The core of air conditioning system is compressor. The compressor is designed to pump cool refrigerant gasfrom the evaporator into the condenser. The compressor system fault can occur when compressor did not raise the temperature and pressure of the low superheated gas, access valve 3 blocked, high suction pressure too high/low OR discharge pressure valve not tight. For the water cooled condenser is a device or unit used to condense an air from gaseous to liquid state, bycooling it. Condenser fault can occur when water cooled condenser system blocked, drier filter blocked, access valve 4, shut off valve 2, shut off valve 1, access valve 5, OR the moisture indicator failure to determine the moisture content of the refrigerant Cooling towers are used in central air conditioningsystems. The function of the cooling tower is to cool the warm water from the chiller condenser. Cooling Tower System fault can occur when water discharge pressure show the right pressure, condenser water pump incorrect pump head estimation, fault of water flow switch for monitoring and control of cooling tower water, water suction pressure fault OR improperly installed of cooling tower. )DXOW 7UHH $QDO\\VLV )RU )DLOXUH 2I &RROLQJ6\\VWHP)LJXUH ffl )DXOW 7UHH $QDO\\VLV IRU )DLOXUH RI&RROLQJ6\\VWHP5(68/7$1'',6&866,21,QSXW'DWDAny modelling is only an approximation of performance reality. The accuracy of the modelling is heavily dependent on both the validity of the assumption and the accuracy of the input data. The input data used in this study includes: x Offshore Reliability Database (OREDA 92&97&2002)x Engineering judgment0DQXIDFWXUH7DUJHWThe target reliability and availability to achieve are summarized below: 7DEOHffl0DQXIDFWXUH7DUJHW6\\VWHP8QLWThe system consists of: x Cooling Towerx Compressorx Forced Air Evaporatorx Water Cooled Condenser(TXDWLRQ8VHGLet say the system have 3 sub-systems A, B and C which consist of a group of equipment. The equation applied as below. x 5HOLDELOLW\\&DOFXODWLRQR system = Product of R sub-system = RA+ RB +RC If the sub-system, A, is in parallel arrangement; R parallel = 1- [(1-RA1) (1-RA2)] If the sub-system, A, is in series arrangement; R series = RA1*RA2 x $YDLODELOLW\\&DOFXODWLRQA system = Product of A sub-system = AA+ AB +AC If the sub-system, A, is in parallel arrangement; A parallel = 1- [(1-AA1) (1-AA2)] If the sub-system, A, is in series arrangement; A series = AA1*AA2 'HWDLOHG5HVXOW7DEOHffl5HOLDELOLW\\DQG$YDLODELOLW\\7DEOH.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7142
6XPPDU\\5HVXOWA summary of modelling result is shown in Table 4-2below: )DLOXUH 5DWH DQG0HDQ 7LPH 7R )DLOXUH2I7KH6\\VWHPfl'LVFXVVLRQThe package air conditioner with water cooled condenser in Figure 1 is divided into several subsystems. Thesubsystem consists of forced air evaporator, compressor, water cooled condenser and cooling tower systems. )LJXUHffl5HOLDELOLW\\RI6XEV\\VWHPVBased on Table 4-2 above, the overall reliability of air conditioner with water cooled condenser is 0.8867. The major contributor to the reliability is cooling tower system which contributes 25.97% of the system. This is followed by compressor and water cooled condenser systems which contribute in ranges of 25.13% respectively. The least contributor to the overall reliability system is forced air evaporator which contributes 23.75%. This is due to the configuration of the subsystems. Meanwhile, the overall availability of the system is 0.9983. The highest contributors to the availability of system are from cooling tower and compressor which contributes in ranges 25-30%. The failure rate of this system is 0.1552, it shows that the frequency of the equipment or components in this system is low, thus reflects the system has a good performance. The mean time to failure (MTTF) of the system is expected to last in operation within 6 years. &21&/86,21$1'5(&200(1'$7,21&RQFOXVLRQThe overall reliability of the system on package air conditioner with water cooled condenser has been estimated. System reliability is calculated to be 88.7% throughout the overall system while the availability is estimated to be 99.8%. As for reliability, the value calculated is not reached the target about 6% while the performance for availability is over the target value by approximately 2%. The failure rate of the system is 0.1552 per year means that the mean time to failure (MTTF) is approximately 6.4 year for 1 fault to happen. 