4.1.3 User Experience (UX) Each question discusses the function of the game, the user's achievement of the game and the user's satisfaction from the game user. The value mean obtained after the analysis is high and this makes this prototype of this game mostly agreed that the game functions are good, the user experience UX of the is satisfied with the achievements they get in playing the game. The total Average Mean is 4.37 (high) refer to table 7. Table 7: Mean Scale Interpretation for User Experience (UX) Aspects No Question Average Mean Mean Interpretation 1. 2. 3. 4. 5. 6. The game is fun The game is easy to play I can play every level in game This game is challenging for me Information provided in the game help improve my knowledge 4.40 4.56 4.50 4.46 4.60 High High High High High Total 4.37 High 4.1.4 Overall Feedback (Awareness) In this aspect the question mostly relates with the brand awareness for Alami’s Adventure advergame refer to table 8. There are 82% of the user agreed that they think this game can educate them about nature, while 18% not sure. 88% agreed that it is possible to use as educational tools for young generation, and only 12% not sure. 78% respondent agreed that the content increase them to learn more about Kelab Alami and want to visit that place. But only 6% not agreed and said No, balance 16% are not sure about it. 90% say this game can create awareness and help to promote. This quite high value and show their acceptance of this game as a promoting tool. However, only 10 % not agreed with it. Followed by 78% have interest to learn more about Kelab Alami’s after playing this game. Finally, 88% will recommend this Alami’s Adventure to their friend and family. Only 2 % say No and 10% not sure about it. Table 8: Overall Feedback (Awareness) No Question Yes No Maybe 1. Did you think this game can educate your knowledge about nature? 82% 0% 18% 2. Did you think it is possible to use this game as an educational tool to educate the young generation about nature? 88% 0% 12% 3. Did the content of this game increase your interest to learn more about the Kelab Alami? 78% 6% 16% 4. Does this game make u want to visit Kelab Alami? 78% 6% 16% 5. Do you think this game can create awareness and help to promote Kelab Alami? 90% 0% 10% 6. Do you have any interest to learn more about nature after playing this game? 78% 2% 20% 7. Would you recommend this game to your friends and family? 88% 2% 10% 5. CONCLUSION In conclusion, the method of promoting a services or product nowadays has many creative ways and one of them is to use the advergame method. Advergaming revenue is a good opportunity for businesses because it aids in the development of brand loyalty and the collection of customer data (Çeltek, 2017). The game also 238
introduces eco-tourists to the destinations or cities in a fun way. The presentation of information through visuals is emphasized to attract the interest of young people. Visual appeal is used as the main attraction for them. Young people easily remember a product or service if it is presented with an attractive and accurate visual for them. Following that, the development of Alami's Adventure advergame is expected to assist Kelab Alami's in moving forward with strategies for the implementation of advergame as one of the methods of promoting their activities during the exploration. Associating a brand with the fun of gaming has been shown in recent brand-impact studies to boost brand metrics such as brand awareness, message association, and purchase intent. Consumers are able to remember not only the brand or product itself, but also specific brand attributes associated with it, after playing a game. Kelab Alami may consider the following suggestions, where they may create a theme mobile advergame emphasizing the touristic information of the destinations. 6. REFERENCES Adis, A. A. A. (2020). Use of Mobile Advergame as Brand Communication Tool. Journal of Social Transformation and Regional Development, 2(1), 27-41. Aggarwal, V. S. (2015). A Study of Effectiveness of Advergames on Children. Journal of Management Research, 7(2), 137-142. Ain, N., Hakim, L., Junaidun, N. A., Syazwani, N., & Fadzil, M. (2021). Persepsi Pengguna Internet di Malaysia Semasa Pandemik COVID-19 Abstrak Perceptions of Internet Consumer in Malaysia during COVID-19 Pandemic Abstract Pengenalan Objektif Kajian Literatur Pengguna Internet di Malaysia Semasa Pandemik COVID-19. 6(4), 117–125. Allen, I. E., & Seaman, C. A. (2007). Likert scales and data analyses. Quality progress, 40(7), 64-65. Alegre, J., & Juaneda, C. (2006). Destination loyalty: Consumers’ economic behavior. Annals of tourism research, 33(3), 684-706. Aslan, S., & Balci, O. (2015). GAMED: digital educational game development methodology. Simulation, 91(4), 307-319. Çeltek, E. (2010). Mobile advergames in tourism marketing. Journal of Vacation Marketing, 16(4), 267-281. Chakraborty, T., & Saha, R. (2019). Food Advergames and Children: The Psychodynamics. In Application of Gaming in New Media Marketing (pp. 95-111). IGI Global. Cini, F., Van der Merwe, P., & Saayman, M. (2015). Tourism students’ knowledge and tenets towards ecotourism. Journal of teaching in travel & tourism, 15(1), 74-91. Cobbinah, P. B. (2015). Contextualising the meaning of ecotourism. Tourism Management Perspectives, 16, 179-189. Daumal, S. (2012). User experience design. Principles and methods UX, 1-2. Demeter, T., Bratucu, G., & Palade, A. (2015). Dynamics of the youth travel market on a global level. Bulletin of the Transilvania University of Brasov. Economic Sciences. Series V, 8(1), 95. Jayswal, M. & Vora, P. (2017). Exploring the Impact of Brand Engagement on Brand Equity in the Context of Advergame. Kumar, J., & Nayak, J. K. (2019). Brand engagement without brand ownership: a case of non-brand owner community members. Journal of Product & Brand Management. Lehtinen, E. (2022). Comparing the GDevelop and Unity game engines in the development of a 2D endless runner game. 239
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The Effectiveness of Sewing Technique Tutorial Application (SWAP) on the Learning Process of Students with Special Needs Mastura Binti Abu Bakar1 , Nurul Aini Binti Mohamed2 , Nor Rofizah Binti Johari3 1Mastura Binti Abu Bakar, Politeknik Ibrahim Sultan, Km 10, Jalan Kongkong, Pasir Gudang, Johor, 81700, MALAYSIA 2Nurul Aini Binti Mohamed, Politeknik Ibrahim Sultan, Km 10, Jalan Kongkong, Pasir Gudang, Johor, 81700, MALAYSIA 3Nor Rofizah Binti Johari Politeknik Ibrahim Sultan, Km 10, Jalan Kongkong, Pasir Gudang, Johor, 81700, MALAYSIA *Mastura Binti Abu Bakar: [email protected] Abstract: The use of multimedia technology nowadays has become a necessity in the field of education, especially with online learning. Therefore, this SWAP application was developed to help lecturers and students, especially students with special needs, as teaching aids. This study aims to identify the content of applications developed in accordance with the content of lean learning. This study is also to find out the skill level of using the application for students with special needs. And also to find out the readiness of lecturers towards the use of interactive learning in teaching and learning. The development of this application is also an effort to improve the teaching and learning delivery to students with special needs at the Polytechnic Ibrahim Sultan and hopefully these students with special needs are also able to compete and become part of a digitally literate society. The respondents involved in this study were a total of 5 lecturers and 12 students of the Special Skills Certificate in Fashion & Clothing Design. Data analysis is done qualitatively based on the answers given by the respondents. The findings of the study show that lecturers have a high level of use of teaching aids and students are also easy to understand with the video content provided. There are several suggestions to increase the use of teaching aids. Keywords: online learning, multimedia technology, special needs. 1. INTRODUCTION Postcovid-19, the Education system in this country has triggered a lot of teaching and learning innovations from conventional face-to-face to online learning systems. This change in the education system presents many challenges to a special need students and lecturers in the Design & Visual Communication Department, Polytechnic Ibrahim Sultan. Teaching and learning delivery during the pandemic, which mostly had to be done online, has made it difficult for students to understand a topic because lecturers have to teach using sign language and make demonstrations at the same time. The effect is that students cannot produce assignments well and lecturers also have limitations to make physical demonstrations directly to students such as face-toface learning The use of multimedia technology nowadays has become a necessity in the field of education, especially with online learning. Teaching and learning become very challenging with the unpreparedness faced by students and lecturers when it comes to practical activities and machine operation. Specially for Fashion Design and Apparel Special Skills Certificate students. Digital interactive learning that has evolved into online learning, provides new challenges to teaching and learning methods. Practical activities such as designing, cutting and sewing fabric require the focus of monitoring from the lecturer. Therefore, this SWap application was developed to help lecturers and students, especially students with special needs, as teaching aids. This application was developed using Adobe Animate CC 2019 and Adobe Premiere. Lecturers can help students with video tutorials included in this application. This application covers the process of designing, cutting and sewing fabric. Students will be able to see a step-by-step tutorial with sign language explanations in the video window. Subtitles are also equipped with 241
structured sentences that are easy for them to understand. Visual elements and the use of clear text facilitate student learning activities so that the interest, quality, and achievement of deaf students can be increased. With the help of this application they will be able to work independently or with little or no help from the teacher. The application of this assistive technology can also improve the quality of the teaching and learning process of lecturers. In addition, this application can be added as a collection of reference materials in the department. 2. RESEARCH OBJECTIVE a. Identifying the content of the application developed in accordance with the content of lean learning. b. Knowing the skill level of using the application for students with special needs. c. Knowing the readiness of lecturers towards the use of interactive learning in teaching and learning. 3. LITERATURE REVIEW The literature review will discuss three main points which are interactive learning, students with special needs and teaching aids. 3.1 Interactive Learning The current learning method that is growing with the application of technology as a teaching aid is a familiar thing. The same goes for interactive learning which is indeed a must for all teaching methods. Interactive learning that allows students to engage with the teaching content is the choice of today's instructors. Learner interactivity is defined as the learner's ability to respond continuously. Interactivity has long been identified as contributing to successful teaching and learning. Because that is the reason to solve the problem, we need interactivity in teaching and learning to create a better environment to be more active and dynamic. Interactive learning environment is one of the factors should be considered before developing the interactive learning especially to special needs student. However, problems can occur when the interactive learning environment does not support the wishes and needs of special students. They also often encounter problem in accessing the information available in terms of understanding it and using it in a proper manner (Fichten, Ferraro, Asuncion, Chwojka, Nguyen, Klomp & Wolforth, 2009). Therefore, in order to assist these HI students in accessing the information adequately, the e-learning environment needs to be developed and designed according to the needs of the HI students by adding or enhancing some features within the e-learning environment. (Hashim, Tasir & Mohamad, 2013). 3.2 Students with Special Needs Students with special needs consist of students who have learning difficulties. Other terms have also been used for these "students with special needs" such as special children, exceptional children, disabled children, disabled children, abnormal children, problem children and children stunted growth and development. According to Kail (2001), almost 4% of the world's population consists of exceptional individuals or children with special needs. There are children who are born without being able to hear any sound, while there are also those who are born without the ability to see objects or the light includes the parents' own faces. Gargiulo & Kilgo (2010) categorized students with special needs into nine (9) categories which are :- i. Mentally retarded. ii. Disability in learning. iii. Emotional and behavioral disorder iv. Smart, intelligent and talented. v. Language and speech problems vi. Hearing problems vii. Vision problems viii. Autism Spectrum Disorders. 242
3.3 Teaching Aids The teaching method using multimedia-based teaching aids is a method synonymous with online learning. The use of ABBM based on multimedia is a more modern approach in improving the quality of teaching and learning. Among the transformations implemented in teaching and learning is the use of multimedia as a teaching aid. ABBM is very important in the P&P process because it can convey the content of the lesson more clearly and easily understood. Anas, (2013). According to Mohamad & Musa, (2013) ABBM is divided into two categories which are electronic and non-electronic. Examples of the electronic category are radio, television, slide projectors, video and computer-aided devices. While the non-electronic category consists of flash cards, models, journals, pictures, and magazines related to the lessons taught. While according to Savage & Vogel (2013), multimedia is a modern term that means a combination of the process of development and transmission of information in the form of audio, video, graphics, text, images and animation using digital devices. The use of multimedia elements such as text, audio, video, animation, graphics, pictures and interactive animation can stimulate students' interest to follow P&P (Ibrahim, 2013, Vebrianto, & Osman, 2012, Basiron, 2012, Rashidi, 2009). 4. RESEARCH METHODOLOGY The application development process is adapted from the ADDIE instructional design model which contains five phases namely Analysis, Design, Development, Implementation and Evaluation. The product development stage (SWap) is in the third phase of the ADDIE Model. The five important methods (Figure 1) in developing a prototype are gathering information, designing, identifying product problems, developing the product and evaluating the product. This method was also chosen because researchers or anyone who wants to develop a product can get feedback on the product being developed before it is marketed. Figure 1. ADDIE Model 4.1 Analysis Teaching problems are explained, teaching aims and objectives are set and the learning environment and students' existing knowledge and skills are identified. 4.2 Design This phase is related to learning objectives, assessment instruments, training, content, subject analysis, lesson planning and media selection. The design phase should be systematic and specific 4.3 Development Instructional designers and developers create and assemble content. storyboards are created, content is written and graphics are designed. Programmers work to develop and/or integrate technology. 243
4.4 Implementation (Implementation) Procedures for lecturer and student training were developed. Training should include course curriculum, learning outcomes, delivery methods, and testing procedures. 4.5 Evaluation The assessment phase consists of two parts: formative and summative. Formative assessment is present at each stage of the ADDIE process. Summative assessment consists of tests designed for reference items related to domain-specific criteria in an opportunity for feedback from identified users. 5. DESIGN FRAMEWORK The design farmework is based on findings from analysis, design, development, implementation and evaluation stages. Figure 2 shows the flow of navigation and sub-modules in the storytelling module along with its components. Figure 3 shows the design of the developed application interface. Figure 2. Swap application navigation and sub-modules. Utama Mendraf Pola Menggunting Pola Susun Pola atas Fabrik Menggunting Baju Menggunting Kolar Menggunting Poket Menjahit Fabrik Menjahit Baju Menjahit Lengan Menjahit Kolar Nota Bahagian Hadapan & Belakang Bahagian Bahu & Lengan loading page 244
Figure 3. Swap application interface design 6. RESULTS This study uses a questionnaire as a research instrument. The data obtained has been analyzed to find the effectiveness of using this SWap application on learning and studying in the course. The data of this research study was analyzed using the help of Google Doc and Microsoft Excel 2016 software. In addition, this software was also used to produce information in the form of tables showing frequency and percentage. The respondents are students and lecturers of the Special Skills Certificate in Fashion & Clothing Design, Design & Visual Communication Department, Politeknik Ibrahim Sultan. 6.1 Respondent Demographics The data shows that 100% of the individuals from this questionnaire are female students. Out of a total of 14 respondents, 13 students are Malay students and one student are Indian student. Percent % (frequency) Gender Male Female 100% (14) Race Malay Chinese Indian 93% (13) 7% (1) Age 20 years old 21 years old 22 years old 23 years old and above 21% (3) 29% (4) 50% (7) - Polytechnic admission eligibility SPM SPMV SKM Others 44% (6) 28% (4) 28% (4) - Table 1: Respondent Demographic Information Table 245
