FINAL HIEPs VOL1 E BOOK

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Feedbacks from Community

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Impact of Community-based Learning

Improves standard of living and health of the community in rural area.

The UTP students learnt to apply knowledge on installation of the water
filtration technology to the targeted community.

(Lombok Post, pg. 18, Saturday, 24th August 2019)

Raises awareness to the community about the importance of protecting the
environment to preserve water for the future generation.

Builds the character of UTP students in the area of communication skill, social
responsibility, leadership skill and moral development.

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Conclusion

• CBL provides many positive impacts to the

students and targeted community.

• It also contributes towards an impactful

relationship between UTP and the targeted
communities from neighbouring countries.

Future Directions

• Collaboration with industries involved with

the technology should be established.

• New batch of students should continue to

help the same community to ensure the
sustainability of this project.

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Community-based Learning

Hello Microbes: Introduction
Insights into This course introduces students to the basic principles
in Microbiology which includes both theoretical and
Microbial World Project experimental approaches. In line with Universiti
Pendidikan Sultan Idris (UPSI) status as the national
Hamidah Idris1*, Noraida Othman2 & No. 1 Education University, introduction to science in
Mohd Nor Syahrir Abdullah3 early childhood education syllabus is made possible
through a mini project developed by a group of
1Department of Biology, students from UPSI, entitled “Hello Microbes: Insights
Faculty of Science and Mathematics, into Microbial World Project”.
Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim,
Course Content
Perak, Malaysia Principles in Microbiology (SBB3033) covers
relevant comprehensive information on different
2National Children Development Research Centre, aspects of microbes. This course provides the latest
Universiti Pendidikan Sultan Idris, 35900 Tanjong Malim, information available on microorganisms with
analysis of their strategies for carrying out
Perak, Malaysia essential life functions and contribution to the
overall health and welfare of human and the
3Research and Development Division, environment.
SEAMEO RECSAM,
Delivery Methods
Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, The delivery methods of the course are lecture,
Malaysia laboratory practical, discussion and mini project.

*Corresponding author: [email protected] 93

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Mapping of CLOs, Delivery and Assessment

Learning Outcomes Delivery Student
Assessment Learning
CLO1 Interactive lecture
Explain the diversity of microorganisms that Group discussion Time
influences survival and interactions (C4)
50% 56

CLO2 Laboratory 15% 20
Carry out experiments to prove some principles Group discussion
in microbiology (P4)

CLO3 Mini Project-based Learning 20% 24
Work with community to apply microbiology Group discussion
knowledge (A3)

CLO4 Mini Project-based Learning 15% 20
Show concern on current issues of Group discussion 100%
microbiology (A3) 120
hours

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Hello Microbes: Insights Into Microbial
World Project

Impact of Teaching And Learning Activities

The mini project was developed to transfer scientific knowledge and basic laboratory skills
using appropriate early childhood education approaches.
Through this project, students have the opportunity to apply their knowledge in microbiology
and teaching techniques learnt during lecture, while preschool children gain experience in a
fun and exciting way.

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Students Activities

Develop microbial models and Conduct laboratory practical to Organize Community-based
teaching tools suitable for test run the developed teaching Learning mini project
preschool education
tools

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Student Feedback

95% 88%01 Strongly agree the mini
88%
project enhances understanding
78% in microbiology
75%
95%02 Strongly agree the mini
01 02 03 04
project improves early childhood
teaching skills

78%03 Strongly agree

SBB3033 provides the essential
knowledge on microbiology

75%04 Strongly agree the mini

project provides opportunities to
improve knowledge on
microbiology and teaching skills

