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Rajah 2: Antara muka senarai kursus

Rajah 3: Antara muka sinopsis kursus dan Hasil Pembelajaran Kursus

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Rajah 4: Antara muka akses kepada nota, video dan latihan
6.0 Cadangan Penambahbaikan
Kajian selanjutnya boleh dijalankan untuk mengenal pasti keberkesanan penggunaan aplikasi ini dalam
kalangan pelajar kolej komuniti khususnya dalam proses pelaksanaan PdP. Aplikasi ini juga boleh
dikembangkan kepada semester-semester seterusnya supaya penggunaannya lebih menyeluruh.
7.0 Kesimpulan
Secara keseluruhannya, aplikasi ini dapat membantu memudahkan pensyarah dan pelajar dalam
kelancaran proses pelaksanaan PdP kerana pelajar boleh mengulang kaji dahulu di mana-mana sahaja
pelajar berada sebelum PdP dilaksanakan. Semoga usaha ini akan berterusan bagi melicinkan dan
melancarkan proses PdP di kolej komuniti.
Rujukan
Enda McGovern, C. L.-N. (2018). On the Use of Mobile Apps in Education: The Impacts of Digital

Magazines on Student Learning. Journal of Educational Technology.
Naciri, A., Baba, M. A., Achbani, A., & Kharbach, A. (2020). Mobile Learning in Higher Education:

Unavoidable Alternative during COVID-19. Aquademia, 4(1), ep20016
Vina Iasha, M. S. (2018). Development Media Interactive Learning in Education Pancasila and

Citizenship Education to Improve Tolerance of Students in Elementary School. Advances in
Social Science, Education and Humanities Research.

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EMPLOYING MATTFLY IN ENHANCING STUDENTS’ WILLINGNESS TO
COMMUNICATE IN ENGLISH

Anna Lynn Abu Bakar
Universiti Malaysia Sabah
E-mail: [email protected]

Nor Dawirah Rahman
Universiti Malaysia Sabah
E-mail: [email protected]

Bernadette Tobi
Universiti Malaysia Sabah
E-mail: [email protected]

Nadiawati Mahmood
Universiti Malaysia Sabah
E-mail: [email protected]

Abstract

This Employing MaTTFLY in Enhancing Student Willingness to Communicate (WTC) in English
project is developed with the aim of encouraging students to willingly communicate in English. It
focuses on low and intermediate proficiency L2 learners who obtained Band 2 and 3 in MUET. The
respondents of this project were 95 undergraduate students taking a 14-week Oral Communication in
English course. To attain the aim of the project, four social media platforms were employed - MadLipz,
TikTok, Facebook, Languinis and Youtube (MaTTFLY) to deliver the course lessons and assessments.
It was reflected through student results and feedback that MaTTFLY was effective not only in
increasing student communicative skills in terms of vocabulary and pronunciation but also in enhancing
their self-efficacy, encircling self-esteem, creativity, confidence and motivation. This project is
significant to the pedagogical teaching of speaking skills, particularly on integrating technology in
classroom teaching and learning and gauging student improvement in linguistic and self-efficacy terms
through continuous assessments.

Keywords: MaTTFLY, Willingness to Communicate (WTC), social media, undergraduate students

1.0 Problem Statement

This project aims to address the following issues:
a) Malaysian local universities graduates exhibit poor command of spoken English.
b) L2 learners are reluctant to engage in oral communication in English classes.

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2.0 Objective

The objectives of this project are:
a) To encourage students to willingly and confidently converse in English.
b) To promote participation and creativity in English communicative activities.
c) To boost English speaking competency.

3.0 Product Description

MaTTFLY (MadLipz, TikTok, Facebook, Languinis and Youtube) was an application-based model
used in delivering UB00202 (Oral Communication in English) course lesson plan to accommodate
student weekly tasks. Students incorporated weekly themes into respective applications they explored
those weeks. Facebook was used as a medium for students to post and upload their language instructor-
provided work. Languinis meanwhile was applied throughout the semester to help students build
vocabulary they used in their oral communication activities. MadLipz was then used to practise their
intonation and pronunciation, both of which are vital components of oral communication. TikTok is
the platform for students to finally put into practice what they have learned with Languinis and
MadLipz. YouTube on the other hand was used for listening practises and a channel for students to
upload their compiled work throughout the semester. Samples of students’ compiled work can be seen
via the following links:

Section 13: https://youtube.com/channel/UCzrdmmpjsowVfJ7MS0dWD5w
Section 14: https://youtube.com/channel/UCNRrgao4dfml2I2Vb5cuwtA
Section 15: https://youtube.com/channel/UClADyg9AqjHIP87lNdx-X9A

4.0 Product Impact

The impacts of the MaTTFLY model are:
a) Students were more willing to communicate in English.
b) Students improved their language learning cognitive (video-editing skills) and affective (linguistic

skills and self-efficacy) aspects.

The impacts are elicited in student results whereby practically all students obtained good passing grades
(A-, B+, B, B-), only one student got a failing grade (X) for never attending classes (see Figure 4.1, 4.2
and 4.3). The MaTTFLY implementation also garnered positive feedback from students (see Figure 4.4,
4.5 and 4.6).

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Figure 4.1 Results for Section 13

Figure 4.2 Results for Section 14

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Figure 4.3 Results for Section 15
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Figure 4.4 Feedback by Section 13 Student
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Figure 4.5 Feedback by Section 14 Student
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Figure 4.6 Feedback by Section 15 Student
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5.0 Product Model

Figure 5.1 MaTTFLY Model

References

Abu Bakar, A. L. & Mohd. Nor, N. A. (2018). Enhancing Oral Proficiency among Undergraduate
Students in Using Madlipz: A Case Study in Universiti Malaysia Sabah. MELTA KK Chapter
National Conference.

Abu Bakar, A. L., Osman, W. H., Abd. Rahim, S & Rahman, N. D. (2021). Student Perception

in Using MadLipz in an English Oral Communication Classroom: A Case Study in

University Malaysia Sabah. International Journal of Education, Psychology and Counseling,

6 (41), 01-13.

Abu Bakar, A. L., Osman, W. H., Abd. Rahim, S., Rahman, N. D., Othman, I. W. & Tobi, B.

The Implementation of Madlipz in Oral Communication Class. (Mock Teaching Report,

2021).

Haseeb, A.S. M. A. (2018). Higher Education in the Era of IR4.0, New Straits Times.

Rachman, M.K., Dewi Atikah & Sitti Nurfaidah (2020). EFL Students Reflection on the Use of

Madlipz in Listening Class. ADRI International Conference on Sustainable Coastal-

Community Development, 1(1), 4-11.

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SMART APPLICATION HIGHWAY AND TRAFFIC (SMAHiTRA): AN ONLINE
APPLICATION FOR SUBJECT DCC30103 TO IMPROVE STUDENT’S ACADEMIC

ACHIEVEMENTS

Muhd Muzani bin Mohd Kelana
Politeknik Sultan Abdul Aziz Shah

E-mail: [email protected]

Nurul Ain Nabilah binti Mohd Zakri
Politeknik Sultan Abdul Aziz Shah

E-mail: [email protected]

Ainul Haezah binti Noruzman
Politeknik Sultan Abdul Aziz Shah

E-mail: [email protected]

Abstract

The research explores the potential factors influencing students' academic achievements and satisfaction
with online learning platforms. Generally, face to face during class is usually known as a traditional
method. However, nowadays, teaching and learning online have become more significant due to the
transition of the academic world to education digitalisation. Education line in digitalisation become
relevant since pandemic covid. Due to these obstacles, institutions like polytechnic slowly transformed
into fully online learning platforms to accommodate the current situation. Apart from that, the teachers
also need to find a way to solve an issue or problem regarding students’ performance in mastery in their
programme. The study is aimed to investigate students’ achievement and satisfaction by using apps in
highway and traffic (dcc 30103) as online education platforms. The method used in this study was used
quantitative method and sampling technic using simple random sampling. The respondents sampling
consist of 66 from the diploma of civil engineering at politeknik sultan salahuddin abdul aziz shah. The
apps called smahitra was produced as online learning tools and would be tested soon. It is hoped that
this app would help students learn better and benefit students’ performances in assessment.

