad Zharkuan Zainol et al., (2019) students are guided and observed in relation to co-curricular activities carried out, which are related to games and athletics, uniformed units, and associations. This is because, all students at school are required to participate in at least one club or association of educational subjects/combinations, uniformed unit teams and games and sports activities (Noorasikin Ismail et al., 2018) This is also in line with the Education Regulations (KPM, 1997) which affirms that Co-Curriculum is part of the national curriculum and Co-Curriculum is an educational activity that needs to be implemented in a planned and effective manner like other teaching and learning activities. Therefore, teachers need to provide the best co-curricular management and give recognition to teachers who carry out co-curricular management. According to the Ministry of Education and Culture (1985) through the Special Circular No. 1/1985, teacher participation is required to ensure the effectiveness of extracurricular activities in schools. It also states in sub-item 5.2 in SPI No. 1/1985: "...In addition, teachers who handle extracurricular activities should be given appropriate recognition so that they are more active especially in terms of supervising those activities."(KPM 1985 SPI Bil 1 1985, n.d.)

TVET Chapter 2024 ‒ TVETIC2023 50 Figure 2 Adaptation from Practicum Training Policies (IPGM, 2019) Therefore, it is hoped that by developing the TI-UB Centre application, this will contribute to the development of co-curricular management at the student level as a preparation for them to be placed as teachers in the future. Objectives To help provide a digital platform as a reference for the Uniformed Unit, this TI-UB Center application was introduced to students, teachers, and lecturers. The objective of developing this TI-UB Center application is: 1. Become a one stop digital center reference source regarding uniformed units. 2. Provide a platform so that each Uniformed Units can share ideas and findings in carrying out uniformed unit activities. 3. Provide platform to users to get information easily, accurately, and quickly and accessible anywhere. Methodology Product Development: Product development is focused on the application of educational technology in the curriculum. Through this product, a TI-UB application has been built through the AppsGeyser site and its content focuses on the Co-curriculum-Uniform Course which is a compulsory course for IPG teacher students for the Bachelor of Education Degree Program (PISMP) and Teaching Diploma Program (PDP) Figure 3 Application of Educational Technology for Uniform Course Process: The TI-UB application has been developed through the APPsgeyser site and the Google site. Through the TI-UB application, it requires smartphone users to install the TI-UB Centre app.

TVET Chapter 2024 ‒ TVETIC2023 51 Figure 4 Using Application for Development of the TI-UB Filling in the information content of the Uniformed Unit in this application pays attention to the cocurriculum courses of the uniformed units. Figure 5 Dissemination of Information Information dissemination of innovative products has been disseminated through lectures, courses, and digital platforms. Facebook, WhatsApp, and Telegram platforms are used to spread TI-UB application construction alerts. Figure 6 Innovation Product Results The results of the innovation product show that users are satisfied with the TI-UB Centre application used. Users state that TI-UB Centre helps them to get information more easily, accurately, and quickly. This

TVET Chapter 2024 ‒ TVETIC2023 52 is because they do not need to find reference material from other places. Besides that, experts also recognized TI-UB Centre app as a one stop digital centre and it’s very helpful. Figure 7 Discussion and Recommendations Through the results of the feedback received from the experts, the experts stated that the TI-UB Centre's innovation product is a very beneficial application, and its use can help improve students' knowledge about the Uniformed Unit. Feedback from lecturers stated that this application helps them to carry out teaching in lectures. This is because it helps to be a reference for students and makes it easier for them to understand and get information easily, accurately, and quickly. This is because the TI-UB application is easy to access and can be accessed at any event outside the classroom where extracurricular activities are the most appropriate place to carry out uniformed unit activities. Students gave feedback that the TI-UB Centre application made it easier for them to get information about the Uniformed Unit. Students only need to browse the Ti-UB Centre application and can explore various information about the Uniformed Unit offered by IPG. Conclusion Application Development TI-UB Centre aims to be a one stop digital centre to obtain information regarding Uniformed Units. Users of this application state that this application helps them to get information more easily, accurately, and quickly. With a user-friendly application also helps them to access information anywhere. This application also benefits students and lecturers who teach uniformed co-curriculum units. The latest information sources help users to make references more effectively and accurately. Every information stated is in line with the Uniformed Unit course offered at IPG. Therefore, this application provides great benefits and impact to its users. Product Video URL’s link: https://youtu.be/062DxVq-A9E References IPGKTB. (2023). Unit Kokurikulum. Laman Web Institut Pendidikan Guru Kampus Tuanku Bainun. KPM. (1997). Peraturan-peraturan Pendidikan (Kurikulum Kebangsaan) 1997. KPM 1985 SPI Bil 1 1985. (n.d.). Mohamad Zharkuan Zainol, Zainol, Z., Mohd Arafat Jaafar, Pauziah Omar, Najati Jalil, & Asma Nabihah Abd. Rahman. (2019). Hubungan Bimbingan Pensyarah Penyelia Praktikum Dengan Amalan Refleksi Praktikum Dalam Kalangan Guru Pelatih Pendidikan Islam Program PDPP IPGM Zon Selatan. International Journal of Educational Research on Andragogy and Pedagogy Noorasikin Ismail, Zainal Abidin Zainuddin, & Halijah Ibrahim. (2018). Komitmen Terhadap Keselamatan Aktiviti Luar Dan Berisiko dalam Pendidikan. Globalising Education: Issues and Challenges in the 21st Century Learning, 3(2). www.sainshumanika.utm.my

TVET Chapter 2024 – TVETIC2023 53 E-Resume Mohammad Ashrof Husaini Rosli, Sok Lee Chuan, Zaim Mursyideen Zaini, Muhammad Iqbal Jamaludin, Asmawati Mohamad Ali Kolej Matrikulasi Pahang, Kementerian Pendidikan Malaysia [email protected], [email protected], [email protected], [email protected], [email protected] Sorotan: Kemahiran Teknologi Maklumat dan Komunikasi (TMK), kreativiti serta inovasi merupakan antara Elemen Merentas Kurikulum (EMK) yang diintegrasikan dalam sesi Pengajaran dan Pemudahcaraan (PdPc) pada masa kini. Pendidikan digital dalam kalangan pensyarah dan pelajar wajar diimplementasikan secara berterusan dalam proses pembelajaran sepanjang hayat. Analisis keperluan dalam kalangan 160 pelajar dan lima pensyarah mendapati bahawa dua faktor utama iaitu peningkatan kos serta sumber capaian eviden yang kurang efektif sebagai penyumbang utama terhadap keperluan reka bentuk dan pembangunan e-resume. Sehubungan itu, produk inovasi eresume merupakan salah satu alternatif yang menggabungkan beberapa aplikasi sumber terbuka. Implikasi reka bentuk dan pembangunan ini memberikan penjimatan kos, masa, tenaga dan ruang penyimpanan selain jaminan keselamatan data khususnya kepada pihak panel penilai, pengurusan institusi, sesi pengajaran pensyarah serta pembelajaran dalam kalangan para pelajar Program Matrikulasi, KPM. Ternyata capaian dokumen menerusi e-Resume bersifat mudah capai dan boleh diakses tanpa mengira waktu di pelbagai lokasi oleh sesiapa sahaja yang berkeperluan dibandingkan dengan pembangunan reka bentuk penggunaan resume manual yang sedia ada. Kata Kunci: Elemen Merentas Kurikulum (EMK); Pendidikan Digital; Pembelajaran Sepanjang Hayat. Pengenalan Resume merupakan satu keperluan bagi permohonan menyambung pengajian, memperoleh

TVET Chapter 2024 – TVETIC2023 54 pekerjaan, mendapatkan peluang penajaan, saringan kenaikan pangkat dan lain-lain tujuan. Trend terkini resume hanya perlu dihantar secara dalam talian untuk rujukan dan semakan. Terdapat perbezaan yang ketara antara penulisan resume manual dibandingkan dengan penggunaan e-resume berbantukan aplikasi sumber terbuka seperti google, canva dan pdf. Sehubungan itu, diharapkan menerusi penyelidikan reka bentuk dan pembangunan (DDR) produk inovasi dalam sesi Pengajaran dan Pemudahcaraan (PdPc) kursus Pengajian Am Matrikulasi ini akan dapat memberikan implikasi positif kepada para pelajar, pensyarah dan panel penemu duga dalam mengenal pasti kompetensi setiap individu. Limitasi terhadap kajian pembangunan produk khususnya dalam bidang pendidikan dan sains sosial yang terhad menuntut agar pasukan penyelidik menjalankan analisis keperluan, mereka bentuk dan seterusnya membangunkan e-Resume. Kajian Literatur Alat digital Implikasi reka bentuk dan pembangunan ini memberikan penjimatan kos, masa, tenaga dan ruang penyimpanan terutamanya kepada pihak pengurusan institusi, pensyarah dan juga dalam kalangan para pelajar. Pautan akses kepada dokumen-dokumen dalam e-Portfolio ini agak mudah dan boleh diakses tanpa mengira masa di pelbagai lokasi oleh mana-mana personel atau pihak individu yang memerlukan (Asmawati et al., 2018). Malah pedagogi terkini menurut Abd. Khahar Saprani et al. (2018) turut menuntut agar pendidik untuk memilih serta melaksanakan strategi PdP yang disokong oleh sumber dan alatan digital bagi mencapai objektif pembelajaran. Elemen Merentas Kurikulum (EMK) difokuskan kepada kemahiran insaniah yang hanya melibatkan pengkhususan komunikasi dalam pengurusan maklumat sahaja. Walau bagaimanapun, kajian ini belum lagi diuji dari segi keberkesanannya terhadap tahap penguasaan kemahiran insaniah dalam kalangan guru dan murid (Asmawati et al., 2022). Reka Bentuk dan Pembangunan Penyelidikan reka bentuk dan pembangunan (DDR) e-Portfolio yang dikaji oleh Asmawati et al. (2018) ialah sebahagian daripada prosedur menggunakan Model ISD (reka bentuk sistem pengajaran) dengan prototaip yang pantas. Bagi menguasai elemen kemahiran Teknologi Maklumat dan Komunikasi (ICT) dalam kalangan pensyarah dan pelajar harus dilaksanakan sepanjang proses pembelajaran sepanjang hayat. Keperluan analisis dalam kalangan pelajar dan pensyarah mendapati faktor peningkatan kos kurang berkesan sebagai penyumbang utama. Sehubungan itu, reka bentuk dan pembangunan ePengajaran dan Pembelajaran (e-TnLP) prototaip merupakan salah satu alternatif yang menggabungkan tiga jenis kandungan yang terdapat dalam produk e-Portfolio. Proses serta prosedur reka bentuk dan pembangunan e-Portfolio ini juga hampir sama seperti yang diaplikasikan kepada produk inovasi e-Resume bagi menggantikan penggunaannya secara manual yang bersifat konvensional tanpa elemen digital. Pengajaran dan Pembelajaran (PdP) Kaedah pembelajaran yang melibatkan pengintegrasian memberikan kelebihan kepada para pelajar untuk memaksimumkan penghayatan terhadap sesebuah mata pelajaran. Malah yang paling penting adalah keupayaan dalam membantu pendidik untuk memahami situasi dan mempelbagaikan pedagogi terhadap keanekaragaman gaya belajar dalam kalangan murid di zaman digital ini (Banas, 2018). Selain itu, penyelidikan ini berkaitan kepentingan memahami gaya belajar dengan penerapan teknologi media yang baharu dalam sesi PdP pada masa kini ke arah pembelajaran bermakna. Amalan praktis pengintegrasian ini menjurus kepada pengimplementasian kepelbagaian sumber dan media dalam menghasilkan satu sesi PdP yang kreatif dan berinovasi (Wan Lokman Wan Ahmad, Ahmad Nizam Othman & Ridzuan Hussin, 2020). Oleh itu, kepelbagaian dalam teknik pengajaran berasaskan komputer atau teknologi maklumat berbentuk multimedia perlu diberi perhatian agar pelajar tidak merasa bosan dengan kaedah tradisional (Fatimah, 2010; Rosnah Ahmad Zain & Rosseni Din, 2020). Objektif Mereka bentuk dan membangunkan produk inovasi e-Resume berdasarkan kepada analisis keperluan berbanding reka bentuk resume manual (konvensional) sedia ada dalam sesi Pengajaran dan Pemudahcaraan (PdPc) kursus Pengajian Am Matrikulasi.

