e-Proceeding ICo-ASCNITech2022

3.3 Model Implementation An e-Govqual model measures perceptions of service quality across four dimensions: reliability; trust; efficiency and customer support. The following steps are the gap dan quality value, and ranks: 3.3.1 GAP Value - Quality of the Attributes Generally, the results of the e-Govqual analysis of each attribute can be summarized using the average. The overall results show in Table 5. Table 5: GAP Value and Quality of the Services Attributes P I GAP Q = P/I Reliability 3,55 4,31 -0,77 0,822091 Trust Efficiency Citizen Support 3,57 3,46 3,09 4,31 4,35 4,21 -0,75 -0,88 -1,12 0,827012 0,796869 0,734183 Based on the table 5 above, when Q > 1, the service quality is labelled “good”. We can concluded that Qi value of all attributes less than 0, then their assumed the quality of services has labelled “not good yet”. 3.3.2 e-Govqual Ranks Using these questionnaires, the sub-attributes could be significantly contributed for the rank of the web portal services, were identified (Mehrotra & Bhartiya, 2020), see Tabel 6. Table 6: E-Govqual Ranks Sub-Attributes Rank Value CS2 1 -1,25 CS1 CS3 CS4 EF6 EF5 EF4 EF3 RB2 EF1 EF7 RB5 KP4 KP2 EF2 RB4 RB3 RB1 KP3 RB6 KP1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 -1,19 -1,03 -1,00 -1,00 -0,94 -0,92 -0,89 -0,88 -0,83 -0,83 -0,80 -080 -0,78 -0,78 -0,77 -0,73 -0,73 -0,73 -0,69 -0,68 3.3.3 The Cartesian Diagram The value of the user satisfaction level is estimated by abstract satisfaction indices that it is hard to understand and compare (Phan et al., 2021). The satisfaction level for the intercept of x-axis and y axis was made by formula 1,2. ̅̅= ⅈ=1 ̅̅̅ 72,16 21 ̅̅= 3,44 (1) ̅̅ = ⅈ=1 ̅ ⅈ 90,41 (2) 21 ̅̅ = 4.31 288

The importance and performance pairs for each attribute are plotted in the matrix. The horizontal axis represents the degree of importance, and the vertical axis denotes the degree of performance: Table 7: The Average and Intecept Sub-Attributes AVG (P) AVG (I) RB1 3,52 4,25 RB2 RB3 RB4 RB5 RB6 KP1 KP2 KP3 KP4 EF1 EF2 EF3 EF4 EF5 EF6 EF7 CS1 CS2 CS3 CS4 3,54 3,55 3,51 3,54 3,61 3,52 3,58 3,57 3,60 3,51 3,48 3,50 3,45 3,45 3,42 3,44 3,13 3,10 3,07 3,07 4,42 4,28 4,28 4,35 4,30 4,20 4,36 4,30 4,40 4,33 4,27 4,39 4,37 4,39 4,42 4,27 4,32 4,35 4,10 4,07 MEAN 3,44 4,31 Performance X Y 3,44 3,44 4 4,5 Importance X Y 3 3,7 4,31 4,31 The average total performance is 3.44 and the average total importance is 4.31. Here is the sentences on Fig. 4. Figure 4: The Cartesian Diagram 289

Quadrant A includes (a) CS1: the city government has not resolved user problems, likes inability of senior governments employees and related users, (b) CS2: the city government has unable to complete the input problems quickly. The Tanah Datar district e-Government web portal was not yet have a responsive suggestion column and (c) EF6: some information on the website not up to date. 4. CONCLUSION All of items used to measuring the variables in this research have greater than the r table of 0.118 for a sample of 275 respondents. All statements was labelled “valid”. The r alpha value has reached 0.984 for the level of service performance and 0.973 for service importance so this value is greater than compared to the standard r Alpha table of 0.6 which labelled all is reliable attributes. The final result in the cartesian diagram show that CS1 (the city government about their interested to solving user problems), CS2 (resolves feedback quickly) and EF6 (some information should be up to date) should be concentrate here. 5. REFERENCES Arul Oli, A., & Dhanasekaran, C. (2022). A study related to product service systems (PSS), SERVQUAL and knowledge management system (KMS) – A review. Materials Today: Proceedings. https://doi.org/10.1016/j.matpr.2021.07.321 Bitter, C. C., Ngabirano, A. A., Simon, E. L., & Taylor, D. M. D. (2020). Principles of research ethics: A research primer for low- and middle-income countries. African Journal of Emergency Medicine, 10, S125–S129. https://doi.org/10.1016/j.afjem.2020.07.006 Lee, H. J., Lee, M., Lee, H., & Cruz, R. A. (2021). Mining service quality feedback from social media: A computational analytics method. Government Information Quarterly, 38(2). https://doi.org/10.1016/j.giq.2021.101571 Lizarelli, F. L., Osiro, L., Ganga, G. M. D., Mendes, G. H. S., & Paz, G. R. (2021). Integration of SERVQUAL, Analytical Kano, and QFD using fuzzy approaches to support improvement decisions in an entrepreneurial education service. Applied Soft Computing, 112. https://doi.org/10.1016/j.asoc.2021.107786 Malodia, S., Dhir, A., Mishra, M., & Bhatti, Z. A. (2021). Future of e-Government: An integrated conceptual framework. Technological Forecasting and Social Change, 173. https://doi.org/10.1016/j.techfore.2021.121102 Mehrotra, D., & Bhartiya, S. (2020). Results of mapping patients expectation using SERVQUAL. Journal of Healthcare Quality Research, 35(6), 381–390. https://doi.org/10.1016/j.jhqr.2019.11.008 Morad, S., Ragonis, N., & Barak, M. (2021). The validity and reliability of a tool for measuring educational innovative thinking competencies. Teaching and Teacher Education, 97. https://doi.org/10.1016/j.tate.2020.103193 Nunkoo, R., Teeroovengadum, V., Ringle, C. M., & Sunnassee, V. (2020). Service quality and customer satisfaction: The moderating effects of hotel star rating. International Journal of Hospitality Management, 91. https://doi.org/10.1016/j.ijhm.2019.102414 Phan, H. T., Nguyen, N. T., Tran, V. C., & Hwang, D. (2021). An approach for a decision-making support system based on measuring the user satisfaction level on Twitter. Information Sciences, 561, 243–273. https://doi.org/10.1016/j.ins.2021.01.008 Sharma, R., Mishra, R., & Mishra, A. (2021). Determinants of satisfaction among social entrepreneurs in eGovernment services. International Journal of Information Management, 60. https://doi.org/10.1016/j.ijinfomgt.2021.102386 Tseng, C. C. (2020). An IPA-Kano model for classifying and diagnosing airport service attributes. Research in Transportation Business and Management, 37. https://doi.org/10.1016/j.rtbm.2020.100499 290

Soybean Residue-Modified Formulation Sustainable And Healthier Ingredients in Bread Formulation Siti Saleha Binti Abdul Azis1 , Aishah Binti Mohd Marsin1 Fariz Bin Mahmod1 123Kolej Komuniti Pasir Salak, Jalan Lebuh Paduka,Changkat Lada, Kampung Gajah, 36800, PERAK [email protected], [email protected], [email protected] Abstract: Soybean residue (SR) becomes the excess output after making soybean-based product such as soy-sauce, soybean milk or sweet tofu, Later, it would be dumped, becoming fertilizers or contributes to animal feeds. SR believes to still retaining fiber, fat, protein, vitamins, and trace elements. It has the potential for value-added food products; an option that simultaneously promotes great economic value as well as decreases waste consumption. The use of SR as the source of fiber in bread formulation promotes sustainable usage which fully utilized all parts of the soybean. When added to bakery products, it could improvise the nutritional value, mainly increasing the protein contents. This research was developed to look at the sensory evaluation in the making of healthier bread through modified formulation in substituting 20% SR flour, which compared to regular bread formulation. Samples were evaluated in terms of texture, taste, aroma, colour, and overall acceptance using a hedonic scale with a scale of 0 for very bad up to a scale of 5 for very good. The sample of respondents for this study contains 110 respondents including students and staff at Pasir Salak Community College and its surroundings. The overall acceptance of the parameters has shown that more than 70% of the respondents gave a scale of 5 in terms of color, taste, texture, and aroma using 20% SR premixed formulation in the production of bread products. The use of SR in developing new –value-added products for commercialization will be appreciated by the nature and educate the nature of society’s responsibility towards environmental sustainability. Keywords: Soybean residue flour, Sensory evaluation, Bread product, 1. INTRODUCTION Soybean or its scientific name Glysine Max is widely grown in various countries, especially Western countries such as Canada. Soybeans are widely known as a source of protein that can be consumed either in the form of solid food, semi-solid food or in liquid form (USDA, 2019). It also contains isoflavone, saponin, phenolic acid, calcium, magnesium, iron, phosphorus vitamin B and fiber. The usage of soybean in the making of food products commonly leaves a large amount of waste, especially in the making of soy milk. The accumulation of soybean residue (soybean by-product) contributes to approximately 25 % of the total weight of soybean used (Ogemdi et al., 2022). Since soybean residue are the by-product of the production of soybean-based product, the soybean residue is scarcely utilized as such it has a low market value. Recently soybean residue has caught the attention of certain researchers to sustain waste from soybeanbased product and convert it into a functional additive since its remaining protein and fiber to enhance the nutritional benefits of food product. SR when dried still contains 50% dietary fiber, 25% protein, 10-20% lipid, and also still contains glucose, galactose, arabinos, xylose, ironic acid and polyphenols (Privati et al. 2021). The production of waste from soybean meals sometimes creates disposal problems, so this is what led to the idea of producing products that use this waste. As well as roughage consisting of cellulose, hemicellulose and lignin is suitable for the production of bakery products because it acts as an emulsifier and has a high-quality protein breakdown, which has water-holding qualities for bakery products (Stephen O. Arinola et. Al 2022). Bread is one of the main foods taken in large quantities to obtain carbohydrate nutrition worldwide. Bread is produced from the processing of dough that is raised by yeast and reacts through the fermentation process. The characteristics of a good bread are those with a springy, elastic, and hollow texture. Apart from that, bread also has its own nutrition such as protein, vitamins, sodium, potassium, carbohydrates, and good fats. The nutrients in bread can be obtained from wheat flour which is used as a basic ingredient to produce bakery products and other additives (Tian et. Al, 2018). But today, the demand for wheat flour supply to 291

produce various food products is very high but the limited supply of wheat flour makes processing difficult. An alternative to producing flour from other materials is a method to overcome this problem. Soybean residue (SR) which has been accumulated, dried, and grind into powder to form SR flour is one of the best candidates to overcome the wheat flour supply. SR flour contains approximately 50% protein, which shows a much higher protein content compared to wheat flour (9-14%). The inclusion of soy flour in bread dough enhances the nutritional value of the bread and improves the appearance and texture of the bread with a slightly nutty flavor. The development of products produced from waste generation is always studied by food technologists to reduce the resulting environmental impact and to find alternatives to make it a source of nutrients (Guimaraes et al., 2018). Sensory evaluation is a scientific method to gather information about an existing or new product. The niche use of sensory evaluation techniques is to evaluate on product development which leads to quality control and research in the food science of the product (Zolfaghari et al., 2014). In this study, sensory evaluations of pizza bread including texture, taste, aroma, color and overall acceptance were evaluated. Pizza bread is a proper case study, and it has distinctive sensory parameters. It is a plain, springy with high energy value that is served as convenient food. It represents one of the common breads consumed in bakery product because it is ready to eat and portable. Hence, the study of sensory characteristics of pizza bread plays an important role in the production of pizza bread with higher functional properties and quality in this market. In this study, the different modified formulation was applied and sensorial characteristic of different formulation of pizza bread were evaluated. 2. METHODOLOGY 2.1 Soybean residue flour Soybean were purchased from a local market in Changkat Lada, Pasir Salak, Perak. Soybean were used as the main ingredients in the making of soy milk. After grinding and extraction of soy milk were conducted, soybean hull and pulp has been collected. The soybean residue was dried using a dehydrator (SunBeam, China) at 45°C for 4 hours until the soybean residue is dry and hardened. Dried soybean residue was ground using a grinder (Panasonic, Malaysia) and sifted to obtain fine soybean residue flour. Dried soybean residue flour was stored in a dry and airtight container before being used for analysis. 2.2 Dough preparation Pizza dough ingredients including high protein flour, soybean residue flour, margarine, yeast, salt, egg, castor sugar, and bread improver were purchased from a local market in Changkat Lada, Pasir Salak. Topping ingredients involve bolognaise sauce, sausage, button mushroom, bell pepper, Holland onion, and mozzarella cheese were purchased from Lotus Superstore in Ipoh for pizza decoration. All pizza dough ingredients were mixed together with an Electric Standard Mixer (Hugel, No, HG550TMEM) for 10 min until homogenize by adding water in a small volume until finished. After the dough shows elastic characteristics, the dough was rested at 40°C for 60 min in a proofer (Berjaya Stainless Steel Proofer with Humidifier, Malaysia). The dough was brought out and kneaded and ponded to release air, then proofed at 40°C for 30 min for second proofing. After cooling at room temperature for 10 min, the dough was weighing 55 g for each mini pizza and kneaded until flattened. For decoration purposes, all the ingredients were cut into slices. One tablespoon of bolognaise sauce were spread evenly on flattened dough and all the decoration ingredients were placed on the dough and finished with a sprinkling of mozzarella cheese with a specified amount evenly on all the pizza dough. Finally, the pizza was baked in oven (Okazawa Stainless Steel Electric Oven, China) at 180°C for 20 min. Baked pizza were cooled and kept in closed containers for sensory evaluation. The schematic of pizza dough preparation is depicted in Figure 1. 2.3 Sensory evaluations Sensory evaluation of mini pizza was carried out in 2 days following Bailey et al. (1995) with slight modification. Panelists were selected from students and staff of Pasir Salak Community College, aged between 17 and 50. Evaluators were first undergoing comparison tests in identifying the specified product with defined characteristics. Scoring was carried out on a 5-point hedonic scale according to Table 1. Quality attributes include taste, color, aroma, texture, and overall acceptance. Each sample was randomly numbered and presented to panel members. 292

Figure 1: Mini Pizza Preparation Procedure Table 1: Scoring of Sensory Characteristics of Mini Pizza Sensory characteristics Scoring levels 1 2 3 4 5 Taste Very bad Bad Fair Good Very good Colour Very dull Somewhat dull Fair Somewhat bright Bright Aroma Very bad Bad Fair Good Very good Texture Very bad Bad Fair Good Very good Overall acceptance Very bad Bad Fair Good Very good Preparing pizza dough mixture (0, 20 % high protein flour substitution with soybean residue flour) Mixing high protein flour (600g) + Margarine (60 g) + salt (10g) + egg (2) + castor sugar (100g) + bread improver (10g) Activating yeast (15 g) by adding castor sugar (100 g) and water (300 ml) for 30 min at room temperature Adding yeast solution + mixing Proofing (60 min) at 40°C Kneaded and pound proofed dough 2 nd proofing (30 min) dough at 40°C Weigh dough (55g) and kneaded until flattened Dough becomes elastic Add toppings and spread evenly Baking at 180°C for 20 min 293

3. RESULTS AND DISCUSSION A total of 110 respondents have been given the questionnaire in evaluating 5 parameters consisting of taste, colour, aroma, texture, and overall as shown in Figure 2. The product taste evaluation shows that about 90 people (81.8%) rated the taste on a scale of 5 (Very good) meanwhile a scale of 3 (fair) shows the lowest rating (5.5%). Next, 90.1% of respondents rated with a scale of 5 (Bright) for the product colour evaluation which tends to show a similar property to regular bread formulation. A number of81 respondents rated a scale of 5 (Very good) for aroma while19 respondents rated a scale of 4 (Good) and 11 respondents rated a scale of 3 (fair). The product texture evaluation demonstrates about 93 respondents (91%) rated with a scale of 5 (Very good) and only 2.7% of respondents rated on a scale of 3 (fair). The overall acceptance evaluation shows that 81% of respondents rated the modified SR formulation bread as the fondest product. None of the respondents rated with a scale of 1 (very bad) and 2 (bad). The descriptive sensory analysis showed that the SR-modified formulated bread does not contribute to the acceptance of panellists to regular formulated bread (Gabriela et al., 2018). The attributes colour, texture, aroma, taste, and overall acceptance of SR modified formulated bread shows highly accepted by the panellist, and no difference between regular formulated bread (Shin, 2006). This indicates the substitution of 20% SR into bread formulation does not alter the characteristics of bread yet increases the nutritional content. Figure 2: Result of Sensory Evaluation Test, a) Color b) Texture c) Aroma d) Taste e) Overall Acceptance (a) (b) (c) (d) (e) 294