1.0 Statement of Problem

There are many advantages and disadvantages of using ICT in learning. According to Heinrich (1995),
skills in ICT use are a necessity for prospective teachers serving in schools. Several studies show that
ICT in education has a positive effect, improving quality and achievement. Howel (2012) conducted a
study among the respondents that showed the difference between ICT use in R & D. He saw that
students are more interested in learning a subject (French) by using computers than conventional
methods. Similarly, other researchers who see teaching aids (ABM) using ICT are more helpful in
providing understanding to students than the use of ABM, which is not interesting (Instructional media
and the new technologies of instruction 1996). Therefore, lecturers and students must be sensitive to
changes in this situation so that they do not lag behind the changes that are taking place in educational
institutions. From the previous studies, many students have difficulty opening many notes and

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references during the learning process. Many institutions, including polytechnics, conduct online
learning during the pandemic season. These reflections make students have difficulty when learning
online. For example, students find it difficult to understand the concept of calculation because they have
to open many notes at a time. In addition, students also have problems remembering and understanding
formulas.

The students most often used formulas that were too long and difficult to remember. When studying
online, students experience problems making calculations and determining the type of traffic. On the
other hand, lecturers also have problems when it is difficult to monitor students. For instance, during
online classes, lecturers cannot monitor their students as the class takes place face -to -face. A lecturer
cannot assess students’ understanding of a topic they are studying. Finally, students need a long time to
solve a question because they do not understand the calculation concept clearly. These implications will
be detrimental to students when answering questions on exams at the end of the universe. The role
change in the learning process is undeniably inevitable with the explosion of information and
communication technology in education today.

2.0 Project/Study Objectives

The objective of the study
i. To produce smart apps (SMAHiTRA) for students effective learning
ii. To evaluate student performance using smart apps (SMAHiTRA)
iii To determine the satisfaction among students using smart apps (SMAHiTRA)

3.0 Product Description

SMAHiTRA application is an application used in highway and traffic subjects registered under DCC
30103. This subject is registered in semester as a civil engineering major subject. This app is a device
that helps students perform the calculations found in this subject. The calculation topics involved are
topic 5 and topic 7, namely the 2013 ATJ form and Junction Design. The function of SMAHiTRA was
created to help students make calculations more quickly and accurately. Therefore, students can save
time and make it easier for students to understand the sub-topics taught. In addition, these apps also
display notes that will help students in the calculations to be done. Accordingly, students do not need
to open books or notes to make references

4.0 Product Impact

Advantages of smahitra:
1) student can easily understand how the calculation are done
2) help students to speed up the calculation process

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5.0 Product Images

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Azam. 2000. “Statistical Packages for the Social Sciences 13.0” (SPSS) .” Statistical Packages for the
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Deway, John. 2016. “Dewey on Teaching and Teacher Education.”

Dick, Carey And. 2001. “Integration of Dick and Carey Design in String Ensemble Class Instructional
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Heinrich. 1995. “Integrasi Teknologi Maklumat Dan Komunikasi Serta Literasi Maklumat Dalam
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Johnson and Christensen. 2002. “One Introduction and Overview.” 1–42.

Kamarul Azmi Jasmi. 2010. “Pembinaan Hubungan Di Antara Guru Dengan Pelajar.” Health Policy
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Steveven. 2002. “Enhancing the Effectiveness of Work Groups and Teams: A Reflection.”

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EZY d’MR

Ramdan bin Ali
Politeknik Kota Kinabalu
E-mail: [email protected]

Noorain binti Imbug
Politeknik Kota Kinabalu
E-mail: [email protected]

Darvina binti Omar
Politeknik Kota Kinabalu
E-mail: [email protected]

Abstrak

Inovasi EZY d'MR merupakan satu medium aplikasi yang boleh di akses melalui telefon mudah alih
yang diilhamkan oleh penyelidik bagi memudahkan dan mengatasi masalah yang dihadapi oleh pelajar-
pelajar yang mengikuti Kursus DPM40073 Marketing Research. Pelajar dan pensyarah pembimbing
kursus DPM40073 tidak mempunyai medium khusus secara berpusat untuk mendapatkan maklumat
lengkap berkaitan penyelidikan. Sebahagian besar maklumat penyelidikan sukar dicapai dengan cepat
dan mengambil tempoh masa carian yang panjang. Aplikasi ini memudahkan capaian sumber rujukan
seperti nota, template cadangan dan laporan, rujukan penentuan saiz sampel secara manual dan capaian
digital serta analisa asas menggunakan sumber Google form questionnaire. EZY d’MR juga
mempunyai capaian pautan data dari Google Scholar dan Market Research Terminology. Objektif EZY
d’MR adalah untuk memberi panduan dan rujukan secara menyeluruh kepada pelajar dan pensyarah
pembimbing kursus DPM40073 bagi penghasilan kertas penyelidikan kepada pelajar. EZY d’MR juga,
menjadi medium alat bantu kepada pensyarah pembimbing untuk mengembangkan ilmu penyelidikan
mereka. Penghasilan EZY d’MR yang menghimpunkan kesemua sumber rujukan penyelidikan ini akan
menjimatkan masa serta memudahkan rujukan bagi pihak yang terlibat. Penggunaan aplikasi EZY
d’MR dalam kalangan pelajar dan pensyarah pembimbing penyelidikan mampu menghasilkan kertas
penyelidikan yang berkualiti dan memenuhi garis panduan penyelidikan di Politeknik.

Kata Kunci: EZY d’MR, Aplikasi, Marketing Research

1.0 Penyataan Masalah

Kaedah pengajaran dan pembelajaran(PnP) tradisional atau konvensional yang menjadi amalan dalam
PnP tidak akan mampu memenuhi tuntutan pendidikan abad ke-21. Penggunaan teknologi dalam
institusi pendidikan seharusnya tidak dihadkan pada keadaan atau lokasi tertentu yang boleh
membantutkan proses PnP. Bagi menyelesaikan persoalan ini, PnP dalam talian mungkin dapat
membantu mengatasi masalah ini. PnP dalam talian seperti pembelajaran secara elektronik (E-
Learning) telah diperluaskan lagi melalui M-Learning. Perkara ini disebabkan oleh E-Pembelajaran
tidak berjaya diaplikasi sepenuhnya dalam dunia Pendidikan khasnya di politeknik dan IPTA umumnya.

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Berkaitan dengan itu juga, masalah kelemahan dalam PnP tradisional, masalah kelemahan tadbir urus
E-Pembelajaran dan kurangnya panduan penggunaan E-Pembelajaran adalah merupakan salah satu
masalah yang di hadapi dalam bidang pendidikan. Penggunaan teknologi moden seperti telefon bimbit
dan tablet dapat membantu melaksanakan pengajaran menggunakan teknologi maklumat dan
komunikasi. Pengkaji mendapati penggunaan EZY d’MR dalam pembelajaran berkemungkinan besar
dapat mengatasi masalah yang dihadapi oleh warga pendidik dan pensyarah Jabatan Perdagangan,
Politeknik Kota Kinabalu yang terlibat secara langsung dan tidak langsung dalam dunia penyelidikan.