Bil Item 4 3 2 1 1 1. The presentation of sign language through this application is easy to understand 2 2. The SWap application developed shows how to draft patterns that are easy to understand and follow. 3 3. The SWap application developed shows how to cut fabric in an easy to understand and follow way. 4 4. The SWap application developed shows how to sew in an easy to understand and follow way. 5 5. The notes provided in the SWap Application are easy to understand and follow. 6 6. The visual design used increases my interest in learning about this topic. 7 7. This application is very easy to use in teaching and learning sessions. Bil Item 4 3 2 1 1 1. The presentation of sign language through this application is easy to understand 86% (12) 14% 2) - - 2 2. The SWap application developed shows how to draft patterns that are easy to understand and follow. 86% (12) 14% (2) - - 3 3. The SWap application developed shows how to cut fabric in an easy to understand and follow way. 79% (11) 21% (3) - - 4 4. The SWap application developed shows how to sew in an easy to understand and follow way. 72% (10) 28% (4) - - 5 5. The notes provided in the SWap Application are easy to understand and follow. 93% (10) 7% (4) - - 6 6. The visual design used increases my interest in learning about this topic. 86% (12) 14% (2) - - 7 7. This application is very easy to use in teaching and learning sessions. 72% (10) 28% (4) - - Table 3 : Level Of Effectiveness Of SWAP Application Use In Teaching And Learning. Table 2 : Research items on the Effectiveness of Application Use in P&P. 246
The table above shows the percentage of the effectiveness of the use of the Swap application for Fashion & Clothing Design Skills Certificate students in the teaching and learning process at Ibrahim Sultan Polytechnic. The results of the study were obtained using a Likert scale. The results of the questionnaire show that 86% of students strongly agree and 14% of students agree that the presentation of Sign Language through this application is easy to understand. Next, the same percentage of 86% strongly agree and 14% agree that the developed Swap application shows how to draft patterns that are easy to understand and follow. 79% strongly agree and 21% agree that the developed Swap application shows how to cut fabric that is easy to understand and follow. Whereas, 72% strongly agree and 28% agree that the developed Swap application shows how to sew that is easy to understand and follow, 93% strongly agree and 7% agree that the Notes used in the Swap application are very easy to understand and follow. For the Visual Design item used to increase my interest in learning about this topic, a total of 86% strongly agree and 14% agree and the last 72% strongly agree and 28% agree that this Application is very easy to use in PdP sessions. Therefore, from the result above, shows that interactive learning application easy to understand to student need special needs. Also, the content created are suitable with the need of the program. Student in special needs also strongly agreed that the design in application is really increase their interest while studying. 7. SUMMARY The technology developed should aim to foster communication between students and lecturers. Therefore, SWAP: Sewing Technique Tutorial Application is designed to be able to help in the learning process of deaf students to become independent. It is hoped that this application can help students improve the quality of assignments as well as improve their time management. From this application, also can help the KFP program add on their video in learning and teaching as a reference material. With an open access service, it can be downloaded by students or those interested in the field of fashion design. In addition, this assistive technology can be added as a reference collection in the department. 8. REFERENCE Hashim. H, Tasir. Z., and Mohamad S.N, 2017.E-learning Environment for hearing Impaired Students. The Turkish Online Journal of Educational Technology, 2013 vol:12 (4) Aidah. A., M.H. Azahari, and A.I. Ismail,.2015. Enhancing learning ability among deaf student by using interactive images. International Journal of Education and Research, Vol.3(3). L. Ugalde, M. Santiago-Garabieta, B. Vilarejo-Carballido, and L. Puigvert. 2021. Imoact of interactive learning environment on learning and cognitive development of children with special educational needs: A literature review. Frontiers in Psychology. Special Education in Context: People, Concepts, and Perspectives, https://www.sagepub.com/ http://eprints.utm.my/id/eprint/2236/1/7_9.pdf 247
Management Cash Waqf in West Sumatera: Case Studies On Yayasan Wakaf Arrisalah Gustina1 , Syukri Lukman2 , Muhammad Rizki Prima Sakti3 , Mohamad Fany Alfarisy4 1Politeknik Negeri Padang, Limau Manis Campus, Padang, Indonesia 2Andalas University, Limau Manis Campus, Padang, Indonesia 3 University College of Bahrain, Department of Business Administration, 2314 Rd No 2314, Saar, Bahrain 4Andalas University, Limau Manis Campus, Padang, Indonesia *Corresponding Author: [email protected] Abstract:Waqf is one instrument that has been proven to make a major contribution in improving the welfare of the people in the fields of education, social, religious, and health. The main objective of this study is to explore the management of cash waqf, in West Sumatera, especially at the Arrisalah Waqf Foundation (YWA) by linking the digitization factor, trust and the role of religious leader as factors that are considered for waqif and waqif candidates in paying cash waqf. This research is a qualitative research with interviews / depth interviews, observation and document review as a medium of data collection. Interviews were conducted with structured questions that could be developed in the field. This study found that YWA as nadzhir BWI (Indonesian waqf agency) has managed cash waqf well. In addition, this study also found that the trust factor, the role of religious leaders and using financial technology are important things that are considered by wakif and candidate wakif in cash waqf. This study provides recommendations to stakeholders such as local governments and religious leaders to increase their support for nazhir so that they can still gain the trust of wakif. Nadhir must also provide periodic reports to the wakif for activities or cash waqf management processes carried out as a form of maintaining the reputation to wakif. Keywords: YWA, Trust, Religious Leaders, Wakif. 1. INTRODUCTION History of waqf as one of successful instrument give huge contribution in Islamic civilization is very nice story and prove in lots of writing. This instrument proven could increase well-being public good in various line life. Throughout history Islamic civilization , waqf capable help government in provide various the intended facilities and infrastructure for necessity worship , health , education , economy , social , culture and goals other (Sadeq, 2002) . This fact too much adopted by the west in form endowment (Mahamood & Rahman, 2015) . In context modern Islamic finance , waqf categorized as as instrument finance Islamic social finance (Islamic Social Finance) and trusted be one of determinant achievement Sustainable Development Goals (SDGs) (Ihsan, 2022) . Ministry of Religion data shows more from 55 thousand hectares soil waqf spread over various province (Ministry of Religion, 2022) . This is something already becomes culture for Muslims in Indonesia as well as around the world, that Muslims are very generous in give waqf this good for social interest or other. New world award for this achievement is what gives the most generous country category to Indonesia show that Indonesians are consist from people who like helpful, kind and like share World Giving Index 2021 version, which published in publication Global Charities Aid Foundation in 2021. These facts in line with statement that the big potential sodaqoh / others donation , including among them is cash waqf (Intan & Nidia, 2019) . Traditional waqf known in West Sumatera and Muslims usually still about 3M that are mosques/ mushalla , tombs (makam) and madrasas. It is documented by the office of the Ministry of Religion of the Republic of Indonesia that During period 1500s to 1600s, there are soil waqf in East Java covering an area of not 248
enough over 20,615 square meters , along with a number of asset registered waqf _ such as mosques and graves / graves (Fauzia, 2013) . The Office of the Ministry of Religion noted there is more of 4.9 million square meters soil waqf in Indonesia. Land value that is estimated reached IDR 377 trillion (equivalent to with US$26.26 billion). Added by (Ihsan, 2022) , Mostly soil this used for destination religious . Data from Ministry of Religion office shows that more of 60% land waqf in Indonesia is used good for mosques and musallah. The rest is used for funerals, schools and necessities social others (Ministry of Religion of the Republic of Indonesia, 2021). For cash waqf / waqf cash, is form revitalization from traditional waqf. This thing becomes a phenomenon of increasing waqf cash this , because its possible flexibility for exploration use potency waqf including in terms of financing, public sector and reduction poverty (Alpay, S. & Haneef, 2015) . This enhancement potency waqf is one of them could conducted with make waqf as supporter enhancement well-being community. Based on BWI 2021, there are 5 waqf foundations and financial institutions registered as nadzhir cash waqf in West Sumatra . As for the five is as following : ⚫ KSPPS BMT AL FATAYA, In Payakumbuh City ⚫ KJKS BMT ALANG LAWEH, Padang City ⚫ KJKS BMT SEBERANG PADANG, Padang City ⚫ Yayasan Wakaf Arrisalah (YWA), Padang City ⚫ Yayasan DARUL HIKMAH, West Pasaman. From five nadzhirs, researchers take Yayasan Wakaf Arrisalah (YWA) as object research this time. The reason is from that 5 foundations waqf and financial institutions, YWA is the oldest institution, so it experience and knowledge better in manage waqf. 1.1 Objectives Of Study The main objective of this research is to explore the management of cash waqf, in West Sumatra, especially at YWA by linking digitization factors, trust and the role of religious leader as factors that are considered for waqf in paying cash waqf. The digitization factor, or often called fintech, is becoming something important at this time. Not only banking, business, philanthropy have also used the convenience of this digitalization. This has not been explored much, especially for the study of cash waqf. This fintech can be seen from the system used, the online donation platform, and the reporting used. Hou et al (2021) investigated the effect of trust, and the influence of friends on the online donation platform. The study of Farokhah, et al (2019) included the element of digitization in waqif behavior by using PEOU (Perceived Ease of Use) or Ease of Use and PEU/perceived Ease usefulness digitally. The easier the system to use and the higher the perceived benefits, the higher their desire for waqf to participate in cash waqf. Trust is an individual's readiness to give trust/trust to partners or other people who will provide the desired results as expected. Shatar et al., (2021) gives the meaning here is the level of trust of donors to waqf institutions. The better of reputation and integrity of the waqf institution in the eyes of the wakif and candidate wakif, the greater their desire for cash waqf. Studies Kasri & Chaerunnisa (2022) show that trust is important in influencing a person's perception of wakif for waqf. The existence of a sense of certainty and trust in waqf institutions will increase wakif in cash waqf (Osman & Muhammed, 2017), (Shukor et al., 2019). Teah et al., (2014) stated that the various motives that are the reasons for a person to donate/waqf apart from education, religiosity, and government are the role of the scholar. In the context of this waqf, it may be more appropriate with the role of religious leader (Chrisna et al., 2021). Religious figures are public figures who can motivate the community, both in providing religious knowledge/education through lectures they do in mosques or mushalla. Their explanation will strengthen public trust in the management of the waqf institution. Their existence is clearly very influential for society (Chrisna et al., 2021). 1.2 Problems of Research The three factors that are considered by waqif in cash waqf are the main issues in this study. This study will observe how YWA collects and manages cash waqf in West Sumatera by considering the factors of digitization, trust and the role of religious leader. 249
To make this paper easier to understand, the structure of the writing begins with a study of the research background. Here is a discussion regarding the reasons for this writing. Next is a literature review related to waqf and followed by a research methodology. The next section is a discussion that contains the results of the research discussion and the last section, will be closed with conclusions. 2. LITERATURE REVIEW 2.1 Waqf and Cash Waqf Kahf (2007) states, originally, waqf has the meaning of stopping, holding or restraining. However, technically Kahf (2007) in (Gustina & Ihsan, 2018) continued by waqf means "holding certain properties and storing them for philanthropic purposes and preventing them from being used other than the intended purpose. Many scholars agree that waqf is the same as sadaqoh jariah which has continuous rewards for the giver. Interestingly, waqf addressed for public interest , nadzir / manager (trusted person) manage waqf must prevent use treasure waqf from besides destination the donor (Raissouni, 2001) . Next (Sadeq, 2002) also added that add that ownership property waqf no can transferred; only benefit from property that can be taken . Though most treasure the waqf given public in form treasure not move like land and buildings , (Kahf, 1998) disclose that waqf could given in various form such as; books , tools agriculture, animal livestock , stock and property , as well as cash . Number of scholars who allow waqf cash look at that money is not finished the benefits after invested. Related this thing, in Indonesia, the MUI has issued fatwa number 29 of 2002 concerning Cash waqf containing as following : ( https://www.bwi.go.id/3636/2019/09/17/fatwa-mui-about-wakaf-uang/ ): 1. Waqf (Cash Waqf / Wagf al -Nuqud ) is waqf performed _ a person , group of people, institution or legal entity in cash form . _ 2. Including to in the meaning of money is letters valuable . 3. legal money waqf Jawaz (boleh) 4. Cash waqf only can distributed and used for allowed syariah complaint. 5. Core value Cash waqf must guaranteed sustainability, no can sold, given away, and or inherited. 2.2 Elements of waqf Referring to the Law Republic of Indonesia No. 41/2004 concerning waqf (BWI, 2020) explained elements waqf that , is as following: 1. Wakif is is Arabic term for donor , person who gives waqf . Waqif is someone who is mature , intelligent healthy , no blocked deed law as well as owner legitimate treasure object waqf , which can in the form of individuals , organizations and legal entities 2. Nadzhir , is a trusted person Becomes manager waqf . Nadzhir could in the form of individual, organization or legal entity. In Article 10 of the Republic of Indonesia Law No. 41/2004 above mentioned individual could becomes nadzhir if fulfill requirements for Indonesian citizens, Muslim, baliqh, trustworthy, capable by physical and spiritual as well as no blocked to do deed law . By general nadzhir organization or legal entity have same conditions with nadzhir individual and for organization or legal entity, concerned engaged in social, educational, community, and/ or Islamic religion. The tasks of nadzhir are namely: ✓Manage and develop waqf assets in accordance with its purpose, function and designation ; ✓To do administration treasure object waqf; ✓watch over and protect treasure object waqf; ✓report implementation Duty to the Indonesian Waqf Board. 3. Waqf Property, Treasure object waqf only could donated if owned and controlled by Wakif by legitimate. Treasure object waqf consist of object not move and move. (1) Objects not move included: a. right on suitable land with regulation legislation valid invitation both already / not yet registered. b. Building or part standing building of on soil earlier, including plants and other related objects with soil that. c. next right owned by on unit house stack in accordance with provision regulation legislation valid invitation. d. Objects not move other in accordance sharia provisions. 250