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Student Feedback

I enjoyed organizing this project. It This course provides opportunities for students from other faculties to
has developed my soft skills and I become committee members and gain knowledge in basic Microbiology.
have gained valuable experience

communicating with teachers and The Hello Microbes project
kids. This project also gives me the exposes preschoolers to science
chance to learn to organize events. and experiments at early age. It is
Thank you Dr. and my coursemates. a good way to spark their interest

in science. The project also pushes

A good project because I me to step out of my comfort
had the experience to zone. Before joining the project, I
interact with kids. We both was not good with children
gained benefits. This project because I seldom interact with
exposes me to a lot of them. However, after joining this
experience on how to project, I have learnt techniques
conduct lessons and deal on handling and making young
with the preschool kids. At children understand better.

the end of the project, we

have both learnt new things. This was one of the best thing I had ever

I am happy to be part of this project and I hope to experienced in my life. It has taught me a

join it again in the future, as a moderator... Overall, lot of things. Although it was tiring, but it

the objectives of the project were achieved and I have was fun and exciting! Thank you so much
gained much experience from it. Dr. ❤️

The project was a great experience for me. Having to deal with preschool children makes me consider on having my
own child!... just kidding. Through the project, me and my friends have learnt ways and tricks on how to handle kids
and shared with them some useful yet interesting knowledge on microbes. I enjoyed the 2 days project with the kids
very much because they are simply too cute for me!

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Impact of Hello Microbes: Insights Into
Microbial World Project

Students gain Enhance student Enhance student interest in
opportunities to apply understanding towards science through engagement
knowledge efficiently
knowledge with the with the community
community

Nurture scientific skills among Build student self confident Increase student awareness on
children through exciting, and develop soft skills the importance and various
guided hands-on activities related to interpersonal applications of microbiology
and observations knowledge

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Conclusion and Future Directions

Conclusion

This course is essential for students to improve their teaching skills and enhance
preschool children understanding about microbial world, which is an essential
knowledge in their daily life. Community-based Learning implemented in the
course through mini project allows exploration and application of scientific
skills across different fields of studies.

Future Directions

Develop microbiology teaching and learning tools that integrate visual and digital
technologies.

Collaborate with schools to conduct Hello Microbes Project at primary and
secondary school levels.

Design more hands-on and gamified activities to deliver knowledge and
information on microorganisms to learners.

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Learning Community

Bridging Two Overview
Universities in a
Collaborative Mandarin Learning the Mandarin language in Malaysia is a challenging
Language Learning endeavour for non-native speaker of the language. The non-
native speaker of Mandarin is expected to be reluctant due
Community to their lack of confidence in speaking the language
intelligibly. Therefore, to expose non-native Mandarin
Kang Mei Feng1*, Yeoh Li Cheng2, & speakers to authentic language use, a virtual learning
Gan Leong Ming3 environment is created through learning community concept.

1Centre for Modern Languages, Universiti Malaysia Objectives
Pahang (UMP)
• To create a Mandarin communication opportunity through
2Centre for Language Studies, Department of interactive coursework.
International Languages, Universiti Tun Hussein Onn
• To engage both universities students in a collaborative
Malaysia (UTHM) endeavour towards a common goal-to enable students to
communicate using simple Mandarin.
3Faculty of Mechanical & Automotive Technology
Engineering, Universiti Malaysia Pahang (UMP) Shared Shared Shared
Knowledge Knowing Responsibility
*Corresponding author: [email protected]
promote higher construct participate in
levels of cognitive knowledge collaborative
together
complexity groups

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Learning Communities Implementation

Mandarin Class

Establish
a collaborative team

Searching partner Both student reluctant to speak Mandarin Identify partnering institution and
and collaborative due to their lack of confidence and conduct team discussion
team learning environment

Briefing and Mastering Basic Mandarin Skills Content Define
defining Title: Self Introduction and Time learning community goals
problems
Plan the teaching scopes and classroom Plan the teaching scopes and
Course design activities classroom activities.