4. CONCLUSION The research on this new product is expected to help in the development of improved food product research and provide opportunities for new entrepreneurs in the food industry. The widespread disposal of raw material waste could reduce to ensure the cleanliness of the environment through this research. The production of bread by adding soybean residue flour in the formulation produces a unique and highly nutritious bread compared to regular bread in the market and as one of the alternatives to help the problem of wheat flour supply is the best method that can be done to help in the food industry. The advantage of using soybean residue flour could also encourage the use of food waste for the production of commercial food products. Bread products from soybean residue flour have excellent potential to be commercialized and mass-produced and compete with other bakery products in the market. The results of this research show that SR-modified formulated bread can be accepted by consumers and commercialized up to the international level. This product innovation is capable of expanding the food industry, especially in the bread or pastry industry. 5. ACKNOWLEDGEMENT We would thank the 4th International Conference on Applied Science, Engineering, Information, and Technology (ICo-ASCNITech2022) because give us an opportunity to invent our research paper successfully until the very end of the research. Also, a big thanks to teammates the cooperate and helped each other to establish this research. We acknowledged and appreciated everyone that helped in bringing this research to success. 6. REFERENCES Dinkar, B.K. and Savita, R. (2020). Bioactive components, in vitro digestibility, microstructure and application of soybean residue (okara): a review. Journal Legume Science. 2(1): E32. Gabriela M-M., Karina E.H-R, Erick H-O., Esther P-C., Ana A. C-G. and Sergio O. S.S (2018). Rheology, acceptability and texture of wheat flour tortillas supplemented with soybean residue. Journal of Food Science and Technology, 55: 4964–4972 Rafaiane Macedo Guimarães et al. (2018). Okara: A soybean by-product as an alternative to enrich vegetable paste.Journal of Food Engineering,Volume 92, June 2018, Pages 593-599 Shin, D-H (2006). Effect of Soybean Milk Residues Powder on the Quality of Dough. The Korean Journal of Food and Nutrition, 19(4): 381-391. Shuang-qi Tian Zhi-cheng ChenYi- chun Wei (2018). Measurement of colour-grained wheat nutrient compounds and the application of combination technology in dough. Journal of Cereal Science, 83, 63-67. Stephen O. Arinola, (2022) Effects of soy flour on the quality attributes of gluten free bread produced from breadfruit flour, Croatian journal of food science and technology, Vol. 14 No. 1, 2022. Colletti, A.A., Luisa B., Stefano M., and Giancarlo C. (2020). Valorisation of By-Products from Soybean (Glycine max (L.) Merr.) Processing. Molecules, 25: 2129. Lamacchia C, Camarca A, Picascia S, Di Luccia A, Gianfrani C (2014). "Cereal-based gluten-free food: how to reconcile nutritional and technological properties of wheat proteins with safety for celiac disease patients". Nutrients (Review). 6 (2): 575–90 Bo Li, Meiying Qiao and Fei Lu (2012). Composition, Nutrition, and Utilization of Okara (Soybean Residue): 231-252 Bailey, L.H., Capen, R.G., and Leclerc, J.A (1995). The composition and characteristics of soybeans, soybean flour, and soybean bread. Cereal Chemistry, 12: 441-472. Ogemdzi, F.Z., Chatzifragkou, A., and Charalampopoulus, D. (2022). Properties of protein isolates extracted by ultrasonication from soybean residue (okara). Food Chemistry, 368: 130837. 295

Bloomfield, H. E., Kane, R., Koeller, E., Greer, N., MacDonald, R., and Wilt, T. (2015). Benefits and Harms of the Mediterranean Diet Compared to Other Diets. VA Evidence-based Synthesis Program Reports. Nutrient Data Laboratory. USDA National Nutrient Database, US Department of Agriculture, Standard Release 28. Privatti, R.T.; Rodrigues (2021) C.E.d.C. An Overview of the Composition, Applications, and Recovery Techniques of the Components of Okara Aimed at the Biovalorization of This Soybean Processing Residue. Food Rev. Int. 2021, 1–24.) Zolfghari, Z.S., Mohebbi, M. and Najariyan, M. (2014). Application of fuzzy linear regression method for sensory evaluation of fired donut. Applied Soft Computing, 22: 417-423 Peña, R. J. (2002). Wheat for bread and other food. Food and Agriculture Organization. file:///C:/Users/User/Downloads/molecules-25-02129-v2.pdf U.S. Department of Agriculture, Agricultural Research Service (USDA) (2019). Food Data Central. Available online at: fdc.nal.usda.gov (accessed September 30, 2021) . 296

Implementation of A Hybrid Teaching and Learning Strategy for A Digital Electronics Course Utilizing Tinkercad Application Nazra Aris1 1Electrical Engineering Department, Politeknik Ibrahim Sultan, Pasir Gudang, Johor, Malaysia [email protected], Abstract: Malaysia has entered the endemic phase of COVID-19 starting at the end of 2021. Due to this, hybrid learning has been introduced in the teaching and learning sessions for the Digital Electronics course. In practical work session, there are 6 hands-on exercises to be performed where 3 hands-on exercises will be conducted face to face while the other 3 hands-on exercises will be conducted using the Tinkercad app online. This study was conducted to measure the interest of students towards applying the Tinkercad application as an alternative to the conventional face-toface approach of conducting practical work in the lab. Student interest can be measured through questionnaires that involve 3 different emotions, namely student satisfaction, enjoyment and motivation. The fourth dimension was indicated to the learning outcomes. At the end of the questionnaire, the author is able to determine the last resort of the student. The study respondents consisted of 2nd semester students who took this course. The study took the form of a survey using quantitative methods. Data were collected using a questionnaire instrument and distributed using Google form. Data were analyzed using Statistical Package Social Science (SPSS) version 22 software. The study items used the Likert Scale 5 to describe the questionnaire items. The study data obtained were analyzed using descriptive statistics involving mean score and standard deviation. The results of the study show that the use of the Tinkercad application does not have a significant effect on students' interest in face-to-face practical work. Both learning methods can be accepted by students in doing practical work. However, there is a substantial difference in percent showed that the majority of respondents were interested in learning practical in face to face. This study is expected to help lecturers choose the right method to use in carrying out hands-on work in future. Keywords: Hybrid, Teaching and Learning, Covid-19, Tinkercad, Digital Electronics 1. INTRODUCTION As face-to-face teaching and learning sessions had to be discontinued due to the Covid-19 pandemic, the spread of the virus in March 2020 impacted the educational landscape of the nation and offered a big challenge to lecturers at the Polytechnic. After going through several pandemic phases, starting in late 2021, the government announced Malaysia has entered the endemic phase of COVID 19. This has seen that a lot of relaxation has been given, the economic sector has reopened, and even the education system has also been operating face-to-face according to levels. However, hybrid learning sessions have been implemented in the teaching and learning process throughout the polytechnic. During Session 2 2021/2022 students are allowed to attend lectures and practical in a hybrid setting due to the large number of everyday cases of COVID-19, this is to ensure the students' health and safety. In order to learn for the practical work section of the course Digital Electronics, the students used two different learning techniques: they used the Tinkercad application and participated in face-to-face learning in the lab. 1.1 Definition of Hybrid Learning Hybrid teaching and learning is an approach to education that combines online educational materials with traditional in-person classroom methods (Quigley, 2019). It’s not fully virtual nor is it fully digital. It requires the physical presence of both teacher and student while providing the student some control over time and pace. At its broadest, hybrid learning describes the introduction of computer labs, interactive whiteboards, and educational software to the learning process. Mostly, hybrid learning is used to refer to the more recent practice of including online self-study to supplement in-class lessons. The term "hybrid learning model" describes the 297

blending and combining of the two types of learning environments: traditional classroom education and the online class (Doering, 2006). Figure 1: The Components of Hybrid Learning Figure 1 shows the components of Hybrid Learning that combine face to face learning method and online learning method. The hybrid learning method for Digital Electronics course that has been implemented is that students will take theoretical classes online through the Microsoft Teams digital portal and face-to-face classes in the campus. For the practical implementation, students will carry out 6 hands-on exercises where 3 handson exercises use the Tinkercad application while the rest are carried out in the measurement laboratory. Face-to-Face learning as “where the lecturer and students physically or in person, without utilizing any internet technology, meet and communicate”. (Ibrahim, 2011). Courses that involve practical work and experiments need to be implemented through face-to-face teaching and learning at the polytechnic because it is the best process for students to comprehend the subject matter. The practical work will go more smoothly if it is done in person rather than online because there are several limitations, one of which is that the teacher won't give it extra attention. (a) (b) Figure 2: (a) An Example of the Task from the Lab 5 Counters: Asynchronous Counters using Tinkercad Application (b) An Example of the Task from the Lab 2 Boolean Operations: Logic Expressions Design in Face to Face Class Figure 2. The illustration of students performing practical work in digital electronics course in 2 different learning modes. 1.2 Conceptual Framework A conceptual framework illustrates the expected relationship between selected variables. It defines the relevant objectives for the research process and maps out how they come together to draw coherent conclusions (B. Swaen, 2022). In this study, the author has adapted the conceptual framework as illustrated in Figure 3 below. Student interest which can be measured through 3 different emotions namely satisfaction, enjoyment and motivation is an independent variable connected with learning outcomes in the DEE20033 Face to Face Learning Online Learning Hybrid Learning 298

Digital Electronics course. The results of this study will be able to show the relationship of satisfaction, enjoyment and motivation of students towards learning outcomes. Figure 3: Conceptual Framework of The Study 2. LITERATURE REVIEW The objectives of this study are as follows: Identify 3 basic emotions measured through satisfaction, enjoyment and motivation has a significant influence on students during the hybrid mode of education. Identify the effective use of Tinkercad applications for practical work learning to improve student learning outcomes in Digital Electronics course in 2nd semester students Session 2: 2021/2022. Know students' main options whether to use the Tinkercad app or do hands-on work in the lab. 2.1. Learning mode using Tinkercad Application Tinkercad is a free 3D modeling program known for its ease of use. It’s 100% web-based, making it available to anyone with an internet connection (Kennedy, 2020). Tinkercad Circuits is the easiest way to get your students started with learning electronics. Using our interactive circuit editor, students can explore, connect, and code virtual circuits with a bottomless toolbox of simulated components. TinkerCAD is a free online tool for building digital prototypes of electronics components and basic 3D designs (Reyes, 2019). Without having to initially download and install it on a computer or smartphone, Tinkercad is a free web-based software application or simulator that can be used. A product of the Autodesk company, Tinkercad contains 3D design features, simulation and design of basic electronic circuits, and also code blocks. Tinkercad is a free online tool for building simple 3D forms and electronic component digital prototypes. These prototypes include basic digital circuits with switches as inputs, LED lights as outputs, breadboard, power source and digital logic gates. The process used in Tinkercad is often used for rapid prototyping. Prototyping is a process where we can develop components in a flexible manner than can be quickly updated and modified to test a variety of options when constructing the digital circuits. We will use this process of prototyping to learn how to create basic digital electronic circuits. Go over to https://tinkercad.com and create a free account. Tinkercad integrates with Social Media services like Facebook. It also Integrates with services like Microsoft and Google. Students can use their district accounts to log into Tinkercad if your district uses active directory accounts with Google or Microsoft. Students at the polytechnic who are enrolled in the same class for this course must sign in to Tinkercad and register as students. The lecturer will then provide the class code. Students can then construct circuits and run simulations to obtain the results. STUDENTS SATISFACTION LEARNING OUTCOMES ENJOYMENT MOTIVATION 299

2.2. Face to Face Practical Work in the Lab Courses at polytechnics that need practical work must be delivered face-to-face since this is the most effective way for students to learn. Many students find that learning occurs more readily when they are actively participating in activities. This is especially important for practical work activities. When studying a particular topic, we frequently start with a hands-on lab exercise that is open-ended and allows students to form their own ideas, test them, and draw their own conclusions (Hart, 2018). There are important procedures for practical work in digital electronics course, these are At each work station, a group of students could only have a maximum of four students. Ten work stations have been set up in the lab. Before constructing the circuit, carefully follow the steps on the lab sheet. Before beginning with the practical, carefully read the theory. Student should refer the data sheet to construct the circuit. Fill in the Result Tables with expected result by following the theory. Read the precautions for the practical before they start the practical. Read the logic Integrated Circuit (IC) required for that practical work and connect them together in the digital trainer where the students will follow the procedures. They would acquire accurate results if they carefully followed these procedures. 3. PROBLEM STATEMENT This research aimed to determine students’ interest in constructing circuits using the Tinkercad application. However, no research has looked into how endemic environments will affect the students' learning outcomes for this course when using hybrid educational teaching methods. The author took the initiative to look into how hybrid learning affected students during an endemic period. In consideration of this, it became crucial to identify important research problems. The problems associated with this study are as follows: Do the fundamental emotions—satisfaction, enjoyment, and motivation—have a significant influence on the student during the hybrid educational mode? Does using the Tinkercad application for practical work learning effectively improve students’ learning outcomes in the Digital Electronics course in semester 2 students’ Session 2: 2021/2022? What really is student choice? Applying Tinkercad or performing hands-on work in the lab. 4. METHOD The study methodology covers the means, methods and approaches used to achieve the objectives and goals of the study. The methodology of the study makes the studies more systematic and the course of the study more directed in achieving the objectives (Muhamad Fahmi, 2012). 4.1 Research Design The preparation of a study design in a research is to find an answer to the question of the study (Kerlinger, 1973). The design of the study will guide the author towards obtaining information and data in relation to the objectives of the study. The research was descriptive, and it used the survey approach. Three different emotions that students experienced when practicing in a hybrid way were identified by the author after asking respondents for feedback. The outcomes of learning can then be determined using the same way. Survey methods are used to take data or information in one specific time only, often by using a set of questionnaires. The author only surveys the situation at a given time and this is as if a snap shot depicting the current situation (Abdul Ghaffar, 1999). 4.2 Sampling Procedure Students in semester 2 of the Diploma in Electrical Engineering program at Ibrahim Sultan Polytechnic for session 2 of 2021/2022 comprised up the sample for this study. 295 students who registered for this session's DEE20033 Digital Electronics course were chosen as research respondents. 4.3 Data Collection Tool In this research, the research instrument was using a survey method with a quantitative approach. This survey of questionnaire was adapted from Panskyi, T. (2021) according to the background of practically the same research. 300