TVET Chapter 2024 – TVETIC2023 55 Metodologi Kajian kes dengan reka bentuk kaedah tinjauan deskriptif untuk mengumpul data dan maklumat. Tujuan kajian untuk mengenal pasti keperluan, reka bentuk dan pembangunan e-Resume dalam kalangan pensyarah serta pelajar kursus PAM di Kolej Matrikulasi semester satu sesi ambilan 2023/2024. Kajian kes didefinisikan sebagai proses melaksanakan kajian analisis atau sistem atau dari segi produk (Merriam, 2001). Menurut Yin (1994) kajian kes ditakrifkan sebagai proses penyelidikan bersandarkan kepada siasatan secara empirikal yang mengkaji tentang fenomena kontemporari dalam konteks kehidupan sebenar terutamanya apabila sempadan antara fenomena dan konteks tersebut didapati tidak jelas jelas. Sementara itu, Merriam (1998) pula mendefinisikan kajian kes dari segi produk iaitu kajian kualitatif dalam penerangan dan analisis holistik yang intensif bagi satu kejadian, fenomena atau unit sosial. Matlamat kajian kes ini adalah bagi meningkatkan kebolehan pelajar untuk mengenal pasti masalah, merancang, mengolah isi dan memberi rumusan terhadap satu permasalahan. Pelajar akan mendapat pengalaman semasa menjalankan kajian kes yang dapat memupuk kemahiran menyelesaikan sesuatu masalah secara bekerjasama dalam pasukan yang merupakan salah satu elemen kemahiran insaniah. Metodologi kajian merangkumi cara, kaedah, dan pendekatan yang digunakan dalam mencapai tujuan dan objektif kajian. Terdapat dua kaedah yang telah digunakan iaitu melalui kaedah kuantitatif dan juga kaedah kualitatif secara pemerhatian terhadap reka bentuk dan pembangunan prototaip. Melalui kaedah kuantitatif, soal selidik secara dalam talian (online) menggunakan borang Google telah digunakan bagi mendapatkan pandangan pelajar dalam mengenal pasti keperluan penghasilan e-Resume. Borang soal selidik telah diedarkan kepada 160 pelajar dan lima pensyarah kursus Pengajian Am Matrikulasi di salah sebuah kolej matrikulasi mendapatkan pendapat, pengetahuan dan pemahaman yang lebih jelas terhadap keperluan, reka bentuk dan pembangunan produk inovasi e-Resume. Selain itu, kaedah pemerhatian juga digunakan agar maklumat-maklumat yang dikaji dapat dikumpulkan dan diakses dengan lebih terperinci. Menurut Creswell (2008) pemilihan sampel secara bertujuan bermatlamat bagi mendapatkan data kualitatif untuk memperoleh sesuatu maklumat dan juga mengetahui tentang perkembangan fenomena semasa yang berlaku di lokasi kajian. Patton (2002) pula menyatakan bahawa bilangan sampel yang kecil membolehkan pihak pengkaji dapat menyiasat sesuatu perkara itu dengan lebih mendalam lagi. Keputusan Analisis dan dapatan kajian ini diperoleh melalui pengumpulan data tinjauan daripada soal selidik menggunakan borang Google dan kaedah pemerhatian terhadap reka bentuk dan pembangunan prototype Resume. Demografi Responden (Bahagian A) Taburan data peserta dapat diperlihatkan dalam Jadual 2 yang melibatkan item jantina, bangsa dan bahasa pertuturan harian oleh responden. Jadual 2: Demografi Responden (Bahagian A) Demografi Kekerapan Peratus (%) Jantina Lelaki 42 26.25 Perempuan 118 70.75 Bangsa Melayu Orang Asal Cina 141 3 9 88.13 1.9 5.6 India Bahasa Melayu Pertuturan Harian 7 160 4.4 100 Sumber: Borang Tinjauan Aplikasi Google Berpandukan kepada Jadual 2, hasil dapatan menunjukkan kajian analisis keperluan terdiri daripada responden lelaki (26.25%) seramai 42 orang dan perempuan (70.75%) sebanyak 118 orang. Jumlah responden perempuan lebih ramai daripada responden lelaki. Kumpulan bangsa tertinggi responden pula ialah Melayu (88.13%) seramai 141 orang, Orang Asal (1.9%) yang terdiri daripada 3

TVET Chapter 2024 – TVETIC2023 56 responden, bangsa Cina (5.6%) seramai 9 responden dan bangsa India (4.4%) iaitu seramai 7 orang pelajar. Bahasa pertuturan harian 160 responden ialah 100% menggunakan bahasa Melayu. Taburan Persepsi Responden Pensyarah (Bahagian B) Taburan data persepsi dalam kalangan peserta dapat diperlihatkan dalam Jadual 3 yang melibatkan tiga item oleh pihak responden atau informan yang terlibat. Jadual 3: Taburan Persepsi Pensyarah (n=5) tentang kepentingan dan keperluan e-Resume berbanding Resume Konvensional sedia ada Bil. Item Skala Persetujuan Peratus (%) 1. Saya bersetuju jika Resume Konvensional digantikan kepada e-Resume. Sangat Setuju 100 2. e-Resume sangat penting untuk dibimbing oleh pensyarah dalam sesi PdP PAM. 3. e-Resume sangat bermanfaat untuk diaplikasikan dalam jangka panjang. Sangat Setuju Sangat Setuju 100 100 Sumber: Borang Tinjauan Aplikasi Google Berpandukan kepada Jadual 3, hasil dapatan menunjukkan kajian analisis keperluan dalam kalangan responden pensyarah seramai lima orang. Kesemua kelima-lima pensyarah menyatakan sangat bersetuju bagi ketiga-tiga pernyataan item tentang keperluan pembangunan produk inovasi eResume, kepentingan serta memberikan manfaat dalam tempoh jangka masa panjang iaitu 100%. Taburan Persepsi Responden Pelajar (Bahagian B) Taburan data persepsi dalam kalangan peserta dapat diperlihatkan dalam jadual 4 yang melibatkan tiga item oleh pihak responden yang terlibat. Jadual 3: Taburan Persepsi Pelajar (n=160) tentang kepentingan dan keperluan e-Resume berbanding Resume Konvensional sedia ada Bil. Item Skala Persetujuan Peratus (%) 1. Saya bersetuju jika Resume Konvensional digantikan kepada e-Resume. Setuju 98.75 2. e-Resume sangat penting untuk dibimbing oleh pensyarah dalam sesi PdP PAM. 3. e-Resume sangat bermanfaat untuk diaplikasikan dalam jangka panjang. Sangat Setuju Sangat Setuju 100 100 Sumber: Borang Tinjauan Aplikasi Google Berpandukan kepada Jadual 4, hasil dapatan menunjukkan kajian analisis keperluan dalam kalangan responden pelajar seramai 160 orang. Majoriti pelajar menyatakan sangat bersetuju bagi ketiga-tiga pernyataan item tentang keperluan pembangunan produk inovasi e-Resume, kepentingan serta memberikan manfaat dalam tempoh jangka masa panjang iaitu 100% bagi item 2 dan 3. Walau bagaimanapun, terdapat dua orang pelajar (1.25%) yang tidak bersetuju jika Resume Konvensional dengan format manual sedia ada digantikan kepada e-Resume.

TVET Chapter 2024 – TVETIC2023 57 Pemerhatian Terhadap Prosedur Reka Bentuk dan Pembangunan Produk Prototype I: Resume Konvensional Prototype II: Resume Digital Prototype III: Resume Interaktif Prototype IV: e-Resume Rajah 1: Banding Beza Paparan Muka setiap prototype Resume

TVET Chapter 2024 – TVETIC2023 58 Rajah 2: Banding Beza Kekuatan dan Kelemahan bagi setiap prototype Resume Sumber: Borang Pemerhatian Hasil Refleksi daripada Tool kit Lesson Study Berpandukan kepada Rajah 1 dan Rajah 2, hasil dapatan pemerhatian menunjukkan terdapat beberapa fasa reka bentuk dan pembangunan terhadap produk atau prototype Resume iaitu Resume Konvensional (sedia ada), Resume Digital, Resume Interaktif dan e-Resume. Perbincangan dan Cadangan Kesesuaian menentukan pendekatan, kaedah, teknik dan strategi yang diaplikasikan dalam P&P sesi yang berkait rapat dengan pelaksana kurikulum telah dikaji oleh Asmawati et al. (2018). Penyelidikan ini bukan sahaja menentukan kajian penyelidikan reka bentuk dan pembangunan (DDR) terdahulu malah juga sebagai kesinambungan kepada elemen-elemen yang terkandung dalam subjek tetapi juga pasukan penyelidik juga bertindak sebagai pentaksir dan penilai hasil pembelajaran hasil pembelajaran. Secara umumnya, dapatan kajian lepas menunjukkan bahawa aktiviti pembelajaran aktif sesuai diaplikasikan dalam pelbagai situasi dan pelbagai topik PdPc. Hasil pembelajaran aktiviti ini juga dinilai mampu mengembangkan kemahiran insaniah (generik) dari perspektif pensyarah dan pelajar (Asmawati et al., 2018). Penemuan daripada kajian-kajian lepas adalah relevan untuk penambahbaikan dalam kajian susulan akan datang termasuk pelaksanaan kajian ini. Kaedah tersebut mampu meningkatkan kualiti pengajaran pensyarah melalui sesi perkongsian bersama iaitu pensyarah boleh mengenal pasti tahap pemahaman semasa pelajar tentang topik atau subtopik penghasilan resume, mengesahkan tahap kebolehgunaan dan pencapaian melalui ujian pra serta pasca pembelajaran seperti perbandingan resume konvensional dengan e-Resume. Aktiviti PdPc akan menentukan tahap kefahaman pelajar sama ada rendah atau tinggi untuk subtopik berkaitan melalui ujian pra-pengajaran. Walau bagaimanapun, tahap kefahaman boleh ditingkatkan melalui pengajaran yang terbaik menerusi pendekatan yang telah dikenal pasti melalui sesi pengajaran dan pembelajaran. Topik dan subtopik kaedah pengajaran tersebut berasaskan kepada teknologi digital yang amat relevan dalam dunia pendidikan masa kini (Asmawati et al., 2018; Asmawati, 2019 & Asmawati et. al., 2022). Reka bentuk kajian kes secara bebas dapat memberi kesan kepada interaksi yang jelas melalui perspektif pengajar dan pelajar tanpa menjejaskan penglibatan mereka. Elemen kemahiran insaniah yang dikenal pasti dalam kajian ini ialah kemahiran teknikal, kemahiran teknologi maklumat, kemahiran intelek, kemahiran interpersonal dan kemahiran personal melalui pendekatan PdPc juga dapat dipupuk di samping kerja kursus yang digunakan oleh guru di dalam dan di luar bilik tutoran. Penambahbaikan berterusan dalam konteks penyelidikan telah diperluaskan oleh kumpulan penyelidik dengan inisiatif untuk menambah bilangan elemen kemahiran insaniah kepada tujuh elemen serta menguji penggunaan aktif Bahan Bantu Mengajar (BBM) dan Bahan Bantu Belajar (BBB) pada tahap perkembangan dan penguasaan pelajar. Terdapat pelbagai elemen dalam kemahiran insaniah