2.0 Objektif

EZY d’MR ini telah direka untuk mencapai objektif berikut:
a) untuk memberi panduan dan rujukan secara menyeluruh kepada pelajar dan pensyarah pembimbing

kursus DPM40073 bagi penghasilan kertas penyelidikan kepada pelajar.
b) Untuk dijadikan medium alat bantu kepada pensyarah pembimbing untuk mengembangkan ilmu

penyelidikan mereka.
c) Penghasilan EZY d’MR yang menghimpunkan kesemua sumber rujukan penyelidikan ini akan

menjimatkan masa serta memudahkan rujukan bagi pensyarah dan pensyarah pembimbing.

3.0 Diskripsi Produk

Inovasi EZY d'MR merupakan satu medium aplikasi yang boleh di akses melalui telefon mudah alih
yang diilhamkan oleh penyelidik bagi memudahkan dan mengatasi masalah yang dihadapi oleh pelajar-
pelajar yang mengikuti Kursus DPM40073 Marketing Research.

Produk ini dihasilkan melalui gabungan Ms Word dan Ms Powerpoint dan digabungkan dengan Google
Sheet sebelum dipindahkan ke dalam aplikasi yang dipanggil sebagai Glide. Kebaikan penggunaan
aplikasi Glide dalam inovasi ini antaranya dapat menjimatkan data pengguna dan pengguna dapat
menggunakan aplikasi Glide ini secara percuma.

Aplikasi ini memudahkan capaian sumber rujukan seperti nota rujukan, template cadangan dan laporan,
rujukan penentuan saiz sampel secara manual dan capaian digital serta analisa asas menggunakan
sumber Google form questionnaire. EZY d’MR juga mempunyai capaian pautan data dari Google
Scholar dan Market Research Terminology.

4.0 Impak Produk

Inovasi EZY d'MR ini memberi beberapa manfaat kepada pengguna seperti berikut:
a) Pengguna boleh mengurangkan masa menjalankan penyelidikan yang sebelum ini tidak ada

panduan EZY d’MR.
b) Memudahkan pengguna-pengguna mendapatkan sumber rujukan penyelidikan di satu platform

EZY d’MR.
c) Dapat membantu mendorong pengguna-pengguna EZY d’MR menjalankan penyelidikan pada

masa-masa akan datang.
d) Pengguna berasa lebih yakin dengan diri bagaimana menjalankan penyelidikan yang sebenarnya

dengan adanya template-templat proposal dan template report yang tersedia.

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4.1 Kajian Keberkesanan Penggunaan Aplikasi EZY d’MR [ Perspektif Pelajar]
BAHAGIAN B: FAKTOR MUDAH GUNA

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BAHAGIAN C: FAKTOR MANFAAT APLIKASI

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BAHAGIAN D: IMPAK

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5.0 Gambar Produk

Rajah 1: User Interface

Rajah 2: Aplikasi mudah alih (mobile apps) EZY d’MR
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Rajah 3: Rekabentuk aplikasi mudah alih (mobile apps) EZY d’MR
Rujukan
Abdul Rahim. 2010. Penggunaan Alat Bantu Mengajar (ABM) di kalangan guru-guru teknikal di

Sekolah Menengah Teknik Daerah Johor Bahru, Johor. Dicapai pada 24 November 2016.
Brown, T. H. (2005). Towards a model for m-learning ini Africa. International Journal On E-Learning,

4(3), 299-315.
Kamal, S.A. (2008), Pembelajaran Masa Depan: Mobile Learning(M-Learning) di Malaysia.
Malhotra N.K., Birks, D.F. & Wills, P.A. (2017), Marketing Research: An Introduction applied

approach (5th ed.) Pearson Education Limited.
Norliza Binti A. Rahim. 2013. Penggunaan Mobile Learning Untuk Tujuan Pembelajaran Dalam

Kalangan Pelajar Kejuruteraan UTHM. Tesis Ijazah Sar=jana Pendidikan Teknik dan
Vokasiaonal.
Rosli, R., & Mohamad, H. 2011. M-Pembelajaran dalam Pendidikan Teknik dan Vokasional (PTV) di
Malaysia. Dicapai pada 24 November 2016.
http://eprints.uthm.edu.my/2566/1/MPEMBELAJARAN_DALAM_PENDIDIKAN_
TEKNIK.pdf.

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GOOGLE SITES: WORKPLACE ENGLISH

Nur Fatin Kassiran
Kolej Komuniti Tawau
E-mail: [email protected]

Nur Angriani Nurja
Kolej Komuniti Beaufort
E-mail: [email protected]

Tajhminah binti Abd Aziz
Kolej Vokasional Tawau
E-mail: [email protected]

Nurul Syahira Yasse
Kolej Komuniti Tawau
E-mail: [email protected]

Noraizah Mhd Sarbon
Kolej Komuniti Tawau
E-mail: [email protected]

Abstract

Workplace English is one of the compulsory subjects in Community Colleges. This subject is important
to Community Colleges students as it helps to prepare themselves to be able to communicate in English
when they are working in the future. Since COVID-19 hit back in early 2020, all Teaching and Learning
(PDP) had to be conducted online where it was hard for all educators in making sure that each and every
student are intact. Google Sites: Workplace English is designed, developed and works as a simulator to
enable students to experience situations or issues related to workplace that demand them to
communicate in English where it is also easier for English Lecturers to check on students’
comprehension. Google Sites: Workplace English has five (5) sections that consist of situations that
requires students to make decisions and submit answers. Aside from wanting the students to be able to
communicate in English at workplace, Google Sites: Workplace English is developed with the intention
of having more engaging and fun English classroom activity. In conclusion, Google Sites: Workplace
English is essential for Community Colleges students to excel both in their studies and working life in
the future.

Keywords: Google Sites, Workplace English

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1.0 Problem Statement

Since early 2020, almost all education institutions were affected with Covid-19 pandemic. Teaching
and learning (PDP) activities that previously were conducted physically and face-to-face had to be
changed to online learning method. Online teaching and learning implementation demands information
technology and communication. This became one of the new challenges towards all educators to
conduct. Therefore, teaching medium that could facilitate PdP is required in order to achieve learning
outcome through a dynamic and effective online learning (Arifudin, Musyafa & Halwa, 2021).

E-learning in English Language lecture needs learning medium that encourage students to be more
active, motivated and give commitment towards their lesson (Asifayanti, Weda & Abduh, 2021).
Gamification is the most suitable learning media as it is one of the important component in students’
lesson. It is also encouraged to be applied in PDP sessions especially in English lessons. Thus,
gamification learning media has been developed using Google Sites that has various features and
engaging functions to be implemented in lectures. Google Sites is one of Google products where it
functions as tools to create sites. It is also easy to be developed and and administer its purpose.

2.0 Objectives:

This innovation intends to achieve these objectives:
a. Provide a platform for students to learn to communicate and have experience in making decisions

regarding work-related matters;
b. Facilitate English Language teaching and learning activities to improve students’ comprehension;

and
c. To diversify English Language learning tools that are interactive, fun and engaging.

3.0 Product Descriptions

This innovation product is developed using Google Sites; a structured wiki web page creation tool
included as part of the free, web-based Google Docs Editors suite offered by Google. As it has the
interface of a website, Google Sites: Workplace English has 5 sections namely as:

a. First Day of Work;
b. Slowly Catching Up;
c. Still Coping;
d. Almost There; and
e. Packing Up

These sections are named in a way to portray 5 episodes of communicating in English Language when
encountering work-related matters during internship. These episodes were developed in reference to
Community Colleges latest in-use curriculum for SUE 20021 Workplace English and SUE 10011
Communicative English.