The questionnaire used contains 4 parts. Part A is related to students' emotional satisfaction containing 3 questions. Part B is related to students’ emotional enjoyment containing 4 questions. Part C is related to students’ emotional motivation containing 2 questions. The last part of questionnaire part D is related to learning outcomes containing 3 questions. In the last section of the questionnaire, the author asks if respondents prefer to use the Tinkercad app or do practical work in the lab. Descriptive statistical methods are used in data analysis in the form of Likert scale. To facilitate data analysis, the Likert scale will be categorized as shown in Table 1. This table is based on the study of Shahar (2006). Four dimensions were employed in the designing of a five-point Likert scale questionnaire. Satisfaction Enjoyment Motivation Learning Outcome Table 1: Likert Scale Classification Strongly Disagree (1) Disagree (2) Uncertain (3) Agree (4) Strongly Agree (5) Category Disagree Agree A Likert scale is a psychometric scale commonly involved in research that employs questionnaires. It is the most widely used approach to scaling responses in survey research. In a Likert scale survey, respondents don't choose between 'yes/no,' there are specific choices based on 'agreeing' or 'disagreeing' on a particular survey question. Likert scale (typically) provides five possible answers to a statement or question that allows respondents to indicate their positive-to-negative strength of agreement or strength of feeling regarding the question or statement. This scale of measuring agreement will offer 5 answer options such as strongly agree and strongly disagree with an uncertain option at the midpoint. These selections are related to other choices that might give respondents the variety they need. 4.4 Data Collection This research method uses quantitative data collection and analysis. Quantitative methods place an emphasis on precise measurements and the statistical, mathematical, or numerical analysis of data gathered through surveys, polls, and other types of research, as well as the manipulation of statistical data that has already been obtained using computing methods. Quantitative research focuses on collecting numerical data and using it to understand a specific event or generalize it across groups of individuals. (Babbie, 2010). Primary data collection involves the following steps: Design of data collection instrument (Questionnaire design) Data collection Retrieval of data (Transcription and Coding) The components of a survey or questionnaire are informed by the research's major thrust, and once this is completed, the medium used to gather data on these components becomes the main focus. Traditional methods involve the use of paper-based questionnaire but these have a lot of limitations. However, there is technology to increase the effectiveness of data collecting, such as Google Forms. Data collection starts after the form is created. With the help of Google Forms, data collection is made simple by allowing respondents to complete questionnaires and forms online. The retrieval of gathered data takes place when the data collection activity is complete. With the help of Google Forms, it is possible to export collected data as .csv (or Comma Separated Values) files. The capability to export .csv files is a built-in feature of the Google form web app (Olajide, 2019). Students were given a structured questionnaire created by the author to gauge their interest in the hybrid learning environment. Three essential emotional elements were included in the survey: enjoyment, satisfaction, and motivation. A set of validation criteria were used to display the learning outcomes in the fourth dimension. The study covered a sample (182 responder students) at a specific time. There are various articles that discuss how enjoyment, satisfaction, and motivation play a part in hybrid education. The author can only now, in the midst of COVID-19, analyze how much students enjoyed, are satisfied with, and are motivated by utilizing the Tinkercad application in comparison to face-to-face practice, as well as the significance of student 301

learning outcomes in digital electronics courses. Additionally, the authors only considered the significance of associations between the students' learning outcomes and perceived enjoyment, satisfaction, and motivation in various educational learning modes rather than the students' intrinsic perceptions and attitudes as the determinants of their behavioral intention. A strategy questionnaire was deemed to be the most effective method for collecting data on students' interest in the Tinkercad application. Data were gathered by "asking the questions" via an online self-completion questionnaire Q1–Q22 with closed-ended questions (see Table 2). 295 students enrolled in the Digital Electronics course received this survey via Google Form and 182 students willingly responded. The scale created by the author Panskyi, T. (2021), was used to create the question that gauges students' interest in using the Tinkercad application versus in-person practical work. This test gauges the motivation, enjoyment, and satisfaction of the students. The question is changed in accordance with the hybrid teaching approach and the circumstances at present. There are 4 basic categories into which questions are divided: student satisfaction (A), student enjoyment (B), student motivation (C) and learning outcomes (D). The final question evaluates students' overall interest in different teaching strategies. Table 2: This Questionnaire Given via Google Form Part A: Satisfaction Short Name I really like to learn through Tinkercad application. Q1 I will continue to choose the Tinkercad application as a learning tool in the future. Q2 I would recommend the Tinkercad application to other students as a learning tool. Q3 I really like to do practical work in the lab. Q4 I will continue to do practical work in the lab as a learning tool in the future. Q5 I would recommend to other students to do practical work in the lab as a learning tool. Q6 Part B: Enjoyment Learning with the Tinkercad application makes me feel happy. Q7 The Tinkercad has caused my interest in learning process. Q8 It was a pleasure to design the circuit in Tinkercad. Q9 A pleasant feeling was formed when seeing the result from Tinkercad. Q10 Learning process in the lab makes me feel happy. Q11 My interest in the learning process has increased as a result of doing real practical work. Q12 It was a pleasure to construct the circuit in the lab. Q13 A pleasant feeling was formed when seeing the result in the lab. Q14 Part C: Motivation The Tinkercad can arouse my motivation to design the circuit. Q15 By using the Tinkercad application can attract my interest to learn the digital electronics course. Q16 By using Digital Trainer in the lab can arouse my motivation to construct the circuit. Q17 By using the Digital Trainer to construct the circuit can attract my interest to learn the digital electronics course. Q18 Part D: Learning Outcomes I am confident I will do well in design the circuit in the future without lecturer assistance. Q19 I will put enough effort into learning process. Q20 Learning digital electronics course will give me a career advantage. Q21 302

Interest Overall, I prefer Tinkercad application/ Practical work face to face Q22 4.5 Data Analysis The IBM SPSS Statistics Version 22 program was used to analyze the study's final set of data in accordance with the problem statement that had been recognized. SPSS is used to enter, store, and analyze descriptive statistics, Pallant (2013). We will evaluate the mean score and standard deviation to respond to the problem statements. The mean score in Table 3 was interpreted to determine whether or not students were interested in using the Tinkercad application for the Digital Electronics course. Descriptive analysis was used in the form of percentage, mean score and standard deviation to see the distribution of feedback in the study sample. Table 3: Interpretation of the Mean Score (Level) Mean Score Interpretation (Level) 1.0 – 1.8 Very Low 1.0 – 2.6 Low 2.7 – 3.4 Intermediate 3.5 – 4.2 High 4.3 – 5.0 Very High Source: Education Policy Planning and Research Division (2006) Standard deviation is a value that is considered in a descriptive data analysis. The standard deviation is the mean score difference between the scatter scores in the data distribution. For the value of the standard deviation from the low to medium range, there is a small mean score difference in the mean score distribution. A very low standard deviation value on the item indicates a very high consensus of the respondents. While the value of the standard deviation from high to very high indicates a lack of consensus from respondents (Ramlee, 1999). The interpretation of the standard deviation values stated above can be interpreted as Table 4. Table 4: Standard Deviation Values Against Respondent Consensus Standard Deviation Value Respondent Consensus 0.00 – 0.25 Very Low Very High 0.26 – 0.5 Low High 0.51 – 0.75 Intermediate Intermediate 0.76 – 1.0 High Low > 1.01 Very High Very Low Source: Ramlee (1999) 5. RESULT AND DISCUSSION A questionnaire was distributed to 295 semester 2 students in total from the DEE, DEP, and DJK program via a google form. The survey has received 182 responses. This accounted for 61.7% of the response rate. Male respondents made up the majority of this study's respondents (74.7%), while female respondents made up 25.3%. At the Polytechnic, men predominate in the recruitment of students for the Engineering Diploma. 31.3% of the 182 respondents are DEE students, 35.7% are DEP students, and 33% are DJK students. All that responded to the survey is a semester 2 student who took the course on digital electronics (see Table 5). 303

Table 5: Respondents Profile Profile Total Respondents Percentage (%) Gender Male 136 74.7 Female 46 25.3 Total 182 100 Program Diploma in Electrical and Electronic Engineering (DEE) 57 31.3 Diploma in Electronic Engineering (Communication) DEP 65 35.7 Diploma in Electronic Engineering (Control) DJK 60 33 Total 182 100 The descriptive statistics presented in Table 6 show the mean score, standard deviation, score level, skewness and kurtosis of the students’ responds and the criteria toward the hybrid teaching and learning mode for each emotion. According to Bai and Ng (2005), data are normally distributed when skewness and kurtosis are respectively within the range of ± 1 and ± 3. As can be seen in Table 6, the data’s distribution across all dimensions was quite normal. Table 6: Descriptive Statistics of The Analyzed Questions Emotion Tinkercad Application Mean Std. Dev Score Level Skewness Kurtosis Satisfaction 4.17 0.63 High -0.48 0.49 Enjoyment 4.20 0.59 High -0.36 0.44 Motivation 4.11 0.69 High -0.69 1.19 Emotion Face to Face Practical Work Mean Std. Dev Score Level Skewness Kurtosis Satisfaction 4.45 0.54 Very High -0.438 -0.660 Enjoyment 4.46 0.52 Very High -0.352 -0.963 Motivation 4.40 0.58 Very High -0.364 -0.808 Learning Outcomes Mean Std. Dev Score Level Skewness Kurtosis 4.34 0.54 Very High -0.30 -0.78 The face-to-face mode of the questionnaire had the highest mean score, according to an analysis of the whole survey in all three emotions. The mean score for the enjoyment is 4.46, followed by 4.45 for satisfaction and 4.4 for motivation. Additionally, all three emotions of the face-to-face practical work learning mode received very high scores from respondent. Practical learning activities in the lab have attracted more students than the use of Tinkercad apps online. In practical learning using the Tinkercad application, the lowest mean score was displayed in each of the three emotions. The enjoyment emotion had a mean score of 4.2, followed by 4.17 for satisfaction and 4.11 for motivation. While for the learning mode using the Tinkercad application, respondents gave a lower level of score which is only at a high level compared to very high for the face-to-face learning mode. One alternative that lecturers use as a hybrid learning option is the Tinkercad application. However, as it is taught in laboratory, students cannot really construct a real circuit. 304

The mean score for the final dimension, learning outcomes, is 4.34, which is again a very high score. Overall findings revealed that while responding to all questions, every student had a relatively high mean score (4.11- 4.46). (see Table 6). Additionally, regardless of the teaching and learning mode, the descriptive statistics demonstrated the high level of learning outcomes. The majority of the mean scores for each individual student's response and evaluation criterion in both teaching modes were often higher than 4, indicating the Likert mark of "agree." The standard deviation of the overall emotion and learning outcomes measured gave a value in the range of 0.52 to 0.69 points. This range indicates the respondent's level of consensus is at a moderate level referring to Table 4. For the last questionnaire in the survey, do students prefer Tinkercad over face-to-face practical work can be shown through Figure 2 in percentage. The figure below shows that 70.9 percent of students are interested in face to face practical work, as opposed to 29.1 percent of students who use the Tinkercad application. Figure 2: Illustrates A Comparison Between the Percentage of Students Who Prefer the Tinkercad Application Over Face to Face Practical Work 6. CONCLUSION AND RECOMMENDATION In this study, students attending the Digital Electronics course offered by the Electrical Engineering Department at Ibrahim Sultan Polytechnic expressed their interest in a hybrid teaching and learning process that combines face-to-face instruction with online classes. Through the collaborative efforts of both students and lecturers, hybrid practice allows a flexible approach to the learning process. Students’ attitudes to particular learning modes were grouped into four basic dimensions: enjoyment, satisfaction, motivation and learning outcomes. Almost all students gave positive responses. Analysis of each dimension separately presented no significant differences in the students’ learning outcomes. The learning modes (Tinkercad or Face to Face) had no significate impact on students performing the practical work. According to the study's findings, Tinkercad software is a good option for overcoming the lack of electronic skill competency in the COVID-19 teaching-learning environment in this course. Howsoever, our results also indicated the significant difference in particular interest of student prefer doing practical work in face to face mode rather than using Tinkercad app. Through the use of questionnaires, our study focuses on the students' subjective views of enjoyment, satisfaction, and motivation. Future studies could analyze the relationship between student interest and student achievement via course grades. This is to ensure that learning outcomes can be achieved even if hybrid learning is conducted at the polytechnic. Learning outcomes can be measured through Course Learning Outcome (CLO) and Program Learning Outcome (PLO) group attainment reaching a target of at least 50%. 7. REFERENCES Quigley, E. (2019), “What is Blended Learning?”, https://www.learnupon.com/blog/what-is-blended-learning/ [Accessed 3 August 2022]. Doering, A. (2006). Adventure learning: transformative hybrid online education. Distance Education, 27(2), 197-215. 0 10 20 30 40 50 60 70 80 Face to Face Practical Work Tinkercad Application 305

Ibrahim, A. Y. (2011). The effects of using PBWorks in a hybrid collaborative class environment on students' academic achievement (Doctoral dissertation). http://scholars.indstate.edu/ [Accessed 4 August 2022]. Swaen, B., George, T. (2022), “What Is a Conceptual Framework? Tips & Examples“, https://www.scribbr.com/methodology/conceptual-framework/ [Accessed 7 September 2022]. Kennedy, K. (2020), “What is Tinkercad?”, https://productdesignonline.com/tips-and-tricks/what-is-tinkercad/ [Accessed 6 August 2022]. Reyes, A. D. (2019), “Electronic Circuit Basics with TinkerCAD 2” https://www.tinkercad.com/dashboard?type=circuits&collection=designs [Accessed 5 August 2022]. Muhamad Fahmi, A. J. (2012). Penguasaan pelajar STAM terhadap imbuhan kata Bahasa Arab/Muhamad Fahmi Abd Jalil (Doctoral dissertation, University of Malaya). Hart, T. (2018), “Practical work: The Benefits, Challenges and Solutions”, https://www.cambridgea.org/us/education/blog/2018/12/05/practical-work-benefits-challenges-andsolutions/ [Accessed 5 August 2022]. Babbie, Earl R. (2010). The Practice of Social Research. 12th ed. Belmont, CA: Wadsworth Cengage, Muijs, Daniel. Doing Quantitative Research in Education with SPSS. 2nd edition. London: SAGE Publications. Kerlinger, F.N. (1973). Foundatios of Behavioral Researc. Holt, Rinehart and Winston, New York. Abdul Ghafar, M. N. (1999). Penyelidikan Pendidikan. Johor Bahru : Penerbit Universiti Teknologi Malaysia. Panskyi, T., Biedroń, S., Grudzień, K., & Korzeniewska, E. (2021). The Comparative Estimation of Primary Students’ Programming Outcomes Based on Traditional and Distance Out-of-School Extracurricular Informatics Education in Electronics Courses during the Challenging COVID-19 Period. Sensors, 21(22), 7511. Shahar, R. (2006). Pembangunan Laman Web Sebagai Media Pengajaran Di Politeknik Port Dickson : Topik Garis Imbas. Tesis Sarjana, Universiti Kebangsaan Malaysia. Olajide, Victor. (2019). Data Collection with Google Forms. Pallant, J (2013). SPSS Survival Manual: A step by step guide to data analysis using IBM SPSS. (5th Ed). Allen & Unwin: Australia. Bahagian Perancangan dan Penyelidikan Dasar Pendidikan. (2006). Laporan kajian penilaian graduan NPQH. Putrajaya: Kementerian Pelajaran Malaysia. Ramlee, M. (1999). The Role of Vocational and Technical Education in the Industrialization of Malaysia as Perceived by Educators and Employers. Purdue University. Bai, J.; Ng, S. (2005). Tests for Skewness, Kurtosis, and normality for times series data. J. Bus. Econ. Stat. Am. Stat. Assoc., 23, 49–60. 306