(2). Moving object, i.e treasure things that don't can finished because consumed, includes a. Money b. Metal glorious c. Securities d. Vehicle e. Right on riches intellectual f. Right rent g. Other moving objects as appropriate legislation invitation 4. Pledge waqf a. Pledge waqf implemented by Wakif to Nadzhir in front of PPAIW (Pejabat Pembuat Akta Ikrar Wakaf) or Waqf Pledge Deed Official with 2 (two) witnesses. b. Pledge waqf as referred to in paragraph (1) is stated by oral and/ or written as well as poured in Waqf Pledge Deed Official by PPAIW. 5. Waqf Property allocation. To reach purpose and function waqf, property object waqf only could for : a. worship facilities and activities; b. facilities and activities education as well as health; c. help to the poor, children abandoned, orphans, scholarships; d. progress and improvement economy people; and/ or e. progress well-being general others who don't contrary with sharia and regulations legislation. Mauquf alaih is the party has accepted benefit from allotment treasure object waqf in accordance to statement will Waqif that is poured in Deed Pledge waqf. 6. Period time waqf apply forever, except there is agreement for period time certain. 2.3. Trust and Role of Religious Leaders in waqf Cash Nadzhir as manager waqf is very important party in a management waqf. It’s because they are spearhead that will make this waqf becomes useful and arrived at maukuf alayhi . For getting amount waqf and cash waqf from people who will they manage, It needs a commitment that must be maintained as a form of accountability later on to the people or the community who have given their waqf. Nazhdir's reputation must always be maintained so that he will still gain the trust of the people. Therefore, it is important to know what things can increase the participation of the people/community in paying cash waqf that they can manage. Several previous studies, which adopted quantitative research, provided empirical evidence that trust was an important consideration for waqf for cash waqf. Trust / Trust defined as confidence that something organization / institution and its people no will once take profit from vulnerability holder interests , with behave fair , can reliable , competent , and ethical in all thing transaction (Sargeant & Lee, 2004) . Trust, refers to the individual's readiness to develop trust in exchange partners in providing the desired results as expected (in this case, the level of donor trust in the waqf institution) ( Shatar et al., 2021). Trust is an important issue, it is highly valued. reasonable, because trust can come from a person's personality, or from the reputation of that person. Apart from trust, the role of religious leader is also considered to be a consideration for wakif and wakif candidates to participate in cash waqf. In their study (Van Slyke & Brooks, 2005) and (Teah et al., 2014) stated that the various motives that are the reasons for a person to donate/waqf besides education, religiosity, and government are the role of the scholar role. In the context of this waqf, it may be more accurately called the role of religious leader (the role of religious leaders/religious leaders) (Chrisna et al., 2021) . Religious figures are public figures who can motivate the community, both in providing religious knowledge/education through lectures they do in mosques or mushalla. Religious leaders are important people in motivating people to do cash waqf and giving trust to waqf institutions. Their existence is clearly very influential for society (Chrisna et al., 2021) . 2.4.Digitalization Or Fintech Digitization/fintech is widely used in studies related to internet banking, stock trading or online ticketing. Gopi & Ramayah (2007), Lee-Partridge & Ho (2003) conducted studies related to the relationship between attitudes, subjective norms, and perceived behavioral control on the behavior of using stock trading via the internet. In addition, this study was also used by Chan & Lu (2011), Shih & Fang (2004) in internet banking, as well as in online ticket studies (Athiyaman, 2002). Currently, fintech is also starting to be used in philanthropic studies 251
such as donations and endowments. Studies by Kasri & Chaerunnisa (2022), Farokhah, N et al. (2019), Masrizal et al.,(2022) are some examples. Kasri & Chaerunnisa (2022),stated that millennial waqifs are influenced by the online platform system used to pay cash waqf. Here it can be seen that fintech is one of the millennial considerations when it comes to waqf. Farokhah, N et al. (2019) the use of fintech in cash waqf has a significant effect on cash waqf participation. People will want to do waqf with a system that is easy to use and useful. Masrizal et al.,(2022) stated that the fintech factor had a significant effect on waqf crowdfunding. From the research that has been done, it can be seen that the digitalization or fintech factor is important in making it easier to pay waqf. From three factors above namely trust, the role of religious leader and fintech are important that are considered for waqif in cash waqf. That is why researchers want to explore deeper into the object of the Arrisalah Waqf Foundation (YWA) in the context of cash waqf management. 3. METHODOLOGY This research is a qualitative research with a case study as the research design. More specifically, this study uses an interpretive paradigm that requires a good understanding and interpretation from researchers about what individuals do in organizations. In this study there is no testing of the deductive hypothesis model because that is one of the characteristics of a qualitative research approach. Qualitative methods emphasize the observation of phenomena and more research into the substance of the meaning of the phenomenon. The analysis and sharpness of qualitative research is greatly affected by the strength of the words and sentences used. Therefore,(Basri, 2014) concludes that the focus of qualitative research is on the process and the meaning of the results. The attention of qualitative research is more focused on human elements, objects, and institutions, as well as the relationship or interaction between these elements, in an effort to understand an event, behavior, or phenomenon (Mohamed et al., 2010). In this study, the case was carried out at YWA in West Sumatra, which is one of the waqf nadzhir registered with BWI. This foundation already has its own school buildings, health facilities and others which were built purely from waqf funds. In conducting this research, the researchers used various data collection methods in the form of in-depth interviews, observation and document review on the object of research, namely Yayasan Wakaf Arrisalah (YWA). Interviews/ depth interviews conducted have structured questions, which are then developed in the field according to the objectives to be achieved in the research. In qualitative, analysis is the process of breaking down data into smaller components based on certain elements and structures. According to Bogdan and Biglen in (Moleong, L, 2016) which states that qualitative data analysis is an effort made by collecting data, organizing data, sorting it into manageable units (reducing data), synthesizing, searching and finding patterns, finding what is important and what is learned and decides what can be shared with others. Thematic analysis is carried out, then narrated, then written down for others to enjoy. 4. FINDINGS AND DISCUSSION 4.1 Profile of Yayasan Wakaf Arrisalah (YWA). The idea of establishing this waqf foundation began when several West Sumatran students returned to school at LIPIA (Institute of Islamic and Arabic Sciences) Jakarta who considered the importance of establishing a high-quality religious education institution in the Minang region. This can be seen from the fact that at that time religious education institutions were still lacking, even though West Sumatera was the center of Islamic religious education in Indonesia in the past. This idea has not been realized, it is still in the heart, which then these students continue their education to various parts of the world, such as Cairo, Egypt, the Middle East or Medina. After returning, they strengthened their determination to establish this educational institution, which is also the institution where they work and serve in education. Finally, an Islamic Foundation was established with the concept of Islamic waqf-based development. A strategic area for the future development of the Ummah is Education, so the focus of the Foundation at that time was the establishment of a boarding school for the education of the younger generation in West Sumatra, which was named the Ar Risalah Islamic Boarding School. Based on the notarial deed of Helmi Darlis No. 28 dated 24/6/2003 in Solok, Yayasan Wakaf Arrisalah (YWA) was established with the main program being to establish the Ar-Risalah Islamic Boarding School. The teaching and learning process for this Islamic boarding school is carried out at the 3rd-floor mosque in Nagari Cupak, Solok. In the 2004/2005 academic year, the learning process at the Arrisalah Islamic Boarding School began with 120 students, namely 2 male classes and 2 female classes. (https://arrisalah.sch.id/profileyayasan-waqaf-ar-risalah/) 252
Initially, Yayasan Wakaf Arrisalah (YWA) managed 4 areas under it, namely the Educational Sector (SMP and MA), the Basic Education & Development Sector (TPA, PAUD, TK and SD), the Community Service Institutions (Dakwah and Lembaga Amil Zakat) and the Development & Business Sector. (Mini market, depot and cooperative). Each field is led by the Chairperson of the Foundation I-IV. Then this field continues to develop according to the demands of the people's needs. In 2005, the Ar Risalah Islamic Boarding School branch was officially opened in Padang, which is located in Koto Tangah District, which was established on a waqf land area of ± 4 hectares. With the trust of the people through the extent of the waqf land located in Padang, in 2007 it was determined that the institution in Padang become the core foundation and in Solok the branch Foundation. The Ar Risalah Islamic Boarding School in Padang for the 2007/2008 school year opened a Madrasah Aliyah (MA) with a focus on Science and Religion (East Timor/Middle East). Beside that, Arrisalah also open the Madrasah Tsanawiyah class (junior high school level). Since 2009, the foundations in Solok were all moved to Padang, so this educational institution continues to grow until now. From 2012, Ar Risalah Islamic College has opened PAUD & Kindergarten, Qur'an Elementary School, Middle School and MA (Madrasah Aliyah), Ar Risalah Islamic College. (https://arrisalah.sch.id/profile-yayasan-waqaf-ar-risalah/). 4.2 BPW (Badan Pengelola Wakaf) Yayasan Wakaf Arrisalah (YWA) Because of Yayasan Wakaf Arrisalah (YWA) has a focus on education, the Ar Risalah Waqf Management Agency (BPW) was formed which is under the education sector. Currently, this BPW led by a chairman, namely Aris Setiabudi, Lc. From him, researchers conducted interviews / in-depth interviews related to waqf management at this Foundation, including cash waqf. Since 2017, Yayasan Wakaf Arrisalah (YWA) has officially become the official nadzir of waqf management and is registered in BWI (Indonesian Waqf Board). Mr. Aris Setiabudi was appointed as chairman of the waqf management body under the YWA (Aris Setia Budi, 2022). 4.3 Source of Waqf YWA Since the establishment of YWA, they are still focusing on the development of education. Waqf fundraising continues to improve the quality of education. In collecting waqf funds, YWA has attempted to collect waqf funds through parents of students who are indeed the closest environment to the Foundation. Every month there will be permanent/regular or non-permanent waqf donors who come from the parents of students at this Arrislah Islamic College. “If I see it, the regular waqif means those that are repeated, no... if we look at it, on average, our wakif is the regular one. Around 70% of the waqf will return to BPW arrisallah because the majority of our wakif are actually guardians of students. Because they have an emotional bond with us because their children go to school here, while seeing their children waqf here. " In addition to getting waqf from parents, YWA also maximizes fundraising from waqf boxes for students studying at Arrisalah. "We are also trying and educating students by placing waqf boxes in each dormitory. familiarize yourself. Maybe the regular donors are our children. They donate in boxes provided in their dormitory, or in the school environment. A thousand or two thousand, as much as they could. Once a month we pull the box. Sometimes it collects 1 million or 2 million. Thus it is a way of educating what we do, as well as a means to collect cash waqf for us Arrisalah”. Then, do better empowerment on the results of waqf given by the people. For example, cash waqf given by donors from the Middle East (because they have good relations with the Middle East) is used as productive for the management of canteens and cafes, chicken farms, for convection of student uniforms which are routine needs every year. “We are also trying to make the waqfs entrusted to us productive. However, of course, we are very selective in the field of business, seeing the accountability of this waqf property from the Foundation to the people is very important. So the business we are doing is chicken farming (which is one of the nutritional needs in the dormitory), then the canteen and cafe business which is also the needs of students in the dormitory, and the business of convection of student school uniforms which is a routine need every year at the Arrislah Islamic boarding scholl.” In addition, since YWA officially became a nadzhir registered with BWI, in 2021 it has been launched to become LKSPWU (Islamic Financial Institution Recipient of Cash Waqf) at Bank Nagari West Sumatera, so this is one way also in funding cash waqf by YWA. 253
"So the community does not understand that waqf does not have to be in large quantities like land waqf. The public's interest in waqf money is still low. At the time of 2020, we only received a little. About 20 million. However, since the launch of Arrisalah as LKSPWU (Islamic financial institution receiving cash waqf) through Bank Nagari West Sumatra in 2021, we have received cash waqf of around 55 million.” “The wakif we obtained at that time was from external, not the guardian of the student anymore. With the help of Bank Nagari (in 2021 we will launch our report as LKSPWU, we will get more. It is Bank Nagari who do the most, they explain it to customers, or maybe the employees themselves who donate." From the results of the interview, it can be concluded that the sources of waqf obtained from YWA are: 1. Collect from available waqf sources, such as regular/permanent wakif from parents and students of the Arrisalah Islamic boarding Scholl 2. Empowering productively accepted waqf through chicken farming, convection and canteens/cafes. 3. Collecting through LKSPWU 4.4 Waqf Programs in Arrisalah and Wakif Trust In order to collect waqf at YWA, they carry out several programs. This waqf program are in the form of Dormitory Waqf, Land Waqf, Mosque Waqf, Quran Waqf, Productive Waqf, Money Waqf, Orphan House Waqf, Tahfiz House Waqf. In designing this program, the management of YWA felt that the trust factor of the wakif was very crucial to its success. The administrators believe that they can get that trust as long as they are also trustworthy towards the waqf they have received. Related to the trust, the researcher also interviewed the management of YWA on how to campaign for the people to participate in the waqf program. They stated that giving a good explanation to the wakif and the candidate wakif what benefits would be received by the maukuf 'alaihi (beneficiaries of the waqf) with the program was very important. They mention this as a form of educating the public regarding to the waqf. “First, we prepare the materials first (for explaining waqf to people). The purpose is education that we will provide later. Then we also provide clear information, the benefits of the waqf program. For example, this waqf is intended for scholarships for underprivileged students. So when this program runs, people have an interest in waqf because it is used for students who memorize the Koran. In addition, for this education, we have cooperation with mass media. We have cooperation with Padang Express and Posmetro. Maintaining the trust of the people by providing regular program activity reports is our way to maintain the good name (reputation) of the Foundation in the eyes of the people, so it is hoped that people will be more interested in participating in this waqf, especially cash waqf.” What was conveyed by YWA regarding trust as one of the important considerations for waqifs to pay cash waqf, the Foundation always tries to maintain their good name/reputation and accountability in front of wakif and prospective waqf. The results of this study are very linear with previous studies that have been carried out quantitatively such as studies (Sargeant & Lee, 2004) and (Shatar et al., 2021). 4.5 YWA Using Financial Technology In managing cash waqf at YWA , as nadzhir they try to make it easy for the community to participate. One of the halls that Nadzhir can do is use digitalization facilities as a channel for collecting waqf that can be used by wakif and prospective wakif. We cannot deny that technological advances have made it easier for many people to make financial transactions. Likewise with this waqf collection media. The Waqaf Ar Risalah Foundation has used financial technology, either in the form of transfer payments/ online payments using the banking system or certain links. In terms of convenience, this of course saves a lot of time for the wakif or prospective wakif. “We have used online/fintech media. because it has collaborated with Bank Nagari to become LKSPWU. We also use QR. For this cash waqf, we cooperate with several banks as well. In addition to the nagari bank, there is BSI, as well as Bank Muamalat. We all use QR codes. All with barcodes. But sometimes people don't want to be bothered/complicated, sometimes they don't want to use barcode scanning. so they want it via transfer only. Send the account number so they want to do cash waqf by transfer only.” YWA uses fintech to increase cash waqf receipts from the public. This shows that wakif considers the existence of fintech to make it easier for them to do good deeds, because fintech can save time 254