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Each section consists of SUE 20021 Workplace English tasks such as Manage Message Effectively,
Manage Appointment Effectively and Manage Complaints Effetively. Students will have to bring
themselves to undergo virtual short internship where they have to complete simple tasks and choose
action or phrase to use. The selections are put together in a way that students able to think which option
is better for them to choose and if the choice that they have made is not appropriate, it will take them
back to the beginning of the question. This will allow students to understand that their action or the
phrase that they have chosen is not appropriate for the task. At the end of every section, a congratulatory
note will be displayed once students managed to complete the task as a way of motivating the students
in learning the language.
As this innovation product is developed with the intention of assisting and preparing students as they
are about to go for their internship, lecturers too will benefit from this innovation product. Aside from
preventing lecturers from spoon-feeding the students, they would not have to keep track, check and
mark every single response from the students. They only have to monitor the students’ progress and
help them to justify every action that leads to the end result.

4.0 Impacts of Product
This innovation product will benefit the users by:
a. Providing experience of communicating in English Language regarding work-related matter;
b. Giving the insights of having options to take into consideration before deciding on a decision in

which each will lead to different outcomes;
c. Providing a convenient platform which is easily accessible and that suits students’ needs in

language use for work purposes.
d. Paving ways for more content developer to utilize free platform in engaging students’ participation

in learning English Language in specific.

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5.0 Product Illustrations

Picture 1: Home Page

Picture 2: Choices of action for users to choose
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Picture 3: Completion message at every section
References
Arifudin, D., Musyafa, A. M. & Halwa, A. (2021). Gamifikasi Sebagai Simulasi Kuliah Online Untuk

Menigkatkan Motivasi Belajar di Era Pandemi. Ogito Smart Journal, 7(2): 360-372. Received
from: http://cogito.unklab.ac.id/index.php/cogito/article/view/334
Asifayanti, Weda. S. & Abduh, A. (2021). Exploring Teachers’ Perception on Gamification in Online
Grammar Teaching. Journal of Art, Humanity & Social Studies, 1(4): 2 -11. Received:
https://ojs.unm.ac.id/PJAHSS/article/view/24113

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TEACHING AND LEARNING INNOVATION REPORT
ON ROAD TO FINANCIAL PLANNING E-WORKBOOK

Sazana binti Ab Rahman
Politeknik Ungku Omar
E-mail: [email protected]

Norazah binti Mohd Sharif
Politeknik Ungku Omar

E-mail: [email protected]

Abstract

The Covid-19 endemic has impacted teaching and learning for the past two years. Malaysian higher
education uses online teaching and learning to combat the Covid-19 virus transmission in the classroom.
The issue of Covid-19 seems to force the difficulties in the learning process to keep pace. The sudden
shift to online learning caused controversy among both lecturers and students. Therefore, this E-
Workbook innovation is regarded to uncover online teaching and learning issues during the Covid 19
endemic. This E-Workbook innovation aims to help students develop financial planning skills and
entrepreneurial skills. It also has access to methodical processes and technical knowledge for complete
financial planning. A new approach such as digital platforms to help students transition into financial
planning is also included. As a result, it appears to be a helpful technique for improving student’s skills.
In conclusion, this Road to Financial Planning E-Workbook meets the IR4.0 education criteria. The
impact of this E-Workbook innovation was assessed by students who completed an online survey via
Google Form. The study used descriptive analysis to show the impact of learning progress among
Financial Planning students. The survey results demonstrate that this E-Workbook innovation has
improved student performance positively.

Keywords: Financial Planning, Financial Education, Online Learning, E-Workbook

1.0 Problem Statement

COVID-19 compelled the whole education system to convert from on-campus classrooms to online
classrooms. This phenomenon was difficult for all countries, especially developing countries with
insufficient online class experience (Baftiu and Nuci, 2021). The pandemic of Covid-19 has affected
teaching and learning activities for the past two years. In Malaysia, academic institutions practice online
teaching and learning to prevent the Covid-19 virus from spreading. Online education is the best
approach to avert coronavirus transmission in the educational setting. In response to the COVID-19
crisis, the academic institution is expected to develop online alternatives for face-to-face teaching and
learning. However, the difficult decisions in Covid-19 situations seem to force the learning process to
remain up with the current scenario. Education equity is a hot topic because it is unclear how to teach,
what to teach, and how much to teach (Zulkifli et al., 2021). It is not only an issue in Malaysia but
worldwide.

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For instance, most colleges and universities were instructed to conduct online classes by April 2020 due
to a series of Movement Control Orders (MCO) imposed on Malaysia starting March 18, 2020. To
comply with the MCO and ensure the health and safety of lecturers, students, laboratory, and
administrative personnel, physical classroom presence is suspended. The education sector struggled to
develop a clear plan of action to compensate for the loss of classroom time and the need to finish the
syllabus (Abdul Hamid and Hamzah, 2021). In the wake of the pandemic, online education was deemed
the safest and best solution. As a result, everyone must accept COVID-19 as the new norm. Students
were expected to learn, focus, and take tests online as the pandemic continued to rage. Lecturers were
expected to prepare all tools and materials to fulfil the requirements of effective online teaching and
learning

A new-norm life pattern puts people in a new environment, making the adjustment process more
difficult. A new-norm life pattern indicates a new learning process. Students who are unable to adapt to
new learning patterns face numerous challenges when learning online. Online learning was found to
cause student confusion, stress, decreased creativity and productivity, passiveness, an accumulation of
useless information or student concepts, and an increase in literacy skills (Azmiyah and Lianawati,
2021). Students also complained about assignments, ineffective learning processes, confusion doing
practical activities at home independently, and material comprehension explained. While lecturers need
to provide good simulations via online learning, trying to fully solve the limitations in understanding
the material compared to hands-on practice.

The unexpected change to online learning became polemic and a challenge for the lecturers and the
students. It is not as effective as expected during the early phase of the online learning process. It
becomes problematic when face-to-face interaction does not happen. Lack of understanding to manage
and use technology makes it more complicated to achieve learning targets. It is feared that there are
lecturers giving assignments to students without a guidance process. So that it makes students have
difficulty understanding learning. Online teaching and learning activities are expected to replace face-
to-face learning and material delivery following the applicable curriculum (Zulkifli et al., 2021). The
lecturers should rethink teaching methods to fit the online learning format. The lecturer has to redo to
design the lesson plan that adopts the technology in classroom practice.

2.0 Objectives of Road to Financial Planning E-Workbook

Financial literacy education, such as financial planning, is a global issue. Financial planning courses
significantly improve students’ financial literacy. College and university financial planning education
are critical in developing students’ financial literacy. To be effective, financial literacy education for
students must be accustomed to the needs, facilities, culture, and technological development. For
example, financial planning education can help students become more financially literate. Hence,
innovations in the financial literacy education model, such as educational games, web, e-books, or e-
module, can be developed.

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Undergraduate financial planning courses offered at Polytechnic serve as an entry point for many
financial planning professionals. Financial planning is an applied profession, and hence, a mastery of
purely theoretical and empirical knowledge is still insufficient to provide a smooth entry into the
profession. The traditional model of financial planning education is not sound as it lacks of professional
connection with the industry and can cause much expense and frustration for many graduates as they
strive to enter their profession of choice (Teale, 2021).