Class Interaction Session Assess
Coordination Quiz Session student learning

Student feedback Survey conducted by using QR code Quiz session
102 scanner to document the student Listening and Speaking session

perception in learning communities

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Mapping of CLOs, Delivery and Assessment

Course Learning Outcome (CLO) Delivery Assessment SLT

CLO1 • Interactive session

To express and communicate using - Listening • 1 day
Mandarin language according to the given
topics. - Speaking

• Quiz session (Kahoot)

• Aims to enable
students to speak
CLO2 simple Mandarin • Interactive session • 1 day
To distinguish and identify the with each other. - Listening
- Speaking
pronunciation of Chinese vocabulary,
phrases and sentences in Han Yu Pin Yin. • Students will be • Quiz session (Kahoot)

exposed to simple

CLO3 phrases and basic Video conferencing on
sentence structures.

To promote authentic learning that enables • Classroom activities 20 February 2018 &
students to connect and transfer learning will include 4 skills 17 April 2018
which are listening,
within and beyond their linked courses. speaking, reading • 2 days

CLO4 and writing.

To provide students with learning Video conferencing on

opportunities that help students gain 20 February 2018 &

17 April 2018

confidence in speaking the mandarin

language.

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Feedback from UMP and UTHM Students

Most of the students
from UMP and UTHM
showed a positive
feedback and feel
motivated to learn
Mandarin languages.

Most of the students
from UMP and UTHM
learn more and better
in the classroom using
video conferencing
technology.

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What is the most important thing you learnt from this class?

 Cooperation  Can make  Skill  Learn new  Learning
 How to me better in  Learn things global is fun
Mandarin and enjoy
pronounce Independently
words  Express myself

 I can know  Communicate to  I can bravely  I can learn
the word and another person talk or answer about how
the meaning bravely even the question to speak
speak in with another Mandarin
Mandarin student

 Encourage  Communication  We learn to
you to talk skills speak Chinese
Mandarin with other
more University

 Two way  Technology  I can know the  Encourage
communication connect both word and to speak in
Universities meaning more front of
 Mandarin is fun student study clear people
also interact with together
others

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What is the BEST part session?

 Attract  When playing  When join  Everything is
student to KAHOOT with speaking fun !
focus both activities
Universities

 The part  Communicate  Sharing the
that UMP session is the question with
and UTHM Best part other friends
KAHOOT session!
 We can
quiz communicate
with people
together from other
University
 Quiz and

KAHOOT

 Challenging  I can know the session

while answering word and
session
meaning more

clear

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In THREE words, how would you describe this experience?

 First time  Best  I’m very  Attractive way
experience excited to learn

 Enjoyed  Challenging,  So exciting
and best happy,
interesting  Nice and
 Love this fun
session  Best day ever
 Best, funny,
interested

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Evidence of the Project Delivery

Scan the QR Code or Click the Icon for Video
Documentary:

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Impact on Students

 Enables shared learning
 Collaborative Problem Solving
 Provides many experiences/activities
 Dialogue with other student
 Validation of learning
 Improves involvement and connectedness within universities students
 Provides opportunities to practice and develop presentation and

communication skill in learning the second language
 Boosts students' level of intercultural and global competence
 Engages students’ digital and media literacy
 Creates more interactions

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Impact on Academics

Creates a learning platform with university partner in promoting
research and competency skills;

Enhances collaboration and innovation in teaching and learning;
Engages in educational fruitful activities (e.g., academic integration,

active and collaborative learning);
Involves in educational experiences;
Promotes deep learning;
Meets academic and social needs; and
Bridges between two universities.

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Conclusion

Learning Community provides direct experience in communication and
interaction.

Geographically, distant instructors and students between the
participating universities can communicate effectively.

The use of technology during the learning reduces travel time
and money expenses.

Knowledge is shared in real time. In term of assessment, students may
get prompt feedback from the instructors and peers.

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Future • Enhance collaboration through regular
Directions teaching and learning activities with
other linked Mandarin language
courses.

• Create an instructional strategy
towards a common goal.