and costs. From the data obtained, the easier the system is to use, the more willing people are to make waqf. These findings confirm the research (Masrizal et al., 2022), (Kasri & Chaerunnisa, 2022) and (Farokhah, N et al., 2019) 4.6 The Role of Religious Leaders / Tradisional Leaders/ Regional Leaders As a nadzhir, the management of YWA said that the influence of religious leaders, traditional leaders, trustworthy and religious leaders in West Sumatra had a very big influence in increasing people's awareness of waqf money. They've done it before and seen amazing results. When a cleric/religious figure provides support for the waqf program they launched, it is evident that many people/people are willing to do waqf. "It's very influential. We have proven that in 2020 we invited Ustad Abdul Somad (UAS) to endorse our land waqf, the results are very significant. The people's belief in them is always taken into consideration in the decisions of the people. The enlightenment of religious leaders also makes them participate in giving that belief to the institution that raises the waqf. Then, when there is an order from superiors, usually a project can be carried out immediately. With invitations and calls from superiors, whether company leaders, traditional leaders, or governors, this program will run more easily. If the governor motivates, maybe the civil servants will be excited as well. " What has been done by YWA to increase the number of cash waqf by using the role of religious leaders, or regional leaders is something that is very dominant to be considered by wakif and wakif candidates to pay cash waqf. This is also strongly supported by previous research conducted in the form of quantitative research such as (Van Slyke & Brooks, 2005) , (Teah et al., 2014) , (Chrisna et al., 2021). 4.7 Management has a Certificate of Competence In order to maintain the Amanah properly, the central BWI also wants to guarantee to the people later that those who manage their waqf funds are competent people/managers. For this reason, for several years BWI has required waqf foundation managers who are nazdhir waqfs to have a certificate of competence. This important criterion has also been met by YWA. The Foundation has tried to carry out its responsibilities as well as possible, through existing competencies, accountability, and responsibility. “The management of YWA already has a certificate of competence. This is indeed mandatory, to ensure that the management of waqf is carried out by the right person. The Foundation tries to provide an accountability report for each waqf program that is run. This is of course to maintain the trust given by the people to us, as nadzhir " Waqf obtained by YWA, especially cash waqf, is intended in accordance with the contract made at the beginning or the purpose of the waqf program. This is to ensure that there are no deviations and errors. Dormitory waqf is intended for the construction of dormitories, Quran waqf is intended for the provision of the Koran for students, orphanage waqf is intended to provide housing for orphans, tahfiz house waqf is intended for the construction of tahfiz houses. If the number of waqf for the designation of the program has not been fulfilled, of course the manager/nadzhir has not been able to implement it. That is the effort made by YWA in managing waqf and cash waqf entrusted by the people / community to them. Of course, in addition to the level of trust, the role of religious leaders/regional leaders who are influential, of course the transparency and accountability that Nadzhir shows will be important things to be considered by the wakif and candidate wakif. Nadzhir's reputation has always been a consideration for the people. 5. CONCLUSION For researchers, studying waqf is always interesting, because it is not just giving some money to others, but also with the benefits that will be created after that. For a long time, waqf has been proven to give an extraordinary positive appearance in terms of worship, social. health, education and even facilities and infrastructure. Waqf has great potential to improve the welfare of the people. the existence of nadzhir is an important personal in the delivery of the purpose of the waqf. Therefore, the element of trust is one of the important things to build a reputation for nadzhir. Nadhzir must have a sense to know what considerations are the decision-making points of the wakif or prospective wakif, so that waqf participation can be carried out to the maximum by them to the waqf manager. 5.1 Recommendation This study provides recommendations to stakeholders such as local governments and religious leaders to be able to increase their support for nazhir so that they are still able to carry out their duties as they should. Nazhir 255
needs to remain consistent in being transparent, providing reports on the implementation of the waqf activities/programs being carried out. 5.2 Limitations This research is a qualitative research through interviews and observations of YWA. Combining data collection by doing surveys or questionnaires on wakif and candidate wakif in a large enough sample size will sharpen the results of research related to cash waqf in the future. 6. ACKNOWLEDGEMENT We as authors would like to thank the Padang State Polytechnic, as the institution where we work, which has given us permission for further studies, especially at the PNP Research and Service Institute which has supported us financially in this study. I also thank to Ustad Aris Setia Budi, Lc as a informan in interview of this study. 7. REFERENCES Alpay, S. & Haneef, M. (2015). Integration of Waqf and Islamic Microfinance for Poverty Alleviation: Case Studies of Malaysia, Indonesia and Bangladesh. SESRIC, IIUM, Gombak, Malaysia. Athiyaman, A. (2002). Internet users’ intention to purchase air travel online: an empirical investigation. Marketing Intelligence & Planning, 20(4), 234–242. https://doi.org/10.1108/02634500210431630 Basri, H. (2014). Using Qualitative Research In Accounting And Management Studies: Not A New Agenda. Journal of US-China Public Administration, Vol.11,(No.10, pp 831-838. DOI: 10.17265/1548- 6591/2014.10.003). BWI. (2020). Himpunan Peraturan perundang-undangan tentang wakaf. BWI. (2021). 3 Jenis Wakaf Berdasarkan Peruntukkan. Https://Www.Bwi.Go.Id/6911/2021/05/20/Ada-3-JenisWakaf-Berdasarkan-Peruntukkan-Yang-Perlu-Anda-Ketahui/. Retrieved Mei 20, 2021 9:15 Am . Chan, S., & Lu, M. (2011). Understanding Internet Banking Adoption and Use Behavior. Advanced Topics in Global Information Management, Volume 5, 12(3), 21–43. https://doi.org/10.4018/9781591409236.ch014.ch000 Chrisna, H., Noviani, & Hernawaty. (2021). Faktor - Faktor Yang Mempengaruhi Minat Berwakaf Tunai Pada Jamaah Majelis Taklim Istiqomah Kelurahan Tanjung Sari Medan. Jurnal Akuntansi Bisnis & Publik, Vol 11 No. 2 , Pp 70-79. Farokhah, N, M., Lu’liyatul, M., Faizatu, H., A., Nurwahidin, & Huda Nurul. (2019). Do Indonesian Muslims Have Intention to Participate on Cash Waqf Through Fintech? Proceedings of 3rd International Conference on Strategic and Global Studies, ICSGS 2019, 6-7 November 2019, Sari Pacific, Jakarta, Indonesia, 97–114. Fauzia, A. (2013). Faith and the State: A History of Islamic Philanthropy in Indonesia. Leiden: Brill. Gopi, M., & Ramayah, T. (2007). Applicability of theory of planned behavior in predicting intention to trade online: Some evidence from a developing country. International Journal of Emerging Markets, 2(4), 348– 360. https://doi.org/10.1108/17468800710824509 Gustina, G., & Ihsan, H. (2018). Manajemen Wakaf dan Peranannya Pada Perguruan Tinggi. Jurnal Menara Ekonomi, 4(1), 87–98. Hou, T., Hou, K., Wang, X., & Luo, X. (Robert). (2021). Why I give money to unknown people? An investigation of online donation and forwarding intention. Electronic Commerce Research and Applications, 47(May 2020), 101055. https://doi.org/10.1016/j.elerap.2021.101055 Ihsan, H. (2022). Waqf Development in Indonesia : Current Landscape and Future Trends. In Ali, S.N and 256
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Anthroscale: An Innovative Human Anthropometry Measuring Tool for Ergonomic Furniture Design Nazirah Binti Mat Zain1 1Nazirah Binti Mat Zain, Politeknik Ibrahim Sultan, KM 10 Jalan Kong Kong, 81700 Pasir Gudang, MALAYSIA [email protected] Abstract: Anthropometry is the key element in ergonomic to identify the problem with the tasks fitting with to the user. Since the main element is for human use, its emphasis to productivity, safe, effective and comfortable. The objective of this study is to identify the anthropometry approach influence towards ergonomic furniture design and the effectiveness of Anthroscale as an innovative measuring tool to obtain human anthropometric measurements for furniture design. This research was conducted to obtain the effectiveness of Anthroscale uses as an innovative measuring tool to obtain human anthropometry scales accurately by involved 23 respondents comprising third semester of Industrial Design Diploma students. Problems that happened among these students they are having difficulties in determining human dimensions and anthropometry scale to be adapted in their furniture design. The lack appropriate data collection may lead to inappropriate dimension and students will tend to produce furniture without ergonomics features. After the data collection and analysis, the obtained results show the students realize the importance of adapting ergonomic in furniture design and the effective use of Anthroscale as a medium in teaching and learning to help students produce furniture with ergonomic features. Futhermore, the achievement of these students also indicates the by the increment of Course Learning Outcome (CLO) 1C and 2C DVI30094(Industrial Design 2) that is related to the terminology of ergonomics, anthropometric in the industrial design work process and develop a scaling model by applying the ergonomics aspects were also reviewed in this study. Several recommendations are highlighted related to the use of Anthroscale in increasing the student’s capabilities in determining human dimensions and anthropometry also for developing ergonomic furniture with quality design features, good manufacturing and production that may lead to the commercialization. Keywords: Innovative Measuring Tool, Human Anthropometry, Ergonomic Furniture Design 1. INTRODUCTION The furniture creation was probably a result of an evolutionary adaptation to life on Earth. Therefore, it can be assumed that the history of the furniture emerged with the process of human evolution (Blaszczak, I, 2015). It was related in industrial design, where objects are created with the intention to satisfy not only aesthetic criteria but also, primarily, criteria of utility and practical function (Papanek 2005). As for industrial design students, ergonomic issue related to anthropometry is important as they need to understand and practice a systematic collection and correlation of human body measurements as an important element in ergonomics. And thus, will lead to the process of manufacturing and developing furniture innovation that requires a detailed process that is not only has a good quality but also meets the criteria with ergonomic characteristics was supported by Pheasant & Steenbekkers, 2005 define criteria a successful outcome to the design process falls into three main groups: comfort, performance, and health and safety. These three factors together benefit the companies’ productivity and efficiency. Meanwhile, Chapanis, 1985 defined ergonomics as productive, safe, comfortable, and effective human use. The aim is to study the application of Anthroscale as a medium that helps students of the third semester Diploma Industrial Design to obtain the accurate of human dimension during the process of producing furniture innovation design with ergonomic features. Through this study, the benefits of Anthroscale as a medium in teaching and learning have also been identified as one of the approaches that can assist students to obtain accurate measurements of human anthropometry. Problems that happened among these students they are having difficulties in determining human dimensions and anthropometry scale to be adapted in their furniture design. The lack appropriate data collection may lead to inappropriate dimension and students will tend to produce furniture without ergonomics features. Previously, 258
this method also has been adapted through cycle exerciser development study referred to Norman, E. (1995) to determine the size, features and the whole proportion of the design. A scale measuring tool was developed to ease the process of determining the human dimensions and anthropometry scale. The application of measuring tool was approved to assist designer in upgrading and make adjustment to design profile. This method was not limited to teaching and learning, but suitable process in developing the vehicle as well. The relationship between ergonomics and anthropometry in determining the reliability of a piece of furniture is mentioned by Salunke, M. P., & Kallurkar, S. (2015). Moreover, there are study shows that anthropometric data are essential for applying ergonomic principles to the design and improvement of a wide range of products for different users. (Dewangan, K.N., Owary, C., Datta, R.K., 2010). This study also determines the increment of achievement of CLO (Course Learning Outcome) 1C and 2C for course DVI30083 (Industrial Design 2) that is related to the understanding of terminology of ergonomics, anthropometric in the industrial design work process and to develop a scaling model by applying the ergonomics aspects. This study was indicating the increment percentage of session 1:2021/2022 compared to Session December 2021 from 23 respondents of third semester Diploma Industrial Design. The comparison achievement of this CLO’s was being analyzed here as the important outcome that students should be possessed for the assessment. 1.1 Research Objectives i) To identify the anthropometry approach influence towards ergonomic furniture design. ii) To identify the effectiveness of Anthroscale as an innovative measuring tool to obtain human anthropometric measurements for furniture design. 1.2 Research Questions i) What are the characteristics of anthropometry towards ergonomic furniture design? ii) How effective Anthroscale as measuring tool to obtain human measurement for ergonomic furniture design? 2. LITERATURE REVIEW 2.1 Ergonomic In Design Ergonomic concepts have existed since 1700 (Saleh, B., Rasul, M. S., & Affandi, H. M., 2018). The word comes from the Greek ergos, work, and nomos, natural law by late Professor Hyrell Murell. It also also can be defined is the science of work: of the people who do it and the ways it is done, of the tools and equipment they use, the places they work in, and the psychosocial aspects of the working situation. (Pheasant, S., & Haslegrave, C. M., 2018). There are two main objectives of ergonomics whereas to increase the effectiveness and efficiency of work and activities and to upgrade certain desirable human values, including improved safety, reduced fatigue and stress, increased comfort, greater user acceptance, increased job satisfactions and improved quality of life. In other words, to make any work and activities easier. Referring to Pheasant, (2003) ergonomics is the science of fitting a task to humans and products to users. With the existence of ergonomic as the element to be highlighted in industrial design area, students will be taught and alert with the human errors to help develop the optimal conditions of efficiency as well as productivity. However, it mostly refers to the satisfaction and interaction between the product and the user with the scientific study of the physical, product-capable and product-user criteria. Kroemer, Kroemer, & Kroemer-Elbert, 2001 strictly related ergonomics as crucial in designs for physical products and systems. Again, in the field of industrial design, Bridger, R. 2008; Das & Mishra, 2015; Norris & Wilson, 1997, mentioned that ergonomics played an essential role in product development and associated with the study of users in working environment. Technically, ergonomic purpose is to enhance on consumer comfort and are also related closely to the user-friendly design. By referring to Course Learning Outcome (CLO) 1C and 2C in course DVI30094(Industrial Design 2), students must able to explain the different terminology of ergonomics, anthropometric in the industrial design work process and able to develop a scaling model by applying the ergonomic aspects. It requires the student’s capability and skills in understanding the theory of ergonomics and anthropometry besides its implementation in developing furniture design process. Furthermore, the percentage of achievement for this CLO’s indicates the possessed skills of third semester students in implementation of ergonomics elements in constructing a furniture design. The realization of ergonomics implementation in furniture design among students, will reflecting to user-centered design that emphasizing to product user that fit with the task. The user-centered design: the product the user and the task can be seen in Figure 1. Accordingly, the common important criteria in achieving a successful combination including; the efficiency in functionality, ease of use, comfort, safety and health. 259