7DEOHffl6XPPDU\\RI5HVXOW5HFRPPHQGDWLRQTo increase the reliability and availability performance of the system which eventually will enhance the failure rate/ year as well the value of MTTF, a few recommendations have been made as below: x To reduce the complexity of the system since thecomplexity is the enemy of reliability (MTTR).x To install the redundancy or provide replication for thecertain equipment of the system because redundancy isthe friend of availability ñ it allows for quick autonomicrecovery ñ significantly improving MTTR.x To provide good failure detection for the system. Thisdetection system is vital because the failure can onlyrecover if it can be detected.To conclude, the real world is much more complex than any simple rules of thumb like these, but these arecertainly worth taking into account. 5()(5(1&(6Larry Von Thun (2007). Fault Tree Analysis [Online] 8th Jan 2007. Available from;https://www.ferc.gov/industries/hydropower/safety/initiati.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7143
ves/november-workshop/fault-tree-analysis.pdf [Accessed 20 April 2016] 2. Packaged Air Conditioner at http://www.brighthubengineering.com/hvac/61457-packaged-air-conditioners-types-of-packaged-ac/ [Accessed 18 April 2016] 3. Falling film evaporator at http://www.brighthubengineering.com/hvac/61270-typesof-refrigeration-evaporators/ [Accessed 18 April 2016] 4. Function of compressor in refrigeration system athttps://www.quora.com/What-is-the-function-ofcompressor-in-a-refrigerator [Accessed 18 April 2016]5. Leessí Loss Prevention in the industries: HazardIdentification, retrieved fromhttps://books.google.com.my/books?id=UDAwZQO8ZGUC&dq=oreda+(failure/year)&hl=ms&sitesec=reviews[Accessed 19 May 2016].219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7144
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(73(5$1$179(7'$/$00(1<2.21*,1'8675,$872027,)0(/$/8,7(.12/2*,(9+(9Mohd Yazid bin Aziz*Institut Kemahiran Tinggi Belia Negara, Chembong, Rembau, Negeri Sembilan*Penulis koresponden: [email protected]$%675$.Pendidikan Teknikal dan Vokasional (TVET) berperanan penting dalam melahirkan tenaga kerja mahir sejajar dengan perkembangan teknologi industri, khususnya dalam sektor automotif yang kini beralih kepada Kenderaan Elektrik (EV) dan Hibrid Elektrik (HEV). Selaras dengan Revolusi Perindustrian 4.0 (IR4.0), integrasi teknologi data dan alat diagnostik pintar dalam kurikulum TVET menjadi keperluan kritikal. Kajian ini meneliti penerapan teknologi EV/HEV dalam pendidikan automotif melalui pembangunan platformpembelajaran pintar yang terbukti meningkatkan pengekalan pengetahuan sebanyak 40% berbanding kaedahtradisional (Jabatan Pembangunan Kemahiran, 2024). Kaedah ini membolehkan analisis prestasi pelajar secara berterusan serta meningkatkan kefahaman terhadap operasi dan penyelenggaraan sistem EV/HEV. Dapatan awal menunjukkan peningkatan keberkesanan latihan dan kesediaan pelajar terhadap keperluan industri masa hadapan. Kajian ini mencadangkan pengukuhan integrasi teknologi dan kerjasama strategik dengan industri EV/HEV bagi memastikan kurikulum TVET kekal relevan dan kompetitif. .DWDNXQFLffl79(77HNQRORJL(9+(93(1*(1$/$1Pendidikan Teknikal dan Vokasional (TVET) adalah penting untuk melatih pekerja yang mahir untuk industri, terutama dalam bidang automotif. Penggunaan kenderaan elektrik dan hibrid (HEV) semakin meningkat dalam industri. Revolusi Perindustrian Keempat (IR4.0) mendorong integrasi teknologi digital seperti IoT dalam diagnostik kenderaan, mencipta keperluan kemahiran baharu (World Economic Forum, 2023) seperti pendidikan