THE MIRACLE OF HEALING WITH THE FOOD FAVOURITE COLOUR OF THE PROPHET PBUH Noli Kasim1 , Abdul Rahman Muhammad2 __________________________________________________________ 1,2General Studies Department, Politeknik Sultan Mizan Zainal Abidin, KM 8 Jalan Paka, Dungun, Terengganu, 23000, MALAYSIA *Corresponding Author: [email protected],my __________________________________________________________________________________________ Abstract: Healing through colour therapy began to be focused on as a natural alternative treatment in the Nineteenth century. Various treatment methods are used. This study focuses on the two colours of food that became the favourite of the Prophet PBUH. i.e., black, and green colours as a medium of treatment. This study uses the library research method to collect information through primary and secondary sources. Some quotes from the words of Allah SWT and hadiths related to the colour of the food of the Prophet PBUH are presented. The discussion tries to reveal the advantages, functions, and effects of the colours of the favourite food of the Prophet PBUH on human health. In addition to associating similarities in terms of colour and nutrients of Prophet PBUH's favourite food with some local herbal plants that are often used as a natural healing medium to treat physical and spiritual health problems. The study found that there are similarities in terms of the function and properties of the two colours with the plants and fruits that became the favourite of the Prophet PBUH. The findings of the study show that the black and green colours can heal physical and mental illnesses. In conclusion, the colour of this sunnah food is not only a favourite of the Prophet PBUH, but also has a high healing value. This justifies the wisdom of the messenger of the Prophet PBUH, enlightening the people with the light of Islam and bringing people out of the darkness of faith to the truth. His way of life is also the source of the idea of finding a cure to treat human spiritual, mental and physical ailments. Keywords: Healing, Sunnah, Colours, Favourites. 1.0 INTRODUCTION Calming through colour therapy began to receive attention as a natural treatment in the Nineteenth century when it was seen to effect changes in human physiology and psychology. The fact is this colour therapy has existed along with the resurrection of our lovely Prophet Muhammad PBUH who brought various blessings to the universe. There are eight colours mentioned in the Quran. Five colours are supported as the favourite colours of the Prophet PBUH. However, in this study, only two colours, namely black and green, which were focused on as the basic colours of healing to help solve physical, spiritual, and intellectual problems. Lately there are many health products that are based on sunnah food. The product has been processed and mixed with various ingredients before it is marketed. In this study, the authors only focus on fresh black and green native fruits and plants. A combination of black and green colours which consist of the favourite food of the Prophet PBUH and herbs and fruits that are the medium of traditional Malay treatment. The disclosure of natural healing using black and green elemental food needs to be disclosed to the community because it is easy to obtain, environmentally friendly and as an alternative treatment. 2.0 LITERATURE REVIEW The favourite food of the Prophet PBUH is also known as sunnah food, which is any food that is based on his eating habits. Khader Ahmad et al. (2015), stated that this sunnah food is the food mentioned in the Quran and hadith. They added that Islamic scholars define sunnah food as food that benefits and brings goodness to humans, whether its benefits are explained in the Quran or hadith or not. In the Quran there are several words referring to food. Zulkifli Mohd Yusoff (2009) stated that the word ta'am refers to food repeated 24 times in the Quran. However, in certain circumstances Allah SWT uses the word 307

ta'am to refer to a drink as in verse 249 in surah al Baqarah (al Baqarah (2): 249). While in verse 93 of surah Ali 'Imran, the meaning of ta'am is more comprehensive, i.e., plants, animals, and processed food. Faszly Rahim et al. (2015) stated that olives are famous for their oil extracts. It is the main dietary ingredient of the Mediterranean community. Olive oil can be pickled and eaten as is. It is the only oil that retains its flavour and aroma. Consuming olive oil in the daily menu consistently can reduce high blood pressure and the risk of some types of cancer. Now there are many food products and health products on the market that use foods based on dates, black cumin, black pepper (black colour), olives and cans (green colour). If the intake of the food is not according to the correct rules, it will not have an effective effect and can even invite harm to health. 3.0 METHODOLOGY In this writing, the writer uses the library research method of document analysis to gather information through primary and secondary sources. The collection of primary source information starts from the words of Allah SWT and hadiths about the function, benefits, and practices of consuming black and green foods, reading books and articles from the point of view of scientific evidence for the benefits and effects of these foods on the quality of human health, as well as from personal experience the writer himself and some friends who are strict adopt a diet characterized by black and green colours. While secondary sources are obtained from the writings of experienced writers in the field of agriculture and herbal plants. The information obtained, researched, and refined to strengthen the topic discussion and get good results. 4.0 DEFINITION 4.1 Healing Referring to the Fourth Edition Dewan Dictionary (2005), the word healing means healthy, fresh, recovered, and sane. For example: the sick person has recovered. 4.2 Colour Colour is the effect that the eye gets from the light reflected by the objects (with different wavelengths) that it sees. Prawira (1999) defines colour as one of the elements of beauty in art and pattern other than visual elements. while Nugraha (2008) explains that colour is the effect of the light reflection of the object obtained by the eye. Therefore, it can be understood that colour consists of three main elements, namely objects, light and eyes. 4.3 Favourite Favourite means liking or joy as referred to in the Dewan Dictionary (2005). 5.0 COLOURS IN AL QURAN AND AL HADITH In al Quran and al Hadith there are mentions of several types of colours. The colours that are mentioned are not just words, they even have the privilege of an implied revelation. 5.1 The Colour of The Prophet’s PBUH Clothes Referring to the hadiths of the way the Prophet PBUH dressed, it was found that there is no specific colour that can be categorized as a sunnah colour. Apart from white, The Prophet PBUH often also wears other coloured clothes. He used to wear a saffron-coloured qamees, a red hibarah, a green shirt and a black turban. There are five hadiths that mention the black turban of the Prophet PBUH, among them the hadith narrated by Jabir (Muslim Life Style Community, 2017). Meaning: "On the occasion of the Opening of Mecca, the Prophet PBUH, entered the city of Mecca wearing a black turban on his head". (Narrated by Tirmizi, Muslim, Abu Dawud, Nasa'ei, Darimi, Ahmad and Abu Shaykh) In another hadith, Aisha narrates, Meaning: "One morning, the Messenger of Allah PBUH came out wearing clothes made of black fur". 308

(Narrated by Tirmizi, Muslim, Abu Dawud, and Nasa'ei,) While the clothes are green, as in the hadith narrated by Abu Ramtsah, It means: "I have seen the Prophet; PBUH. Wearing two pieces of green clothing.” (Narrated by Tirmizi, Nasa'ei and Ahmad) Although the colours of the Prophet's clothes are varied, some scholars think it is recommended to wear green clothes because it is a cool colour to the eye. In fact, it is the colour of the clothes of the members of heaven. Allah says in the Quran: Meaning: "those in heaven wear green clothes made of fine silk and thick silk (which is tight), and they are adorned with bracelets of silver; and they were given to drink by their Lord with a kind of (another) drink that is clean and pure." (Al-Insan: 21) 5.2 The Colour of the Fruits Eaten by The Prophet PBUH The Prophet PBUH favourite food is fruits. While the colours are focused on only two colours, namely black and green. Among his favourite fruits that have the colour characteristics are cucumbers, tins, olives, and dates. 5.2.1 Cucumber with Dates There are six hadiths that mention these two fruits. Among them were the hadith narrated by Abdullah bin Jaafar: Meaning: "I once saw the Prophet PBUH eating an Arab cucumber with ripe dates". (Narrated by Tirmizi, Bukhari, Muslim, Abu Dawud,Ibn Majah, Darimi and Ahmad) Anas bin Malik narrated: Meaning: "I saw Prophet PBUH eating melons and ripe dates at the same time." (Narrated by Tirmidhi, Ahmad and Nasa'i) Rubayyi' binti Mu'wwidz bin Afra' narrated: Meaning:" Mu'adz bin Afra' sent me to give a basket of ripe dates and small fluffy cucumbers to the Messenger of Allah PBUH. He likes cucumbers. When I met the Prophet PBUH, he had just acquired jewellery from Bahrain. So, the Prophet PBUH. filled his hand with the jewellery and gave it to me." (Narrated by Tirmidhi and Thabrani) Rubayyi' binti Mu'wwidz bin Afra’ narrated Meaning:"I came to the Messenger of Allah PBUH, with a basket of ripe dates and fluffy cucumbers. Then he gave me a handful of jewellery or gold". (Narrated by Tirmidhi and Ahmad) 309

And the hadith narrated by Aisha: Meaning: "The Messenger of Allah PBUH, once ate cucumbers with dates". (Narrated by Tirmizi and Nasa'i) The hadith narrated by Aisha is also narrated by Tirmizi, Bukhari, Muslim, Abu Dawud, Ibnu Majah, Darimi and Ahmad with the same meaning. Based on the hadiths above, it was found that the Prophet PBUH eating ripe dates which are usually black, and cucumbers or watermelons are usually green. The word ءاثق) cucumber, melon, or watermelon) if referred to the Marbawi dictionary means a tree like a pumpkin tree and its fruit is like a cucumber and its fruit is like a pumpkin and can be eaten. 5.2.2 Olives and Figs Allah says in the Quran: Meaning: "For figs and olives!" (At Tin: 1) The nature of olives is clear and shiny like light. This is explained in the words of Allah Almighty: It means: Allah who illuminates the heavens and the earth. Comparison of Allah's guiding light (the Holy Book of the Qur'an) is like a cluster of light that contains a lamp; the lamp is in a glass bulb, the glass bulb is also (clear and bright) like a shining star; the lamp is lit with oil from a fruitful tree, (that is) the olive tree which is not only exposed to the sun in its rising and not only in its setting (but it is always exposed to the sun); almost the oil - by itself - emits a shining light (because of its clarity) even though it is not touched by fire; (the ray of guidance that is comparable to that is a double ray): light layered with light. Allah leads whoever He wants (according to His laws and regulations) to His guidance; and Allah presents various examples of comparison for mankind; and Allah is All-Knowing of everything. (An-Nur:35) Abu Hurairah narrates that the Prophet PBUH said: Meaning: "Drink olive oil and lubricate yourself with it, indeed it is from a blessed tree." (Narrated by Tirmidhi, Ad-Daarimiy, Ahmad, Ibnu Maajah and Al Haakim) 310

Ibn Umar also announced, Meaning: "Always drink olive oil and lubricate yourself with it, because it is indeed from a blessed tree." (Narrated by Ibnu Maajah, Al Baihaqi and Al Haakim) The verse and hadith above explain the practice of eating dates and cucumbers, as well as the importance of olives and figs so that Allah SWT swears by these two fruits as in surah at Tin. There is no debate about figs in the hadiths of the Prophet PBUH, this is because figs are not found in Hijaz and Medina. The climate is not suitable for it. But Allah mentions it with a word of oath in the Quran. This shows that there are many benefits and advantages that can be gained from the figs (Abdul Aziz 2007). 6.0 PLANTS AND FRUITS THAT HAVE BLACK AND GREEN ELEMENTS USED IN MALAY TRADITIONAL TREATMENT Only local plants and fruits that are selected and have the similar colour with the favourite fruits of the Prophet PBUH are discussed. Among them are: 6.1 Black Pepper Its scientific name is piper nigrum L and its local name is black pepper. Young black pepper is green, after drying it turns black. According to Nufa (2018), black pepper is very good for mothers who give birth by caesarean because it works to warm the body and is carminative which helps the production of gas from the stomach and intestines. 6.2 Black Cumin Its scientific name is Nigella sativa L, and its local name is black cumin, also known as habbatus sauda. It is a type of flowering plant from the Ranunculaceae family. Widely used as medicine and spice. It is popular due to the special health value found in it. 6.3 Bitter Gourd Bitter gourd or its scientific name Momordica Charantia, from the order of Cucurbitaceae, it is a type of creeping vegetable. It is different from normal bitter gourd as the shape is smaller and dark green in color. When young, the colour is orange after ripening, tapered at the end and the base of the skin is wrinkled and bitter in taste, but it has a thousand nutrients for human health (Siti Fuziah Yusuf, 2010). 6.4 Pumpkin, Cucumber and Watermelon The scientific name of pumpkin is Lagenaria siceraria, the scientific name of cucumber is Coccinia grandis and the botanical name of melon or watermelon is Citrullus lunatus. These three fruits are from the Cucurbitaceae family, green in color, also categorized as creeping trees. According to the understanding of the Malays, the fruit produced from creeping trees is classified as cool fruits. 7.0 FUNCTION OF COLOUR IN HEALING According to Dr. Yuda Turana (2013) green is a natural colour and it shows purity and harmony. This colour can be said to be an extraordinary healer. Green is used to balance and stabilize the body's energy. The green colour is also associated with the heart chakra. While for the black colour, he believes that this colour is often used to suppress appetite. For those who plan to lose weight can try doing so by using a black tablecloth. In science subject at school, students are exposed to the function of black as a heat-absorbing colour. Whoever wears black clothes, the heat absorption is faster than other colours. Then sweat will be produced in a short time in hot weather. 7.1 How Color Works as Therapy From the arguments of the verses of the Quran, hadiths, and some of the examples of local plants and fruits that are mentioned above, there are some similarities in terms of the function of colour and the benefits of these materials to humans. Sunnah colours are not just the favourite colours of the Prophet PBUH. It can even be used as therapy in treating physical and mental problems. If we look at the colour of the Prophet's favourite fruits, there is a similarity with the colour of his appearance. Why? If refined between these two favourites, 311

there lies the secret of natural healing. The practice of eating plants and fruits on a regular basis and in the right proportion can help in treating health problems experienced. This allows it to be a therapy indirectly. The scientific name of dates is phoenix dactylifera, it is known as dates by local people. There are many types of dates, such as Deglet Nour, Medjool, Hadrawi, Maryami and al-Ajwah. The colour is also slightly different. But mostly when the fruit is ripe, it is dark black in colour. Apart from its dark black colour, dates are rich in carbohydrates, salt and minerals, dietary fibre, vitamins, fatty acids, amino acids, and proteins (Fazly Rahim, 2015). The benefits of dates that contain mineral salts such as magnesium, potassium and calcium are very important in correcting the heartbeat and regulating blood pressure. Phosphorus is beneficial for the strength of bones and teeth, the brain, and the human reproductive system (Ahmad Sabri, 2014). Besides that, dates can also lower the risk of a stroke and facilitate bowel movements (Grupbuku karangkraf 2011). The Prophet's date which is al-Ajwah is a type of date from the city of Al-Madinah Al-Munawarah, the seeds are larger than the Ash-Shaihaani dates, the colour is quite black. Eating Tamar al Ajwah regularly and continuously can treat various diseases. Hadith Saad: The Prophet PBUH once said: Meaning: "Whoever eats seven dates between La Bataiha (two non-sandy lands in Madinah) in the morning, then the poison will not be able to harm him until evening". (Narrated by Bhukari) Among the benefits is that it is useful for strengthening the stomach veins, relaxing the tension of the nerves, activating muscle contraction, nourishing the growth of the body, strengthening the heart, strengthening the memory, and filling. Eating dates before breakfast can kill bacteria in the stomach. Drinking the soaking water of dates can facilitate urination and then it can strengthen the spleen. Dates work as a healing agent because they have two properties which are heat in the first stage and moist in the second stage. If you think logically, the colour black works as a heat absorber, therefore, the black colour of dates can absorb toxic excess and warm the body. The hadith of Saad above shows that dates are a kind of nutritious food and can cure many diseases. If a comparison is made between dates and black pepper and black cumin, we find that there are similarities in the function of these two plants. Both are black and hot in nature. The use of black pepper among Malaysians is quite widespread. As a mixture in cooking, ingredients for treatment are also made into perfumes. The perfume produced in Sarawak is said to be the best in the world (Grup karangkraf 2011). Black pepper is also effective for treating headaches in addition to being beneficial for treating fever, frequent urination, and diarrhea. It acts as an absorbent of the disease experienced. Mothers who are in the abstinence period are encouraged to eat black pepper to warm the body and strengthen the nerves. The same goes for black cumin. It has many benefits as in the hadith from Aisha, the words of the Prophet PBUH: "Indeed, this black cumin (habbatus sauda) is a cure for all diseases except death". (Narrated by Bukhari) In another hadith, the Prophet PBUH said, "There is not a single disease but in black cumin’s (habbatus sauda) there is a cure for it, except death". (Sahih Muslim narration) Black cumin contains natural chemical elements. The skin contains sulphate, phosphate, carotene, iron and cilium. The contents contain oil, enzymes, hormones as well as carbohydrate and protein ingredients. In the part that separates the skin from the contents, it contains tocopherol, sulphate, copper, and antibiotics (Faszly 312