TVET Chapter 2024 – TVETIC2023 59 yang mempengaruhi pencapaian organisasi seperti perhubungan komunikasi intrapersonal dan interpersonal, pengurusan diri dan individu lain, emosi bersama pemahaman serta empati yang tinggi, kemahiran kepimpinan dan sebagainya. Dapatan kajian disemak juga menunjukkan kemahiran insaniah mempunyai implikasi terhadap pencapaian sesebuah institusi atau organisasi dalam pelbagai bidang dan perlu diambil kira memandangkan impak dan pengaruhnya sebagai keseluruhan. Resume interaktif dan kaedah e-portfolio yang mampu mencipta keseronokan untuk pelajar, menggalakkan pelajar untuk berinteraksi dengan pensyarah dan rakan lain serta kaedah pengajaran yang fleksibel yang boleh digunakan sebelum kelas bermula, semasa kelas dan selepas kelas tamat. Walaupun ada beberapa keburukan resume interaktif dan e-portfolio tetapi boleh diatasi melalui pendekatan sesi PdPc yang inovatif. Selain itu, dua faktor utama peningkatan kos serta sumber capaian eviden yang kurang efektif dapat diminimumkan dengan penghasilan e-Resume. Dapatan kajian ini juga turut menyokong kepada penyelidikan oleh Abd. Khahar Saprani et al. (2018) yang mengkaji tentang pedagogi mutakhir agar tenaga pengajar memilih serta melaksanakan strategi PdP yang disokong oleh sumber dan alatan digital bagi mencapai objektif pembelajaran. Secara rumusannya, didapati bahawa penggunaan resume digital atau e-Resume kepada resume interaktif dan Resume Realiti Augmented Maya (VARr) pada masa hadapan. Penghasilan portfolio secara manual kepada e-portfolio sebagai aplikasi mudah alih atau alatan digital sepertimana resume konvensional kepada e-Resume. Secara perbandingannya, kajian dalam Malaysia terhadap kemahiran insaniah antara skop penyelidikan bidang pendidikan yang perlu dimantapkan ke peringkat antarabangsa. Sementara itu, aplikasi Google sebagai sumber terbuka yang terhad perlu dipelbagaikan kepada aplikasi-aplikasi yang lain seperti Microsoft dan Apple digunakan dalam sesi PdPc (Asmawati et al., 2022). Kesimpulan Secara kesimpulannya, reka bentuk dan pembangunan produk inovasi e-resume merupakan salah satu alternatif yang menggabungkan beberapa aplikasi sumber terbuka. Implikasi rekabentuk dan pembangunan ini memberikan penjimatan kos, masa, tenaga dan ruang penyimpanan selain jaminan keselamatan data khususnya kepada pihak panel penilai, pengurusan institusi, sesi pengajaran pensyarah serta pembelajaran dalam kalangan para pelajar Program Matrikulasi, KPM. Ternyata capaian dokumen menerusi e-Resume bersifat mudah capai dan boleh diakses tanpa mengira waktu di pelbagai lokasi oleh sesiapa sahaja yang berkeperluan dibandingkan dengan pembangunan reka bentuk penggunaan resume manual yang sedia ada. URL bagi Video Pengenalan Produk: (https://youtu.be/FKlhA1vHk54) Rujukan Abd. Khahar Saprani, Hapsah Majid, Zanariah Ibrahim & Lokman Abd Wahid. (2018). Pedagogi Terbeza: Keadilan dalam Proses Pengajaran dan Pembelajaran. Jurnal Penyelidikan Pendidikan Jilid 11/2018. Johor Bahru: IPG Kampus Temenggong Ibrahim. ISSN 2180-2270. Asmawati Mohamad Ali, Norizal Abdul Karim@Sab, Anita Mohamed & Noraihan Ismail. (2018). Aplikasi Gaya Pengajaran dan Pembelajaran Aktif dalam Subjek Kemahiran Dinamika Bagi Merealisasikan Pendidikan Abad Ke-21. Sains Humanika, 10(3-2). https://doi.org/10.11113/sh.v10n3-2.1487. Asmawati Mohamad Ali. (2019). Kesan Pembelajaran Aktif Terhadap Elemen-Elemen Penguasaan Kemahiran Insaniah dalam Kurikulum Tingkatan Enam. Tesis Ijazah Doktor Falsafah yang tidak diterbitkan. Tanjong Malim: Universiti Pendidikan Sultan Idris. Asmawati Mohamad Ali, Norizal Abdul Karim, Anita Mohamed & Noraihan Ismail. (2020). Sesi Perkongsian Guru: Elemen Merentas Kurikulum (EMK) Pendidikan Digital. E-Buku: Teori, Praktis dan Amalan dalam Kurikulum Pendidikan & Sains Sosial. Tanjong Malim: Penerbit Kaizentrenovation Sdn Bhd .EISBN 978-967-17718-9-1. Asmawati Mohamad Ali, Anita Mohamed, Norizal Abdul Karim@Sab, Noraihan Ismail & Asfarizal Aziz. (2022). Redesign of Active Learning With Using Digital Tools to Develop Student Soft Skills. Studies in Educational Management, Volume 12, pages 10-25, E‐ISSN: 2667-8594. https://eurokd.com/doi/10.32038/sem.2022.12.02?vid=493&aid=601 Banas, R. A. (2018). Perceptual learning styles of students and its effect to their academic performance. International Journal of Trend in Scientific Research and Development, Vol 3 (1), 401-409. https://doi.org/10.31142/ijtsrd18992. Creswell, J.W. (2008). Education Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Ed. ke-3. New York: Pearson International Edition. Haniza Mohamad Nadzri. (2020). Kajian Reka Bentuk dan Pembangunan Produk C-Line dalam Kalangan Pelajar Politeknik Ungku Omar. Jurnal Kejuruteraan, Teknologi dan Sains Sosial Vol. 3 Issue 1. https://www.puo.edu.my/webportal/wp-content/uploads/2023/01/21.-KAJIAN-REKA-BENTUK-

TVET Chapter 2024 – TVETIC2023 60 DAN-PEMBANGUNAN-PRODUK.pdf Merriam, S.B. (2001). Qualitative Research and Case Study Application in Education. Jossey-Bass Pub. Othman Lebar (2014). Penyelidikan Kualitatif. Pengenalan Kepada Teori dan Metode. Penerbit Universiti Pendidikan Sultan Idris. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage. T. Gandi, Radha & Che Rus, Ridzwan & Mohamed, Suriani. (2021). Pendekatan Penyelidikan Reka Bentuk dan Pembangunan (DDR) dalam Pembangunan Model Pemikiran Inventif Pelajar Mata Pelajaran Reka Cipta. Journal of Education Research & Indigenous Studies Volume: 3(1), 2021. e-ISSN 2682- 759X. https://www.researchgate.net/publication/354677753_Pendekatan_Penyelidikan_Reka_Bentuk_d an_Pembangunan_DDR_Dalam_Pembangunan_Model_Pemikiran_Inventif_Pelajar_Mata_Pelajar an_Reka_Cipta Wan Lokman Wan Ahmad, Ahmad Nizam Othman & Ridzuan Hussin. (2020). Jurnal Penyelidikan Dedikasi Jilid 18 (BIL. 2). https://myjms.mohe.gov.my/index.php/jd/article/view/12228/5987. Yin, R.K. (1994). Case Study Research: Design and Methods. 2nd Edition. Sage. Zain, A. R. & Din, R. (2020). Kajian Reka Bentuk Dan Pembangunan Video Photoshop dalam Talian Bagi Pelajar PISMP IPGM. Journal of Personalized Learning, 3(1): 55-61. https://spaj.ukm.my/jplearning/index.php/jplearning/article/view/144/89 .

TVET Chapter 2024 ‒ TVETIC2023 61 Developing TI-KRS Centre Smartphone Application for Kadet Remaja Sekolah (KRS) in IPGK Temenggong Ibrahim Muhammad Ridzuan Bin Jamhari, Sanif Bin Sapaat, Mohamad Daud Bin Abu Yamin, Hanizad Bin Ramlan, Mudzaffar Shah Bin Ali, Khairul Amir Bin Anuar Insititut Pendidikan Guru Kampus Temenggong Ibrahim [email protected], [email protected], [email protected], [email protected], [email protected], [email protected] Sorotan: Kadet Remaja Sekolah (KRS) is a Uniformed Unit established by the Malaysian Ministry of Education (MOE) and is required to be established in every school under the management of the Ministry of Education. All teachers are appointed as KRS officers as a choice of the Uniformed Unit. In line with that, the Teacher Education Institute (IPG) has offered School Youth Cadets as UB to IPG student teachers. To make it easier for students to get information related to KRS, the TI-KRS application has been built to help get information easily, quickly, and accessible anywhere. Keywords: Uniformed Units; Kadet Remaja Sekolah; Smartphone Application Introduction The Teacher Education Institute (IPG) offers the Uniformed Unit (UB) Co-Curriculum Course for Kadet Remaja Sekolah (KRS) to IPG student teachers for the Bachelor of Education Degree Program (PISMP) and Teacher Diploma Program (PDP). Through this course, student teachers are exposed to KRS implementation at the school level and IPGM management at the KPM level. Course Information (MK) UB KRS includes history of establishment, management information, organizational structure, skills, and physical activities related to UB. All these things need to be mastered by IPG student teachers to become competent and skilled UB coaches. Thus, to become a competent and highly skilled KRS trainer, student teachers need to be skilled in obtaining accurate UB reference sources quickly and anywhere. In accordance with the working environment of KRS activities that are carried out outside the busy classroom and limited time allocation, student teachers need to be ready to apply UB skills immediately when the situation requires such as marching training, first aid training and others. However, according to the survey, KRS students find it difficult to obtain information related to the KRS curriculum. KRS digitally displays the latest information. Therefore, the researcher took the initiative to develop a digital application that is easy to access and use by student teachers anywhere. This will make the process of getting the reference source easy, accurate and fast. It is hoped that the TI-KRS Center will help various parties to benefit, especially for KRS students and KRS lecturers.