dan latihan data. Dengan cara ini, pelajar tidak hanya memperoleh pengetahuan teori tetapi juga pengetahuan praktikal yang diperlukan untuk menguruskan, menyelenggara, dan membaiki kenderaan elektrik dan hibrid. Ini akan menyumbang kepada peningkatan kecekapan latihan dan menyediakan pelajar dengan persediaan yang baik untuk menghadapi cabaran yang akan timbul dalam industri di masa depan. Penggunaan teknologi kenderaan elektrik (EV) dan kenderaan hibrid elektrik (HEV) dalam bidang pendidikan teknikal (TVET) memerlukan penggunaan kurikulum yang sesuai dan penggunaan alat pembelajaran terkini seperti simulator EV dan peralatan diagnostik pintar bergantung data. Dengan cara ini, pelajar tidak hanya memperoleh pengetahuan teori tetapi juga pengetahuan praktikal yang diperlukan untuk menguruskan, menyelenggara, dan membaiki kenderaan elektrik dan hibrid. Ini akan menyumbang kepada peningkatankecekapan latihan dan menyediakan pelajar dengan persediaan yang baik untuk menghadapi cabaran yang akan timbul dalam industri di masa depan. Untuk memastikan pengajaran dan latihan sentiasa sesuai dengan kemajuan teknologi dan keperluan pasaran kerja, kerjasama antara sekolah TVET dan industri EV/HEV adalah penting kerana kerjasama antara sekolah TVET dan industri EV/HEV adalah faktor kritikal dalam mengurangkan jurang kemahiran sebanyak 35% (Bank Dunia, 2024). Matlamat ini selaras dengan usaha negara untuk meningkatkan industri kereta domestik dan antarabangsa, mengukuhkan institusi latihan yang canggih, dan meningkatkan nilai ekonomi melalui pembangunan tenaga kerja yang berkemahiran tinggi.145
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7Latarbelakang Masalah Peralihan industri automotif kepada kenderaan elektrik (EV) dan hibrid (HEV) memerlukan tenaga kerja yang mahir dan mahir dalam sistem berteknologi tinggi. Walaupun TVET memainkan peranan penting dalam menyediakan tenaga kerja ini, ia masih menghadapi beberapa isu penting. Ketiadaan tenaga pengajar yang mahir dalam teknologi EV/HEV, kekurangan kemudahan pembelajaran seperti alat diagnostik dan simulasi sebenar, dan penggunaan teknologi pengajaran yang terhad adalah antara isu penting. Ketiadaan tenaga pengajar mahir mencatatkan hanya 15% institusi TVET Malaysia mempunyai pensijilan EV (Kementerian Pengajian Tinggi, 2023). Selain itu, hubungan yang lemah antara institusi TVET dan perniagaan turut mengurangkan peluang pelajar untuk mendapatkan latihan amali yang berkaitan. Kajian ini bertujuan untuk menilai sejauh mana TVET membantu perkembangan industri automotif dengan mengintegrasikan teknologi EV dan HEV. Ia juga mencadangkan penambahbaikan untuk latihan, kurikulum, dan kerjasama industri. Pernyataan Masalah TVET memainkan peranan penting dalam pembangunan industri automotif. Walau bagaimanapun, terdapat beberapa isu yang masih belum diselesaikan apabila ia berkaitan dengan latihan yang berkaitan dengan teknologi kenderaan elektrik (EV) dan hibrid (HEV). Dikenal pasti beberapa isu. Ini termasuk kekurangan tenaga pengajar yang mahir dalam sistem teknologi tinggi EV/HEV, kekurangan kemudahan seperti simulator dan alat diagnostik moden, dan keterbatasan dalam penggunaan teknologi dalam pengajaran. Kekurangan simulator EV menyebabkan pelajar hanya mendapat pendedahan praktikal kurang dari 20 jam/semester (Laporan Audit TVET Nasional, 2024). Selain itu, kurikulum mesti disesuaikan untuk memenuhi perubahan industri yang pesat. Sebaliknya, peluang pelajar untuk mendapatkan pendedahan dan pengalaman dunia sebenar turut terjejas oleh kerjasama yang lemah antara institusi TVET dan industri. Objektif Projek Tujuan kajian ini adalah untuk mengenalpasti tahap kesediaan institusi TVET untuk melaksanakan latihan yang berkaitan dengan teknologi kenderaan elektrik (EV) dan hibrid (HEV), melihat cabaran utama yang dihadapi dalam penyediaan kemudahan, tenaga pengajar dan teknologi latihan, dan mencadangkan langkah-langkah penambahbaikan yang akan meningkatkan peranan TVET dalam menyokong perkembangan industri automotif