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Diversity/Global Learning

Global Classroom: Global Learning (GL) is a contemporary teaching
Beyond Boundary practice which is beyond classroom boundary
(regardless of geographical, time zone, languages
Engagement and cultural barriers) as students collaborate
virtually while being facilitated by both LOCAL
Gan Leong Ming1, 2* & Adzhar Bin Kamaluddin2, 3 and INTERNATIONAL partners (not limited to
learning institution or industry) through technology
1Faculty of Mechanical & Automotive Technology integrated Collaborative Learning.
Engineering, Universiti Malaysia Pahang (UMP)

2Centre of Instructional Resources & e-Learning,
Universiti Malaysia Pahang (UMP)

3Faculty of Computer, Universiti Malaysia Pahang (UMP)

*Corresponding author: [email protected]

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Global Classroom: Promoting Flexible Education

Meet up between Use of video
institutions conferences, social
interaction tools
Unrestricted
by time Social

Virtual User & Global Facilitation
student machine Learning in Takes place beyond
exchange generated everywhere classroom
content Flexible
Education

Networked & Community
multi-directional driven Global network

Based on content, activities
and assessment

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Basic Global Classroom Global Classroom Type

Learning must achieve minimum 5% Collaborative SLT and Assessment
Learning or equal to 3 hours student learning time. Reference

Assessment is optional • The implementation of Global
GC Index : AVERAGE Classroom (GC) can be
categorized into three different
Standard Global Classroom stages from BASIC engagement,
STANDARD operation and to
Learning must achieve a minimum of 30% ADVANCED classroom.
Collaborative Learning or equal to 12 hours student
learning time for a ONE credit course. • Literacy skill enhancement both
in online learning pedagogy
Required a minimum of 10% of the total assessment and Web2.0 tools utilization.
weightage.
GC Index : GOOD

Advanced Global Classroom

Course structure is benchmarked and designed for
the implementation by both participating institutions
with more than 60% online collaborative/team
classroom.

Required a minimum of 30% of the total assessment
weightage.
GC Index : EXCELLENCE

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Global Classroom
Actively Engaged and Immersed

Virtual face-to-
face teaching

Focus on

Distance Peer-to-peer
assessment activities

All types of learning Collaborative Virtual
activities are possible to be Lecture Forum

collaboratively conducted Online Collaborative
with international Assignment Presentation

academicians or experts Topic International
Exchange Projects
116
Others

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GL Implementation

PARTNER Universiti Malaysia Pahang Kansai University
Topic B & Student B
SHARED Topic A & Student A coordination
MODULE

PROJECT Assignment A Lecturers Assignment B Global Classroom ACTIVITIES
TOPIC facilitate

LEARNING UMP student conduct Collaborative Kansai student
ACTIVITIES Assignment B learning university conduct
among
ASSESSMENT UMP Lecturer evaluate students Assignment A
student A performance,
Separate or Kansai lecturer
10-20% joined evaluate student B
performance, 5%
evaluation

How Global Classroom Takes Place? 117

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Example of GC Profile : Mapping of LOs, Delivery and Assessment

Faculty Name Faculty of Industrial Management

Course Name and Code
KPP 1223 Business Research Method

Instructor Name (s) and Dr. Diyana Kamarudin, [email protected]
email

can be more than one instructor

Types of GC Basic GC Standard GC Advance GC
100% team teaching
Learning time 5% collaborative learning 30% collaborative learning

(equal to 3 hours SLT) (equal to 12 hours SLT)

Assessment Optional Minimum 10% 30% and above

GC Index Average Good Excellence

Choose one type [/] [] [/ ] []

Remarks for assessment :

The assignment submitted by the students were examined by both collaborative instructors with a ratio of 1:1

weightage. For example, if the total marks for group assignment is 20%, both are allocated with 10%

individually.