Figure 1: User-Centered Design : The Product The User And The Task (Source : Adapted From Pheasant, S., & Haslegrave, C. M., 2018) 2.2 Adaptation Of Anthropometry In Design Anthropometry is important data for designers in designing various facilities that will be used by the users.It explains the detailed measurements so that it can help designers when determining the scale and placement of design elements needed that will be carried out by the user of the facility. According to Pheasant and Haslegrave, 2006, anthropometrics is from within the physical branch of ergonomics and often is regarded as the basis of a designer’s knowledge (Moggridge, 2007), especially when they design physical products. Table 1 shows the previous studies regarding anthropometric-based design as adopted from Dianat, I., Molenbroek, J., & Castellucci, H. I., 2018. In developing furniture design, students need to concern the anthropometry data as a design procedure. Hsiao, 2013 mentioned determining body dimensions that are essentials to the design in anthropometric-based design procedures. Meanwhile, Pheasant, 2018 concerned obtaining the anthropometric characteristics of the users, determining the impose constrains and defines effective criteria that match between the design and the user. Although there is a lot of procedures that can be adapted in anthropometric-based design procedures, industrial design students here in Diploma Industrial Design, always adapted their studies in developing, constructing and testing their build mock-up of the design with the end user. Hence, this study is approved that students have going through the anthropometric-based process procedures since it was important and detailed design process in furniture making development. Table 1: Anthropometric-Based Design Procedures Proposed In The Literature (Source : Adopted From Dianat, I., Molenbroek, J., & Castellucci, H. I., 2018) Source Procedure Das and Sengupta, 1996 • Getting the necessary data such as working posture and environment • Identifying the best user population and gaining anthropometric measurements or using the data available from anthropometric surveys • Constructing a mock-up and testing it with user participants. • Developing a final design porotype based on the final design Jung et al., 1998 • Analysis of survey results and design requirements. • Designing a product using the analysis • Prototyping and assessment. • Planning and layout Pheasant, 2003 • Getting the anthropometric data of the users. • Finding the potential limits these qualities might place on the design. • Choosing the standards that represent a successful fit between the design and the user HFES, 2004 • Identifying the issue (e.g., relevant design and anthropometric measurement) 260
• Identifying the target audience • Finding the database and any pertinent factors • Picking out the cases using the examples to perform the design Garneau and Parkinson 2012 • Considerate carefully of the target user population • Proposing a modelling actual user behavior • Performing virtual fitting trials • Considerate simultaneously of multiple dimensions of variability Hsiao, 2013 • Identifying the body measurement that are required for the design • Choosing the population to be considered • Choosing the accommodating population proportion • Getting the relevant reference information and materials to produce the requisite statistics • Determining the precise dimensions Rhie et al., 2017 • Design applied (for shoes, clothing and other gear) • Clearing up through task analysis • Examining HF/E factors • Plan and simulate Evaluation of the accepted manuscript with a mock-up 3. METHODOLOGY This chapter discusses the research methodology used to collect and analyze the data required to identify the effectiveness of Anthroscale to improve student’s performance in producing ergonomic design. Research methodology allows the research question to be solved systematically through the provision of a detailed plan which enables the research to be conducted efficiently and effectively (Mohajan, 2017). To collect the data required to study the effectiveness of Anthroscale to improve student’s performance in producing ergonomic furniture design, an online questionnaire is distributed to the 23 respondents among third semester Industrial Design Diploma students in Polytechnic Ibrahim Sultan based on their experience using Anthroscale as a measuring tool in furniture making design. Section I of the questionnaire, the demographical data of the respondents are collected. The data that is collected in this portion of the questionnaire include their gender only. This is to find data of the gender among respondents. There is only one question in this section is to determine respondents’ gender. Section II of the questionnaire aims to gain insight into the students’ understanding regarding the concept of anthropometry and ergonomics in design. The respondents are required to answer from a scale of 1 to 5 (1 = strongly disagree to 5 = strongly agree with a 3 = neutral) (Jamieson, S. 2004) about considering the ergonomic factors in furniture design development process. The aim is to investigate further about the students’ understanding of applying ergonomics features in furniture design. Moreover, it also aims to gain the information of students’ experience of using Anthroscale as innovative tool in furniture making processes in determining the accurate human dimension in developing furniture design, minimizing time consumption and the helps determining the uses of raw sources. Table 2 shows Likert-type scale used to analyze findings in this research. This study was conducted by using questionnaire to gain the findings. 23 respondents of third semester Diploma Industrial Design were being chosen as respondents. The questionnaire consists two parts of survey area which is Section I (Demographic data) and Section II (Technical knowledge). The sample question in Section II are, I understand ergonomic in design and Anthroscale should be used in teaching and learning to help students produce furniture with ergonomic features. Table 2: Likert-Type Score Scale Score Evaluation Scale 1 Strongly disagree 2 Disagree 3 Neutral 4 Agree 5 Strongly agree 261
The Course Learning Outcome (CLO) 1C and 2C for course DVI30094 (Industrial Design 2) which were related to the achievement of students in ergonomics and anthropometric in industrial design work process were measured and analyzed in this study to approved the effectiveness of Anthroscale. The importance of achievement comparison of students result in CLO’s will helps to indicates the enhancement skills of students in determining human dimension and anthropometry before and after the implementation of Anthroscale in developing the furniture design. 4. RESULT AND DISCUSSION In this study, the researcher referring to the questionnaires are distributed to total of 23 respondents among students third semester Diploma Industrial Design that took DVI30094 (Industrial Design 2). 12 respondents (52.2%) were male and 11 respondents (47.8%) were female. To complete this course, students need to construct a model or scale prototype precisely referring to technical drawings and mock up. This is an essential requirement of Course Learning Outcome (CLO) for students in exploring, form, shape, appropriate technique of design process and method in developing furniture design. Figure 2: Percentages Of Respondents By Gender Table 3: Table Frequency And Percentage By Gender Frequency Percent Gender Male 12 52.2 Female 11 47.8 Total 23 100.0 Table 4: Frequency And Percentages By Questionnaire About Anthroscale Application strongly disagree Disagree neutral agree strongly agree n (%) n (%) n (%) n (%) n (%) I understand ergonomic in design 0 0 0 (0) 14 (60.9) 9 (39.1) I know the correlation of anthropometry and ergonomic in design 0 0 8 (34.8) 12 (52.2) 3 (13) I consider the ergonomic factors in furniture design 0 0 1 (4.3) 4 (17.4) 18 (78.3) I realize the importance of anthropometry in designing furniture with ergonomic features 0 0 7 (30.4) 9 (39.1) 7 (30.4) I know basic furniture dimension 0 0 3 (13) 13 (56.5) 7 (30.4) Anthroscale helps for accurate dimension 0 0 1 (4.3) 13 (56.5) 9 (39.1) Anthroscale easy to apply 0 0 1 (4.3) 11 (47.8) 11 (47.8) Anthroscale save your time in furniture making process 0 0 0 (0) 7 (30.4) 16 (69.6) Anthroscale helps to determine prompt quantity and costs of raw materials 0 0 3 (13) 8 (34.8) 12 (52.2) 262
Anthroscale should be use in teaching and learning to help students produce furniture with ergonomic features. 0 0 0 (0) 5 (21.7) 18 (78.3) The table above shows that 78.3%(n=18) of the respondents strongly agree of considering the ergonomic factors in furniture design. While only 13% (n=3) of them strongly understood the correlation of anthropometry and ergonomic in design. On the other hand, 30.4% (n=7) of the respondents indicated to be neutral in term of understanding the importance of anthropometry concept in designing furniture with ergonomic features. This followed by 78.3% (n=18) of the respondents indicated to be strongly agree with the usage of Anthroscale in the learning process as this will help them to produce furniture with ergonomic features. Finally, 69.6% (n=16) of the respondents stated that by using Anthroscale, does save their time in furniture making process. Table 5: Mean And Level By Questionnaire About Anthroscale Based on the table above, the highest mean 4.78 (sd=0.42) points out to the idea of using Anthroscale in teaching and learning process as they believed this will help them better to produce furniture with ergonomic. This is followed by, the mean 4.7 (0.47) which the respondents indicated that Anthroscale does save their time in furniture making process. Overall, the total mean is 4.37 (sd=0.32) and it is a high level, with the overall percentage of 87.48% statistically. Table 6: The Mean Range Level Mean range Low 1.00 - 2.33 Moderate 2.34 - 3.66 High 3.67 - 5.00 4.1 Anthroscale As Innovative Measuring Tool For Ergonomic Design DVI30094 (Industrial Design 2) is one of the most important course in Diploma Industrial Design. In this research, the comparison of CLO achievement in subject DVI30094 (Industrial Design 2) will be referred to get the data of the reliability of Anthroscale as a measuring tool to be applied in this subject. The comparison result obtained from the CLO shows the numbers of achievement among students’ performance. Comprises of the data taken form the achievement of Session December 2020 and Session 1 2021:2022 in CLO1C : Explain the different terminology of ergonomics, anthropometric in the industrial design work process and CLO2C : Develop a scaling model by applying the ergonomics aspects. Here, students are required to construct a model or protype based on the design as approved during consultation with the lecturers. During this process, Anthroscale was used as a measuring tool and evaluation data were obtained here to evaluate based on the experience from the respondents. As illustrated in figure 1, it is clearly shows that the increment of achievement result in CLO1C (9%) and 2C (1.5%) among students in Session 1 2021: 2022 compared than Mean Std. Deviation Level I understand ergonomic in design 4.39 0.50 High I know the correlation of anthropometry and ergonomic in design 3.78 0.67 High I consider the ergonomic factors in furniture design 4.74 0.54 High I realize the importance of anthropometry in designing furniture with ergonomic features 4.00 0.80 High I know basic furniture dimension 4.17 0.65 High Anthroscale helps for accurate dimension 4.35 0.57 High Anthroscale easy to apply 4.43 0.59 High Anthroscale save your time in furniture making process 4.70 0.47 High Anthroscale helps to determine prompt quantity and costs of raw materials 4.39 0.72 High Anthroscale should be use in teaching and learning to help students produce furniture with ergonomic features. 4.78 0.42 High Mean total 4.37 0.32 High Percentages total 87.48 6.44 High 263
Session December 2020 before the application of Anthroscale used as a measuring tool. The number of the increment is contributed after students used Anthroscale as a measuring tool in developing their furniture process. Thus, will enhanced students’ skills in constructing model or prototype precisely according to the technical drawing and producing general assembly. Figure 3: Comparison Percentage Of CLO Achievement For DVI30094 (Industrial Design 2) As initiative to help industrial design students in having a good understanding in adapting anthropometry in furniture design, figure 2 shows the design process model of anthropometric-based design procedures that have been adapted to our industrial design students. This procedures model works as a key reference to lecturers and students in design process in Diploma Industrial Design, Polytechnic Ibrahim Sultan. This model contains six steps and step four requires students uses Anthroscale to define the appropriate measurement of their respondents. Thus indicate the importance of using Anthroscale as an innovative measuring tool to complete the anthropometric-design procedures in developing a furniture design with ergonomic features. This study was conducted purposely to evaluate Anthroscale as an innovative measuring tool designed for Diploma Industrial Design students to measure human anthropometry dimension for ergonomic furniture making. It helps students to come out with human-based design with good usability, safety and prevention of human error and accidents. One important element of ergonomics is anthropometric, which is a systematic collection and correlation of measurements of the human body. Thus, this element is important to be adapted by students to their furniture design. By using Anthroscale, this innovative measuring tool will help students to get human measurement and scale precisely and save more time. Moreover, this tool also will help students identify the costs and quantity use in their furniture without wasting any sources. Figure 4: Anthropometric-Based Design Procedures Proposed For DVI30094 (Industrial Design 2) 62 64 66 68 70 72 74 76 CLO1C CLO2C 67 68.5 76 70 SESSION 1 2021:2022 SESSION DECEMBER 2020 264
Figure 5: Anthroscale Model Develop By Researcher 5. RECOMMENDATIONS Students must be exposed and implement the ergonomic-based design that may lead to the user-friendly design and considerations for a good manufacturing process and production. Lecturers are advice to encourage students in practicing a good design process with ergonomic elements and aesthetic appearance. In addition, students are encouraged to use Anthroscale as an innovative measuring tool for furniture making design that can assist them to identify the accurate anthropometry measurement, saving time and helps to determine the quantity and costs of raw material. Developing the furniture using Anthroscale as an appropriate medium in determining ergonomics elements will help students in producing an aesthetic, safe, comfort, effective and quality furniture design that potential for commercialization. 6. CONCLUSION The application and usage of Anthroscale has been seen to give benefits to the entire process of furniture design development, in obtaining accurate measurement, easy to apply, saving time as well as assisting students in determining the quantity and cost of raw material of resources to be used. The application of Anthroscale as innovative and effective medium for the furniture construction indicates to the overall desired of the respondents. Regarding from this result, industrial design lecturers can play role to adapt and to encourage the uses of Anthroscale as a main measuring tool to gain data for human anthropometry measurement for students in furniture design making process. Accordingly, the increment of the achievement in CLO’s that is related in ergonomics and anthropometrics in this study can be used as a benchmark to prove third semester of industrial design students, possesses a good skill in developing a furniture design with ergonomic elements that is valuable for commercialization. In addition, previous study shows anthropometrics is a key input for sustainable and healthy product design that focused on essentials of design improvement. 7. REFERENCES Blaszczak, I., Lisiecka, E., & Mielnik, A. (2015). The aesthetic charakter of industrial design furniture in the eclectism period. Annals of Warsaw University of Life Sciences-SGGW. Forestry and Wood Technology, 92. Bridger, R. (2008). Introduction to Ergonomics. Boca Raton, FL: CRC Press. https://doi.org/10.1201/9781439894927 Cuffaro, D., Blackman, C. J., Paige, D., Zaksenberg, I., Laituri, D., & Covert, D. E. (2013). The Industrial Design Reference & Specification Book: Everything Industrial Designers Need to Know Every Day. Reference & Specification Book. Chapanis, A. (1985, October). Some reflections on progress. In Proceedings of the Human Factors Society Annual Meeting (Vol. 29, No. 1, pp. 1-8). Sage CA: Los Angeles, CA: SAGE Publications. Croasmun, J. T., & Ostrom, L. (2011). Using likert-type scales in the social sciences. Journal of adult education, 40(1), 19-22. Das, S. P., & Mishra, P. (2015). Ergonomics and Its Impact on Workplace Productivity with Special Reference to Employees of Various Sectors in Mumbai. The International Journal of Business & Management, 3, 28. 265