Rahim, 2015). Black cumin is hot and able to develop the respiratory tract to treat various types of diseases caused by lack of resistance in the body. Ibn Sine mentions this black cumin in his famous book entitled “The Canon of Medicine”, that black cumin or habbatus sauda is a grain that greatly stimulates the body's energy and is very helpful in chronic fatigue, loss of enthusiasm and has a therapeutic effect on digestive disorders, gynecological diseases and system breathing. Black cumin is also beneficial in treating flatulence to remove wind, cure diabetes and gallstones, regulate the menstruation, increase the production of breast milk, treat heart palpitations, and improve breathing, flu, and sinusitis. toothache, treat hair loss, treat skin growths (warts), thickens hair, and slows grey hair growth, treats body aches and bone aches (Grup karangkraf 2011). While olives, tins, pumpkins, cucumbers, and bitter gourds, their green colour cools the outside and the inside. The colour green can calm the eyes and act as a therapy in balancing and stabilizing the body's energy. The green colour is also associated with the heart chakra. In the Quran, there are many references to the colour green. Allah SWT describes the state of the inhabitants of heaven with fine green silk clothes with all the pleasures. They are in an atmosphere full of enjoyment, happiness, and peace of mind. The words of Allah SWT: Meaning: Those, prepared for him an eternal paradise, which several rivers flow under it; they are adorned therein with bracelets of gold, and wear green garments of thin silk and thick embroidered silk; they rest in it by lying on the (decorated) couches. That's the best answer and that's the beautiful resting place of Heaven. (Al Kahfi :31) The relationship of the colour green as a healing agent can also be linked to the benefits of the green olive if it is consumed. Abdullah al Qari (2004) has noted the advantages of this olive as a natural therapeutic agent, such as slows down the aging process, moisturizes the skin and brightens the face, treats liver and brain problems, cares for & strengthens internal organs, reduces cholesterol levels, overcomes skin problems, overcomes nerve problems and various problems. It can also be understood through the hadith of the Prophet's way of eating. The Prophet PBUH eats cucumbers with dates. This is because the cucumber is green and cool while the date is black and hot. Consuming too much hot food can cloud the blood and cause dizziness. It can be balanced by eating foods that are cold like cucumber. Pumpkin is a fruit that quickly dissolves in the stomach, quenches thirst, if drunk or bathed or massaged on the head, it can get rid of headaches and eaten pumpkin can cools the stomach. Cucumber is widely used in Malay medicine. It contains high fibre and nutrients and can maintain the alkaline content in the blood. It is very suitable for treating oily skin and acne problems, overcoming dirty digestive tract problems (Faszly Rahim, 2015). In addition, Cucumber also helps to cool down a hot stomach, smooth the urination and the leaves are pounded finely and applied to the dog bite site is very beneficial. It also dissolves quickly in the stomach. This is because it is cold and humid. Watermelon is also quickly digested in the stomach. It is best to eat watermelon before eating the main meal. According to some medical experts: "Eating watermelon before the main meal can cleans the stomach and removes the source of disease" (Abdul Aziz; 2007, Amina Noor: 2005) 313

However, despite the list of benefits of pumpkin, cucumber, and watermelon, it is a forbidden food for mothers during confinement and those who suffer from diseases related to the nerves. It is believed that it will have harmful effects and affect health. It will also delay the healing and recovery period. This belief is based on daily eating practices inherited from ancestors. The conclusion from the discussion above, coincides with the words of Ibn Qaiyim al-Jauziyah in At Tib anNabawi, (1978) "The diseases are divided into two parts, firstly heart disease and secondly body or physical disease", all diseases have a cure except death. Therefore, these diseases can be treated through food colour therapy and the Prophet PBUH favourite. 8.0 CONCLUSION The Prophet Muhammad PBUH lifestyle is a healthy lifestyle. This is evident through the appearance of the prophet’s clothing in the selection of colours that have an indirect therapeutic effect. Similarly, through his way of food selection, the colour of food selected from fruits has natural healing elements. It can even shape his mind and soul. There are similarities in terms of colour function and the properties of the Prophet PBUH favourite food with local plants and fruits that are used as a healing nutritional practice for the Malays. This unravels the secret of natural healing through the favourite colours of the Prophet PBUH. 9.0 REFERENCES Abdul Aziz Ismail. (2007). Perubatan mengikut al Quran & Sunah. Kuala Lumpur: Progressive Publishing House Sdn. Bhd. Abdullah al Qari Salleh. (2004). Rahsia dan Khasiat air zam-zam, buah zaitun , buah tamar (kurma). Kuala Lumpur: Al Hidayah Publishers. Ahmad Sabri Abu Hassan. (2014). Menu Sihat Inspirasi Rasulullah. Kuala Lumpur: PTS Millennia Sdn. Bhd. Fasly Rahim, Wan Nasyrudin Wan Abdullah, Aminah Abdullah. (2015). Indahnya Pemakanan dan Perubatan Islam. Kuala Lumpur: Telaga Biru. Grup Buku Karangkraf. (2011). 202 Khasiat Herba. Selangor: Grupbuku Karangkraf. Ibn Qayyim Al-Jauziyah. (1990). Zaad al- Ma’ad (Edisi ke 14). Beirut: Muassasah al Risalah. Ibn Qayyim Al-Jauziyah. (1978). At-Tib An-Nabawi .Kaherah: Darul Turath. Imam al-Tirmizi. (2008). Syamail Muhammad s.a.w keperibadian Rasulullah (Edisi Malaysia). Kuala Lumpur: Telaga Biru. Khadher Ahmad, Zulkiffli Yusoff, Siti Sarah Izham, Munirah Abdul Razzak. (2015). Salah faham terhadapa sunnah:isu dan penyelesaian terhadap istilah makanan sunnah dalam kalangan masyarakat Islam di Malaysia. Universiti Malaya: Jabatan al Quran dan al-Hadith, Akademik Pengajian Islam. Muslim Life Style Community.2017.Ensiklopedia Nabi Muhammad SAW dalam Ragam Gaya Hidup 2. Jakarta: PT Lentera Abadi Nugraha, A. (2008). Pengembangan pembelajaran sains pada anak usia dini. Bandung: JILSI Foundation. Noresah Baharom. (2005). Kamus Dewan (Ed. Ke 4). Kuala Lumpur: Dewan Bahasa dan Pustaka. Prawira, S.D.(1999). Warna sebagai salah satu unsur seni dan desain. Jakarta: Depdikbud. Zaghlul al Najjar .(2009). Al ijaz al ilmi fi al sunnah al nabawi (penterjemah; Norhasanuddin dan Faisal Salleh. Keajaiban Sains dalam hadis). Kuala Lumpur: al Hidayah Publication. 314

Siti Fuziah Yusof. (2010). Tumbuhan Ubatan Liar di sekeliling Anda. Selangor: Ar Risalah Product Sdn. Bhd. Zulkifli Mohd Yusoff. (2009). . Kuala Lumpur: PTS Islamika. Yuda Turana. (2013). Terapi warna. Retrieved July 4, 2022, from http://www.medikaholistik.com/medika. NuFa. (2018, July 9). Manfaat lada hitam. Majalah Pa&Ma. Retrieved July 4 from https://www.majalahpama.my/lada-hitam-sebenarnya-bagus-untuk-caesarean-inimakanan-yang-perlu-dielakkan-selepas-bersalin-caesarean/ 315

A study of the effectiveness of the e-warden smartphone application utilized by Polytechnic Merlimau Melaka Residential College Nor Farhana binti Falil1 1Department of Electrical Engineering Politeknik Ibrahim Sultan, Johor Bahru, Johor [email protected] Abstract: The bulletin board is utilized to provide safety and welfare information for Politeknik Merlimau Melaka Residential College. The card system is used to monitor overnight resident movement. However this strategy is ineffective and wardens had a problems to control the student. In addition, by applying bulletin board, residents have trouble in obtaining information on-duty warden during in an emergency. Observations and interviews found that utilizing the app can assist in resolving this issue. This project purpose was to design an application that would facilitate the wardens' monitoring system and resident have an access of emergency information. In addition, this research is to compare the efficacy of the app toward existing methods. The app was developed using the MIT App Inventor tool set. The features include warden-related data such as organizational charts, warden duty schedules, emergency flow charts, and disciplinary case management flow charts. Additionally, residents can directly contact the warden through this application even though they did not save the warden's phone number. The application also includes a student outing application. In this study, 193 respondents, including wardens, parents, and residents, participated in the efficacy of this application. The results indicated that 72.6% of respondents believed this strategy superior to the current method. 77.7% of respondents believed that the e-warden app could assist residential colleges in monitoring the movements of students more effectively than card systems. 76.7% of respondent believed the e-warden app was simple to use while 82.9% of respondents believed the e-warden app could assist residents in obtaining information about residential colleges and contacting the warden in an emergency. By using e-warden app is also easier for residents to request overnight leave. 79.8% of respondents concurred with this statement. Additionally, e-warden application assists parents, guardians, and wardens in monitoring of their children. 81.9% of respondents agreed with the statement. Overall, this application has made life easier for the wardens and resident of residential college, Politeknik Merlimau Melaka. Keywords: warden; smartphone app; MIT App Inventor. 1. INTRODUCTION The duties of a warden are challenging to ensure a safe and secure resident environment and ensure the welfare of all residential student. Wardens are responsible to perform a patrol in and around the residential hall premises from time to time and perform inspection or spot check. Other than to write a daily report on all occurrences in the hostel. Sometimes warden be a liaison person in between the security or authority and residents on midnight emergency to ensure that the residents are being treated or sent to hospital on time. Warden are expected to work as required by the circumstances at any times of the day and the night to ensure resident well-being. Warden be part of the team who support student, parents or guardians and other stakeholders both in and of normal working hours by providing excellent customer care advice and assistance. In addition, warden are responsible to enforce college and residence regulation relating to pastoral care and discipline as may be appropriate, and to ensure compliance with college policy on all matters relating to resident behavior. Because of these responsibility, warden must ensure that physical bulletin board or notice board at center of residence is displayed up to date information for residents, including information about the warden team and hall senior ,schedule warden on duty and their contact number, event calendar, and others essential information such as safety, security and emergency flowchart. However a board on a wall on which pieces of paper containing written information is not relevant to practice. Sometime in case of emergency its took a long time to get the information between resident and warden. Student have to get the related information in notice board at resident center. 316

As a result, an e-warden application was created to aid hostel residents at Polytechnic Merlimau, Melaka in locating information wardens on duty and making emergency telephone calls. This application is user-friendly and economical, as students are not charged to install it on their Android devices. Android user applications provide the space for users to perform activities such as dial-up calls by interacting with a window provided for each organized activity 2. LITERATURE REVIEW Residential wardens were academics with a responsibility for running hall residence. This included supervision of student behavior and the fostering of the community life of the hall. Residential college wardens serve as advisors to the Residential College Student Committee in the planning and organization of residential college activities for each academic semester (Nik.M.H, 2018). The college experience can affect students' emotions and contribute to their well-being. Narisa. M, 2010 study, identified three important aspects that contribute to the quality of life of residential college students in terms of amenities, safety, and managerial factors that ensure academic performance and student happiness (Narisa. M, 2010). Ahmad research revealed that the monitoring and security features of the college accounted for 66.5% of the residents' satisfaction poll. Despite this, security controls continue to be carried out efficiently due to the presence of a warden conducting routine patrols (Ahmad, 2010). As technology develops and the demand for more sustainable control grows, there is a need for student control that does not compromise the privacy of either party. The adaptation of the ADDIE paradigm covers five phases of mobile application development. (Zainiah. J, 2016) noted that the ADDIE teaching methodology has a structured procedure and supports the material development (Zainiah, 2015). Using MIT App Inventor, (Fatin & Masri 2017) created a patient tracking app for the Emergency Department. This agile process can integrate staff and heirs with the information elements and locations of patients in a built application more effectively (Ayob, 2017). According to (Shaileen & Jose, 2013), MIT App Inventor is a drag-and-drop visual programming tool for designing and developing android mobile applications with full functionality. App Inventor promotes a new era of personalized mobile computing in which users have the freedom to design, develop, and implement mobile technology solutions that are relevant to their daily lives. Using a block-based programming language built on Google Blockly (Fraser, 2013) and inspired by languages such as StarLogo TNG (Begel & Klopfer, 2007) and Scratch (Resnick et al., 2009; Maloney, Resnick, Rusk, Silverman, & Eastmond, 2010), anyone can create a mobile phone application to meet a need. App Inventor has been used by 6.8 million people in over 190 countries to create over 24 million apps. The interface is available in over a dozen languages. People from all over the world use App Inventor to create mobile solutions to real problems in their families, communities, and the global community. In addition, the platform has been modified to meet the needs of more specialized populations, such as the development of apps for emergency/first responders (Jain et al., 2015) and robotics (Papadakis & Singh, 2016). Orfanakis, 2016).In Malaysia, the situation is unique and never-ending. The easy programming model and enhanced development tools of App Inventor allow developers to concentrate on the logic of application programming rather than encoding language syntax, so promoting digital literacy for all. As a result of its move from google to MITT. Since it was transferred from Google to MIT, a number of enhancements and research projects have been implemented. This demonstrates that MIT offers a wide variety of applications for various purposes. Its capabilities include the ability to be tested in real-time and to be enhanced over time. Developers can modify the form factor of the imagined device using the design editor in Program Inventor to see how the app would look on the device screen. Real-time reflection of changes to the visual components' attributes, such as background colour and size. In App Inventor, there are two different kinds of blocks: built-in blocks and component blocks. Booleans, strings, numbers, lists, mathematical operators, comparison operators, and control flow operators are only a few of the fundamental building blocks and operations that are typically present in various programming languages. This provides an incentive for users to test as they construct. Users can select specific function blocks and view instantaneous operational results (Veiga, 2019). MIT App Inventor is used by students, teachers, developers, fans, and entrepreneurs to create apps for collaboration, productivity, personal use, recreation, learning, social good, and community activities. 3. METHODOLOGY The e-warden application was created using MIT App Inventor software, which is online open-source software. MIT App Inventor is a web application integrated development environment (WIDE) that was initially developed 317

by Google and is now maintained by the Massachusetts Institute of Technology (MIT). It enables beginners in computer programming to develop application software (apps) for two operating systems (OS): Android and iOS. It is also an excellent starting point for those who dabble in programming or wish to increase their understanding of how smartphone applications function. The work is performed in two essential App Inventor sections: The Designer and the Blocks Editor. In the Designer, you determine the app's functionality and appearance. Figure 1 is a flowchart illustrating the steps required to develop an e-warden application. Figure 1: Block diagram of the e-warden application development The main step in designing this application is registering a Gmail address on the MIT App Inventor website. A user can construct an application with the specified set of features after creating an account. Figure 2(a) depicts the MIT App Inventor design interface. To begin developing an application, the designer must select the Start New Project option and enter a file name for the new project. After the interface design phase is complete, the designer will move on to the code blocks. Figure 2(b) represents the coding blocks used to guide the functioning of the e-warden application. After the designer successfully arranges the encoding blocks, the code will be generated as a QR-code or a file for installation on the user's mobile device. Figure 3 displays the layout of the home screen of the e-warden application, which has the major navigation buttons that direct the user to the subsequent screen. On the main menu screen are buttons for the organization chart, the warden list by block, the warden task schedule, permission for spending the night outside, and the college staff management list screen. Based on its role, each button will send the user to a distinct screen. (a) (b) Figure 2: (a) MIT App Inventor Interface (b) MIT App Inventor Coding Block 318

Figure 3: Home screen of E-warden App The e-warden application has a few interfaces. It has a main screen that shows the current session's organizational structure for wardens. This page displays only one button functionality to access the main menu. This screen only displays the warden's organization chart. The other page illustrates the authorization form for residential users who intend to spend the night outside. This screen includes a few pieces of information that must be completed and submitted by the resident. On this screen, a few hidden buttons only become visible when the form is successfully submitted. The label text for the buttons is "HOME" and "SUCCESSFULLY SENT." The following interface depicts the list of wardens and session-specific information. This information on the warden has been divided across various screens dependent on the block duties. The user has been provided two function buttons to access this display. The first button is the "CALL" button, which is used to contact the warden in an emergency. The second button is "HOME" and returns the user to the main menu. The next screen depicts the interface display of the residential college staff for the current session. Again, the user can access only two function buttons on this display. The first button is the "CALL" button, which calls the staff if necessary. The second button is "HOME" and returns the user to the main menu. The last interface displays the current session warden's work schedule. Again, this screen view contains only the HOME button, which returns the user to the primary menu. 4. RESULT AND DISCUSSION The e-warden application has been used for three semesters by Politeknik Merlimau residents. To study the effectiveness of this application, a questionnaire was distributed to residents, wardens, and parents. The survey was administered to 193 residents. The results of the questionnaire are detailed in Table 1.0 below. 72.6% of respondents believe this e-warden application system is superior to the inbound and outbound card system, as shown in Table 1 item A1. Whereas item A2 indicates that 77.7% of respondents believed that ewarden application systems could help residential colleges monitor residents' movements more effectively than the card system, item A1 indicates that a majority of respondents (81%) believe that the card system is the most effective method for monitoring residents' 76.7 percent of respondents found this e-warden system to be user-friendly. This is demonstrated by exhibit A3 According to 82.9% of respondents, this e-warden application system can assist residents in obtaining information about the residential college, contacting the warden in an emergency, etc. This is demonstrated by exhibit A4. This e-warden application system is also found to make it easier for inmates to request overnight leave. 79.8% of respondents concurred with this statement. This is demonstrated by item A5. Moreover, this e-warden application system assists parents or guardians and wardens in determining the status of their children. 81.9 percent of respondents concurred with the statement. The evidence for this is item A6. Figure 4 is a bar chart overview of the questionnaire results. 319