Shared Module Name(s) Research Methodology

can be more than one module

Collaborative Learning Sampling – Dr. Diyana

Topic(s) Qualitative Research – Dr. Diyana

Learning Outcome(s) 1) Differentiate between qualitative and quantitative research methods
2) Propose a research method for problem solving

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Example of GC Profile : Mapping of LOs, Delivery and Assessment

ICT Tools Communication [ / ] Activity [ / ] Assessment [ / ]
depends on
institution Webex Prezi Quizbean
proposal/preference ZOOM
and coordination WhatsApp/Messenger Presentation

/ Survey Openlearning
Monkey Kahoot

/ PowerPoint /

Facebook Google Drive Quizlet

email Padlet Google drive
Blendspace
Asynchronous Window 360
Line/WeChat discussion
Other(s)*Please Specify
Synchronous

discussion/ / LMS

Forum

Other(s)*Please Other(s)*Please Specify
Specify

Preferred Date (s) Monday, Thursday 8 pm Number of Students 15
and time – 11 pm (Malaysia) recommended max 30 students in
a group

Example : 5-21th October 2017 (Every Tuesday and Friday 2 pm to 4 pm)
Other requirement/
Survey/constraint
*please specify any special requirement in term of partner, course level, language and etc.

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Student Engagement and Feedback
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Evidence of Delivery

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Impact of Global Classroom for Students

Emphasizes students to explore others’
perspective and worldviews

Students learn and celebrate cultural diversity
Internationally enrich business research method

knowledge among the participating students
Promotes authentic knowledge exchange
Collaboratively apply problem solving skills
Prepares future ready graduates with 21st

century skills (Communication, Collaboration,
Critical thinking, Creativity)

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Impact of Global Classroom for Academicians

Internationalization on campus
Promotes staff mobility
internationally
Expands international institutional
partnerships
Increases intercultural awareness and
understanding
Promotes Flexible Online Learning
Course

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Conclusion

 Global Classroom is an engaged online learning pedagogy.
 It is an active outcome-based learning.

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Future Directions

Aim:
30% of the current courses
offered at the University
internationally collaborated

with other participating
universities worldwide to
achieve STANDARD or Full
GLOBAL CLASSROOM

requirement

Encourage
student exchange virtually

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Interdisciplinary Approach
to Assessment

Fiqh Muamalat Introduction

Syahidawati Shahwan1*, Syadiyah Abdul Shukor1 & This course aspires to realize USIM’s mission of “Integrating
Siti Salhah Othman2,3 Naqli and Aqli Knowledge”. The course integrates
knowledge of Fiqh (Islamic jurisprudence) with Muamalat
1Faculty of Economics and Muamalat, (commercial transaction).
Universiti Sains Islam Malaysia (USIM),
71800 Bandar Baru Nilai, Negeri Sembilan, Malaysia Course Content

2Centre for Quality Assurance, Fiqh Muamalat covers the wide subject of contract and its
Policy and Academic Excellence, basic elements, and the course is further strengthened with
Universiti Sains Islam Malaysia (USIM), elements of Fiqh in the Muamalat perspectives (e.g. riba,
71800 Bandar Baru Nilai, Negeri Sembilan, Malaysia applications of Muamalat contracts in the banking and
financial industry). The focus of this course is mainly on the
3Faculty of Science and Technology, Malaysian context and ecosystem of Muamalat.
Universiti Sains Islam Malaysia (USIM),
71800 Bandar Baru Nilai, Negeri Sembilan, Malaysia Activities and Assignment

*Corresponding author: [email protected] Group of students are required to conduct a study trip to
various industries/companies to identify Muamalat issues
126 and related problems. Analysis of the problems and issues
are used to trigger authentic problem solving strategies
which are then presented in Muzakarah Muamalat, an event
organized by students.

Learning Outcomes
Assessment of learning outcomes include assessment of
ethics and values, teamwork and communication.