yang berasaskan teknologi EV dan HEV. Skop Projek Fokus kajian ini ialah peranan institusi TVET dalam menyokong industri automotif dengan menyediakan latihan yang berkaitan dengan teknologi kenderaan elektrik (EV) dan hibrid (HEV). Kajian ini menilai kesediaan institusi TVET dalam pelbagai bidang, termasuk kemahiran tenaga pengajar, kemudahan pembelajaran, kandungan kurikulum dan tahap kerjasama dengan pihak industri. Kajian ini melibatkan institusi TVET automotif di seluruh negara yang menawarkan program berkaitan teknologi automotif. Fokus kajian adalah untuk mendapatkan data melalui kaedah yang melibatkan maklumbalas pakar tvet dan industri. .$-,$1/,7(5$785Pendidikan Teknikal dan Vokasional (TVET) dan Peranan dalam Industri AutomotifTVET memainkan peranan yang penting untuk mewujudkan tenaga kerja mahir bagi memenuhi permintaan industri semasa. Disebabkan peralihan industri automotif ke arah penggunaan kenderaan elektrik (EV) dan hibrid (HEV), kurikulum TVET perlu diubah untuk menyediakan pelajar dengan teknologi dan kemahiran terkini. Kurikulum TVET automotif perlu selari dengan piawaian antarabangsa ISO 18305 untuk sistem EV (PROTON Holdings, 2024). 146
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7Revolusi Perindustrian 4.0 (IR4.0) dan Integrasi Teknologi dalam TVET Teknologi digital seperti Internet of Things (IoT), Big Data as a Service (BDaaS) dan automasi dalam proses pembelajaran adalah beberapa kemajuan yang dibawa oleh Revolusi Perindustrian 4.0 (IR4.0). \"Platform BDaaS (Big Data as a Service) membolehkan analisis prestasi pelajar secara real-time dengan ketepatan 92% (MIT, 2023).\" Penggunaan alatan moden seperti simulator EV dan alat diagnostik pintar telah meningkatkan kualitilatihan dan meningkatkan pemahaman teori dan praktikal pelajar. Teknologi EV/HEV dalam Pendidikan Automotif Kemahiran teknikal khusus diperlukan untuk teknologi EV dan HEV, seperti pemahaman menyeluruh tentang sistem bateri, motor elektrik, sistem kawalan, dan isu keselamatan voltan tinggi. Pemahaman sistem bateri lithium-ion memerlukan pendekatan pedagogi khusus melalui Augmented Reality (Bosch, 2024). Alat moden ini membolehkan pelajar menjalani latihan dalam persekitaran yang lebih selamat dan berkesan, meningkatkan keyakinan dan kecekapan mereka sebelum berhadapan dengan keadaan sebenar di industri. Cabaran dalam Pengajaran dan Pembelajaran TVET Automotif Walaupun TVET mempunyai potensi yang besar, terdapat beberapa isu penting yang perlu ditangani. Ini termasuk kekurangan tenaga pengajar yang mahir dalam teknologi EV/HEV, kekurangan kemudahan latihan moden seperti simulator dan alat diagnostik pintar, dan keperluan tetap untuk mengubah suai kurikulum untuk memenuhi perkembangan teknologi dalam industri automotif. Kekurangan alat diagnostik menyebabkan 67% institusi tidak dapat mengajar kod kesilapan OTA (Over-the-Air) (Frost & Sullivan, 2023). Kerjasama antara Institusi TVET dan Industri EV/HEV Kerjasama erat antara institusi TVET dan industri EV/HEV adalah penting untuk memastikan kurikulum yang diajar sentiasa memenuhi keperluan industri. Program latihan industri bersama syarikat EV meningkatkan penyerapan graduan sebanyak 65% (TalentCorp Malaysia, 2024). Tambahan pula, ia memastikan tenaga pengajar mempunyai peluang untuk meningkatkan kemahiran mereka secara berterusan dan memberikan peluang kepada pelajar untuk memperoleh pengalaman industri sebenar, menyediakan mereka untuk cabaran pekerjaan di masa depan. 0(72'2/2*,Reka Bentuk Kajian Dengan menggunakan metodologi kualitatif, kajian ini bertujuan untuk mendapatkan pemahaman yang lebih mendalam tentang halangan, keperluan, dan strategi untuk mengajar teknologi EV/HEV. Reka bentuk kajian kualitatif mengadaptasi kerangka Delphi untuk konsensus pakar (Cohen et al., 2022). Data diperoleh melalui wawancara separa berstruktur yang membolehkan responden menjadi terbuka dan terperinci. Sampel KajianSampel kajian terdiri daripada tenaga pengajar berpengalaman, pakar industri EV/HEV, wakil industri, dan pegawai jabatan TVET dari beberapa institusi terpilih. Mereka mewakili pelbagai latar belakang dalam bidang automotif dan teknologi EV/HEV. 147