Financial Planning is a compulsory course for the Finance & Banking program at Polytechnic of
Malaysia that provides knowledge, appreciation, and the practical aspects of financial planning.
Therefore, this innovation is considered to uncover issues in financial literacy education and online
teaching and learning during Covid 19 pandemic, specifically for financial planning courses. Through
online education, this innovation of the Road to Financial Planning E-Workbook aims to contribute in
the following points:

a) The E-Workbook covers essential concepts and tasks related to the approved curriculum.
b) It is designed to prepare students to become competent in financial planning and capable of

meeting their financial needs and entrepreneurial skills.
c) It is also provided with relevant systematic processes and technical knowledge to develop

comprehensive financial planning for a beginner.

3.0 Innovation of Road to Financial Planning E-Workbook

3.1 Employability

Employability is also a major concern for higher education, which wants to be seen as a viable option
for future students. For financial planning undergraduate students, finding work after completing their
diplomas and degrees is a significant concern (Teale, 2021). The goal of financial planning students is
to find a job in financial planning before or after graduation. Thus, becoming employable by acquiring
the necessary skills to begin a career is one of the most critical considerations students make when
selecting a university and programme.

Graduates with financial planning skills are considered to have these employability skills. As a result,
there is strong evidence that graduates with entrepreneurial skills have a better chance of landing a job.
Providing financial planning/courses/programs that produce enterprising graduates is a significant
challenge for colleges and universities (Teale, 2021). "Initiative, independence, creativity, problem-
solving, identifying and pursuing opportunities, leadership, acting resourcefully, and responding to
challenges" are among the skills listed. Students with better financial skills often have a better financial
attitude, according to empirical research, because they have a more effective budgeting, spending, and
investment plan (Teale, 2021). According to the researcher, students' life aspirations determined their
interest in financial planning, and both their career and life aspirations influenced their perception of
and attitude toward financial planning.

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Financial literacy is becoming increasingly important in today's society, as much of the financial
responsibility has shifted from governments to individuals. According to previous research, university
students are uninformed about personal finance and need to improve their financial skills (Mandmaa,
S, 2020). These findings point the way for future strategies and innovations to improve financial literacy
education among students.

3.2 IR 4.0 Education Criteria

This innovation aims to develop a proposition about the importance of incorporating financial literacy
education into the curriculum and teaching development tools in the 4.0 revolution era through a
theoretical and empirical approach. Financial literacy education is now part of the curriculum in many
countries. According to Anisah et al. (2021), the development of financial literacy education models,
strategies, and designs is needed to determine the validity and effectiveness of financial literacy
education. The purpose of financial literacy education able to increase knowledge, students' ability to
manage their finances, and students' ability to behave wisely. Hence, in a complex life and economic
environment with rapid technological development, E-financial literacy education should be taught to
students.

IR 4.0 views education as a skill that can evolve through teaching and learning styles and techniques.
Lecturers must consider innovation as a necessity in teaching and learning since it saves time and
improves students’ interest in learning new knowledge. Lecturers who are willing to try new things
must be knowledgeable, talented, and analytical. Thus, high self-efficacy lecturers are essential in
today's educational environment to prepare students for IR 4.0. (Nor Asmawati Ismail et al, 2020). This
innovation of the Road to Financial Planning E-Workbook also introduces very important practical tools
that help students transition into financial planning. It also looks at relevant strategies that give students
practice applying their skills and, as a result, make them more employable. In conclusion, this Road to
Financial Planning E-Workbook innovation has met the IR4.0 education needs and requirements.

4.0 Impact of Road to Financial Planning E-Workbook

The impact of Road to Financial Planning E-Workbook was compiled from a distribution of an online
survey through Google Form, given to the students who used the E-Workbook during the teaching and
learning process. In this survey, a study was conducted from March to April 2022 in the form of
descriptive surveys to assess the impact of learning progress among Financial Planning students who
used the E-Workbook.

In order to study the impact of this E-Workbook, the survey was focused on the population of Financial
Planning students at Politeknik Ungku Omar (PUO) and Politeknik Metro Betong Sarawak (PMBS).
Below is the sampling table by using convenience sampling. The number of samplings is according to
Krejcie and Morgan Table (1970).

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Table 4.1 Number of Population and Sampling Number of Number of
Student Population Sampling

Semester 5 of Diploma in Banking & Finance, PUO 39 39
Semester 5 of Diploma in Banking & Finance, 30 18
PMBS
Semester 5 of Diploma in Islamic Banking & 37 29
Finance, PUO
TOTAL 106 86

Sampling is defined as the process of selecting a group of subjects for a study in such a way that the
individuals represent the larger group from which they were selected. The study used a 5% margin of
error calculation, 95% confidence level, and the total number of populations was 106 respondents.
Krejcie and Morgan Table (1970) assisted with identifying that a sample size of 86 is necessary to
represent the students of Financial Planning courses who used the E-Workbook in their learning
process.

The following Table 4.2 shows the results from the study among the financial planning courses students
on the impact of using the Road to Financial Planning E-Workbook.

Table 4.2

Feedback from the student of the Road to Financial Planning E-Workbook.

Question Result (%)

Fair Satisfactory Excellent

Level of effort from the student for the Financial 0.0 55.8 44.2
Planning course.

E-Workbook's contribution to learning: 12.8 48.8 38.4
Level of skill/knowledge at start of
course. 2.3 53.5 44.2
Level of skill/knowledge at the end of course. 2.3 60.5 37.2
Contribution of E-Workbook to the student’s
skill/knowledge.

Disagree Agree Strongly
Agree
Responsiveness of the E-Workbook: 1.2 65.1 33.7
1.2 62.8 36.0
E-Workbook was an effective course
material. 231
Presentations of the E-Workbook were clear
and organized.

PMJB NATIONAL INNOVATION & CREATIVITY COMPETITION 2022 l PNiCC’22

E-Workbook stimulated student interest. 1.2 62.8 36.0
52.3
Lecturer effectively used examples and 1.2 46.5
38.4
exercises from E-Workbook during class 41.9
41.9
period. 43.0

E-Workbook content: 0.0 61.6
Learning objectives were clear. 0.0 58.1
E-Workbook content was organized and
well planned. 1.2 57.0
E-workbook workload was appropriate. 0.0 57.0

E-workbook was organized to allow all
students to participate fully.

By referring to Table 4.2 above, the feedback from the survey shows that this innovation of the Road
to Financial Planning E-Workbook has impacted the students' performance positively.

5.0 Road to Financial Planning E-Workbook Description
5.1 The Development Process of E-Workbook Diagram

Figure 5.1 The Development Process of E-Workbook Diagram
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5.2 Contents of the E-Workbook
Road to Financial Planning E-Workbook can be access through the following link:
https://heyzine.com/flip-book/912229f675.html

Figure 5.2 Contents of the Road to Financial Planning E-Workbook

5.3 Advantages of the E-Workbook
The E-Workbook includes the approved curriculum's key topics and tasks. It is intended to help students
become proficient in financial planning and capable of meeting their financial obligations. It also
includes essential systematic techniques and technical information to help a student to establish
complete financial planning. Lecturers and students can access the learning materials from anywhere,
including their homes and while traveling. It is suitable for those who are constantly on the move.
Incorporating interactive elements into an E-Workbook enhances the reading experience. External links
are provided to provide further information, such as tutorials and additional information. The contents
of the E-Workbook can usually be updated at any moment. Authors may always add the most up-to-
date information, ensuring that users access the most up-to-date digital content. This reduces the cost
of reprinting as well as the time it takes to complete the procedure. The E-Workbook is environmentally
friendly. It eliminates the need for paper printing by saving lecturers and students money on printing
costs.

References
Abdul-Hamid, S., & Hamzah, R. (2021, March). How Ready Were Malaysian Undergraduates for the

Sudden Online Classes During the COVID-19 Pandemic? First International Conference on
Science, Technology, Engineering and Industrial Revolution (ICSTEIR 2020) (pp. 423-430).
Atlantis Press.