Dewangan, K.N., Owary, C., Datta, R.K., 2010. Anthropometry of male agricultural workers of north-eastern India and its use in design of agricultural tools and equipment. International Journal of Industrial Ergonomics, 40, 560–573. Dianat, I., Molenbroek, J., & Castellucci, H. I. (2018). A review of the methodology and applications of anthropometry in ergonomics and product design. Ergonomics, 61(12), 1696-1720. Elbert, K. K., Kroemer, H. B., & Hoffman, A. D. K. (2018). Ergonomics: how to design for ease and efficiency. Academic Press. Giacomin, J. (2014). What is human centred design?. The Design Journal, 17(4), 606-623. Jamieson, S. (2004). Likert scales: How to (ab) use them?. Medical education, 38(12), 1217-1218. Kroemer, K. H., Kroemer, H. B., & Kroemer-Elbert, K. E. (2001). Ergonomics: how to design for ease and efficiency. Pearson College Division. Moggridge, B., & Atkinson, B. (2007). Designing interactions (Vol. 17). Cambridge: MIT press. Mohajan, H. K. (2018). Qualitative research methodology in social sciences and related subjects. Journal of Economic Development, Environment and People, 7(1), 23-48. Nadadur, G., & Parkinson, M. B. (2013). The role of anthropometry in designing for sustainability. Ergonomics, 56(3), 422-439. Norman, E. (1995). Advanced design and technology. Longman Publishing Group. Norris, B., & Wilson, J. R. (1997). Designing Safety into Products: Making Ergonomics Evaluation a Part of the Design Process. Nottingham: University of Nottingham. Papanek, V. (2005). Design for the Real World: Human Ecology and Social Change. Edition. Pheasant, S., & Haslegrave, C. M. (2018). Bodyspace: Anthropometry, ergonomics and the design of work. CRC press. Pheasant, S. T., & Steenbekkers, L. P. A. (2005). Anthropometry and the design of workspaces. In Evaluation of human work (pp. 715-728). Taylor & Francis. Saleh, B., Rasul, M. S., & Affandi, H. M. (2018). The Conceptual Framework of Quality Product Design Based on Computer Aided Design (CAD). Creative Education, 9(14), 2311. Salunke, M. P., & Kallurkar, S. (2015). Identifying anthropometric parameters considered for the improvement in ergonomic design of classroom furniture. Int. J. Ind. Eng, 6, 1-13. 266
The Design and Development of Mobile Application (mobile apps) for The Topic of Probability Zainab binti Ali Taha1 and Naksa binti Ahmad2 1,2 Department of Mathematics, Science and Computer Polytechnic Ibrahim Sultan, Jalan Kong Kong, Pasir Gudang, 81700, MALAYSIA Abstract: The use of mobile applications has grown exponentially and is widely used in the field of education especially for students’ development. Significant benefits of educational mobile apps are portable, user-friendly, stimulating, ease of access, and various other mobile technology capabilities which makes it valuable and a necessity nowadays. This study aims to explore the design and development of potential mobile applications for probability topics. Based on students’ feedback, the topic of Probability is mundane and deemed uninteresting since the concepts of probability were challenging to grasp. This situation leads students to lack confidence and unable to answer probability questions correctly. With the advantages of mobile learning, an educational mobile application (mobile app) named “Kebarangkalian” has been developed to address this issue. This mobile app is developed using MIT app inventor based on ADDIE teaching model (Analyse, Design, Develop, Implement and Evaluate). The objective of this study is to improve students’ interest in learning probability and to boost students’ confidence in their ability to answer probability-related questions. A total of 36 students who took the Electrical Engineering Mathematics course were involved in this study. The study used descriptive statistics (frequency, percentage and mean) to measure users' perception of “Kebarangkalian” app use. The findings showed that the app was at a moderate level of usability. In conclusion, the mobile application has great potential to be integrated into the topic of probability. Despite the various limitations and constraints faced there will be improvements by app developers in the future. Keywords: Mobile Learning, Mobile Application, Design and Development, Probability 1. INTRODUCTION The development of information and communication technology affects almost every aspect of modern life including the education system. In fact, advancements in technology have changed the way people acquire knowledge. One of the new concepts to gain knowledge that has been used nowadays is through mobile learning. Mobile learning is an extended version of e-learning using mobile technologies and devices to facilitate learning process anywhere and anytime. Because of its flexibility, there are potential benefits that can be supported by mobile learning. One of them is, it allows students to pace learning at their own speed, convenience and place. Mobile learning enables collaborative learning when students use mobile devices to easily interact and communicate with other students and lecturers. It also supports informal learning and allows students to learn out of class at their convenience (Ansari & Aditya, 2017). 2. BACKGROUND OF STUDY Despite the challenges, drawbacks, and cultural differences, more efforts are being made to promote mobile learning at all levels of education. Technology advances and the widespread use of various mobile devices today indicate that mobile learning will no longer be an option in the future. In a modern education system, the use of mobile devices will be very important to facilitate learning. Smartphones and tablets have also been identified as crucial in enhancing the feedback process between educators and students, providing for a better grasp of the overall learning process. As a result, mobile learning is becoming an increasingly significant part of higher education's evolution of teaching methodologies (Criollo-C et al., 2018). With internet of things, most of mobile learning application or mobile application (mobile apps) such as Google Classroom, Telegram and other application can help students benefit from learning resources, manage assignments and work on task. Lecturers also use some of the applications to teach highly specialized concepts, complex physical, scientific simulations etc. (Hanan Aldowah et al., 2017). 267
According to the research conducted by Wilkinson and Barter (2016), incorporating mobile devices and apprelated learning material can improve student achievement. Therefore, it is hoped that mobile application will be able to assist students who are facing difficulty grasping certain concepts of learning, including mathematics. 3. PROBLEM STATEMENT At Polytechnic Ibrahim Sultan, the challenge of learning mathematics is relatively high because students lack the ability to understand certain concepts. One of the topics that always concerns lecturers is probability, due to the low level of achievement shown in this topic. The following is the student achievement in probability, one of the topics covered in the course Electrical Engineering Mathematics, which must be taken by all students in the engineering diploma program. Figure 1: Student Achievement in Probability, Continuous Assessment Session II: 2021/2022 Figure 1 demonstrates that 52.5% of students achieve marks below 40. According to student interviews, the topic of probability was deemed uninteresting since the concepts of probability were challenging to grasp. This situation leads to students being unconfident and unable to answer probability questions correctly. According to Anggara et al. (2018), some students have difficulty in describing sample space and constructing the event space. They also could not relate the principle of events in solving probability problem. Based on Figure 1, interviews and previous research, students have the ability to use the principles of probability and appropriate quantitative information but it may be incorrect or inadequate. Therefore, with the advantages of mobile learning, a mobile apps named “Kebarangkalian” has been developed to enhance the learning and overcome this issue. 4. THE DESIGNED AND DEVELOPMENT OF THE MOBILE APPS The mobile apps are planned based on ADDIE model, where ADDIE is an acronym for Analysis, Design, Development, Implementation and Evaluation. ADDIE was the earliest instructional design model that has been developed, and it has since been used as a foundation for numerous other instructional system design models. (Gustafson & Branch, 2001). 4.1 Analysis The first process that needs to be carried out according to the ADDIE model is analysis. Based on previous interviews and student achievement in probability, we have set out to design and develop a mobile application with the following objectives: i. To improve students’ interest in learning probability ii. To boost students' confidence in their ability to answer probability-related questions 4.2 Design The second phase that needs to be implemented according to the ADDIE model is design. The aim of this second phase is to figure out and plan the methods that can be used to reach the objectives. We decided to use the Connectivism theory, which was first put forward by Siemens in 2005. This theory focuses on learning that is based on interaction with students through social networking lines and technology. A new learning 268
theory called connectivism has emerged in an effort to address how learning occurs in the current digital era. Technology has changed the life of communication and learning. Therefore, as technology advances, traditional education must also adapt to the digital format. Figure 2: Flow Chart in Designing Mobile Apps “Kebarangkalian” Figure 2 shows how notes, videos, exercises, and interactive quizzes are linked together in the mobile apps “Kebarangkalian”. Inferred the theory of connectivism learning requires students to learn by using the online methods that are widely available today. So, in the development of this application the full use of the internet has been used such as videos, notes through blogs, exercises, and quizzes online. It is not just limited to classroom learning; it also has a communication network where students can get more information based on what they are learning. 4.3 Development The next step is development, which is the process of producing the mobile apps that have been designed using all the media and technology that has been chosen based on what is needed. MIT app inventor has been utilised as the key platform to integrate all the provided materials to produce the mobile apps. The actual user interfaces of the mobile app “Kebarangkalian” are as follows: 269
Figure 3: Interface of The First Four Main Menu in Mobile Apps “Kebarangkalian” Figure 4: Interactive Exercise and Quiz Provided in Mobile Apps “Kebarangkalian” 270
Figure 5: Interactive Games to Play Between Learning Activities 4.4 Implementation During this stage, the mobile apps “Kebarangkalian” was published to the Google Play Store for distribution. Students can download the application on their smartphones and begin using it immediately. Figure 6: Icon of Mobile Apps “Kebarangkalian” Displayed in Google Play Store 5. EVALUATION The assessment was carried out at Polytechnic Ibrahim Sultan. The sample of the study consists of 36 diploma students that took the Electrical Engineering Mathematics course. The syllabus of Electrical Engineering Mathematics has the topic Probability. So, this mobile app is given to the student to evaluate the mobile learning application that has been built and to provide marks based on the rubric given. The data obtained are analysed descriptively. Based on Table 1 of the findings, the mean value of the interaction design to attract interest and motivation is 2.69 which is the highest. While the mean value of interaction design to increase confidence was 2.44 which is the lower. The total score for the mobile apps built was 15.25, then it was at a moderate performance. 271
Table 1: Rubric Reviews of Mobile Learning Apps 4 3 2 1 0 Mean Score A INFORMATION DESIGN User-Friendly Instructions and Descriptions It is easy to learn. Clear and easy instructions to follow. Easy to learn and instructions can be followed. It is quite difficult to learn. Restricted Instructions. It is exceedingly difficult to learn. No command found. What should I do with this app? 2.47 B DISPLAY DESIGN Attractive Display and Sound The best graphics and sounds. Interesting. Improve my experience. Graphics and sounds are good. Improve my learning. Graphics and sound satisfying with a little annoying. Poor quality graphics and sound. Misleading purpose of use Boring and unattractive 2.56 C INTERACTION DESIGN Attracting Interest and Motivation Constantly increase high motivation and interest me all the time with it Increase motivation and interest me most of the time. It is a bit interesting to me, but it is lost motivation in a short time. Hardly brings motivation. Boring 2.69 D INTERACTION DESIGN Compatibility made into teaching and learning material Fully customizable to my teaching and learning method. Customizable to my teaching and learning method Can be slightly customized with my teaching and learning method Barely fits my teaching and learning method. Not compatible at all with my teaching and learning method. 2.56 E INTERACTION DESIGN Increasing Confidence I am very confident that I can use the knowledge I have learned from apps to answer final exam questions on probability topics. I am confident of being able to use the knowledge I learned from the app to answer the final exam questions on the topic of probabilities. I may be able to use the knowledge I learned from apps to answer final exam questions on probability topics. I might be able to use some of the knowledge I learned from the apps to answer final exam questions on probability topics. The knowledge I learned from the apps is unlikely to help me to answer the final exam questions on the topic of probabilities. 2.44 F TECHNICAL PROBLEMS Performance and Easy to Use Performance is smooth and operates quickly. Reliable and no issues arise. Performance is smooth and operates quickly. A little technical issue. Performance is quite smooth and operates slowly. Sometimes stuck Quite often stuck and take time to operate Not operational and unable to open. Full of errors. 2.53 272
Total Score Application Performance Excellent Good Moderate Need to fix Useless 15.25 Scoring 24-21 20-17 16-11 10-6 5-0 Adapted from Sutton, 2013: digitaldivideandconquer.blogspot.com 6. RESULT AND DISCUSSION Overall, the findings showed that all items were on a moderate score. Based on the findings through assessments and data that have been analysed. For the design of information related to the instructions and user-friendly description, the mean score is 2.47. There are likely instructions that are poorly understood by some students. In the display design and sound item, the mean score obtained is 2.56. Software usage interactive and user-friendly multimedia teaching and learning is very important because a rigid and userfriendly software will cause users to become bored (Yusoff et. Al ,2018). For interesting interaction design items and motivation, the mean score obtained was 2.69 is the highest score in the rating. This shows that the mobile application is a module that can be used in learning which can be of interest to students and according to the Papadakis et al. (2016c) study, a carefully prepared educational activity utilising mobile devices leads to higher motivation and improved student performance. The interaction design item for suitability as a teaching and learning material the mean score is still at a moderate level of 2.56 as a whole this application is still suitable for use in teaching and learning. The findings of this study support the study of Ab Rahman et. al (2019), this online application is an approach that can attract students to learn complex and difficult subjects. Similarly, Razali et. al (2021) stated through a variety of features, mobile technology can offer educational possibilities anywhere and at any time. But only some students are interested in using this mobile app in their learning because they state that this math learning is better to study face-to-face with the teacher. The interaction design item to increase the confidence of the mean score is 2.44. This shows that the app can still help students answer final exam questions on probability topics. The item for technical problems for performance and the easy-to-use mean score is 2.53. This is likely to be a slight technical problem during the application use such as the internet or access problems. This mobile learning requires self-motivation, dedication, and discipline because the use of this mobile application is self-guided (Shiun, 2007, Najib et al., 2017). In summary, the use of mobile applications in this math subject can help students to train themselves in selflearning and requires self-motivation, dedication, and discipline in the individual as well as the need to produce more mobile applications because with the advent of this learning application can help make the teaching and learning process more engaging and flexible. Therefore, the satisfaction obtained by the user is dependent to the level of benefits that are easily achieved in such developed applications. 7. CONCLUSION A Mobile App is a program that is loaded into mobile tools and can be used anytime and anywhere. The mobile application developed through mobile phones to make it easier for students to learn the topic of probability is suitable to be used to attract students. Several factors need to be noted in the success of this effort to ensure that the application developed meets the teaching and learning objectives that have been set. One aspect that aids the production of applications in education is by applying instructional models in construction. Apart from ADDIE, there are many more models that can help material developers such as ASSURE, ACTION, Hannafin and Peck, Dick and Carey, Robert Glasea, and others. All these models are beneficial and can be used by other app developers to produce more flexible and effective educational applications in the future. Hence, the conclusion of the construction of this mobile application is successfully developed and potentially implemented in teaching and learning on the topic of probability. Some technical issues with mobile devices have been raised, such as their small screens and low-resolution displays, inadequate and low memory, slow network speeds and dis-connectivity, and lack of standardisation 273