Table 1: Result of the effectiveness survey for e-warden application ite m Question Strongly agree Agree Not sure Not agree Strongly not agree A1 The e-warden Application System is better than the inbound and outgoing card system 98 42 35 12 6 A2 The e-warden Application System is able to help residential colleges better monitor the movement of their residents 89 61 32 7 4 A3 The e-warden Application System is easy for residents to use 98 50 26 11 8 A4 The e-warden Application System can help residents obtain information about residential colleges, contact warden in the event of an emergency and so on 109 51 25 5 3 A5 The e-warden Application System makes it easy for residents to apply for permission to stay overnight 109 45 26 8 5 A6 The e-warden Application System helps parents or guardians and wardens to know the status of their children 105 53 24 7 4 Figure 4: Bar chart of the effectiveness survey for the e-warden application Several opinions and comments were gathered using this questionnaire. The majority of comments are constructive and positive. However, there are a few areas for improvement to consider. There were also respondents who had trouble using the new application. Previously, a briefing was given to explain to large groups how to use the application. In accordance with the resident block, a briefing on usage will be conducted to resolve this issue. With a smaller audience, it is anticipated that the residents will be able to comprehend the briefing. Residents are also not ashamed to ask for clarification if they are confused. Some residents do not utilize this application because the briefing may not be audible to them. This application is additionally recommended for iOS users. This application is currently exclusive to Android users. In the future, this proposal will be implemented. 5. Conclusion In conclusion, this study has demonstrated that the implementation of the e-warden system was more beneficial to wardens, parents, and students than the previous card system. The e-warden application aids wardens and parents in monitoring the movements of occupants. It also makes it simpler for residents to communicate with wardens in an emergency or if they wish to spend the night outside of a residential college. However, there are some things that could be improved, and the system should be updated periodically, particularly for iOS users. 0 20 40 60 80 100 120 A1 A2 A3 A4 A5 A6 number of respondents Items Strongly agree Agree Not sure Not agree 320

6. REFERENCES Ahmad, H. S. (2010). Kepuasan Mahasiswi Terhadap Kualiti Kehidupan di Kolej Tun Fatimah, UTM, Skudai. Johor Bahru: UTM. Anon. (2019, june 25). Setting up App Inventor. Retrieved from https://appinventor.mit.edu/explore/ai2/setup. MIT App Inventor.: www.mit.com Ayob, F. A. (2017). Aplikasi Mudah Alih Pengurusan Menjejak Pesakit Di Jabatan Kecemasan PPUKM. PTA-FTSM, Universiti Kebangsaan Malaysia, Bangi. Fang, W. P. (2014). Web Base Android Application Development System. International Symposium on Computer, Consumer and Control. Jana, S. (2015). An event driven university campus navigation system on android platform .Application and Innovations in Mobile Computing (AIMOC). Narisa, M, Y. B. (2010). Tahap Kepuasan Pelajar Terhadap Pengurusan Asrama di Kolej 9, Universiti Teknologi Malaysia, Skudai, Johor. Johor Bahru: UTM. Nik.M.H. (2018). Buku Garis Panduan Pengurusan Kolej Kediaman Politeknik Malaysia. Kuala Lumpur: Tech Printing. Veiga, S. C. (2019, June 23). MIT App Inventor: Enabling Personal Mobile Computing. Retrieved from MIT app inventor: MIT Media Lab. https://www.researchgate.net/publication/257592032. Zainiah, J. &. (2015). Aplikasi Model Addie Dalam Pembangunan Modul Literasi Awal (Modul Lit-A) Untuk Awal Kanak-Kanak. JPBU. 321

‘Wordwall’ Educational Learning Tools for Deaf Students towards Strengthening Al-Quran Learning Siti Suhaila binti Samian1 Rafiuddin bin Rohani2 1Politeknik Ibrahim Sultan, KM10 Jalan Kong Kong, Pasir Gudang, 81700, MALAYSIA 2Politeknik Ibrahim Sultan, KM10 Jalan Kong Kong, Pasir Gudang, 81700, MALAYSIA *Corresponding Author: [email protected] Abstract: Some of deaf students have no basic understanding of learning the Al-Quran, whereas other students have very limited knowledge. Students are taught to read the Al-Quran and the hijaiyyah letter signs thorough exposure to the fundamentals of Al-Quran learning. Online learning activities can complement teaching and learning activities as well as provide students with a wide range of benefits. This is because these students are incapable of comprehend learning that is entirely theoretical. It must be torn up with exercises to increase understanding. The majority of activities and online learning exercises, however, are not designed with students with special needs, such as deaf students, in consideration. Failure to memorize, loosing focus, and frequently forgetting things are all contributors to poor teaching. In a nutshell, this action research conducted and introduces "Wordwall," one of the educational games that can be used in teaching and learning to deaf students. This game can be utilised online or in printed version. This game is designed to improve Qur'anic learning and strengthen the ability to correctly arrange Qur'anic verses. Additionally, it helps students stay focused throughout learning sessions and engage in a fun environment while enhancing the efficacy of their sentence memorization skills. 40 deaf students participated in activities to improve their understanding of the Quran using this online platform. All of the strengthening activities use the observation approach by instructors in a workshop conducted. To learn how the students felt about online games that could aid in understanding the Quran, a questionnaire was given out. Analyzing data using Weka, the students' feedback at the end of the session showed that this game can boost one's sense of worth, is enjoyable, and can boost motivation to learn the Quran.They can learn Al-Quran faster, within the workshop day conducted. For deaf students, diversifying online activities can make learning more efficient and interesting. Keywords: Online Learning Tool; Wordwall; Deaf student; Motivation. 1. INTRODUCTION In 2020, the World Health Organization (WHO) stated that 466 million people worldwide have disabling hearing loss, which impact most of their quality of live. Education is important in every person’s life, but it is considered more significant for people with special needs like deaf and hearing impaired since it enables them to become independent, participating and contributing citizens in mainstream society. However, ensuring a full and equal access to a quality education is still a major concern for deaf communities’ members all around the world. An interesting fact is that there are 72 million deaf people in our world today, 17% only receive education while 80% are undereducated (WFD, 2010). Indeed, many studies have reported that low educational attainment levels and literacy among these individuals are associated basically to their inability to develop reading and writing skills in spoken language or through the so-called oral approach which excludes the use of signed language as their first language or mother tongue. People with disabilities (PWD) are frequently linked to dialogues and arguments regarding their concerns in life, such as their educational requirements, religious beliefs, and customs. The deaf and the blind are not an exception. Teachers primarily interact with deaf students during teaching and learning sessions utilizing sign language (Nik Hassan et al., 2015; Mustafa et al., 2015). However, due to the difficulty in pronouncing Arabic letters, teachers struggle with how to apply the teachings of the Quran (Nik Hassan, 1997). This difficulty has a significant impact on their ability to learn the skills that are taught in the curriculum. 322

Some deaf students do not really learn the Quran from an early age (Ab Aziz Mohd Zin, et al, 2009; Global Deaf Muslim, 2014). Their performance on the exam was likewise quite average or unimpressive (Abdullah & Che Rabiaah, 2004; Easterbrooks & Baker, 2002, Moores, 2001). This failure can be attributed to insufficient of teaching materials for Islamic education as well as the teaching staff's proficiency in delivering courses in the classroom (Efthimiou & Fotena, 2007: Siew et al., 2007). While teaching the Qur'an to deaf students, as opposed to hearing students, there have been difficulties with short-term memory, concentration problems, difficulty pronouncing the Qur'anic letters, and loss of concentration (Ab Aziz Mohd Zin et al, 2009; Global Deaf Muslim, 2014). As a nutshell, effective methods of teaching along with the use of technology in the classroom assist students in learning better. A creative approach for students to ensure that they do not slip behind in their academic studies at the primary, secondary, or postsecondary levels is online learning. Sign language and visual elements are a couple of the added value components that can be supplied in an effort to fulfil the needs of the students and encourage the best in them. Educational games boost creativity, boost self-confidence, and improve teamwork skills with others. These also provide visual, tactile, and intellectual stimulation. It has the power to improve a person's desire to learn and motivate them to accomplish complicated tasks. In context of this, this research introduces “Wordwall”, a kind of educational games that can be used in teaching and learning to deaf students. It could be utilized online or in printed version. In order to improve the ability to effectively arrange the verses of Qur’an, this game is use to reinforce and strengthen the study of the Qur’an precisely. 2. RESEARCH OBJECTIVE The study being done intends to accomplish a number of goals, including: 1. to explore deaf student’s basic knowledge regarding Al-Quran recitation; 2. to explore deaf student’s perception on Wordwall-online educational learning tools game's capability to assist them learn the Quran faster; 3. to determine deaf student’s motivation level in using wordwall-online educational tools towards assist them learn the Quran faster. 3. PROBLEM STATEMENT More than ten years ago, serious initiatives were taken to get the hearing impaired or deaf students to start learning the Quran. Numerous studies about this group's Quran learning that were conducted by local researchers provide as proof. It is challenging for this group to learn the Quran because there aren't many deaf people who can read it aloud (Hamdi, 2011). It is undoubtedly difficult for them to speak, nor how to read the words of the Qur'an fluently, even though some of them are literate. In particular, teachers frequently deal with issues such students losing focus and having trouble remembering things (Mohd Huzairi, 2012). In addition, teachers lack specific training for teaching the Quran (Nor Aziah at al., 2012). The study also discovered that Islamic Education teachers who work in special education facilities, lack of specific knowledge or training in Quranic instruction. The study also discovered that most teachers still implementing chalk and conversation. (2012) Nor Aziah et al. Even though they were aware of the importance of understanding and reading the Al-Quran, as many as 27% of students had never learned the hijaiyah letters' signs and 35% had never studied the Al-Quran prior to the workshop's implementation. 94% of them only learn the Quran in school, and at home, it is not reinforced. As a result, there is little understanding presently available. In order to clear up the misunderstanding that they are unable understand the Quran, there must be an effective way to memorize the verses of the Quran. This can be done by making some more relevant and current teaching techniques available, such as more engaging online teaching tools. 4. LITERATURE REVIEW There are three levels of hearing impairment: mild, moderate, and severe. The ability to comprehend different things in many aspects of life depends on different levels. In this sense, everyone has the same rights to a good quality of life regardless of ability and disability, gender, social, economic, cultural, racial, or religious 323

background. This group has been supported with educational opportunities at both the primary and secondary levels. 2017 (Norsaadah). In order to improve the quality of teaching and its impacts on deaf students, a variety of teaching techniques must be considered. The implementation of Al-Quran education, which is a body of knowledge in the lives of deaf students, requires the use of appropriate strategies, techniques, and approaches (Norakyairee, M., Siti Ramna, K., Siti Rahmah, A.R., 2020). According to Wijaya (2016), using the effective learning strategies and approaches, such as the usage of multimedia as a stimulus, allows students grasp each teacher's lessons with ease. In the twenty-first century, it is no longer possible to separate education from technology; in reality, it has become an additional demand that indirectly fulfills life's needs (Wayan Redhana 2019). 4.1 Online learning tools Deaf students must have access to sign language and visual aids in order to meet their specific requirements and realize their full potential. In fact, having a way of expressing their own language in writing can benefit those who are hard of hearing in the same way that written systems for spoken languages benefit speakers. Assistive technology is beneficial for deaf students. As one of the teaching materials in the classroom, assistive technology for deaf students may include interpreters, note-takers, digital games, or video text displays (Guyer and Uzeta, 2009). Due to specific input devices, precise interaction strategies, and an emphasis on visual control and attention, digital games frequently require stronger cognitive and physical abilities than other typically used interactive applications. In recent years it's believed that playing games might help students learn in a variety of ways. In fact, the use of educational games can keep students' interest, boost their motivation, and raise their involvement, all of which can stimulate learning. Additionally, educational games enhance and encourage creativity, encourage genuine teamwork among players, boost self-confidence, and facilitate the development of self-help and social skills through cooperative working. It has been discovered that using educational versions of popular computer games is very effective at boosting students' motivation, increasing their desire to learn, making learning more pleasurable, and encouraging them to complete more challenging tasks. (Khenissi, Bouzid, Essalmi & Jemni, 2015). Due to unique input devices, extensive interaction strategies, and a focus exclusively on visual control and attention, computer games are typically far more demanding than normal interactive practices in terms of the motor and sensory abilities needed for interaction control. This makes a massive number of persons with disabilities unable to play computer games (Grammenos, D., Savidis, A., Stephanidis, C.: ,2009). Deaf students must have access to sign language and visual aids in order to meet their specific requirements and realize their full potential. In fact, having a way of expressing their own language in writing can benefit those who are hard of hearing in the same way that written systems for spoken languages benefit speakers. 5. METHODOLOGY This action research using descriptive study investigates deaf students' perception of the ‘Wordwall’-online educational learning tools in strengthening Quranic learning. At Polytechnic Ibrahim Sultan, 40 Muslim students with hearing impairments or deaf students participated in The Worship and Prayer Strengthening Workshop, held from June 24-26, 2022. The research explored the participants' fundamental understanding of Al-Quran reading through their familiarity with hijaiyah letter signs in sign language before the observations and questionnaires were given out. 73% of students are knowledgeable in hijaiyyah sign language, while the remaining students are not. It is taught in school to 94.6% of students. However, because to the deterioration of the Al-Quran reading process, it is still challenging for them to learn. Hijaiyyah letters were introduced in sign language to start off the session. Before being introduced to an online game application that can aid in improving the participants' capacity to accurately recall and arrange the verses of surah Al-Fatihah, the participants were taught how to read surah Al-Fatihah and the consolidation of a number of other surahs. 324

5.1 Wordwall The interactive learning activity, ‘wordwall’ provide a stimulating learning environment. According to the lecturer's creativity, it could use printable and interactive strategies. The activities can be played on a range of suitable devices, including mobile phones, tablets, PCs, or interactive whiteboards, if it asks for interactive learning activities. Individual or group activities can be accomplished under the guidance of instructors or lecturers. The printed version can be viewed during interactive activities or utilized as a source of information for independent tasks. Users can access Wordwall at https://wordwall.net/ms. Creative educators can use this website to easily develop a variety of activities. Start by selecting an existing template or signing in to access more templates. After selecting a template, the instructional material can be added to it, and activities can then be carried either interactively or with printed materials in the lecture hall. There are 18 free templates readily accessible, including testing methods, matching exercises, word order, box opening, sentence ordering, and more. Before beginning each activity, a thorough explanation is provided for each type. The researcher selected a sentence arrangement wordwall task for the study. The seven verses of Surah Al-Fatihah must be arranged in the proper order by the participants. Students who successfully arranged sentences in the proper order achieved the best marks. The participant with the correct answer in the shortest amount of time is the winner. In this study, how to use wordwall as an exercise or activities in the workshop? These steps were used: 1. Write ‘wordwall.net’ at google search column; 2. Log in; 3. Sign in with google; 4. Log in using participant email; 5. Create activity; 6. Choose the template; 7. Upload file picture of Quran verses in ‘answers’ column; 8. Upload file; 9. Choose the verses to be fill in ‘answers’ column; 10. Upload file picture of Quran verses in ‘clue’ column; 11. Done, then you can add another question; 12. Click ‘done’. 13. Now you can click ‘START’ to start the activity. In order to determine the efficiency of the application used, observation techniques were used throughout the workshop. Utilizing Google Form, adapted set of questionnaire from Khenissi, Bouzid, Essalmi & Jemni (2015) was distributed to attendees online. One day was given to the participants to complete the questionnaire that as soon as they left the workshop. The Weka application was used to analyze the questionnaire results in order to determine whether the findings might fulfill the study's objectives. Figure 1: Explanation by the Instructors Before the Game Begin 325