TVET Chapter 2024 ‒ TVETIC2023 62 Literature Review Co-curriculum is an obligation that needs to be provided by the school. Referring to Education Rules (KPM, 1997), it is stated that every school is obliged to allocate extracurricular activities to students, namely sports, associations, and uniformed units. Therefore, every teacher needs to help in improving the mastery of students in the KRS Uniformed Unit. In addition, according to uhamad Sauki Razali et al., (2012)), Co-curricular activities will also shape students to be disciplined, independent and skilled. This is also in line with Education Rules (KPM, 1985) which states that the formation of student character is based on the National Philosophy of Education. Therefore, in 1993, the Malaysian Ministry of Education (MOE) took steps to establish Kadet Remaja Sekolah (KRS) as a uniformed unit under the management of MOE(KRS Negeri Sembilan, 2010). Then, it was developed into the establishment of Tunas Kadet Rejama Sekolah (TI-KRS) to be offered to primary school students in 2006 (KRS KPM, 2020) So, in parallel with that, the IPGM offers a course on the School Youth Cadet Uniformed Unit at the campus IPG. It is offered to students of the Bachelor of Teaching Degree Program (PISMP) and Teaching Diploma Program (PDP). Objectives To help provide a digital platform as a reference for the Uniformed Unit, this TI-KRS Center application was introduced to student teachers and lecturers. The objective of developing this TI-KRS Center application is: 1. Build a smartphone digital platform for Kadet Remaja Sekolah reference resources. 2. Build a digital platform that makes it easy for KRS members to share information for KRS implementation activities. 3. Provide a smart phone digital platform regarding KRS so that it is easy, accurate and fast to access. Product Development The development of this TI-KRS Center by using the AppsGeyser.com platform to build smartphone applications. Through this application, the application will refer to the TI-KRS Google Site. With this it will help to make it easier for TI-KRS information to also be accessible via computer. Figure 1 AppsGeyser platform being used to build the smartphone application. Process Through this application, the admin has filled in information related to KRS and its implementation at the IPGM level. It provides pages related to the KRS curriculum, reference documents and others.

TVET Chapter 2024 ‒ TVETIC2023 63 Figure 2 Information related to KRS and other Uniformed Unit Dissemination of Information The dissemination of information related to TI-KRS Center has been disseminated through Facebook, Whatsapp and Telegram as well. This is because this application is easy to distribute without having to download or buy from Google Playstore. Figure 3 Distribution of TI-KRS Center Innovation Product Results Product Innovation has received a good response from users, Experts also stated that the TI-KRS application is very helpful in being used as a reference source. It can also be used as a teaching aid.

TVET Chapter 2024 ‒ TVETIC2023 64 Figure 4 Response from TI-KRS Users Discussion and Recommendations Expert findings state that this application meets the teaching and learning requirements of KRS. It is easy to use and can be anywhere. Therefore, it is suitable for the KRS learning environment that is carried out outside the classroom. Lecturers who use the TI-KRS Center application state that the application is very helpful when conducting KRS activities and delivering lectures as well. It can be taken anywhere and can be used any time. Apart from that, the usage guide helps how to install and how to use. Students informed that this application is easy to install. It is also very helpful during KRS lectures. For students who undergo practicum, they can use it while teaching. It is easy and fast for them to get KRS blessing information. Conclusion This application got a good response from users who are students and lecturers of KRS. The experts stated that the references used are compatible with the KRS curriculum and are easy to understand. Therefore, it can be concluded that this application is effective and able to help users to get information about KRS easily, accurately, and quickly. Product Video URL’s link: https://youtu.be/cGwvykvxF_o References KPM. (1985). KPM 1985 SPI Bil 1 1985. KPM. (1997). Peraturan-peraturan Pendidikan (Kurikulum Kebangsaan) 1997. KRS Negeri Sembilan. (2010). Sejarah Kadet Remaja Sekolah. Kadet Remaja Sekolah Negeri Sembilan. https://sejkrs.blogspot.com/2010/06/sejarah-ringkas-penubuhankrs.html#:~:text=Kadet%20Remaja%20Sekolah%20(KRS)%20telah,pelajar%20Islam%20SMRA%20(PERWI RA). Muhamad Sauki Razali, Sheriza Nur Kamarudin, & Che Zawawi Che Husin. (2012). Pengurusan Kokurikulum : Penyertaan Murid Dalam Pasukan Beruniform Kadet Remaja Sekolah. Jurnal Personalia Pelajar.

TVET Chapter 2024 ‒ TVETIC2023 65 Smart E-Trolley Gambarajah 1: Bentuk Fizikal Smart E-Trolley Lim Siet Fah, Dayangku Aminah Binti Awang Nazarudin, Cassipia Anak Puggy Kolej Vokasional Matang, Kuching, Sarawak [email protected], [email protected], [email protected] Sorotan: Tujuan utama projek ini adalah untuk memudahkan proses pembelian barangan di pasar raya sambil merancang pembelian mereka. Seperti yang kita sedia maklum, kenaikan harga barangan pada ketika ini amat membimbangkan dan rakyat perlu merancang perbelanjaan mereka dengan berhemah terutamanya semasa harga barangan kini yang semakin melambung tinggi. Dengan adanya projek SmartE Trolley ini, pengguna dapat mengetahui jumlah harga barangan yang hendak dibeli dengan mengimbas kod bar yang dicetak atau ditampal pada barangan yang telah dipilih menggunakan pengimbas kod mudah alih yang dipasang pada troli. Harga barang yang diimbas seterusnya dipaparkan pada skrin LCD yang menggunakan sistem komunikasi 12C. Dengan adanya kemudahan ini, pembeli tidak perlu bimbang jika jumlah harga barang-barang yang telah mereka pilih melebihi jumlah wang yang telah mereka sediakan sebelum membuat bayaran di kaunter pembayaran. Kata Kunci: trolley; shopping cart; troli pintar; pengimbas kod Pengenalan Pada musim cuti atau hujung minggu, tempat membeli-belah terutamanya di bandaraya besar mengalami masalah kesesakan pengunjung yang mengambil peluang masa cuti untuk membeli barangan keperluan. Tambahan pula, jualan diskaun secara besar-besaran turut ditawarkan pada tempoh tersebut menyebabkan lebih ramai yang bergerak berpusu-pusu ke pasaraya berdekatan (Shailesh et al., 2021). Di pusat membeli-belah, kebiasaannya pelanggan menggunakan troli yang disediakan untuk meletak semua barangan yang hendak dibeli dari satu bahagian ke bahagian yang lain. Tetapi, mereka perlu bergerak ke pengimbas yang dipasang terhad pada sudut-sudut tertentu dalam pasaraya sekiranya hendak mengenalpasti harga sesuatu barangan. Keadaan yang sesak menghadkan pergerakan pembeli bersama troli masing-masing. Selepas memasukkan kesemua barangan tersebut ke dalam troli, pelanggan akan bergerak terus ke kaunter pembayaran untuk membuat bayaran tanpa mengetahui jumlah keseluruhan harga barangan yang perlu dibayar. Keadaan ini menyukarkan pembeli merancang pembelian mereka.

TVET Chapter 2024 ‒ TVETIC2023 66 Maka, Projek Smart-E Trolley ini direka untuk mengurangkan kesulitan pembeli untuk menyemak jumlah harga barangan yang hendak dibeli. Projek Smart E-Trolley ini bertujuan untuk merekod dan memaparkan jumlah keseluruhan harga belian pembeli sebelum sampai ke kaunter pembayaran. Pembeli dapat mengetahui jumlah harga barangan yang terdapat di dalam troli dengan hanya mengimbas kod bar pada barangan yang dibeli. Jumlah harga barangan tersebut akan dipaparkan dengan serta-merta pada skrin LCD. Sekiranya pembeli bertukar fikiran dan ingin mengembalikan mana-mana barangan yang tidak dikehendaki, pembeli hanya perlu menekan butang batal pada pengimbas. Kajian Literatur Troli atau istilah dalam Bahasa Inggeris Britishnya “Trolley” dan Bahasa Inggeris Amerika, “Shopping Cart” merupakan bakul beroda yang disediakan oleh kedai runcit atau pasaraya kepada pelangganpelanggannya untuk mengangkut barangan mereka semasa bergerak sekitar premis pasaraya sebelum bergerak ke kaunter pembayaran (Merriam-Webster, 2023). Troli yang pertama diperkenalkan oleh Sylvan Goldman pada tahun 1937. Beliau merupakan pemilik Humpty Dumpty Supermarket di Oklahoma. Beliau mendapat idea untuk menghasilkan rekacipta tersebut apabila memikirkan bagaimana pelanggan boleh bergerak dengan membawa bersama lebih banyak barang runcit di sekitar premis tersebut (Goldman, 2007). Troli pertama beliau dibina dengan meletakkan sebuah bakul di atas kerusi berlipat jenis kayu dan dipasang dengan empat roda pada kaki kerusi tersebut. Troli kayu tersebut kemudian ditambahbaik bersama rakan beliau, Fred Young menggunakan rangka logam yang memegang dua bakul berwayar (Goldman, 2023). Transformasi troli kemudiannya diteruskan oleh lebih ramai mekanik yang berkemahiran sehingga terhasilnya troli yang digunakan masa kini. Semasa membeli belah di pasaraya, kita kerap menggunakan bakul biasa, bakul beroda atau troli untuk membawa barangan yang hendak dibeli. Bakul hanya sesuai untuk barangan yang sedikit dan ringan manakala troli boleh memuatkan barangan yang lebih banyak dan berat sebelum dibawa ke kaunter bayaran. Troli terdiri daripada pelbagai saiz dan bentuk. Namun, tujuannya adalah sama iaitu digunakan untuk menyimpan dan mengangkut barangan yang hendak dibeli. Dalam erti kata yang lain, penggunaan troli memudahkan pergerakan pelanggan dan kemudahan ini akan menarik minat pelanggan membeli belah di sesuatu premis. Perkara ini secara tidak langsung dapat meningkatkan perniagaan sesuatu premis. Sekiranya troli yang sedia ada ditambahbaik, nilai tambah ini pasti akan mendatangkan faedah berlipat ganda kepada hasil jualan sesebuah premis perniagaan (Martin, 2023). Oleh hal yang demikian, troli pintar adalah perlu dibangunkan untuk mengurangkan kesulitan pelanggan. Objektif Projek ini dibangunkan berpandukan tiga objektif seperti berikut: 1. Mereka bentuk troli beli-belah dengan pengimbas kod bar menggunakan kawalan Arduino. 2. Membangunkan troli beli-belah yang dilengkapi dengan paparan LCD. 3. Mengenalpasti jumlah harga barangan yang telah dipilih oleh pelanggan sebelum sampai ke kaunter bayaran. Metodologi Berikut adalah langkah-langkah penghasilan projek Smart E-Trolley. Langkah 1: Membuat lakaran gambarajah bentuk fizikal projek dan lakaran litar skematik projek. Langkah 2: Memasang komponen. Langkah 3: Membangunkan coding Arduino dan dimuatnaik. Langkah 3: Menguji kefungsian litar. Langkah 4: Menyediakan tapak dan perumah projek. Langkah 5: Memasang litar ke perumah projek. Langkah 6: Menguji kefungsian projek secara keseluruhannya.