and comparability. Apart from that, users of iPhones are restricted because this programme is only available for Android. Even against the various limitations and constraints faced, there will be improvements by app developers in the future such as for users of small-screen mobile devices, learning materials for mobile apps should be scaled down and will build an app that can be used for all kinds of phone users. 8. REFERENCE Ab Rahman, A., Ab Ghani, N. A., Zakaria, M. A., & Ab Rahman, M. F. (2019). Penggunaan Aplikasi Permainan Mudah Alih Global Zakat Game (GZG) Dalam Pengajaran dan Pembelajaran: Global Zakat Game (GZG)’s Application For Android in Teaching And Learning Process (P&P). Journal of Fatwa Management and Research, 26-41. Aldowah, H., Rehman, S. U., Ghazal, S., & Umar, I. N. (2017, September). Internet of Things in higher education: a study on future learning. In Journal of Physics: Conference Series (Vol. 892, No. 1, p. 012017). IOP Publishing. Anggara, B., Priatna, N., & Juandi, D. (2018, May). Learning difficulties of senior high school students based on probability understanding levels. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012116). IOP Publishing. Ansari, M. S., & Tripathi, A. (2017). An investigation of effectiveness of mobile learning apps in higher education in India. International Journal of Information studies and libraries, 2(1), 33. Gagne, R. M., Wager, W. W., Golas, K. C. & Keller, J. M. (2005). Principles of Instructional Design. 5th Ed. Belmont, California: Thomson Wadsworth Learning. Gustafson, K. L. & Branch, R. M. (2001). Survey of instructional development models. New York: ERIC Clearinghouse on Information & Technology. Najib, H. M., Bakar, N. R. A., & Othman, N. (2017). E-Pembelajaran Dalam Kalangan Pelajar di Sebuah Institusi Pengajian Tinggi Selangor. Attarbawiy: Malaysian Online Journal of Education, 1(1), 74-82. Papadakis, S., Kalogiannakis, M. and Zaranis, N. (2016c). Developing fundamental programming concepts and computational thinking with ScratchJr in preschool education: a case study. International Journal of Mobile Learning and Organisation, 10(3), 187–202. Razali, N. H., & Khalid, F. B. (2021). Penggunaan Aplikasi Pembelajaran Mudah Alih dalam Pembelajaran Matematik bagi Pelajar Sekolah Menengah. Malaysian Journal of Social Sciences and Humanities (MJSSH), 6(6), 73-85. Steven J. McGriff. (2000). Instructional system design: using the ADDIE model. College of Education, Penn State University. Siemen (2007). Complicity: An International Journal of Complexity and Education Kim, D., Rueckert, D., Kim, D.-J., & Seo, D. (2013). Students’ perceptions and experiences of mobile learning. Language Learning & Technology, 17(3), 52–73. Retrieved from http://llt.msu.edu/issues/october2013/kimetal.pdf Criollo-C, S., Luján-Mora, S., & Jaramillo-Alcázar, A. (2018, March). Advantages and disadvantages of Mlearning in current education. In 2018 IEEE world engineering education conference (EDUNINE) (pp. 1-6). IEEE. Shiun, T. K. (2007). Kajian Mengenai Penggunaan E-Pembelajaran (E-Learning). Wilkinson, K., & Barter, P. (2016). Do mobile learning devices enhance learning in higher education anatomy classrooms?. Journal of pedagogic development, 6(1), 14-23. Yusoff, A. F. M., & Romli, A. B. (2018). Kebolehgunaan Aplikasi Mudah Alih (Mobile Apps) Bagi Kursus Sains, Teknologi Dan Kejuruteraan Dalam Islam (M-Istech) Di Politeknik Malaysia. Malaysian Online Journal of Education, 2(1), 18-28. 274
An Experimental Study on Teaching and Learning Universal Design Through Virtual Reality 360-Degree Video Syafiza Ab Wahab1 , Nur Atiqah Daud2 And Norhaida Hussain3 1Syafiza Ab Wahab, Politeknik Balik Pulau, Balik Pulau, 11000, MALAYSIA 2Nur Atiqah Daud, Politeknik Balik Pulau, Balik Pulau, 11000, MALAYSIA 3Norhaida Hussain, Politeknik Tuanku Syed Sirajuddin, 02600, MALAYSIA *Corresponding Author: [email protected] Abstract: Since the beginning of the COVID-19 epidemic, many educational institutions have made the transition to a teaching and learning strategy that is centered on the use of the internet. It is not sufficient for students to understand universal design principles just through theoretical classes in most design schools; they must also get hands-on experience in applying these ideas in a real-world setting. Educators who are looking for new ways to engage their pupils are turning more frequently to the use of immersive technologies. This research investigates how students feel about the use of 360-degree virtual reality technology in the classroom to teach Universal Design. In order to accomplish its objectives, the study involved forty individuals, each of whom wore a virtual reality helmet and had a mobile phone with them at all times. The study utilized 360 Virtual Reality: Universal Design. Students enrolled in the Diploma Information Technology (Digital Technology) program at Politeknik Balik Pulau were given open-ended structured questionnaires to fill out in order to provide their responses for the data collection. In order to analyze the data, the 5-point Likert scale method was utilized. The results show that 100% of respondents agreed this technology could clarify the concept of Universal Design especially that involving real environment design and that this technology could overcome the constraints encountered in teaching and learning of Universal Design in the real atmosphere. However, only 88% of respondents agreed that virtual reality (VR) technology works well for this topic, allowing students to learn firsthand about the concept of design but 16% answered hesitant. The implementation of programs that utilize virtual reality will also provide a novel and engaging educational setting. In point of fact, it can provide teachers with assistance in developing virtual reality simulations for use in appropriate classes, with the goal of enhancing students' technical comprehension. Finally, virtual reality (VR) can play a significant role in the education and training of Malaysians. Keywords: Virtual reality 360, virtual reality, universal design 1. INTRODUCTION Our lives have been impacted in innumerable ways by the global COVID-19 pandemic. According to the World Health Organization (WHO) in March 2020, 107 nations had enforced school closures because of this issue. More than 70% of students around the world have been unable to attend physical classes since the pandemic began (UNESCO, 2020). Many colleges and universities around the world have either cancelled all on-campus events or adopted an entirely online teaching and learning model in order to save money. For the first time, all of Malaysia's higher education institutions will be entirely online by March 2020 as a result of the implementation of the Movement Control Order (MCO) (Sia et al., 2020). VR technology is a computer simulation through translation of imitations of the environment in an effort to imitate the real or physical state of a scenario, thing, or product. The 360-degree films can be a useful tool in this context because of the interactivity they provide. Images can be collected in a complete circle using panoramic cameras, resulting in a sphere-shaped image. Head-mounted displays or cellphones can be used to view the videos. Turning their heads in any direction reveals a portion of the sphere. (Fokides et al., 2020). In addition, the site's content can be accessed and manipulated in real time. Using virtual reality as a teaching aid is nothing new. Teachers and students have long expressed a desire to include cutting-edge 275
technologies like virtual reality into the teaching and learning process (Pelan Strategik Politeknik and Kolej Komuniti 2015-2025, 2018). Students appear to have a good outlook on the use of virtual reality (VR) as a teaching tool, according to a study (Azar et al., 2020). Applications that make use of virtual reality technology have been put to use as teaching aids in a variety of subjects for some time now. One of the numerous questions that is frequently asked is whether or not this technology can make changes to the way in which learning and teaching are carried out. Despite the fact that a great deal of research is conducted in educational fields such as the sciences, medicine (Ulrich et al., 2021), business studies (Hyttinen et al., 2020), and architecture (Hamilton et al., 2019), there are none that many studies on design studies. By utilising VR, it is possible to provide the user with a greater grasp of the circumstances all around them, which in turn inspires the user to use the application for more than one occasion (Pivik et Al., 2002). There are many research conducted on Virtual Reality 360 in education, however none of them focus on Universal Design. This research is done to discuss the potential of Virtual Reality technology as a new way in techniques learning and teaching Universal Design and to improve learning and teaching process through the use of technology. Our research questions are: 1- Does the use of virtual reality is able to help students understand the concepts of Universal Design?, and 2- Does this virtual reality technology affect learning and teaching Universal Design?. 2. LITERATURE REVIEW VR technology has created a new discovery where users can interact with synthetic objects. By adding the sense of touch to 2-dimensions, 3-dimensions provide an exciting new experience. In VR space, a virtual display provides users with 3 dimensions surroundings. They will have a sense of feeling in a real place. When equipped with walk-through functions, users can navigate through the scenes and interact with any available interactivity. Many studies show encouraging results of using the 360-degree video in education in terms of the effectiveness (Ostrander et. al, 2018, Fokides et. al., 2020), exposure (Adnan et al., 2020), enjoyment (Lin et al., 2021), and motivation to learn (Webster 2016). VR application can be used as a standalone learning apps or as a teaching aid for learning and training purpose. By using a head-mounted display device, users are given the experience to be transported into a different world and engage with its content in real-time (Adnan, 2020). Universal Design includes products, places, systems, and services that are designed to be accessible by as many people as necessary, without the requirement for adaption or specialized design (Preiser, 2001). It is essential to understand the real-life concepts before creating a design that fit the purpose. While having limited access to explore the real world due to the pandemic, students may find it difficult to relate the concepts of Universal Design. In environmental education, because the situation is not directly accessible, it can be difficult to identify related issues (Ahn, 2016). The implementation of 360° videos may provide students with the same quality of learning experience as traditional methods while also boosting their sense of presence. Studies conducted in (Adnan et al., 2020) proved that the use of 360-degree video in education promotes immersive and greater exposure to the students. 3. METHODOLOGY A total of 55 people was surveyed, including 10 lecturers and 45 diploma students from Politeknik Balik Pulau. To find out how people think about VR as a tool for learning and teaching Universal Design was the goal of this research. All participants were given the opportunity to view and explore the Universal Design VR on their own smartphones throughout the survey. The VR application was created using 360-degree image and video recording technologies. A 360-degree camera was used to capture footage of the area around Politeknik Balik Pulau. As a result of the pandemic, many students were unable to attend the event in person, thus it was decided to hold it in their comfortable surroundings on campus. It is possible for students to travel through familiar regions and see how each Universal Design element is implemented in a way that makes sense. In addition to written explanations of each idea, the app includes interactive elements like a quiz and video embeds. 276
Additionally, this virtual reality app can record video. As a result, the user feels as if they are part of the simulation. Figure 1: Methodology By using VR technology in teaching and learning Universal Design, it is possible for students to experience the full location and to engage further with the material presented. In Figure 2, the main menu is shown in a real-life environment, and the students can navigate each menu oh the side. By dragging the 360-degree embedded video (Figure 3) up, down, left and right, students can experience the environment that they have never thought before. Figure 4 depicted one of the activities available in the application which is iteractive quiz. Students can scroll-over the interactive button and quiz will appear. Most of the user interface used in developing this application is designed using Canva (Figure 5). Figure 2: The main menu Figure 3: Video embedded in the application Requirement Design Specification VR 3600 app development Evaluation: Lecturer, student 277
Figure 4: Interactive Quiz in Universal Design using VR technology Figure 5: Designing User Interface To use this application, students must install 3DVista Tour Suite (Figure 6). After downloading the application file, they need to drag and drop the file in order to view the application (Figure7). Finally the application will load and the students are presented with the main menu (Figure 2). Figure 6: Installing 3DVista Tour Suite 278
Figure 7: Drag and drop the file 4. RESULTS AND DISCUSSION The distribution of responses to the questionnaire items are given in Table 1. The results of the study (Figure 8) showed that 100% of the respondents agreed that the use of this virtual reality (VR) technology could increase interest in learning Universal Design. 100% of respondents agreed this technology could clarify the concept of Universal Design especially that involving real environment design. 88% of respondents agreed that virtual reality (VR) technology works well for this topic, allowing students to learn firsthand about the concept of design but 16% answered hesitant. The 16% of students who responded "hesitant" may have been feeling uneasy for a variety of reasons, including nausea from wearing VR goggles and data consumption difficulties. (Adnan et al., 2020). 100% respondents also agreed that this technology could overcome the constraints encountered in teaching and learning of Universal Design in the real atmosphere. Finally, in terms of minimize time for teaching and learning 100% of respondents agreed with this technology. Table 1: The Distribution of Response Questionnaire Item Strongly Disagree Disagree Hesitant Agree Strongly Agree The use of this virtual reality technology can increase interest in learning universal design. 0 0 0 42% 58% VR technology can help student to understand the concept of universal design. 0 0 0 67% 33% VR technology works well for this topic allowing students to learn firsthand about the concept of design. 0 0 16% 62% 22% This technology can overcome the constraints encountered in the teaching and learning of universal design in the real environment. 0 0 0 69% 31% Implementing the VR technology can minimize time for teaching and learning. 0 0 0 58 42 279
Figure 8: Results of respondents The research found out that both category of respondents agreed and give positive perception towards using virtual reality technology as a new approach in methods teaching and learning Universal Design. Virtual reality technology is newly introduced in this country, therefore there are some aspects that need to be improved. However, the potential of virtual reality technology in the field of education, especially concept of universal design can go even further if given more exposure and emphasis. i. Does the use of virtual reality is able to help students understand the concepts of Universal Design? As according to results of the study, respondents agreed that by used virtual reality technology could help students to understanding the Universal Design concepts of real-world environment. This is because students may explore the concept of design that are apply in real atmosphere, using a 360° virtual display. The students were immersed in the video and felt liked they were in that place. Realistic visualization can assist students to better understanding learning objects, concepts, and processes, especially the difficult ones (Cai et al, 2013). Moreover, students also can understand more about the content since it was view in the first point of view. The use of 360-degree videos also kept them awake during the teaching and learning session because the video materials were interesting to watch and attract the attention of the students’ more than traditional methods. ii. Does this virtual reality technology affect teaching and learning Universal Design? As well as development of new systems for applied educational purposes, basic research also being carried out on the effectiveness of using virtual environments and Virtual Reality (VR) technology on learning and teaching Universal Design on perception. Virtual Reality (VR) technology could overcome the constraints encountered in teaching and learning of Universal Design in the real atmosphere in terms of minimize time for teaching and learning. Due to pandemic, method of teaching and learning in classroom has been change into online learning, by using VR technology it could help students to learn firsthand about the concept of design. “Firsthand” refers to experience is gained or learned directly rather than from people or books. According to a research, more than 98% of students agree that the usage of Virtual Reality 360 video will support teaching and learning in higher level education (Adnan et al., 2020). According to the participants, using this technology allows them to revise by playing the video again and again. In another research done by Adnan (2020), majorities of the participants provide positive feedback which suggest this technology will benefit the future of teaching and learning. Participants who exposed to VR environment first then had access to a learning demonstrated significantly greater performance (Lamb, 2021). This approach using virtual reality technology will create a new and fresh 280