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Anisah, A., & Ahman, E. (2021, June). Android Based Financial Literacy Education for Indonesian
Students: A Theoretical Approach. Sixth Padang International Conference on Economics
Education, Economics, Business and Management, Accounting and Entrepreneurship
(PICEEBA 2020) (pp. 373-380). Atlantis Press.

Azmiyyah, H., & Lianawati, A. (2021). Profile of Self-Adjustment and Level of Academic Stress
During Online Learning in Higher Education. ProGCouns: Journal of Professionals in Guidance
and Counseling, 2(2).

Baftiu, E., & Nuci, K. P. (2021). The Transformation Process from In-Campus Classes into Online
Classes Due to the COVID-19 Situation-The Case of Higher Education Institutions in Kosovo.
arXiv preprint arXiv:2104.03896.

Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities. Educational
And Psychological Measurement, 30(3), 607-610.

Mandmaa, S. (2020). Personal Financial Literacy Among University Students Studying Engineering.
International Journal for Innovation Education and Research, 8(8), 669-692.

Nor Asmawati Ismail, Abd Wahid, N., Yusoff, A. S. M., Wahab, N. A., Abd Rahim, B. H., Abd Majid,
N., & Zakaria, R. (2020, April). The Challenges of Industrial Revolution (IR) 4.0 Towards The
Teacher’s Self-Efficacy. In Journal of Physics: Conference Series (Vol. 1529, No. 4, p.
042062). IOP Publishing.

Reiter, M., & Kiss, D. E. (2021). Efforts in Diversity and Recruiting in Financial Planning
Undergraduate Programs. Family and Consumer Sciences Research Journal, 49(3), 238-253.

Teale, J. S. (2011). Improving Financial Planning Graduate Employability Through Enterprise
Education. Available at SSRN 1948058.

Zulkifli, N. A., & Hayati, M. (2021, September). Teacher Challenge and Tech Issues in Online Schools.
Eighth International Conference on English Language and Teaching (ICOELT-8 2020) (pp. 14-
18). Atlantis Press.

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LET’S LOG

Siti Aisyah binti Ahmad Razali
Politeknik METrO Johor Bahru
E-mail: [email protected]

Nafissah binti Johari
Politeknik METrO Johor Bahru
E-mail: [email protected]

Fitriyah binti Mirojono
Politeknik METrO Johor Bahru
E-mail: [email protected]

Abstrak

Kepesatan dalam perkembangan teknologi telah membawa satu anjakan baru kepada dunia pendidikan
sekarang. Fenemona ini berlaku dengan pesat dalam masa kini kerana maklumat disampaikan menjadi
lebih mudah untuk diakses dimana-mana tempat dan pada bila-bila masa sahaja. Namun, kemudahan
itu perlu dihadkan kepada pelajar bagi mengasah kemahiran mereka dalam melakukan perkara di luar
kemampuan kecanggihan teknologi. Jadi, Work Based Learning (WBL) adalah satu kaedah
mempraktikkan pengetahuan dan kemahiran di bilik kuliah ke operasi tempat kerja yang sebenar.
Pemantauan keatas pelajar merupakan elemen penting bagi institusi dalam melaksanakan pengajaran
mereka. Institusi pengajian menyediakan buku log bercetak kepada pelajar untuk digunakan sebagai
laporan harian sepanjang sesi WBL. Pelajar diarahkan untuk merekodkan aktiviti harian mereka di
setiap helaian buku log tersebut. Hal ini untuk memastikan pelajar dapat melaksanakan tugas yang telah
diberikan. Namun, perkara ini tidak dititkberatkan oleh pelajar untuk merekodkan aktiviti harian mereka
sepanjang sesi WBL. Oleh itu, Let’s log melalui platform padlet diperkenalkan sebagai buku elektronik
untuk merekodkan aktiviti harian sepanjang menjalani sesi WBL. Penggunaan Let’s log menyediakan
ruang yang interaktif dalam menggabungkan teks, grafik, animasi, video dan pautan URL dengan lebih
tersusun. Kelebihan menggunakan Let’s Log dimana pelajar dapat mengakses dengan mudah untuk
merekodkan aktiviti harian yang telah dilaksanakan dengan menggunakan alat peranti seperti telefon
mudah alih. Penggunaan Let’s Log sebagai alternatif baru dalam memberi ruang dan peluang kepada
pihak industri untuk mengakses dan memberi maklumbalas dalam Let’s Log tentang perkembangan
aktiviti harian pelajar sepanjang WBL. Kesimpulannya, Let’s log merupakan satu mekanisma yang
membantu dalam penyemakan laporan harian buku log dengan memadankan keperluan insitusi yang di
nyatakan dengan perkara yang dilakukan oleh pelajar berkenaan di organisasi industri.

Kata Kunci: Let’s Log, Work Based Learning (WBL), Padlet, buku log

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1.0 Penyataan Masalah

Pemantauan kepada pelajar yang menjalani Work Based Learning merupakan satu komponen penting
kepada institusi pengajian Malaysia. Institusi menyediakan buku log kepada pelajar bagi merekodkan
aktiviti harian mereka di dalam buku log masing-masing. Kaedah ini digunakan sepanjang tempoh
WBL pelajar di tempat kerja. Pelajar menjadikan buku log ini sebagai bukti kepada pensyarah dalam
melaksanakan tugasan harian sepanjang sesi WBL. Semasa pemantauan di tempat kerja pelajar,
pensyarah yang dilantik sebagai felo pemantau akan memeriksa buku log pelajar. Oleh itu buku log
harian merupakan satu elemen penting yang perlu dititikberatkan oleh pelajar dalam merekodkan
aktiviti harian mereka di tempat kerja. Namun, kita melihat buku log harian ini semakin tidak relevan
dan menjadi masalah kepada pelajar generasi celik IT yang mengambil mudah dalam merekodkan
aktiviti harian mereka secara penulisan tangan. Pelajar hanya menulis secara ringkas di dalam buku log
manual tanpa menggunakan sepenuhnya ruang di dalam buku log tersebut. Lantaran itu, Let’s Log
dibangunkan sebagai satu alternatif baru iaitu buku elektronik dengan bertujuan untuk mengatasi isu-
isu yang timbul. Melalui Let’s Log pelajar akan merekodkan aktiviti harian mereka dengan lebih
interaktif, tersusun dan menarik. Pensyarah dan penyelia tempat kerja menjadi lebih mudah dalam
melakukan sesi pemantaun pada bila-bila masa dan menjadi lebih efektif dalam memberi maklum balas
kepada pelajar di dalam Let’s Log. Kaedah pemantauan aktiviti pelajar akan lebih senang melalui satu
mekanisme yang boleh menyemak laporan aktiviti harian pelajar.

2.0 Objektif

Produk ini telah diperkenalkan untuk mencapai objektif berikut:
a) Untuk berfungsi sebagai ruang yang membolehkan pelajar dan guru dapat berkongsi maklumat

seperti teks, grafik, animasi, video dan pautan URL.
b) Untuk menghasilkan laporan harian pelajar yang lebih interaktif, tersusun dan menarik.
c) Untuk memudahkan pensyarah dan penyelia tempat kerja memantau dan mengakses aktiviti harian

pelajar melalui padlet.
d) Untuk membantu pensyarah dan penyelia tempat kerja memberi maklum balas di dalam satu ruang

mekanisme.
e) Untuk mengurangkan kos pengurusan dalam pencetakan buku log aktiviti harian pelajar.
f) Dapat mengurangkan kos pelajar dalam mencetak bahan-bahan tambahan seperti gambar untuk

digunakan di dalam buku log harian pelajar.