TVET Chapter 2024 ‒ TVETIC2023 67 Gambarajah 2: Sambungan Skrin Paparan ke Arduino Rajah 1 Pemasangan komponen elektronik bagi Smart E-Trolley Keputusan Bagi memastikan projek ini dapat berfungsi sepenuhnya, beberapa langkah pengujian dilakukan dengan menggunakan jenis barcode serta jumlah harga barangan yang berbeza. Dengan berpandukan Jadual 1 tersebut, harga barangan dipaparkan apabila pengimbas kod mengimbas jumlah harga pada kod di bawah bagi Pengujian pertama dan kedua. Jadual 1 Pengujian Bar Kod Pertama Pengujian Berjaya / Tidak Berjaya Pengujian pertama RM1 + RM1 = RM2 Berjaya diimbas Pengujian kedua RM1 + RM1 + RM1 = RM3 Berjaya diimbas Pengujian ketiga RM1 + RM1 + RM1 + RM1 = RM4 Berjaya diimbas Selain itu, Jadual 2 pula menunjukkan cubaan untuk melihat paparan LCD apabila pengimbas kod mengimbas jumlah harga pada kod di bawah yang berjumlah RM2. Jadual 2 Pengujian Bar Kod Kedua Berdasarkan hasil keputusan pengujian di atas, Projek Smart E-Trolley yang dilengkapi dengan pengimbas kod bar berjaya direka bentuk. Pengimbas kod bar dapat mengimbas kod bar barangan yang dibeli. Arduino UNO akan membaca kod bar yang diimbas dan memaparkan harga barangan tersebut melalui paparan LCD yang telah disambungkan ke Arduino UNO. Pembeli dapat mengimbas sesuatu Pengujian Berjaya / Tidak Berjaya Pengujian pertama RM2 RM2 = RM4 Berjaya diimbas Pengujian kedua RM2 + RM2 + RM2 = 6 Berjaya diimbas Pengujian ketiga RM2 + RM2 + RM 2 + RM2 = RM8 Berjaya diimbas

TVET Chapter 2024 ‒ TVETIC2023 68 barang dan jumlah harga semua barangan yang akan dipaparkan pada paparan LCD. Selain itu, pembeli dapat membatalkan item yang sudah diimbas dengan menekan butang pada pengimbas. Perbincangan dan Cadangan Tujuan projek ini dihasilkan adalah untuk memudahkan para pengguna membeli barangan keperluan di pasar raya atau di mana-mana kedai runcit. Dengan bantuan paparan LCD dan pengimbas kod bar, para pengguna dapat mengetahui jumlah harga pembelian sebelum membuat pembayaran di kaunter pembayaran. Projek ini dijangka dapat memberikan kemudahan kepada para pengunjung pusat beli belah yang kerap dikunjungi oleh pelanggan yang ramai. Walau bagaimana pun, projek ini masih boleh ditambahbaik bagi meningkatkan nilai kebolehgunaannya. Salah satu cadangan penambahbaikan projek ini adalah dengan memasang sistem “payWave” pada troli tersebut supaya pembeli boleh membayar barangan mereka dengan lebih mudah dan pantas. Hal ini dapat menjimatkan masa pembeli semasa membeli barang tanpa mengeluarkan wang tunai yang banyak daripada bank. Tambahan pula, banyak teknologi pembayaran yang lebih mudah seperti “Spay”, “Boost” dan “Touch & Go’ yang memudahkan pembayaran dalam pembelian barang. Selain itu, turut dicadangkan penggunaan paparan LCD skrin sentuh bagi menggantikan paparan LCD biasa. Hal ini dapat memudahkan pelanggan untuk melihat senarai barangan yang dibeli serta tidak ada kekeliruan mengenai item yang sudah diimbas dan senang untuk memadamkan item yang tidak diinginkan. Kesimpulan Pada zaman teknologi moden ini, pelbagai produk inovasi dibangunkan bagi memberi kemudahan kepada pelbagai golongan masyarakat. Smart E-Trolley ini Berjaya dihasilkan dengan tercapainya objektif projek ini. Pengimbas kod bar yang bagi Smart E- Trolley ini berfungsi seperti yang dikendaki dan berupaya memaparkan jumlah harga barangan pada paparan LCD. Hasil projek ini dapat memberikan kemudahan kepada pembeli di pusat beli-belah untuk merancang pembelian mereka dengan lebih berkesan. URL bagi Video Pengenalan Produk: https://youtu.be/5kNNpyd1aqE?si=CW6QqtTP4jf77VVA Rujukan “Definition of Shopping Cart”. www.merriam-webster.com. Retrieved March 7, 2022. Husain, H., Zainal, N., Ramli, R., Kamal, N., Yahaya, I., & Ibrahim, M.F. (2017). Inovasi Melalui Arduino. Telaga Biru Sdn Bhd. Kuala Lumpur. Mohd Zakaria, M.M. (2019). Panduan Asas Aplikasi Arduino. Asco Edutech. Shah Alam. Martin, C. (2023). “Smart shopping trolleys will enhance your business and promote customer retention – Retail Gazette” www.retailgazette.co.uk. Retrieved February 13, 2023. “Sylvan Goldman: Fascinating facts about Sylvan Goldman inventor of shopping cart in 1937” The Great Idea Finder, April 24, 2007. Archived from the original on December 21, 2017. Retrieved June 20, 2012.

TVET Chapter 2024 ‒ TVETIC2023 69 EzAppt Aainaa Zawani Binti Azemi, Somariah Binti Mohd Som, Alia Maisarah Binti Mohd Shiraj, Mirza Umairah Binti Mohd Sapuan, Nur Maisarah Bt Mohd Zailani, Mirza Ubaidah Binti Mohd Sapuan Kolej Vokasional Kuala Selangor [email protected] Pengenalan EzAppt merupakan satu system digital bagi membantu untuk memudahkan pelanggan membuat urusan di EBB BSN Kolej Vokasional Kuala Selangor. Sistem ini dibangunkan dengan menggunakan aplikasi Wordpress bagi mengenalpasti tempahan servis pelanggan. Penyataan Masalah 1. Kesesakan menunggu giliran untuk mendapatkan perkhidmatan 2. Pengeluaran wang yang terhad bagi setiap pelanggan 3. Pihak EBB BSN tidak mempunyai rekod pelanggan yang berurusan di EBB BSN Objektif 1. Mewujudkan sistem temujanji untuk mendapatkan perkhidmatan 2. Menyediakan fungsi / menu pengeluaran jumlah wang yang dikehendaki 3. Mewujudkan pangkalan data pelanggan supaya dapat merancang dan mengelolakan perkhidmatan dengan baik pada masa akan datang. Perbincangan dan Cadangan Novelti 1. EzAppt merupakan satu-satunya sistem yang diwujudkan untuk menguruskan tempahan servis pelanggan berkenaan dengan perkhidmatan di EBB BSN Kolej Vokasional Kuala Selangor.

TVET Chapter 2024 ‒ TVETIC2023 70 2. EzAppt dapat menyimpan rekod pelanggan yang berurusan dengan EBB BSN. Faedah Kepada Masyarakat Memaksimumkan kepuasan pelanggan dalam mendapatkan perkhidmatan pelanggan di EBB BSN. URL bagi Video Pengenalan Produk: https://youtu.be/GH0jm0UFuLM?si=FBan2gWRH0YkpN10

TVET Chapter 2024 – TVETIC2023 71 STEMQuest: An Innovative Interactive Game for Malaysian Matriculation Students Koo Wei Ling, Pua Jimmy, Wong Shi Quan Kolej Matrikulasi Negeri Sembilan, Malaysia [email protected], [email protected], [email protected] Highlights: STEM-based games integrate science, technology, engineering, and mathematics concepts into engaging experiences. STEMQuest is a game powered by matriculation students to enhance critical thinking, problem-solving, and creativity, fostering a deeper understanding of STEM subjects according to the Malaysian Matriculation syllabus. From concept to calculations, STEMQuest makes learning enjoyable, encouraging a holistic understanding regarding the subjects. This game caters to matriculation students, promoting knowledge essential for the Peperiksaan Semester Program Matrikulasi and future academic pursuance as interactive educational tools, this game aims to bridge the gap between entertainment and learning, making STEM education accessible and enjoyable for all. Keywords: STEM Education; Innovation; Matriculation; STEM Games; Education Tool Introduction It is not new to know that Malaysian matriculation students undergo a packed, fast-paced academic life on par with the total period of the study program, which is only 10 months. As many matriculation students are still getting used to the transition from a spoon-fed passive learner in high school to independent autonomous active learner before enrolling in university, it is often seen that matriculation students do not fully take the initiative to learn independently (Adam, 2019). There are many types of learners in this world. Standardised testing has trapped students into a system of isolated facts and events (Rapini, 2004). However, all matriculation students are required to go through the traditional one-size-fits all lectures, classes, and practical where the lectures do the show and tell while students may or may not listen. Students were forced to accept the academic syllable while trapped and suffocated due to the limitation of access to other sources of knowledge. According to Tai et al. (2006), science programs have experienced considerable declines in the number of graduates. Even though STEM programs have contributed immensely to our daily livelihoods, student interest toward these sciences remains low worldwide (Sithole et al., 2017). Through Google Form survey involving 407 science stream students from model I (life sciences) and model II (physical science) in Kolej Matrikulasi Negeri Sembilan, it is found that the main common challenges faced by matriculation students are not knowing where to start their autonomous learning journey (47%), boring source of information (35%) and lack of time (58%). As such, a solution involving a quick, easy, and interesting source of information is required to assist students in mastering their syllabus.

TVET Chapter 2024 – TVETIC2023 72 Literature Review The game-based learning concept and its material have garnered significant attention in recent years due to their potential to enhance students' learning outcomes. Several studies have highlighted that student engagement and knowledge retention can be elevated through the application of games as an educational tool in traditional classrooms (Bauman, E. B., 2016). It is also said that game-based learning enhances motivation and encourages active participation among students, as games often offer immediate feedback, a sense of achievement, and an enjoyable learning experience (Alsawaier R. S., 2018). It is suggested that game-based learning can encore students’ academic achievement, due to the engagement theory (Adipat et al., 2021). It suggests that students are better able to retain the concepts they learn if they are afforded greater involvement in the approach. Similarly, the positive effect is suggested by Kirkland (2010), that students who participated in the games did perform better on average in exams. When students learn through playing games, they participate in the learning process as a player. Another substantial body of literature suggests that mobile applications, such as educational games, promote critical thinking skills, critical thinking, and teamwork (Granic et al., 2014). Furthermore, these games can be tailored to individual learning styles and preferences, making them a versatile tool for educators (Permanasari, 2016). In general, the application of interactive games as an initiative as education has been proven effective and recommended by scholars and academic professionals. According to Ishak et al. (2020), virtual game-based education is most suitable from kindergarten to grade 12 or equivalent to spark students’ interest in STEM. This is mainly because scientific concepts are visualised through games and much easier to be understood in the manner. The STEM syllabus can be complex at times for educators to teach, hence supporting learning materials are also widely in need by educators. For students as individuals, digital games allow them to interact with game mechanics in a virtual world, achieving the set goals because of the desire to win triggered by these games. This makes them feel enjoyment while simultaneously enabling them to gain a better understanding of STEM content. Their interaction and involvement in experiencing and understanding the game while resolving problems in the virtual world provide a meaningful gaming experience. This eventually also encores long term memory and supports a build-up of holistic understanding towards STEM. However, Ishak et al. (2020) has also highlighted that STEM based games should be developed with suitable guidelines. First, STEM games as an education tool should be equipped with target audiences to suit the game content with the syllabus. Next, STEM games should have decent inputs, processes, and outputs of games. Since a game perspective emphasises content and game characteristics for enjoyment, while educational technology emphasises learning content and a pedagogical approach, the combination of these two perspectives produces better attributes for the game design system. This brings to the third STEM games guideline —- of which STEM games should be both entertaining yet pedagogical. In conclusion, the current literature supports the notion that mobile applications integrating gamebased learning elements hold promise for enhancing student learning. Further investigation and refinement of these tools will contribute to a more comprehensive understanding of their impact and potential for optimising education. Objectives STEMQuest is built with three objectives, mainly: 1. To spark matriculation students’ interest in STEM subjects. 2. As a source of interesting information for matriculation students to revise; and 3. A potential education tool for lecturers in further development. Methodology STEMQuest is built according to the guidelines suggested by Ishak et al. (2020) while considering suitable features for Malaysian matriculation students. A suitable input is first decided by researching on the topics related to the matriculation syllabus. Upon surveying, it is found that the subject Physics (SP015) and Chemistry (SK015) was found most challenging for students due to its complex calculations and difficult concepts. As such, subtopics in these 2 subjects were decided to be featured in the STEMQuest game. At last, subtopics related to thermal conductivity and electricity were chosen for subject SP015 and subtopics related to periodic elements and titration were chosen for subject SK015. The determination and set up of stimulus questions in the game was written according to the SP015 and SK015 subject lecturer notes and reference books. With this, the ‘pedagogical’ features of the game were decided.