atmosphere in learning. In fact, it will be able to help lecturers produce virtual reality simulations for appropriate courses in giving technical understanding to students. 5. CONCLUSION The purpose of this study was to investigate people's thoughts on the application of virtual reality (VR) technology to the teaching and learning of universal design. According to the findings of the research study, both professors and students have a favorable attitude toward the application of virtual reality technology and improvement in the process of learning Universal Design. The Virtual Reality (VR) technology offers a lot of potential as a brand-new way for teaching and learning in Malaysia, and not just for the Universal Design subject matter. Learning through the use of visuals was not only engaging but also encouraged students to be more active. It helps students to review their course in a way that is more permanent and quicker, it makes it easier to understand the issues, it provides faster learning than other methods, it makes it easier to understand the issues, it requires students to concentrate, and it provides students with a general idea of what they have just learned. It also facilitates the implementation of the information obtained from the topics described in the course. 6. REFERENCES Adnan, A. H. M. (2020). From interactive teaching to immersive learning: Higher Education 4.0 via 360- degree videos and virtual reality in Malaysia. In IOP Conference Series: Materials Science and Engineering (Vol. 917, No. 1, p. 012023). IOP Publishing. Adnan, A. H. M., Shak, M. S. Y., Karim, R. A., Tahir, M. H. M., & Shah, D. S. M. (2020). 360-degree videos, VR experiences and the application of Education 4.0 technologies in Malaysia for exposure and immersion. Adv. Sci. Technol. Eng. Syst. Journal, 5(1), 373-381. Ahn, S. J., Bostick, J., Ogle, E., Nowak, K. L., McGillicuddy, K. T., & Bailenson, J. N. (2016). Experiencing nature: Embodying animals in immersive virtual environments increases inclusion of nature in self and involvement with nature. Journal of Computer-Mediated Communication, 21(6), 399-419. Cai, Y. et al, 3D Immersive and Interactive Learning. 2013, Springer Singapore Heidelberg New York Dordrecht London. p.7 Fokides, E., & Arvaniti, P. A. (2020). Evaluating the effectiveness of 360 videos when teaching primary school subjects related to environmental education. Journal of Pedagogical Research, 4(3), 203- 222. Hamilton, D., McKechnie, J., Edgerton, E., & Wilson, C. (2021). Immersive virtual reality as a pedagogical tool in education: a systematic literature review of quantitative learning outcomes and experimental design. Journal of Computers in Education, 8(1), 1-32 Hyttinen, M., & Hatakka, O. (2020). The challenges and opportunities of using 360-degree video technology in online lecturing: A case study in higher education business studies. In Seminar. Net, Vol. 16, No. 1, 16-16. Lamb, Richard. (2021). Virtual Reality Simulations in Science Education: Learning Science by Writing. 10.4018/978-1-7998-5043-4.ch014. Lin, H. C. S., Yu, S. J., Sun, J. C. Y., & Jong, M. S. Y. (2021). Engaging university students in a library guide through wearable spherical video-based virtual reality: Effects on situational interest and cognitive load. Interactive Learning Environments, 29(8), 1272-1287. Mansor, E. I., Mokhtar, M. M., & Sharef, N. M. (2022) Exploring The Acceptance of 360 Videos In Virtual Reality Settings For Teaching And Learning. Asia-Pacific Journal of Information Technology and Multimedia (Vol. 11 No. 1, June 2022: 78 – 89) 281
Ostrander, J. K., Tucker, C. S., Simpson, T. W., & Meisel, N. A. (2018, August). Evaluating the effectiveness of virtual reality as an interactive educational resource for additive manufacturing. In International design engineering technical conferences and computers and information in engineering conference (Vol. 51784, p. V003T04A018). American Society of Mechanical Engineers Pivik, J., McComas, J., MaCfarlane, I., & Laflamme, M. (2002). Using Virtual Reality to Teach Disability Awareness. Journal of Educational Computing Research, 26(2), 203–218. Preiser WFE, Ostro E. (eds) Universal Design Handbook. New York: McGraw-Hill, 2001. UNESCO (2020). Education: From disruption to recovery. Retrieved from https://en.unesco.org/covid19/educationresponse Ulrich, F., Helms, N. H., Frandsen, U. P., & Rafn, A. V. (2021). Learning effectiveness of 360 video: experiences from a controlled experiment in healthcare education. Interactive Learning Environments, 29(1), 98-111. Webster, R. (2016). Declarative knowledge acquisition in immersive virtual learning environments. Interactive Learning Environments, 24, 1319–1333 282
An E-govqual Model to Analyze the E-government Web Portal Service Devi Utami1 , Y.Yuhefizar2 And Josephine Sudiman3 1Politeknik Negeri Padang, Department of Accounting, St. Kampus Limau Manis, Padang, 25163, INDONESIA 2Politeknik Negeri Padang Department of Information Technology, St. Kampus Limau Manis, Padang, 25163, INDONESIA 3Politeknik Negeri Padang, Department of Accounting, St. Kampus Limau Manis, Padang, 25163, INDONESIA *Corresponding Author: [email protected] Abstract: A public perception in using a new system, borned an idea to develop how far the level of satisfaction of information system and their existence, the Tanah Datar regency portal website has already responsively displayed and relatively good appearance, it’s important to carried out many factors such as their age, ability, etc. What the priorities for improving service quality based on the results of the e-Govqual analysis model as problems that should be solved. This paper aims to knows the public perceptions of the quality of web services, the scope of the research consists only on determined variables such as reliability, trust, efficiency and citizen support. Using a quantitative method, the user's perception of performance is labelled as an independent variable (X), and service quality expectations labelled as the dependent variable (Y) by combining the likert scale with 5 dimensions. After a few days, 275 respondents were obtained, the majority are civil servants and the civil society. The results of the validity test shows all the attributes are valid and the reliability test of cronbach's alpha is 0.984 for performance and 0.973 for importance was greater than 0.6, it means reliable. The lowest ranks score is KP1 (The website asks for a password and username) -0.68 and the highest rank score is CS2 (the City government completes complaint input quickly) -1.25, it means what users expect is not yet good as they get. The final statements was reached on the cartesian diagram show the city government about their interested to solving user problems, resolves feedback quickly and some information should be up to date was labelled “concentrated here”. Keywords: e-Government, Quality, Services, e-Govqual 1. INTRODUCTION All channels allows communities access their needs. Look likes checking market prices, tourism places information, area informations, and data collection for government employees who required. There are still many of civil society (users) are unable in using e-gov even though they’re input of personal data. Civil society access the page on http://www.tanahdatar.go.id. Our problems are the perception and how much the level of user satisfaction feels on e-government services quality, which are the priorities for improving service quality based on the results of the e-govqual model analysis and important performance analysis (IPA). 1.1 Another Opinions Here the present study combines the likert scale with a proposed e-Govqual model to classify service attributes and then diagnoses which service attributes should be prioritized or should be maintained with their current level of performance. the proposed approach could help determine a proper and effective service improvement strategy public information (Tseng, 2020). The application of servqual involves the use of structured questionnaires that are applied to the users asking them about their service expectations and perceptions. The gap between expectations and perceptions can be calculated for each QA or a quality dimension (Lizarelli et al., 2021). This paper aims to experimentally evaluate the performance of services web portal e-Government of Tanah Datar Regency. The paper confirmed and illustrate the conceptquences gap on the performance and the comparison with the importance in ensuring their service quality. 283
E-Government as a multidimensional construct with customer orientation, channel orientation and technology orientation as its predecessors (Malodia et al., 2021). The two most important predictors of satisfaction with one- and two-star accommodation are accommodation infrastructure and employee expertise (Nunkoo et al., 2020). An user’s expectation of a specific service is decided by factors like recommendations, personal needs and past experiences. The expected service and therefore the perceived service sometimes might not be equal, thus leaving a niche. The service quality model or the ’GAP model’ developed in 1985 highlights the foremost vital necessities for delivering high service quality. It identifies ’gaps’ that cause unsatisfactory services. Users generally match the service they ’experience’ with the service they ’expect’ (Arul Oli & Dhanasekaran, 2022). The e-governance outlets that support information technology are increasingly being used in developing countries to facilitate the delivery of e-Government services. These outlets are run by social entrepreneurs who serve as intermediaries between citizens and the government. This brings a unique perspective of social entrepreneurship to e-Government service delivery and provides recommendations for policy makers to focus on satisfying these intermediaries for sustainability in the digital mainstream (Sharma et al., 2021). 2. RESEARCH METHOD The research used quantitative method. The results will be presented by numbers. The research used a survey method that will prove an association. Users perception of performance as an independent variable (X), and expectations of service quality as the dependent variable (Y) is a research design. On the other hand, the present study combines the likert scale with a proposed e-Govqual to classify service attributes and then diagnoses which service attributes should be prioritized or should be maintained with their current level of performance. The proposed approach could help determine a proper and effectively service improvement strategy public information. Another characteristic of the approach is its simplicity advanced statistical knowledge is not required (Tseng, 2020). We take the advantages by the results of data collection from the psychological test instrument. So the instrument can be arranged according to their needs. The participants recruited by google form questionnaires. The validity and reliability of the tool were established using quantitative (Morad et al., 2021). The following procedure how this research running as well as was described on Fig.1. We understand how ethics should inform choice of study topic, study design, methods of obtaining consent, data management, and access to treatment after closure of the study (Bitter et al., 2020). Over all this paper completed the research ethics. 2.1 The E-Govqual Model A user’s expectation of a specific service is decided by factors like recommendations, personal needs and past experiences. The expected service and therefore the perceived service sometimes might not be equal. the e-Govqual/the servqual model was proposed and developed to measure service quality separately (Arul Oli & Dhanasekaran, 2022). The e-Govqual model may contained simple steps. Analyze the gap to the each attributes. Analyze Q as the quality of service for each attribute and finally rank the attributes from the lowest to highest values. Then write a cartesian diagram obtained with the average of each attributes equal. EGovqual dimensions provide a useful indicator for obtaining signals from users as they experience the service. Moreover, the follow-up analysis, in which one identifies the frequency and keywords that determine the scores of each dimension, would help policy makers design more specific interventions, and resource allocations could be more effective by tracking those areas (Lee et al., 2021). 2.2 The Likert Scale The Likert scale uses five levels of statements range score scale of 1-5, see Table 1. Table 1: The Likert Scale Performance/ Importance Score Very dissatisfied/ very unimportant 1 Dissatisfied/ unimportant 2 Satisfied enough/ important enough Satisfied/ Important Very satisfied/ very important 3 4 5 284
2.3 The Performance-Importance Attributes Description We have four attributes and 21 sub attributes with multiple statements of each attributes. By 21 statements respondents filled out as a tour experience exploring the e-Government web portal. Here is the sentences on Table 2. No yes No Yes Figure 1: Research Flow Diagram START Collect the data Is the data completed? Pre-processing the raw data Decisions & planning FINISH Validity & reliability testing The cartesian diagram Is the data valid & reliable? Questionnaire data recap Data can’t be used Process of e-Govqual model: 1. Creating the GAPs 2. Make Q (quality of service for each sub attributes) 3. Classifying the e-Govqual ranks 285
Table 2: The Attributes Description SubAttributes Description Reliability RB1 Download files/content is a short time RB2 Users access the website wherever they are RB3 RB4 RB5 RB6 The users succeeded the first time access The web service is on time The web process speed is good enough for users Website can be used with any browser Trust KP1 KP2 KP3 KP4 The website asks for a password and username The username and password that you use on the web is safer Use of user's personal data only as necessary The data archived on the web can be kept confidential Efficiency EF1 EF2 EF3 EF4 EF5 EF6 EF7 The web structure is easy and clearly for users to follow The search engine on the web is effective to help users search The site map according to the users is well organized The website already full filed the needs of users The available information was detailed The information on the website is up to date The instructions for filling out the form are sufficient Citizen Support CS1 CS2 CS3 CS4 The city government shows their interested in solving users problems The city government processed input quickly The city government has specific knowledge to answer users questions The city government giving trust and confidence to users 3. RESULT & DISCUSSION The third part of this paper are result and discussion. This sub-section has made some tables and figures detail. Before we take a conclusion, it focused to the main part that includes descriptive statistic, the result of validity and reliability, how to interpreted by e-Govqual model analysis was describe here. 3.1 Respondents Distribution Profiles The descriptive data analysis was interpreted by gender, age and occupation. 3.1.1 Gender The gender of the respondents consisted of two, male and female. After the questionnaires were distributed and gained 275 respondents, the profile of respondents by gender can be seen in Table 3. Table 3: Gender Gender Frequency % Male 98 64,4 Female 177 35,6 Total 275 100 based on gender, the respondents were dominated by female as 177 persons or 64.4% and males as 98 people or 35.6%. 3.1.2 Age Respondents who filled out the survey identified as minimum age of 21 years old and a maximum of 58 years old. The total age number data of respondents shows in Fig. 2. 286
Figure 2: The Respondents Age From the table above we reached on age 35 – 64 years old citizens filled out this research. It means they still on productive age but some of them can’t using this web portal. 3.1.3 Occupation Based on the level of the respondents occupation, the majority of respondents as civil servants 164 persons or 60.1% The diagram is as shown in Fig. 3. Figure 3: The Occupation Percentage On 275 samples most of them are civil servants likes government employees, teachers, principals, supervisors, staff, and others. 3.2 Validity and Reliability The validity test is carried out by comparing the r value with table for degrees of freedom (df) = n-2. By 21 subattributes all statements are valid. The following tables are the reliability testing on the quality of the web portal service. Basic for making reliability decisions: 1. If the cronbac’h alpha value > 0.6, the questionnaires instrument is reliable (reliable). 2. If the cronbac’h alpha value < 0.6, the questionnaires instrument is not reliable. Here is the following sentences show the reliability of the importance and performance: Table 4: Cronbach’s Alpha for Reliability Test Cronbach’s Alpha N of Items .984 21 Cronbach’s Alpha N of Items .973 21 Based on the table 4 above, we can conclude that the r alpha has reached 0.984 for the performance and 0.973 for the importance greater than standard r Alpha table 0.6 which is labelled “reliable”. 287