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Sequential Process of Interdisciplinary Approach
to Assessment

Identification of Identification of Creation of Combination of
problem to be relevant common ground disciplines for
solving the
addressed disciplines to for disciplines
address problem through a problem

framework of
analysis

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Mapping of CLOs, Delivery and Assessment

Learning Outcomes Delivery Assessment Student
Learning
CLO1 Lecture, Tutorial,
Distinguish main theories and contracts in Muamalat e-learning (GOALs Time
as well as their theoretical background in Islamic and MOOC)
jurisprudence. (PLO1, C3) 60% 60

CLO2 Game-based Learning, 30% 47
Demonstrate the application of Fiqh Muamalat Case Study, Group Work
contracts in various industries and institutions. (PLO5,
A3) Library Search 10% 13

CLO3
Present the Muslim scholars’ opinions on the
application of Fiqh Muamalat with due respect of
their differences. (PLO6, C3)

100% 120 hours

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Student Activities

Muamalat Muzakarah Series 1.0 and 2.0 organized by students to discuss latest
issues related to Fiqh and Muamalat in Islamic banking and finance

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Enhancement of Students Knowledge through
Gamification

MUAMALAT INTERACTIVE GAME© Educational, interactive and fun way to enhance
Muamalat Interactive Game© is an innovation students knowledge in Fiqh Muamalat
that incorporates the concepts and operations
related to retail products offered by Islamic Scan the QR Code or Click the Play Button for
banks. Players take on the role of contracting more interactive content
parties who use retail Muamalat Islamic banking
products for personal financial management.
These financial products utilise Islamic contracts
such as ijarah, tawarruq, rahnu, musharakah
mutanaqisah, murabahah and other supporting
contracts.
This game features interactive Muamalat
transactions between the contracting parties, in a
fun learning environment. The knowledge gained
are useful for Islamic banking retail product users
and Islamic finance practitioners, as well as
students in Fiqh Muamalat, Islamic Finance,
Islamic Banking and Islamic Accounting courses,
besides those who are interested in Islamic
finance.
This game will assist players to realize the
underlying Shariah concepts in the contracts
involved. This game also teachers ways to invest
using halal investment concepts and creates
awareness towards Shariah-compliant banking
and finance.

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Student Feedback

Muamalat Interactive Game as a
tool in the delivery of Fiqh
Muamalat course

Scan the QR Code or Click the Play Button for
more interactive content

Muamalat Interactive Game as a tool in the
delivery of Fiqh Muamalat course

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Impact of Interdisciplinary Approach on
Students Knowledge Attainment

Types of Islamic Bussines and Finance Contracts Tawarruq 4.19 Student knowledge
Aitab 3.77 attainment before
Istisna' playing MIG©
4.04
Murabahah 3.38 Student
knowledge
4.14 attainment after
3.12 playing MIG©

4.21
3.59

0 0.5 1 1.5 2 2.5 3 3.5 4 4.5
Percentage of Students Knowledge Attainment

Student knowledge attainment measured using 5-point Likert scale showed increase in
understanding of Fiqh Muamalat concepts after playing the MIG©

Provides an opportunity to explore the benefits of studying various subjects and their
applications

Improves students’ performance level and enhances various skills

Students learn in more exciting and engaging ways through integrated disciplines

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Conclusion

This course is essential to
prepare students to
demonstrate knowledge
of Fiqh Muamalat at the
workplace.

Future Directions

Conduct workshop on Fiqh Muamalat
issues every semester to enhance student
understanding of Fiqh Muamalat.

Collaborate with industry practitioners
(such as ISRA, Bank Negara and
Securities Commission) in effort to
highlight the importance of Fiqh
Muamalat in the Islamic finance and
banking sector.

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Interdisciplinary Approach
to Assessment

Seagrass Ecosystems: Programme Overview
Issues and Challenges Ahead
Seagrass ecosystems are sources of food and continually
Muta Harah Zakaria1,2* & Japar Sidik Bujang3 facing threats by natural events and human activities.
Coastal development is causing their fast degradation
1Department of Aquaculture, Faculty of Agriculture, and possible habitat loss. Positive human effects include
Universiti Putra Malaysia effective and enforced legislation to protect seagrass,
increased protection of coastal ecosystems, and
2Centre for Academic Development (CADe), committed efforts to monitor and restore the marine
Universiti Putra Malaysia ecosystem.