TVET Chapter 2024 – TVETIC2023 73 To make the game more entertaining, the STEMQuest game has chosen a suspense themed storyline as it is more interesting and on par with the intelligent quotient of grade 12 students. The background story was decided to take place in a matriculation college with a detective trying to figure out the name of a serial killer. In the game, the player is required to identify clues through investigating the crime scene and at the end of the game, decode the name of the killer through the clues gathered. Upon starting the game, the player is required to enter their name and be given the title of a detective. In scene one, players will have to investigate the crime scene in a lecture hall involving the LCD screen, dead body, and a table. Clues can be obtained by answering a question related to thermal conductivity correctly. Then, players are required to investigate the crime scene in the physics lab to obtain the second clue via trivia related to electricity. Finally, players will obtain the third clue in the chemistry lab by conducting a virtual experiment involving titration. Players will then decode the killer’s name after gathering 3 clues using the periodic table of elements. While playing, hints such as formulas or names of experiments will be given to help players unlock the ending. Diagram 1: In-game hint The game was developed using Ren’Py, a visual novel engine to display and present the storylines better. STEMQuest is also developed using open-source codes and copyright free suspense background music with certain sound effects. Graphics in the game were developed using Canva and Medibang Paint to present outstanding visuals. The STEMQuest game was sent to sixteen matriculation students to collect their feedback through Google Form. Interviews were also conducted to gather opinions from the mentioned students. Results Through a Google Form survey, 56.3% of students found STEMQuest beneficial for them academically. Respondents agreed that the games’ content was on par with the academic syllabus and the stimulus set up was not too difficult to answer. Many reviewed that the question of thermal conductivity assessed their knowledge as they did not expect calculational in-game trivia. Out of 16 respondents, 10 respondents successfully answered the above-mentioned trivia in the first try, 4 of the respondents at the second trial and the remaining 2 in the third trial after obtaining an in-game clue of the formula. All the respondents had successfully played and unlocked the ending of the game. The total time taken to complete the game was also analysed. An average time of 7 minutes was recorded. The minimum was 5 minutes and maximum were up to 10 minutes. Respondents reviewed that this period is suitable for a quick educational game that could help them both relax and learn at the same time. 2 of the respondents think that STEMQuest was a great initiative as they could play it while eating. This helps them benefit from their fragmentary time. The other respondents also suggested that this game is a suitable length to play and freshen up while waiting for lecturers’ arrival in class. It is suggested here that STEMQuest can be commercialised to matriculation colleges to be promoted to students to build a habit and practice of utilising their chunk of time to prepare themselves before the lectures by playing STEMQuest instead of scrolling through social media. The main feedback received for STEMQuest were ‘marvellously entertaining’ (56.3%), ‘quite interesting’ (31.3%) and 'moderate’ (12.5%). Many remarked on the detective storyline and suspense themed background setting of STEMQuest as an outstanding approach in STEM related games. One of the respondents specifically mentioned the ‘fake’ clues set in the game. It is said that they were distractive and elevated the sense of achievement upon completion of the game.

TVET Chapter 2024 – TVETIC2023 74 Respondents were also interviewed, and all the interviewees agreed that this game is worth sharing to their friends, classmates, and course mates. Interviewees were also questioned about periodic elements involved in the game to evaluate the effectiveness and impact on their memory through player’s recall. All the interviewees successfully answered the on-the-spot question. Overall, STEMQuest received positive feedback and was said to be effective in assisting matriculation students’ academics in their fragmented time with the interesting storylines and syllabus suited contents of the game via enhancement of knowledge and supporting active recall. Discussion and Recommendations Although positive feedback was recorded overall, there are numerous shortcomings to assist with students' academics using STEMQuest. One of the said shortcomings was storage. As STEMQuest is developed with Ren’Py, a visual novel engine, the size of the game can go up to 126.8 MB. This indicates that the game needs a large storage capacity to load and run on. Future development should be focused on diminishing the file size through systematic code arrangement and labelling, or using other similar developers that require smaller storage capacity. Apart from that, the functions, and features of STEMQuest should be further researched. The current mode of storyline does not support players to start the game halfway through the storyline to recap the in-game trivia they have answered. This can be developed by dividing important plots into few episodes or chapters so players could access their desired stimulus. The division of plots also allows limitless extension on the game in the future. From the Google Form survey, it is also suggested that STEMQuest could upgrade its user interface (UI) with a more attractive display and appearance of graphics (43.8%). Exciting visuals can further motivate and keep students playing this game regularly. Another insight was the demand on more tough questions and stimulus in other subtopics (31.3%). Many respondents hoped that questions or trivia with higher difficulty and complexity would be featured in the game to provide greater sense of achievement upon completion of the game. Another underlying risk of using games as an education tool would be addiction and distraction (Selvi et al., 2018). STEMQuest as a virtual game carries the risk of causing students to be addicted and attached to gadgets and in fear this could distract them from obtaining information directly from lecture notes and reference books. It is best to say that the absorption of information conventionally from books and notes are still necessities as the information and knowledge is only partially provided in the game. However, more detailed studies should be conducted as the possible adverse effect is not necessarily true in relation to matriculation students’ discipline and methods used in learning. Conclusion To summarise, STEMQuest as an innovative game helps Malaysian matriculation students academically, as agreed by 56.3% respondents. STEMQuest promotes and encourages enhancement of complex contexts, concepts, and calculations in the matriculation syllabus through visualisation, entertainment, and engagement. STEMQuest also allows Malaysian matriculation students to optimise and utilise their free time to revise while providing moderate leisure. STEMQuest is concluded to be a quick, easy, and interesting source of information to help Malaysian matriculation students tackle the challenges they faced in education and learning. URL for Product Pitching Video: https://youtu.be/xirfm_PSZMA URL for Product: STEMQuest-1.0-pc.zip References Sithole, A., Chiyaka, E., Mccarthy, P., Mupinga, D., Bucklein, B., & Kibirige, J. (2017). Higher Education Studies. Higher Education Studies, 7(1). Retrieved from: https://doi.org/10.5539/hes.v7n1p46 Rapini, S. (2004). " Why read about ancient Rome when I can build it? " (Moulder 2004) Beyond Textbooks and Lectures: Digital Game-Based Learning In STEM Subjects. Retrieved from: https://www.cee.org/sites/default/files/news-events/digital-gamebased-learning.pdf Adipat, S., Laksana, K., Busayanon, K., Ausawasowan, A., & Adipat, B. (2021). Engaging Students in the Learning Process with Game-Based Learning: The Fundamental Concepts. International Journal of Technology in Education, 4(3), 542–552. Retrieved from: https://doi.org/10.46328/ijte.169 Kirkland, D., Griffith College Dublin, & riordan, F. O. (2010). Games as an Engaging Teaching and Learning Technique: Learning or playing? Retrieved from: http://icep.ie/wpcontent/uploads/2010/01/Kirkland_et_al.pd

TVET Chapter 2024 – TVETIC2023 75 Ishak, S. A., Din, R., & Hasran, U. A. (2021). Defining Digital Game-Based Learning for Science, Technology, Engineering, and Mathematics: A New Perspective on Design and Developmental Research. Journal of Medical Internet Research, 23(2), e20537. Retrieved from: https://doi.org/10.2196/20537 Permanasari, A. (2016). STEM Education: Inovasi dalam Pembelajaran Sains. Prosiding SNPS (Seminar Nasional Pendidikan Sains), 3(0), 23–34. Retrieved from: https://jurnal.fkip.uns.ac.id/index.php/snps/article/view/9810/7245 Selvi, M., & Öztürk Çoşan, A. (2018). The Effect of Using Educational Games in Teaching Kingdoms of Living Things. Universal Journal of Educational Research, 6(9), 2019–2028. Retrieved from: https://doi.org/10.13189/ujer.2018.060921 Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review. 10(1). Retrieved from: https://doi.org/10.1186/s40594-023-00424-9 Arztmann, M., Hornstra, L., Jeuring, J., & Kester, L. (2022). Effects of games in STEM education: a metaanalysis on the moderating role of student background characteristics. Studies in Science Education, 1–37. Retrieved from: https://doi.org/10.1080/03057267.2022.2057732 Adam, Amelia. (2019). Cabaran Pengintegrasian Pendidikan STEM Dalam Kurikulum Malaysia. Retrievedufrom: https://www.researchgate.net/publication/335909086_Cabaran_Pengintegrasian_Pendidikan_ST EM_Dalam_Kurikulum_Malaysia

TVET Chapter 2024 ‒ TVETIC2023 76 Split Unit PCB Diagnosis Kit (Kit-DPUP) as a Teaching Aid Noor Rahimin Zaidi Suffian, Nizamuddin Razali, Khairul Fahmi Ali, Khairul Anuar Mohamad Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein Onn Malaysia, 86400 Parit Raja, Batu Pahat, Johor, MALAYSIA [email protected], [email protected], [email protected], [email protected] Highlights: This study presents the development of the Split Unit PCB Diagnosis Kit (Kit-DPUP) as an innovative teaching aid in refrigeration and air conditioning education, intended to simplify instructional delivery and diversify pedagogical approaches. Employing the ADDIE model for its methodical development strategy, the study's primary aim was to design, develop, and validate the functionality of Kit-DPUP. A panel of five HVAC and electrical experts with profound expertise was convened to evaluate the kit using a structured questionnaire, encompassing the core constructs of design, development, and functionality. The evaluation yielded high content validity index scores (I-CVI) with perfect scores in design and development (1.00) and near-perfect in functionality (0.98), surpassing the threshold for excellent content validity (S-CVI/UA ≥ 0.8). Despite the favourable outcomes, the experts recommended enhancements to the kit's design finish, label organization, a comprehensive user manual, and a QR code annotations to bolster its instructional efficacy. Incorporating these insights is crucial for advancing KitDPUP's utility as an effective teaching aid. Keywords: Split Unit PCB Diagnosis Kit; teaching aid; refrigeration and air conditioning; ADDIE; questionnaire Literature Review According to Prastowo and Jatmiko (2013), the learning model that is considered effective is a cooperative learning model (MPK) which has two strategies which are applying the elements of the preparation of the model or strategy and the learning medium. In addition to them, the advantage of using the simulation kit as a learning tool is to encourage the student psychomotor as well as to enable the student to try using the simulation kit provided. Definition of Teaching Strategy According to Izzati (2020), teaching strategy is a skill in planning and managing teaching methods and techniques to achieve learning outcomes.