3.0 Diskripsi Produk

Let’s log diperkenalkan dengan menggunakan medium Padlet sebagai satu ruang yang berfungsi untuk
pelajar berkongsi maklumat seperti teks, gambar, video dan audio sepanjang sesi Work Based Learning.
Penggunaan padlet hanya perlu didaftarkan secara percuma melalui laman web padlet dan tiada
sebarang bayaran dikenakan sepanjang pelajar menggunakan padlet. Setelah mendaftar akaun padlet,
pelajar boleh merekodkan dan mengemaskini sebarang teks, grafik, animasi, video dan pautan URL di
Padlet. Dengan penggunaan padlet, pelajar akan mudah mengakses akaun mereka dan merekodkan
sebarang aktiviti jika ia melibatkan video atau gambar atau link url atau audio di padlet. Elemen-elemen
seperti ini mampu menghasilkan laporan aktiviti harian lebih interaktif, tersusun dan menarik. Menurut

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Ibrahim, Shing, Sharmeeze, Alias dan Dewitt (2014) penggunaan Padlet boleh digunakan untuk
berinteraksi antara satu sama lain bagi tujuan pembelajaran. Lantaran itu, padlet memberi ruang kepada
pensyarah dan penyelia tempat kerja untuk memberi maklum balas terhadap aktiviti harian pelajar.
Pensyarah dan penyelia tempat kerja boleh memantau aktiviti harian pelajar melalui padlet untuk
memastikan pelajar melaksanakan tugasan yang telah diberikan.

4.0 Impak Produk

Penggunaan padlet ini memberi manfaat kepada pelajar, pensyarah dan penyelia tempat kerja dalam
melakukan pemantauan secara harian. Antara manfaat seoerti berikut:
a) Dapat menghasilkan laporan harian pelajar yang lebih interaktif, tersusun dan menarik.
b) Dapat memudahkan pensyarah dan penyelia tempat kerja memantau dan mengakses aktiviti harian

pelajar melalui padlet.
c) Dapat membantu pensyarah dan penyelia tempat kerja memberi maklum balas di dalam satu ruang

mekanisme
d) Dapat mengurangkan kos pengurusan dalam pencetakan buku log harian pelajar
e) Dapat mengurangkan kos pelajar dalam mencetak bahan-bahan tambahan seperti gambar untuk

digunakan di dalam buku log harian pelajar.

5.0 Gambar Produk

Rajah 1 Paparan Pendaftaran Akaun Padlet

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Rajah 2 Paparan Log Masuk Akaun Padlet
Rajah 3 Paparan untuk mencatat aktiviti harian dalam buku log

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Rajah 4 Paparan tetapan medium yang boleh dikongsi

Rajah 5 Simpan dalam bentuk fail

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Rajah 6 Paparan Tetapan Profail Rajah 7 Format Padlet

Rujukan

https://padlet.com

Ibrahim, Z., Shing, N. K., Sharmeeze, Alias, N., & Dewitt, D. (2014). Pembangunan Modul
Pedagogi Pembelajaran Berasaskan Padlet untuk Pelajar Pekak di IPT. In: Persidangan
Kebangsaan Kurikulum Dan Teknologi Pengajaran, University of Malaya, 160-172.

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EBANDAU: PENDIGITALAN DALAM PENDIDIKAN

Abdul Rahman bin Abdul Latip
Kolej Komuniti Kota Marudu
E-mail: [email protected]

Zariah binti Abd Manan
Kolej Komuniti Kota Marudu
E-mail: [email protected]

Salbiah binti Banati
Kolej Komuniti Kota Marudu
E-mail: [email protected]

Ts. Muhamad Syamer bin Mohd Nasir
Kolej Komuniti Kota Marudu

E-mail: [email protected]

Marscela Edenne Talu
Kolej Komuniti Kota Marudu
E-mail: [email protected]

Abstrak

Berikutan perubahan yang agak drastik dalam sistem pendidikan di Malaysia akibat wabak virus Covid-
19. Penggunaan teknologi maklumat dan komunikasi menjadi medium penting dalam penyampaian
pengajaran dan pembelajaran. Situasi pengajaran dan pembelajaran juga menjadi semakin mencabar
apabila sistem pendidikan negara beralih daripada bersemuka kepada hibrid. Ini kerana, para pelajar
mempunyai capaian terhadap bahan pengajaran dan pembelajaran yang terhad. Oleh sebab itu, Kolej
Komuniti Kota Marudu telah membangunkan platform eBandau sebagai pusat pengumpulan bahan
pengajaran dan pembelajaran yang boleh dicapai secara atas talian oleh semua pelajar. Objektif utama
pembinaan platform ini adalah untuk menyediakan bahan pengajaran dan pembelajaran untuk pelajar-
pelajar Kolej Komuniti Kota Marudu secara berpusat. Platform eBandau dapat dicapai melalui LINK
dan LINK ini dibuat daripada aplikasi MyLINK. Terdapat LINK bagi semua kursus pelajaran yang telah
dikumpulkan di platform ini mengikut program pengajian. Hasil daripada pendigitalan ini, para
pensyarah dapat berkongsi bahan pengajaran dan pembelajaran seperti nota, video, soalan tugasan dan
sebagainya melalui satu LINK berpusat untuk semua pelajar sekaligus membudayakan penjimatan
dalam kerja seharian. Kesimpulannya, para pelajar dan pensyarah dapat memanfaatkan kelebihan
menggunakan platform digital eBandau dalam pelaksanaan pengajaran dan pembelajaran secara hibrid
di kolej komuniti.

Kata Kunci: eBandau, Atas Talian, Berpusat

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1.0 Penyataan Masalah

Tren pendidikan masa kini telah mengalami perubahan drastik berikutan peristiwa pandemik yang kita
lalui. Situasi pengajaran dan pembelajaran (PdP) secara hibrid menjadi pilihan. Sehubungan dengan itu,
Kolej Komuniti Kota Marudu berusaha mereka cipta satu platform yang boleh diadaptasikan dalam PdP
secara atas talian. Pembelajaran online yang efektif memerlukan kreativiti pengajar dan alat media
pembelajaran yang mudah digunakan (Dilla Safira Adzkiya, Maman Suryaman 2021). Liputan internet
di kawasan luar bandar adalah terhad namun pembekal rangkaian sentiasa berusaha untuk menaiktaraf
jaringan liputan internet di kawasan luar bandar secara berfasa. Pembelajaran online merupakan
pembelajaran yang menggunakan jaringan internet dengan capaian, sambungan, fleksibiliti, dan
kemampuan untuk diterjemahkan dalam pelbagai jenis interaksi pembelajaran (Moore, Dickson-Deane,
& Galyen 2011). Pemasangan aplikasi dalam telefon mudah alih akan meningkatkan prestasi PdP secara
hibrid. Pelajar masa kini berasa sangat bermotivasi dengan aplikasi multimedia dan interaktif yang
disediakan oleh Internet (TERÁN, Teresita 2013).

2.0 Objektif

Produk ini telah direka untuk mencapai objektif berikut:

a) Untuk membantu dan menjadi pelengkap kepada PdP secara hibrid.
b) Untuk memudahkan pensyarah menyalurkan nota kepada pelajar.
c) Untuk memudahkan pelajar mencapai pautan nota secara pantas dan berkesan.
d) Untuk memudahkan pelajar dan alumni mendapatkan maklumat kursus pendek dan maklumat

peluang pekerjaan.