Figure 2: The Game Figure 3: The Game Ended with the Time Allocation 6. FINDING The study included 40 workshop participants, of whom 27.5% were male and 72.5% were female. 14 questions answered using Google Form distributed a day after the workshop conducted. Among those, 42.5% are studying certificates in fashion and clothing design, 30% are doing certificates in graphic design, 25% are studying certificates in hotel and catering, and 2.5% are pursuing diplomas in graphic design. Num Question Percentage (%) Agree Not Agree 1 I like that lecturer only teach theory in the lecture hall. 51.3 48.7 2 I like lecturers doing more activities in the lecture hall. 97.5 2.5 3 I like to do activities online (using a phone or laptop). 90.0 10.0 4 I like competition activities in a class. 90.0 10.0 5 The game enhances my motivation in learning. 92.5 7.5 6 I like activities conducted in a group. 100.0 0.0 7 I prefer individual activities. 62.5 37.5 8 The game help me in memorizing al-Quran easily. 95.0 5.0 9 The game help me in arrange the correct Al-Quran sentences. 100.0 0.0 10 The game motivates me to learn Al-Quran happily. 95.5 4.5 11 The game boost competition spirit in me. 87.2 12.8 12 The game help me to make decision faster. 90.0 10.0 13 I am happy learning al-Quran using the online games 100.00 0.0 14 The game could be use in other subject activities, not only al-Quran. 90.0 0.0 Table 1: Percentage of Agreement 326

The results from each person who answered the 14 questions are displayed in the Table 1 above. Out of the 14 questions, three questions received 100% of the students' agreement, indicating that they were happy to learn the Quran online using tools that would help them rearrange the verses of Al-Fatihah in the right order and even preferred it if such activities were carried out in groups. However, up to 37.5% of students typically claim that they choose to complete tasks by themselves. Observations made throughout the workshop's execution show that the participants are eager to compete with one another to complete the activity in the shortest amount of time. According to the table above also, over 50% of the deaf participants said they would disagree if lecturers just delivered theory in the classroom (48.7%). If lecturers participate in more than merely theory, 97.5% of respondents are in agreement. In fact, 90% of them admitted that they frequently perform educational tasks online, whether on desktops or mobile devices, because doing so fosters a spirit of competitiveness in the classroom and enables them to take faster decisions. Num Question Mean StdDev 1 I like that lecturer only teach theory in the lecture hall. 0.500 0.506 2 I like lecturers doing more activities in the lecture hall. 0.975 0.158 3 I like to do activities online (using a phone or laptop). 0.900 0.304 4 I like competition activities in a class. 0.900 0.304 5 The game enhances my motivation in learning. 0.925 0.267 6 I like activities conducted in a group. 1.000 0.000 7 I prefer individual activities. 0.625 0.490 8 The game help me in memorizing al-Quran easily. 0.950 0.221 9 The game help me in arrange the correct Al-Quran sentences. 1.000 0.000 10 The game motivates me to learn Al-Quran happily. 0.950 0.221 11 The game boost competition spirit in me. 0.875 0.335 12 The game help me to make decision faster. 0.900 0.304 13 I am happy learning al-Quran using the online game. 1.000 0.000 14 The game could be use in other subject activities, not only al-Quran. 0.900 0.304 Table 2: Mean & Std.Dev Sources: Adapted from Khenissi, Bouzid, Essalmi & Jemni (2015) It is clear from the Table 2 above that using games as online learning tools can help students become more capable at structuring proper sentences or verses of Quran. A mean of more than 0.9 was present in 11 of the 14 answered items. Only the first and seventh items display a mean that is less than 0.7. These two cases illustrate that some students are still able to accept that the lecturer would only teach theory in the classroom and that some still prefer to participate in individual teaching and learning activities. The diversity of groupbased activities that the lecturers conducted in the classroom to motivate the students also encouraged them. It makes it easier for the students to recall the verses of the Quran, and it is obvious that this approach can be used in other subjects as well. 7. DISCUSSION The lecturers are given the opportunity to consider the variety of teaching approaches for deaf students through the observation and study that was conducted, particularly with the support of the developing technology. The psychomotor skills of deaf students are used in their activities rather than their affective and cognitive abilities. Due to their challenges in absorbing information quickly, deaf students often struggle to understand content that is given in an abstract or theoretical way. These students also frequently forget what they've learn, thus repeating techniques are essential to help them retain the information for a sufficient amount of time. 327

Since the lecturer's concentration is centered in a small area, deaf students best learn in small groups rather than in big ones. To assure that teaching and learning goals are accomplished, deaf students must be taught and learned in small groups and with a precision focus. Utilizing online teaching resources that are more engaging, interactive, and capable of encouraging active student participation in the lecture hall, lecturers can concentrate on strategies for imparting knowledge. Again, helping deaf students to learn concepts better, repetition is vital. The use of interactive teaching methods is more appealing to deaf students. They become more engaged in the educational activities organized in the lecture hall by asking questions and seeking ideas and opinions. In order to develop students' understanding and confidence to acquire the information supplied easily and pleasantly, there needs to be strong engagement between educators and students. The results of this study can thus be utilized as evidence that deaf students are indeed attracted to online game activities. It can boost understanding, lessen classroom boredom, and speed up student comprehension. 8. CONCLUSION This study explores the deaf student’s perception on wordwall-online educational learning tools game's capability to assist them learn the Quran and to determine deaf student’s motivation level in using online educational tools towards assist them learn the Quran. The result shows that this using online educational learning tools can be actively used in the future towards enhancing student’s motivation in teaching and learning. However, lectures must be equip with skills to produce interactive, interesting and helpful learning aids to boost student’s spirits in class. Thus, e-learning team in polytechnic especially could play a vital role to plan and conduct interactive learning tools workshop for lectures to foster the skills before deliver it to students. 9. ACKNOWLEDGEMENT We are pleased to Universiti Teknologi Malaysia, which is associated of the Community and Industry Networking Center (CCIN), for funding the Research and Development Project under the Knowledge Transfer Program- Research Innovation Grant (UTM KTP-RIG) 2022 with the title "Development of Soft Skills of Deaf Students at Polytechnic Ibrahim Sultan." The results of the program's implementation under the spiritual cluster in the specified grant were presented in this research study. 10. REFERENCES Ab Aziz Mohd Zin, Mohamad Kamil Ab Majid, Anisah Ab Ghani, Mohd Fauzi Hamat, Nor Raudah Hj Siren, & Juwairiah Hassan. 2009. Dakwah Islam terhadap Orang Kurang Upaya. Kuala Lumpur: Universiti Malaya Kuala Lumpur. Alias, U. K., Ishak, H., & Mohamad, S. (2019). Kaedah-kaedah bacaan al-Quran dalam kalangan orang kurang upaya pendengaran. AL-TURATH JOURNAL OF AL-QURAN AND AL-SUNNAH, 4(2), 59-67. Curriculum Development Division. (2018). Kurikulum Pendidikan Khas. Retrieved March 11, 2018, from http://bpk.moe.gov.my/index.php/terbitan-bpk/pendidikan-khas Khamaruddin, S. R., Muhamad, N. A. F., & Raus, N. M. (2021). Online Tadarus Quran Tanpa Suara (Online TTS): Cabaran Komuniti OKU Pekak: Online Quranic Tadarus Without Voice: The Challenges of the Deaf Community. Journal of Quran Sunnah Education & Special Needs, 5(2), 137-154. Khenissi, Mohamed Ali & Bouzid, Yosra & Essalmi, Fathi & Jemni, Mohamed. (2015). A Learning Game for Deaf Learners. 10.1109/ICALT.2015.98. Diego Roberto Antunes and Janaine Daiane Rodrigues. (2021). Endless Running Game to Support Sign Language Learning by Deaf Children. In Universal Access in Human-Computer Interaction. Access to Media, Learning and Assistive Environments: 15th International Conference, UAHCI 2021, Held as Part of the 23rd HCI International Conference, HCII 2021, Virtual Event, July 24–29, 2021, Proceedings, Part II. Springer-Verlag, Berlin, Heidelberg, 25–40. https://doi.org/10.1007/978-3-030-78095-1_3 328

Dzulkifli, I., Suhid, A., Fakhruddin, F. M., & Ahmad, N. A. (2020). Cabaran Komunikasi dalam Pengajaran Pendidikan Islam kepada Murid Kurang Upaya Pendengaran. International Journal of Islamic Thought, 18, 13-26. Grammenos, D., Savidis, A., Stephanidis, C.: (2009). Designing universally accessible games. Comput. Entertain. 7(1), 29 (2009). Article 8. Guyer, C., Uzeta, M., 2009. Assistive technology obligations for post secondary education institutions. J. Access Serv. 6, 12–35. Hamdi Ishak. 2011. Amalan Pengajaran Guru Pendidikan Islam di Sekolah Kebangsaan Pendidikan Khas (Masalah Pendengaran): Satu Kajian Kes. Tesis Dr. Fal., Fakulti Pendidikan Universiti Kebangsaan Malaysia. L. Garber, "Game Accessibility: Enabling Everyone to Play," in Computer, vol. 46, no. 6, pp. 14-18, June 2013, doi: 10.1109/MC.2013.206. Mohd Huzairi bin Awang @ Husain. 2010. Persepsi Pelajar Bermasalah Pendengaran Terhadap Pembelajaran Fardhu Ain: Cabaran terhadap Guru: Proceedings of the 4th International Conference on Teacher Education; Join Conference UPI & UPSI Bandung, Indonesia. Mohd Huzairi Awang@Husain. 2012 et.al. Jurnal Teknologi (Sosial Sciences) 58, 135-139. Mustafa, C. O., Abdul Hakim, A., Nik Hassan, S., & Abdullah, Y. (2015). Kesukaran Mengajar dan Belajar alQuran dalam Kalangan Pelajar Pekak: Isu dan Cabaran Guru Pendidikan Islam. Nor Aziah Mohd Daud, Nazean Jomhari dan Nur Izzaidah Abdull Zubi, (2012) FAKIH: A Method to Teach Deaf People Reading Quran: http://ww1.cqr.um.edu.modul9=Event [12 ogos 2105]. Norakyairee, M., & Nurutthoilah, M. (2017). Model dan Kurikulum Pendidikan al-Quran Holistik bagi OKU. Journal of Quran Sunnah Education & Special Needs. Norakyairee, M., Siti Ramna, K., Siti Rahmah, A.R. (2020) Inovasi Pembelajaran Quran Dalam Kalangan OKU Pekak Berdasarkan Hadis Keutamaan Membaca Quran. Proceedings of the 7 th International Prophetic Conference (SWAN) 2020) Paper No. BM031. FPQS, Universiti Sains Islam Malaysia, 29-30 October 2020 Norsaadah, Hasliza, Siti Zaleha, & Aqilah. 2017. Kesedaran Sosial Terhadap Golongan Mahasiswa Kurang Upaya di Kolej Universiti Islam Antarabangsa Selangor. Persidangan Antarabangsa Sains Sosial dan Kemanusiaan (PASAK) .26-27 April 2017. Kolej Universiti Islam Antarabangsa Selangor. Sabdan, M. S., Alias, N., Yakub, M., Yusof, Z. M., Jomhari, N., Daud, N. A. M., & Aslie, N. F. M. (2016). Tinjauan Pelaksanaan Pendidikan al-Quran Bagi Golongan Pekak di Malaysia. Al-Turath Journal of AlQuran and Al-Sunnah, 1(2), 43-51. Seman, N. H., Idris, M. R., Daud, M. I., Rahman, N. A. N. A., & Rahman, M. N. A. (2019). TEACHING ALQURAN TO DEAF STUDENTS: CHALLENGES FOR ISLAMIC EDUCATION TEACHERS. O-JIE: Online Journal of Islamic Education, 7(1), 46-53. Siti Ramna, K., & Nurul Asiah Fasehah, M. (2021). Keberkesanan Kaedah Tahfiz Akhyar dalam Meningkatkan Tahap Penguasaan Hafazan Quran bagi Remaja Pekak. Journal of Quran Sunnah Education & Special Needs. Syar Meeze, M., Mohd Hanafi, M., & Noraidah, S. (2017, November). Penggunaan Bahasa Isyarat Malaysia di dalam Terjemahaman Maksud Surah al-Fatihah. Gema Online: Journal of Language Studies, 17(4), 209-224. Wijaya. 2016. Transformasi Pendidikan Abad 21 Sebagai Tuntutan Pengembangan Sumber Daya Manusia di Era Gobal. Prosiding Seminar Nasional Pendidikan Matematika: 263-278. Malang: Universitas Kanjuruhan Malang. World Federation of the Deaf (WFD), http://www.wfdeaf.org/, 2010. https://wordwall.net/ms. 329

Stakeholders’ Perceptions of Benchmarking Programme in Supporting Village Enhancement and Empowerment Program in Iskandar Malaysia Nor Hidayu Shahadan1 , Mazlisa Mohd Isa2 , and Siti Adila Mohamad Yazi3 1,2,3Creative Design Center (CDeC), Politeknik Ibrahim Sultan, 81700, Johor, MALAYSIA *Corresponding Author: [email protected] Abstract: Local tourism in selected villages within Iskandar Malaysia region in Johor received significant adverse impact due to the Movement Control Order regulation announced by the Malaysia government as a countermeasure strategy against COVID-19 pandemic in 2020 and 2021. Due to this, the Johor state government, through Iskandar Regional Development Authority (IRDA) has initiated Village Enhancement and Empowering Project (VEEP) as a measure to revive the local tourism within the Iskandar Malaysia region. Appointed by IRDA, Creative Design Center (CDeC) of Politeknik Ibrahim Sultan (PIS), as a collaborative partner took initiative to carry out a benchmarking programme as a part of VEEP planning to reclaim local tourism through capacity building projects. Define, Measure, Analyze, Improve, Control (DMAIC) model was used to guide the implementation of the whole VEEP program which this study however, focused on only the MEASURE stage which benchmarking was used as a tool of measurement. This study sought to determine the stakeholder's perception of the programme management and programme aims also to identify the stakeholders' feedback on the benchmarking process. A questionnaire as a quantitative study was used to gain data that measured perceptions on programme management and program aims. The results showed a high score of perceptions towards programme management (M=4.9, SD=1.414) and programme aims which segmented into programme objective and programme fulfillment which scored the same results respectively (M=4.9, SD=0.316). Qualitative study was used to gain data on stakeholders’ feedback where Plan–Do–Check–Act (PDCA) cycle was used to guide the benchmarking processes by stakeholders and resulted in themes to improve that encompassed enhancing services, products, promotions, marketing, collaboration, and management. In conclusion, this study has provided significant findings of this benchmarking programme hence would guide implementation of future programmes based on the next stages of DMAIC to aid ideas development for VEEP in Iskandar Malaysia among the stakeholders. Keywords: IRDA, VEEP, capacity building, benchmarking, DMAIC. 1. INTRODUCTION Iskandar Regional Development Authority (IRDA) is a Malaysian Federal Government Statutory body that was founded under Act 664 (cited as Iskandar Regional Development Authority Act 2007) which objectives are to regulate and guide stakeholders within public and private sectors in realizing the vision of developing Iskandar Malaysia as a robust and sustainable metropolis. As the main southern development corridor in Johor state, Iskandar Malaysia comprises the region of Johor Bahru district, Kulai district, Pontian district and Kota Tinggi district. IRDA plays an eminent role in developing key economic activities that includes the tourism sector. However, due to the Covid-19 pandemic that hit the nation in 2020 and 2021 and regulation of Movement Control Order, the tourism sector in this area had received adverse effects which then resulted in an initiative by IRDA introducing the Village Enhancement and Empowerment Program (VEEP). Announced by the Menteri Besar of Johor (Chief Minister of Johor), Datuk Hasni Muhammad, the social development program for Iskandar Malaysia received partial funding largely from the Federal Government allocation of Kumpulan Wang 330