TVET Chapter 2024 ‒ TVETIC2023 77 Teaching Strategy Among the teaching strategies there are teacher-centred, student-centred, material-centred, and task/activity-based. For this study, it is more focused on material-centred teaching strategies and task/activity-based strategies. Material-centred strategy means that teachers use various teaching materials to conduct their teaching with the aim of improving the quality of teaching and learning session. Material-centred strategies cover a wide range of ways for students who are guided by teachers to those who learn individually to learn. According to Amin (2017), diversity of media will improve the quality of the teaching and learning process as well as students' critical thinking and mental skills. Task/activity-based strategy means that the teacher involves students in activities or tasks that provide opportunities for students to practice or apply what they have learned. At the end of the activity, students will reflect and discussed overall of the task with the guidance of the teacher. The teacher will review with students, provide general feedback on performance, and reinforce key ideas when related to the overall goal (Amin, 2017). Definition of Teaching Methods and Technique Teaching method is a systematic way of conducting a learning activity and teaching aids to achieve teaching objectives. While teaching technique is a skill to deliver a good lesson with steps to follow and it pertains to the teacher’s style to accomplish an immediate objective. Technique is a way of delivering lessons and needs to be researched to speed up student perception (Izzati, 2020). Problem Solving In 1983, Mayer define problem solving is a multiple step process where the analytical person must find relationships between past experiences (schema) and the problem at hand and then act upon a solution (Palanisamy & Nor, 2021). In this study, problem solving model are one of the methods and techniques that can be apply while using the product among students. This problem-solving model is a teaching method based on scientific investigation (Malik, 2016). The steps for the problem-solving strategy are: 1. Identify the problem. 2. Searching for information 3. Make a hypothesis. 4. Evaluating the hypothesis 5. Evaluate and make conclusions. Objectives The objectives of this study are: 1. Designing a teaching kit to diagnose the split unit PCB. 2. Develop a teaching kit to diagnose the split unit PCB. 3. Evaluating the functionality of teaching kit to diagnose the split unit PCB. Methodology In this section, the methodology of this study is described with the help of a flowchart built on the ADDIE development model. ADDIE model is used as a guideline for developing the simulation teaching kit to diagnose PCB split unit as a learning tool. This model has five phases which are analysis, design, development, implementation, and evaluation. The ADDIE model was chosen to be used in the development of the Split Unit PCB Diagnosis Kit as a teaching tool because of its systematic work process where it allows the design to be produced through an organized framework. The ADDIE model is used because it has been widely used by educators in building effective teaching aids (Morrison, 2010). Analyse Phase At this stage, the preliminary studies were conducted by doing an initial review and observation on the lacks and the needs during a learning session. From researcher initial review, the problem was identified, and there are a few things that need to be analysed including determining the scope of a study, determining the problem statement, designing the suitability, and making the data analysis. Researcher also gather information by referring the past articles and related stuff of existing designs that is close to

TVET Chapter 2024 ‒ TVETIC2023 78 ideal design specifications. After that, researcher also gather and identified information about the material requirements and product components needed in developing products. Design Phase In design phase, three initial design concepts were produced and went through an evaluation process. A final product design was chosen after considering the evaluation matrix score and discussion with supervisor. Researcher also made final decision by prioritized several categories of design specifications which are, users, safety, cost, size, and ergonomics. Figure 1 shows the three-design concept produced to be evaluate using questionnaire before final design selection. Figure 1: Three Design Concept After deciding the most suitable design for teaching kit, researcher produced the final drawing of the selection product design using Sketch-Up. Figure 2 shows the final design of product. Figure 2: Final Drawing of The Product Design Development Phase In this phase, the researcher conducted the process of developing the Split Unit PCB Diagnosis Kit as a teaching aid by first developing the model framework and basic system parts and then the construction framework related to the diagnosis system. Development here refers to the process of producing

TVET Chapter 2024 ‒ TVETIC2023 79 teaching aid using resources and materials that have been selected through the process of preparing raw materials, measuring, cutting, and installing components and other processes. The development phase also considers financial factors, media resources and human resources, time, etc. In this phase, we also focus on several important parts, such as developing products and assessing the completed teaching aid system design. Figure 3 shows the result of the Kit-DPUP product that has been assembled and developed from the process of measurement, cutting, wiring, to the process of connection and installation until the process of tidying up. Figure 3: The Final Product Has Been Developed In addition, to make it easier for users to manage this product, the researcher has also prepared a user manual in the form of a booklet. Figure 4 shows the user manual prepared by the researcher. Figure 4: Kit-DPUP’s User Manual Implementation Phase This phase started when the development of the teaching kit was completed. The process involved in the implementation phase includes assessing the functionality of this stimulation kit to make sure it is working during next evaluation. Whereas the evaluation phase is a process of determining whether the stated objectives have been achieved. The results of the testing obtained will be evaluated by selected experts. Evaluation is conducted for expert feedback or views on this kit. Evaluation Phase In this phase, the final develop product will be evaluate by expert. Expert evaluation is one of the important aspects of validating the product that researchers have done. It is done using an expert verification form and questionnaire form. The expert verification form is intended to know the

TVET Chapter 2024 ‒ TVETIC2023 80 recommendations and improvements suggested by the expert on kit-DPUP as a learning tool. The questionnaire is to obtain confirmation that the learning kit produced can work well and achieve the objectives of the research study. Based on the observations and evaluations conducted, experts had given inputs on improvements that can be applied in this teaching aid. Input received from experts can be used as ideas for researchers to refine and further improve the quality of products produced or suggestions for further research. Research Instrument Questionnaire method is used as a research instrument to choose the most suitable design and to evaluate the functionality of the final developed product. The questionnaire then distributes to expert who are skilled and knowledgeable in the field of HVAC for evaluation process. Results This section shows the result obtain by collecting questionnaire from expert in HVAC and electrical field. The question items that were distributed to experts are included three main constructs, which is design, development, and functionality of the Kit-DPUP. Researchers use the I-CVI (item content validity index) method to measure and analyse the expert's level of agreement for the product. According to Shi (2012), a scale with excellent content validity should consist of I-CVI of 0.78 or higher and S-CVI/UA and S-CVI/Ave of 0.8 and 0.9 or higher, respectively. Table 1, table 2 and table 3, shows the content validity index analysis of the obtained items. Table 1: Expert Evaluation from The Design Aspect No Item Yes No I-CVI UA 1. The design of this product is safe to use 5 - 1 1 2. The design is easy to manage 5 - 1 1 3. The design of this product is strong 5 - 1 1 4. The size of this product is suitable for use in the classroom 5 - 1 1 5. The installation of components on the testing board is neat 5 - 1 1 6. The order of components on the testing board is according to the original order on the PCB of the split unit 5 - 1 1 7. The entire product is in neat condition 5 - 1 1 8. The product is easy to maintain 5 - 1 1 S-CVI/Ave S-CVI/UA 1.00 1.00 The I-CVI value assessed by experts from the design aspect is between 0.8 and 1.0. All items get 1.0 because the overall design of this product is neat. The average S-CVI value on this design aspect is also 1.00. The recommended S-CVI value is 0.8 on content validity. Therefore, all S-CVIs from this design aspect very much meet the level of agreement of the evaluators. Table 2: Expert Assessment from The Development Aspect. No Item Yes No I-CVI UA 1. The selection of materials for this product is suitable 5 - 1 1 2. The connection of the components on this product is neat 5 - 1 1 3. The position of the components on this product is in order 5 - 1 1 4. The installation of this product is strong 5 - 1 1 5. This product uses real components with the industry 5 - 1 1 6. The product meets the safety features for user use 5 - 1 1 7. The product meets the comfort characteristics for user use 5 - 1 1 S-CVI/Ave S-CVI/UA 1.00 1.00 The I-CVI value assessed by experts from the development aspect is between 0.8 and 1.0. All items get 1.0 because this product meets the characteristics of product development. The average S-CVI value on this aspect of development is also 1.00. The recommended S-CVI value is 0.8 on content validity. Therefore, all S-CVI from this aspect of development very much meet the level of agreement of the evaluators.

TVET Chapter 2024 ‒ TVETIC2023 81 Table 3: Expert Evaluation from The Aspect of Functionality. No Item Yes No I-CVI UA 1. The LED light on the display board lights up well 5 - 1 1 2. System protection components which are RCCB and MCB can work well 5 - 1 1 3. An emergency switch can cut off the supply current immediately 5 - 1 1 4. The ON/OFF switch for fault simulation works when the diagnosis process is performed. 5 - 1 1 5. The testing point on the testing board works during the component diagnosis process 5 - 1 1 6. The product can operate safely 5 - 1 1 7. The product is suitable for diagnosing the PCB of the split unit 5 - 1 1 8. This product can diversify the way the instructor teaches in the classroom 5 - 1 1 9. This product can help make it easier for users to perform diagnosis 5 - 1 1 10. The provided QR code can give notes to students about PCB circuit components 5 - 1 1 11. Standard operating procedure (SOP) is easy to understand 4 1 0.8 0 12. The provision of a user manual can help lecturers operate the product easily 5 - 1 1 13. Overall, this product works well 5 - 1 1 S-CVI/Ave S-CVI/UA 0.98 0.92 The I-CVI value evaluated by experts from the aspect of functionality is between 0.8 to 1.0. There is one item that does not earn a value of 1.0 because the Standard Operating Procedure (SOP) is poorly understood. The average S-CVI value on this aspect of functionality is also 0.98. The recommended S-CVI value is 0.8 on content validity. Therefore, all S-CVIs from this aspect of functionality meet the level of agreement of the evaluators. Discussion and Recommendations The results obtained from the evaluation and feedback from 5 experts show a positive response to the developed product. However, there are several things suggested for the implementation of improvements to the product. Among them, to make sure the finish on design and product component position labels are more orderly, complete, and neat, a complete and easy-to-understand user manual, as well as a note on the QR code that has important and concise information. These suggestions and views need to be considered so that it can increase the level of effectiveness of Kit-DPUP as an effective teaching aid. Overall, it can be concluded that the Split Unit PCB Diagnosis Kit (Kit-DPUP) as a teaching aid is successfully developed according to its stated objectives. In this study, the researcher has made every effort to develop a product which is a Split Unit PCB Diagnosis Kit as a teaching aid material (TAM) that is able to help educators and students in the field of HVAC for the subject of Refrigeration and Air Conditioning Diagnosis and Analysis System. In addition, the development of concrete teaching materials is also expected to facilitate lecturers in teaching sessions and help students to learn abstract topics more effectively. Finally, with the availability of this product, it is expected to be one of the effective TAM for a long-term use in the field of refrigeration and air conditioning. Through the analysis and discussion related to the development of this Split Unit PCB Diagnosis Kit, there are several suggestions that are felt to be relevant for the implementation of further studies. Among them, the next researcher can: 1. Conduct a technical study on the effectiveness of this Split Unit PCB Diagnosis Kit on HVAC students' understanding. 2. Produce a standard operating procedure (SOP) that is complete with information, simple and easier to understand. 3. Innovation of PCB Diagnosis Kit Split Unit with the continuation of the study on the development of the outdoor unit.