3.0 Diskripsi Produk

eBandau merupakan satu platform yang menghubungkan pautan ke Google Workspace, dan MyLink,
dimana maklumat seperti nota dan tugasan disimpan didalam Google Drive dan Google Sites. Shortcut
Link akan dipasang disetiap telefon mudah alih pengguna. Pautan PdP atau Pautan Utama yang
disediakan terdiri dari Program SPU (Sijil Teknologi Penyejukan & Penyamanan Udara, Program SPB
(Sijil Penyelenggaraan Bangunan) dan Unit Pengajian Am. Sementara Pautan Sokongan yang
disediakan ialah Unit PSH (Pembelajaran Sepanjang Hayat), Unit Latihan Industri & Alumni, dan
Panduan Pemasangan eBandau. Nota dan maklumat yang terdapat dalam eBandau disediakan oleh
pensyarah dan pegawai yang terlibat mengikut bidang atau kursus yang diajar dan sentiasa dikemaskini
mengikut sukatan kursus. Platform ini dibangunkan secara berfasa (Rajah 1) dan telah dilancarkan pada
21 April 2022. Rajah 2 menunjukkan pautan eBandau.

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Rajah 1: Fasa Pembangunan eBandau

Rajah 2: Pautan eBandau

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4.0 Impak Produk
Produk ini memberi beberapa manfaat kepada pengguna seperti berikut:
a) Kolej Komuniti Kota Marudu mempunyai saluran dan pautan yang sistematik.
b) Pensyarah dan pelajar dapat berkongsi maklumat dan nota dengan satu pautan.
c) Pelajar dan alumni mendapat maklumat terkini dengan lebih pantas dan berkesan.
d) Pengguna dapat menikmati gaya hidup berkualiti.
5.0 Gambar Produk

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Rujukan
Dieny Aulia., Kaspul Kaspul., Maulana Khalid Riefani (2021). Google Site as a Learning Media in the

21st Century on the Protists Concept.
Dilla Safira Adzkiya., Maman Suryaman (2021). Penggunaan Media Pembelajaran Google Site dalam

Pembelajaran Bahasa Inggris Kelas V SD.
Ferismayanti. (2012). Mengoptimalkan Pemanfaatan Google Sites dalam Pembelajaran Jarak Jauh.
Firman, F., & Rahayu, S. (2020). Pembelajaran Online di Tengah Pandemik Covid-19. Indonesian

Journal of Educational Science (IJES), 2(2), 81–89.
I. Kmecová. (2019). Digitization, Digital Technology, and Importance of Digital Technology in

Teaching.
Lea May L. Agad., Daryl Jean A. Pitonang., Tyra Faye Terrado., Monera A. Salic-Hairulla., Rizalina

G. Gomez., Edna B. Nabua., & Chokchai Yuenyong. (2019). Development of webquest using
Google Site in teaching Circulatory System.
R N, Sridhara., & M, Dr. Raghunandana. (2019). Best practice of Google site usage in Noble Group of
Institutions Library and Information Center.
TERÁN., Teresita. (2013). Teaching Probability Using Google Site.

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PEMBANGUNAN APLIKASI MCAD UNTUK PENGAJARAN DAN PEMBELAJARAN
BAGI KURSUS DJJ30122 COMPUTER AIDED DESIGN

Mohd Gadaffi bin Osman
Politeknik Sultan Mizan Zainal Abidin

E-mail: [email protected]

Abstrak

Proses pengajaran dan pembelajaran (PdP) pada masa kini telah banyak berubah seiring dengan
perkembangan teknologi. Teknik pengajaran yang lebih kreatif, inovatif dan interaktif sangat penting
dalam menghasilkan kumpulan pelajar yang cemerlang. Penggunaan aplikasi mudah alih merupakan
satu instrumen yang baik dalam PdP bagi membantu pengajar dan pelajar sepanjang proses PdP
berjalan. Minat pelajar yang semakin berkurang dalam pembelajaran terutamanya dalam kursus yang
melibatkan pengetahuan teknikal perlu diambil perhatian. Justeru sebuah aplikasi iaitu MCAD telah
dibangunkan bagi kursus DJJ30122 Computer Aided Design untuk memudahkan para pensyarah dan
pelajar semasa proses PdP berjalan disamping menarik minat pelajar. Aplikasi mudah alih bagi kursus
ini dibangunkan dalam versi Bahasa Inggeris dengan mengunakan perisian RAXBIT. Penggunaan
aplikasi MCAD ini membolehkan pensyarah dan pelajar untuk mendapatkan info berkaitan kursus
seperti nota, soalan tugasan, soalan latihan dan video tutorial secara terus melalui aplikasi ini.
Penggunaan aplikasi MCAD ini sekaligus dapat meningkatkan prestasi pencapaian pelajar dalam kursus
DJJ30122 Computer Aided Design di Politeknik Sultan Mizan Zainal Abidin.

Kata Kunci: MCAD, Aplikasi, Minat, Pengajaran dan Pembelajaran

1.0 Penyataan Masalah

Pembelajaran secara atas talian pada masa kini merupakan satu perkara yang tidak asing di negara
Malaysia khusunya dan di seluruh dunia. Kaedah pembelajaran secara atas talian sebegini memerlukan
teknik pengajaran yang lebih kreatif dan inovatif. Sejak pandemic Covid-19 melanda, proses PdP di
Politeknik Sultan Mizan Zainal Abidin dijalankan secara atas talian termasuklah kursus-kursus yang
melibatkan teknikal. Sebagai contoh kursus DJJ30122 Computer Aided Design yang melibatkan
penggunaan perisian komputer juga terpaksa diajar secara atas talian. Hal ini menyebabkan pelajar
kurang memahami topik yang diajar sekaligus tidak berminat dengan kursus ini. Kesukaran pensyarah
untuk menyampaikan maklumat secara jelas dan mudah difahami juga merupakan cabaran semasa PdP
dijalankan secara atas talian. Justeru sebuah aplikasi MCAD telah dibangunkan bagi mengatasi masalah
ini seterusnya dapat meningkatkan minat pelajar mahupun pensyarah.

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2.0 Objektif
Produk ini telah dibangunkan untuk mencapai objektif berikut:
a) Memudahkan pensyarah dan pelajar mendapatkan sumber maklumat dan ilmu berkaitan kursus

DJJ30122 Computer Aided Design di Politeknik Sultan Mizan Zainal Abidin.
b) Menyediakan satu instrumen pembelajaran yang boleh diakses pada setiap masa dan dimana sahaja.
c) Meningkatkan minat di kalangan pelajar dalam proses PdP bagi kursus DJJ30122 Computer Aided

Design.

3.0 Diskripsi Produk
Aplikasi MCAD merupakan sebuah aplikasi yang direkabentuk untuk tujuan proses PdP bagi kursus
DJJ30122 Computer Aided Design di Politeknik Sultan Mizan Zainal Abidin. Aplikasi ini dibangunkan
dalam versi Bahasa Inggeris dengan mengunakan perisian RAXBIT.

Rajah 1: Paparan muka perisian RAXBIT.
Rajah 1 menunjukkan paparan muka bagi perisian RAXBIT yang digunakan untuk pembinaan aplikasi
MCAD ini. Perisian RAXBIT ini membolehkan aplikasi MCAD di rekabentuk tanpa menggunakan
kod.
Kandungan aplikasi MCAD dibina berdasarkan keperluan silibus kursus Computer Aided Design di
Politeknik. Antara perkara yang ada di dalam aplikasi ini ialah info kursus, nota kursus, video tutorial,
soalan tugasan dan soalan latihan. Dalam aplikasi ini, pengguna dapat melihat secara terus item-item
yang dipaparkan tanpa perlu memuat turun dalam peranti. Selain itu borang maklum balas juga
disediakan di dalam aplikasi kepada pengguna untuk memberikan sebarang komen atau pertanyaan.

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