Covid-19 (KWC) (Zazali, 2021). This allocation aimed for the existing tourism activities in this region to be restored and enhanced through capacity building projects. In executing the capacity building projects, IRDA appointed several other institutions as collaborative partners to collaborate hence furthering to gain insights from various experts. Politeknik Ibrahim Sultan through the Creative Design Centre (CDeC) unit, is among the chosen institutions alongside Universiti Teknologi Malaysia (UTM) and Universiti Kuala Lumpur (UniKL). These institutions have been directly involved in the implementation of the VEEP planning. As a whole, VEEP planning consists of working with 23 selected villages, however, for the means of this pioneer project by CDeC as collaborative partner, only eight villages with existing tourism products administered by their cooperatives association, registered by the name ‘Koperasi’ (which hereinafter be referred to as ‘co-op’) were chosen. CDeC has generally been involved in the development of tourism activities through several items of understanding negotiated and mutually agreed with IRDA. Among the things that CDeC needs to fulfill for this collaboration project are providing related training programmes, community guidance programmes and the development of tourism products for the eight co-ops involved. CDeC is responsible for ensuring that everything that is planned and agreed, be implemented successfully to ensure that it really benefits and helps the co-ops to develop. For this pioneer collaboration project, CDeC took the initiative to make the capacity building programme a success based on the DMAIC (Define, Measure, Analyze, Improve, Control) model. The DMAIC stage in Fig. 1 is a workflow for problem solving and product or service improvement (Saxena & Srinivas Rao, 2019). For the first stage which is Define, it had been addressed through a workshop that was delivered by Prof. Madya Ts. Dr. Abdul Rasid Bin Abdul Razzaq in a program “Minda Kreatif Pelancongan” that was also conducted by CDeC. Through the workshop, the participants from the related co-op had to identify existing weaknesses that affected the customers or the company processes. Next, they had to identify elements to be solved and to be improved. The second stage of DMAIC is Measure which focused on gathering data and information to improve their knowledge of the current state of the problem. In this light, benchmarking was used as a tool for measurement in the DMAIC process for comparing performance and for the learning and implementation of best practices (Mella, 2019). Figure 1: The DMAIC Model (Define-Measure-Analyze-Improve-Control) (Kurnia, 2022) “Benchmarking is simply the process of measuring the performance of one's company against the best in the same or another industry”(Stevenson, 1996). According to Lankford (2002), benchmarking is essentially learning from others. It is utilising other people's expertise and knowledge to advance the company. It also involves examining the organization's performance, identifying its advantages and disadvantages, and determining what has to be done to make improvements. Therefore, this study mainly focused on the Measure stage, where the results were drawn from the implemented benchmarking programme. In accordance with it, a benchmarking programme which included participants from five out of eight chosen co-ops in the Iskandar region was held in Lenggong, Perak. It should be noted that the reason for this was due to representatives from another three co-ops failed to participate in this benchmarking programme as they were down with Covid-19. This program aimed to open minds and share the experiences of successful tourism product entrepreneurs in Lenggong. Lenggong was chosen due 331

to its great tourist and service performance (Jaafar et al., 2020). The objectives and research questions of this study are stated as follows: 1.1 Objectives This study was carried out to i. determine the stakeholder's perception of the programme management. ii. determine the stakeholder's perception of the programme aims. iii. identify the stakeholders' feedback on the benchmarking process. 1.2 Research Questions i. What is/are the stakeholder's perception of the programme management? ii. What is/are the stakeholder's perception of the programme aims? iii. What is/are the stakeholders' feedback on the benchmarking process? This research is important to assist CDeC in planning and improving programs that will be implemented in the future. The Analyze stage in DMAIC approach will be applied in the next stage in accordance with the findings from the stakeholders' feedback on the benchmarking process. The gap between current and required performance will be identified and subsequently listed and prioritize opportunities for advanced betterment (Rehmat et al., 2018). It is highly hoped that the D,M and A stages in the DMAIC process will succeed in assisting the listed co-ops to Improve the target process and Control to sustain improvements towards Village Enhancement and Empowerment. 2. METHODOLOGY 2.1 Data Collection & Sampling The five days and four nights program was executed with activities like excursions to intriguing locations in Lenggong, Perak and knowledge-sharing sessions with local tourism companies, and most importantly, the local councilor office. All participants were informed about the programme objectives and programme fulfillment through a briefing and handbook given. The handbook with the title “Minda Kreatif Pelancongan” was used as a guideline for participants throughout the programme. In this regard, the benchmarking programme implemented involved 10 participants who represented five coops selected by IRDA for this program. As a stakeholder in the VEEP planning, these co-ops are responsible for executing their unique capacity building programme. Therefore, the respondents of this study were all of the participants who went through the programme, who were also considered as stakeholders. After the program was completed, a google form as an online questionnaire was sent to every participant to collect research data. 2.2 Research Design In answering the research questions, a study that involved quantitative and qualitative approach was carried out using a questionnaire that was divided into three parts. A quantitative method was used in the first and second parts which was analyzing numerical data (Atmowardoyo, 2018). Meanwhile, a qualitative method was used in the third part which was open-ended questions. In survey research, open-ended questions were a useful methodological technique since they provide respondents with the chance to explain their responses and share their own opinions on a subject that interests them (Elliott, 2022). 2.2.1 Quantitative methods This method is used to answer the first and second research question in this study. Seven items in the questionnaires were developed using a 5-point Likert scale, with 1 indicating strongly disagree and 5 strongly agree. The point was classified as 3 points as shown in Table 1. 332

Table 1: Likert Scale Divisions into 3 points Description Scale Mean score (Range) Strongly Agree 5 High Agree 4 Not Sure 3 Medium Disagree 2 Low Strongly Disagree 1 Source: Adapted from Mohd Majid (2009) According to Drost (2011), content validity could be assessed by getting opinions from the field experts. Therefore, to check for validity, this study employed three academicians who were content experts in this field to examine the items developed. After revision by the content-experts, the researcher took the responsibility to modify and edit the items. The final version of the questionnaire then again being reviewed by the contentexperts. Sekaran and Bougie (2013) reported that the content validity is to ensure that the measurement includes an adequate and representative set of items that meets the concept. The level of reliability of the research questionnaire has been determined by using the interpretation of Cronbach's Alpha value which has a range between 0.00 to 1.00. A pilot study was conducted on the constructed questionnaire instrument. By using the Statistical Package for the Social Sciences (SPSS) software version 27, this questionnaire has a Cronbach's Alpha value of 0.745. According to Bond & Fox (2015), the value shows that the instrument is in good condition and can be accepted to be used in real research. 2.2.2 Qualitative methods The open-ended questions in this section were developed by referring to the standard benchmarking model which is the plan–do–check–act (PDCA) cycle (Kulikowski, 2020) as shown in Fig. 2. Benchmarking is the process of identifying, learning and adapting best practices and processes from any organization to improve the organization. Thus, the PDCA cycle was adopted in this study since it is a general strategy for business continuous improvement (Pham Evans et al., 2012) and is a part of the continuous improvement aspect of quality management (Hervani et al., 2005). Figure 2: The standard benchmarking model: Plan–Do–Check–Act (PDCA) cycle 3. RESULTS AND DISCUSSIONS The benchmarking programme was successfully implemented for five days and four nights in Lenggong Perak. As stated in Table 2, a total of 10 participants from the relevant stakeholders participated in this programme. Post programme, participants were required to respond to the survey that contained three parts. The first part was about the perception of the programme management while the second part was about the perception of 333

the programme aims. Both parts were answered based a 1 to 5 Likert Scale. The final section was an openended question where the participants responded to the feedback based on the five questions provided. Table 2: Number of Participated Stakeholders No Stakeholders Number of participants 1 Koperasi Penduduk Kampung Sg Melayu Johor Berhad 3 2 Koperasi Kg Sg. Latoh 1 3 Koperasi Usahawan Dinamik Johor Bahru Berhad 1 4 Koperasi Ulu Pulai Lestari Pontian Berhad 2 5 Koperasi Alami Johor Berhad (Mukim Tanjung Kupang) 3 Total 10 3.1 Perception of the Programme Management The programme management was evaluated in terms of the registration process, competency, program kit, program venue and accommodation. Table 3 shows the mean score and standard deviation obtained for the five criteria listed. Overall, the mean score and standard deviation for the program management were at a high level (M= 4.90, SD=1.41). Table 3: Descriptive Statistics on Perception of the Organizer’s Management N Mean Std. Deviation Registration Process (Easy and Organize) 10 5.0 0.000 Competent Organizer 10 5.0 0.000 Programme Kit (Suitable and Sufficient) 10 5.0 0.000 Programme Venue (Conducive) 10 4.9 0.316 Comfortable accommodation 10 4.6 0.516 Programme Management 10 4.9 1.4142 This showed that the organizers had done a good planning process towards making the village enhancement and empowerment programme a success. This is illustrated in Fig. 3 where 100% of the stakeholders involved strongly agreed to state that the registration process was easy and organized, the competent organizer and the program kit provided were suitable and sufficient. 90% of stakeholders strongly agreed that the program location was conducive, and 60% of stakeholders strongly agreed that the accommodations were comfortable. Figure 3: Percentage of the Programme Management 3.2 Perception of the Programme Aims Next, stakeholders expressed their perception of the programme aims as stated in the handbook given. The programme aims consists of programme objectives and programme fulfillment segments. According to Table 4, the mean score and standard deviation for programme objective and programme fulfillment were at high 334

level and were the same for both segments (M=4.9, SD= 0.316) respectively. This demonstrates explicitly that the programme aims were achieved. Table 4: Descriptive Statistics on Perception of the Programme Aim N Minimum Maximum Mean Std. Deviation Programme Objective 10 4 5 4.9 0.316 Programme Fulfillment 10 4 5 4.9 0.316 Referring to the pie chart in Fig. 4, 90% of the stakeholders involved strongly agreed that the objectives of the programme were achieved and the fulfillment of the programme was also sufficient. This might benefit them in identifying existing issues in their organization and developing improvement strategies. Figure 4: Percentage of the Programme Aims 3.3 Stakeholders' Feedback on the Benchmarking Process Next, the stakeholders involved answered the open-ended questions as indicated in Table 5. It is clear from the results that the PDCA process was used in the benchmarking process. All relevant stakeholders intended to gain new experience and knowledge to improve existing management. Subsequently, the stakeholders involved successfully determined and identified areas which needed improvements to be done. Among them were products, packages, cooperation, teamwork and management. For the CHECK process, the success achieved by the tourism company was shown in the friendly attitude shown, their level of knowledge of local history, the efforts shown by carrying out various activities to attract tourists and also cooperation between the tourism service providers. Lastly is the ACT process, where stakeholders used the information obtained to improve their company performance. According to the feedback, participants were effective in coming up with fresh ideas that encompassed themes such as enhancing services, products, promotions, marketing, collaboration, and management. Table 5: Stakeholder’s Responses to the Benchmarking Process PDCA Process No Question Stakeholder’s responses PLAN (P) Develop a plan for improvement 1 What am I aiming to gain from this benchmarking visit? ● Experience and learn ● Can find a new identity to promote cooperative tourism ● Ideas to raise & improve tourism at home. 335

PDCA Process No Question Stakeholder’s responses ● The business chain between the cooperatives involved ● Additional if appropriate ● Knowledge and experience ● Study tourism ● Learning the knowledge of management ● Looking for new ideas that I can use in my area DO (D) to determine what and where improvements are called for 2 What is the thing that caught my attention during this visit? ● Something ordinary becomes extraordinary ● Without products can still generate income from tourism activities ● The packages offered & the seriousness of the tour operators to serve and receive the tourists who come. ● The enthusiasm that every entrepreneur has to attract tourists ● Cooperation between the Council and the same District page to develop their area ● Teamwork and response from people from the places we visit ourselves. ● Cooperation between members and interesting places ● Learn how to manage guests ● Attitudes between local communities ● The history of Lenggong is very interesting CHECK (C) understand how other companies achieve their high performance levels 3 What can I learn from the tour companies I visited on this benchmarking program? ● Good cooperation and benefit from the advantages of the environment as ecotourism ● Do something you think is good for the community even if you don't get the cooperation of the community you lead ● Friendly attitude & historical knowledge about their place. ● An effort that never gets tired. ● Steady and consistent in carrying out and continuing activities ● How they attract tourists ● How they manage co-op and commitments ● Work together to run a program ● The spirit of receiving tourists ● How to introduce local traditions to tourists ACT (A) use this information to improve the company’s performance. 4 What new ideas did I get from this benchmark? ● Look for the advantages of products around own place and start something new as an attraction ● Because the operating location is located on the outskirts of the city where there is no challenging sea/river/waterfall, the coop will work on a nursery that includes herbs, black pepper etc. to be developed as a local learning place among tourists ● Creating attractive travel packages. ● Make promotions to attract tourists. ● Can create a tourism chain ● Highlighting abandoned areas with high potential to participate in this CBT program ● Ideas to further improve the existing system in our cooperative and expand the existing promotion package 336

PDCA Process No Question Stakeholder’s responses ● Can develop IKS (small-average industry) products ● Collaborate in running programs to generate equal income ● Running programs for the community ● How to improve the tourism area in Lenggong together with the local community 5 What can I improve in my community tourism place? ● Cooperation with the local residents and the benefits, as well as finding advantages in the village itself. ● Updating and encouraging the youth community to be involved in planned activities ● Marketing management package ● Involve more communities so that they can generate their respective economies ● Added more CBT programs ● Will try to increase the existing packages and cooperation from the community ● Improve existing products ● Mobilizing the community together ● Collaborate with the tourism community in my area to increase tourism in the local area 4. CONCLUSIONS AND RECOMMENDATIONS This study could conclude that the benchmarking programme implemented had successfully given a positive perception to the stakeholders involved. This demonstrated that the benchmarking programme was evident as an effective measurement tool for comparing work processes among companies that operate in the same industry. In addition, these findings would provide significant insights in order to proceed with the next DMAIC model, which is A (Analysis), I (Improve), and C (Control), thus assisting the stakeholders in developing new ideas for Village Enhancement and Empowerment Programme in Iskandar Malaysia. 5. ACKNOWLEDGEMENT The authors would like to express our gratitude to the Iskandar Regional Development Authority (IRDA) for sponsoring this program for Capacity Building under Village Enhancement and Empowering Program (VEEP). Also to Mr. Abd. Razak Salim, Manager of Creative Design Centre (CDeC) for his continuous support, Mr. Abdul Kharim Abdul Hamid as project manager who initiated and led this project, and all team members for all the attention and cooperation given to make this IRDA VEEP Capacity Building Project 2021-2023 a success. 6. REFERENCES Apuke, Oberiri. (2017). Quantitative Research Methods : A Synopsis Approach. Arabian Journal of Business and Management Review (Kuwait Chapter), 6, 40-47. 10.12816/0040336. Atmowardoyo, H. (2018). Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9(1), 197-204. Bond, T. G., & Fox, C. M. (2015). Applying the Rasch Model: Fundamental Measurement in the Human Sciences (3rd ed.). Mahwah, NJ: L. Erlbaum. Drost, E. A. (2011). Validity and reliability in social science research. Education Research and perspectives, 38(1), 105-123. Elliott, J. (2022). The Craft of Using NVivo12 to Analyze Open-Ended Questions: An Approach to MixedMethods Analysis. The Qualitative Report, 27(6), 1673-1687. Hervani, A.A., Helms, M.M. & Sarkis, J. (2005). Performance measurement for green supply chain management. Benchmarking: An International Journal, 12(4), 330-353. 337