TVET Chapter 2024 ‒ TVETIC2023 82 Conclusion This study conduct with the aim to give benefit to other people. This teaching aid is ideal for students, instructors, trainees, and professionals who want to deepen their understanding of refrigeration and air conditioning systems. Among the benefits that can be received from this product are as follows: 1. Improved Learning Outcomes: By introducing hands-on (practical) learning, students are more likely to retain and apply their existing knowledge from past lesson and gain almost identical real experiences. 2. Quality Assurance: Prepares the students to face real-world challenges, means ensuring higher standards for air conditioning professionals. 3. Interesting Learning Medium: The interactive nature of the kit makes learning more engaging and fun for students. With that, it can create an interesting learning atmosphere for students and facilitate the instructors in explaining a lesson. URL for Product Pitching Video: https://youtu.be/MfYTHYR0vxQ References Amin (2017). Strategi Pengajaran – EDUP3033. Aminteach.com. https://edup3033.aminteach.com/2017/02/27/strategi-pengajaran/ Anup Bhurtel. (2015). Technical and Vocational Education and Training in Workforce Development. Retrieved November 20, 2023, from ResearchGate website: https://www.researchgate.net/publication/281737916_Technical_and_Vocational_Education_an d_Training_in_Workforce_Development. Bagoes Wiryomartono. (2018). Power and Society: A Philosophical Exploration. Retrieved November 21, 2023, from ResearchGate website: https://www.researchgate.net/publication/324520420_Power_and_Society_A_Philosophical_Expl oration. Biden, N. & Kamin, Y. (2013). Implikasi Penjenamaan Semula Sekolah Menengah Vokasional (SMV) Kepada Kolej Vokasional (KV). In 2nd International Seminar on Quality and Affordable Education (ISQAE 2013). Fakulti Pendidikan, Universiti Teknologi Malaysia. Bruner, R. F. (2001). Repetition is the First Principle of All Learning. Retrieved November 21, 2023, from ResearchGate website: https://www.researchgate.net/publication/228318502_Repetition_is_the_First_Principle_of_All_Lea rning. Buntat, Y. & Ahamad, L. (2012). Inovasi Pengajaran dan Pembelajaran Dalam Kalangan Guru-guru Teknikal Sekolah Menengah Teknik dari Perspektif Guru. Journal of Technical, Vocational & Engineering Education, Vol. 6, 44-58 Hamdan, A. R. & Mohd Yasin, H. (2010). Penggunaan Alat Bantu Mengajar (ABM) Di Kalangan Guru-Guru Teknikal Di Sekolah Menengah Teknik Daerah Johor Bahru, Johor. Fakulti Pendidikan, Universiti Teknologi Malaysia. Hanif, A. S., Azman, M. N., Pratama, H., & Ma’arof, N. N. M. I. (2016). Kit pemantauan penyambungan litar elektrik: Satu kajian efikasi Alat Bantu Mengajar. Malaysian Journal of Society and Space, 12, 69- 78. Idris, F., Hassan, Z., Ya’acob, A., Gill, S. K., & Awal, N. A. M. (2012). The Role of Education in Shaping Youth’s National Identity. Procedia - Social and Behavioral Sciences, 59(59), 443–450. https://doi.org/10.1016/j.sbspro.2012.09.299 Jonid, M. & Hashim, H. (2010). Membangunkan Perisian Bahan Bantu Mengajar (BBM) Bertajuk Blood Circulation and Transport Bagi Mata Pelajaran Sains Tingkatan Tiga. Fakulti Pendidikan, Universiti Teknologi Malaysia. Joseph, O. (2015): Teaching Aids: a special pedagogy of brain development in school children, interest and academic achievement to enhance future technology. Journal of Education andPractice, 6(29), 92-101. Kasim, T. S. A. T., & Yusoff, Y. M. (2006). Kaedah mengajar dan kemahiran interpersonal guru. PTS Professional. Malay Mail. (2023). TVET Institutions Need to Continue Role of Producing Skilled Workforce, Says DPM Zahid. Retrieved November 20, 2023, from Malay Mail website: https://www.malaymail.com/news/malaysia/2023/06/02/tvet-institutions-need-to-continue-roleof-producing-skilled-workforce-says-dpm-zahid/72211. Malik, M. (2016). Kaedah penyelesaian masalah. Slideshare.net website: https://www.slideshare.net/myzatulmalik/kaedah-penyelesaian-masalah Mok, S. S. (2000). Pendidikan di Malaysia. Subang Jaya, Selangor. Kumpulan Budiman Sdn.Bhd.

TVET Chapter 2024 ‒ TVETIC2023 83 Morrison, G. R. (2010). Designing Effective Instruction (6th Editio). New York: John Wiley & Sons Nur Izzati Adnan. (2020). Tajuk 3 Pendekatan, Strategi, Kaedah dan Teknik Pengajaran. Academia.edu. https://www.academia.edu/31299105/_Tajuk_3_Pendekatan_Strategi_Kaedah_dan_Teknik_Peng ajaran Palanisamy, S., & Nor, N. B. M. (2021). Effectiveness of Mayer’S Problem Solving Model with Visual Representation Teaching Strategy in Enhancing Year Four Pupils’Mathematical Problem Solving Ability. Mojes: Malaysian Online Journal of Educational Sciences, 9(2), 41-52. Prihatiningtyas, S., Prastowo, T. & Jatmiko, B. (2013). Implementasi Simulasi Phet dan Kit Sederhana untuk Mengajarkan Keterampilan Psikomotor Siswa Pada Pokokbahasan Alat Optik. Jurnal Pendidikan IPA Indonesia, JP11, 18-22. Shi, J., Mo, X., & Sun, Z. (2012). Content validity index in scale development. Zhong nan da xue xue bao. Yi xue ban= Journal of Central South University. Medical sciences, 37(2), 152-155. Uchechi, B.-A. (2021). The Role of Teaching and Learning Aids/Methods in a Changing World. Retrieved from https://files.eric.ed.gov/fulltext/ED613989.pdf.

TVET Chapter 2024 ‒ TVETIC2023 84 Future Classroom Using Esp32 with Blynk Application Normala Binti Rahmat, Muhammad Syahmi Zikri Bin Mohd Saifulzahrin Polytechnic Sultan Azlan Shah, Behrang Stesen, 35950 Behrang, Perak, Malaysia [email protected], [email protected] Highlights: The future classroom using ESP32 with the Blynk application refers to a convenient classroom setup where appliances and devices can be automatically controlled remotely with Blynk on a smartphone. Based on the preliminary research, it was found that often lights and fans are left ON without any occupants in the classroom due to forgetfulness by students or lecturers. This negligence results in wasteful use of electricity and subsequently increases PSAS utility bills. Therefore, in line with the advancement of the Internet of Things (IoT), this project will develop future classrooms that can control power usage more efficiently and save money. Devices in the future classroom are interconnected through the internet, allowing the user to control fans and lights using the temperature and humidity sensor, PIR motion sensor, and photoresistor sensor (LDR). The overall system design is based on the ESP32 board. The results obtained comply with the truth table where lights and fans will only work when the PIR sensor detects the presence of occupants in the lecture room as well as the LDR sensor detects no light and the DHT11 detects the surrounding temperature > 300C. The notification will appear on the Blynk Application dashboard and on smartphones. In the future, this prototype project will be applied to the real classroom. Keywords: ESP32; temperature and humidity sensor; PIR motion sensor; photoresistor sensor; power efficiency Introduction Fans and lights in normal classrooms are manually controlled. It will cause problems for users, such as forgetting to switch OFF lights and fans, and will lead to electricity wastage and further increase the electricity bill. This problem can be overcome by applying an Internet of Things system with sensors, microcontrollers, and middleware to be in line with the most recent developments in automation technology where the lights and fans can be controlled automatically. This system also needs to be monitored and this can be done by using the Blynk application. The PIR, DHT11, and LDR sensors are three essential sensors that provide data to the ESP32 microcontroller, which acts as the main data hub. A 2 2- channel relay module is integrated to control electrical loads such as DC fans and lamps. The PIR sensor, which recognizes human motion, is the vital component of the project. Based on information gathered from the DHT11 and LDR sensors, the lamp and DC fan are turned ON when motion is detected. Users can observe the status of lights and fans and obtain real-time access to sensor data by utilizing the Blynk application. It has been demonstrated that the Future Classroom, when combined with ESP32 and the Blynk application, guarantees effective and automated resource management.

TVET Chapter 2024 ‒ TVETIC2023 85 Literature Review Numerous researchers emphasized the need to address the factors that contribute to energy waste and higher electricity bills because of forgetting to turn off lights and fans. In their research, Diddeniya et al. (2020) developed a system that automates manual switching using sensors. It was suggested by Syed Kashan & Waqas (2020) to control usage by establishing an eco-friendly setting. A PIR sensor and an Arduino are used in the automated device control system that Jagatheesan, Divya, Hasna Fathima, Jayabarathi, & Madhumitha (2020) presented. In their paper, Arun, Mubashir, Siddique, Muhammad, & Ullah (2021) propose an Internet of Things (IoT)-based approach to automate classrooms with reduced energy use by 2020, when IoT technology begins to proliferate. Also endorsing this study are Shubham, Saurabh, and Nimisha 2022) who used the concept of IOT-based smart classroom automation to manage equipment in homes, factories, offices, and classrooms, controlling lights, fans, and temperature and humidity. Based on the capabilities of the ESP32 microcontroller added with the Blynk application; the IoT concept will expand in this project that using a PIR sensor as the main component to control the condition of the input besides the other two sensors which are DHT11 and LDR of the process and the outcome will display in the Blynk dashboard and in the smartphones as monitoring process. Objectives 1) To design and develop a Future classroom using the system ESP32 with the Blynk Application. 2) To create the template monitoring web dashboard at the Blynk console and smartphone. 3) To analyse the performance of the proposed Future Classroom using ESP32 with the Blynk Application based on a comparison with the truth table for 3 sensor inputs. Methodology Block Diagram of System Design Figure 1: Block Diagram of Future Classroom using ESP32 with Blynk Application Main components used in Future Classroom project. ESP32 Microcontroller is used in a project to gather data from motion, light, and temperature sensors. This controller sends a signal to the server based on the various inputs from various sensors. The ESP32 is a strong microcontroller and Wi-Fi module that can be utilized in a variety of Internet of Things (IoT) projects. It is a fantastic option for IoT applications due to its adaptability and capabilities. This is the primary explanation for why people prefer to use it. According to Gayatri (2023), Muhammad Afiq Aiman & Izanoordina (2022), the ESP32 is cheaper than other microcontrollers and has a more extensive capability set for accepting input from sensors. PIR Sensor also known as a passive infrared sensor, is a technological innovation that detects the infrared (IR) light that objects emit within their field of view. According to Nilesh A., Rajat, & Pinak (2019), the PIR sensor's designation as "passive" means that it passively detects infrared light emitted by objects around it rather than emitting any of its own. In IoT projects, a PIR (passive infrared) sensor is frequently