3Department of Biology, Faculty of Science, Universiti
Putra Malaysia

*Corresponding author: [email protected]

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Mapping of CLOs, Delivery and Assessment

AKU4601 PO BGY4406 Activity ID
+✓
Evaluate the importance of + Describe the morphological Lecture, class
various wetland ecosystems (C5). ✓ characteristics, diversity and ecology work, discussion +✓

Organize the various of aquatic of seagrasses (C5). +✓
life based on types of wetland (20%)
ecosystem and their importance + Perform the systematic sampling Practical, mini
(P5, CTPS). ✓ techniques, characterization and project, discussion

Proposed management of various preservation of seagrass specimens
wetland ecosystems (CS) (P5, CTPS).

Total + Relate the environment and significant Lecture,

✓ of aquatic organisms (A5, LL). information search

AKU4601/BGY4406 Delivery Assessment Student Learning
5% Time
Seagrass cover by using Random quadrat-photo of Search for 4 hours
quadrat with seagrass for laboratory image-cover information 10%
analysis (C5, CTPS) 5 hours
Lecture, Field 10%
Collect and record good photographs of seagrass and excursion 25% 6 hours
seaweed samples (Macroalgae) for UPM Marine Plants 15 hours
herbarium (P5) Class work, Field
excursion
Transplant selected seagrass species for conservation
purpose (P5, LL)

Total

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Seagrass

Seagrass species and diversity
Seagrass area and their importance
Issues and challenges
How to preserve them?

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Why protect
seagrass?

• stabilize the substrate
• habitat and nursery for fish and

many invertebrates
• primary food source for fishes, dugongs,

sea turtles etc.
• alternative feeding sites for commercial

and forage organisms
• export nutrients to nearby ecosystems

• interact with coral reefs and
mangroves in the reduction of

water energy, sediment
relationships and
flow regulation

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Ecosystem services in Merambong shoals, Southwest Johor

Ecosystem Direction Changes in Primary drivers Public Institution managing this Certainty of
Services of change ecosystem information
services awareness service

Provisioning Services

Traditional Changes in habitat Fishermen and their
cooperatives. Fishery
captured fisheries Degrading -3 structure and High 4
(fishes, prawns, ecology. Land Department

crabs) reclamation

Regulating Services

Domestic waste Degrading -1 Changes in major Medium Local Town 3
disposal and primary producers Council/Department of
waste treatment
Environment

Erosion (sediment) Degrading -1 Land use Medium Local Town 2
regulation change/Land Council/Department of
reclamation Environment/ Department

of Fisheries

Natural hazard Degrading -1 Climate change/ Low Local Town 2
regulation Land use Council/Department of

change/Sea Environment

Cultural Services

Recreation and Changes in Local Government and

ecotourism mainly Degrading -2 biodiversity, Land Medium Federal Government, 3

related to seafood use change/Sea Tourist Boards

Local Town Council,

Changes in Department of Fisheries,

Educational values Improving +2 biodiversity, Land Medium Universities (UPM, UKM, 3

use change/Sea USM, UMT) and Non-
governmental Organization

Nakaoka et al. (2014)

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Direct effects of reclamation

T2 Enhalus Thalassia Loss of 2.52 ha Burial of seagrass
acoroides Halophila hemprichii of seagrass vegetation
4% major area
12% Halophila

ovalis
4%

Substrate Halophila
79% spinulosa

1%

NL-Halodule
uninervis

Enhalus T3 Enhalus T4 Thalassia Enhalus acoroides Thalassia hemprichii
acoroides Thalassia acoroides hemprichii
hemprichii Halophila a Halophila spinulosa
7% Halophila 5% major… Halodule uninervis Small-leaved
major
Substrate 11% Halophila Big-leaved Halophila ovalis
25% ovalis
Halophila Substrate 28% Halophila major
Halophila ovalis 37%
spinulosa 38%
NL-Halodule
19%

uninervis Halophila
5%
spinulosa
11%

Direct effects of land reclamation on seagrass vegetation

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