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7Prosedur Pengumpulan Data Untuk memudahkan penyertaan responden dari pelbagai tempat, data dikumpul melalui wawancara bersemuka dan dalam talian melalui aplikasi meet. Untuk membolehkan subjek utama kajian dibincangkan secara menyeluruh, wawancara dijalankan mengikut jadual soalan yang disediakan. Analisis Data Analisis tematik dijalankan pada data yang diperoleh. Dalam proses ini, rakaman wawancara disalin semula, kandungan penting dikenal pasti, dan data dikumpulkan mengenai topik utama seperti tenaga pengajar, kemudahan latihan, teknologi pembelajaran, dan kerjasama dengan industri. Dengan menggunakan kaedah ini, data menjadi lebih jelas dan mudah difahami oleh penyelidik. Dapatan kajian Kajian ini menggunakan pendekatan kualitatif yang memfokuskan kepada pengumpulan data mendalam melalui temu bual separa berstruktur dengan tenaga pengajar dan pakar dalam industri EV/HEV. Dengan menggunakan pendekatan ini, kajian boleh mendapatkan gambaran yang mendalam tentang cabaran dan keperluan dalam pengajaran teknologi EV/HEV di institusi TVET. Sebagai hasil daripada perbualan dan rujukan dengan pakar dalam bidang kenderaan elektrik (EV), terdapat beberapa perspektif penting yang memberi gambaran yang jelas tentang keperluan, halangan, dan kemungkinan pendidikan TVET dalam teknologi EV dan HEV. Tuan Haji Mohd Yasir bin Aziz, Timbalan Pengarah (Pembangunan Kemahiran) Jabatan Tenaga Manusia, menekankan betapa pentingnya masyarakat mempunyai lebih banyak pengetahuan tentang teknologi EV. Selain itu, beliau menegaskan bahawa institusi kemahiran tempatan mesti menjadi pusat pembelajaran bertaraf dunia dengan menyediakan sumber pembelajaran yang relevan dan meningkatkan kemudahan latihan berteknologi tinggi. Beliau juga menyatakan bahawa langkah ini adalah penting untuk membantu industri automotif berkembang dan meningkatkan nilai ekonomi negara. En. Faizatulkhairi bin Jalal, seorang perunding EV dan jurulatih dari Go Auto Manufacturer, yang mempunyaipengalaman luas dalam pemasangan kenderaan elektrik khususnya bas elektrik, memberi fokus kepadakepentingan pengadaan simulator terkini dan alat bantu pembelajaran yang dapat memberikan pengalaman praktikal sebenar kepada pelajar. Beliau berpendapat bahawa penggunaan teknologi tersebut akan memudahkan pelajar memahami komponen dan sistem EV dengan lebih efektif serta meningkatkan kemahiran teknikalmereka. Beliau menekankan pentingnya penggunaan simulator terkini dan alat bantu pembelajaran yang bolehmemberikan pelajar pengalaman kehidupan sebenar. Simulator EV generasi terkini mengurangkan risiko kemalangan latihan sebanyak 90% (Volkswagen Academy, 2023). Beliau percaya bahawa menggunakan teknologi ini akan membantu pelajar menjadi lebih mahir dalam teknik dan meningkatkan pemahaman mereka tentang komponen dan sistem EV. En. Mohd Azmi bin Mohaideem Abdul Kadir, Penolong Pengarah Unit Pembangunan Kurikulum dan Persijilan Kemahiran, Bahagian Latihan Teknikal dan Vokasional, Kementerian Pendidikan Malaysia, pula menekankan perlunya peningkatan kemahiran tenaga pengajar melalui latihan khusus di luar negara agar mereka sentiasa mengikuti perkembangan teknologi terkini. Latihan pengajar di Jerman meningkatkan keyakinan mengajar sistem HV sebanyak 80% (GIZ, 2024). Beliau turut mencadangkan penggunaan simulator moden sebagai alat bantu pengajaran utama untuk memperjelas pemahaman pelajar terhadap komponen dan operasi kenderaan elektrik dan hibrid. Ini diyakini dapat meningkatkan keberkesanan sesi pembelajaran praktikal. Secara keseluruhan, kajian menunjukkan bahawa institusi TVET perlu menumpukan perhatian kepada peningkatan kemudahan latihan, pembangunan modal insan melalui latihan pengajar, dan meningkatkan kerjasama dengan pihak industri. Ini adalah penting untuk memastikan kurikulum sentiasa relevan dan mampu memenuhi keperluan teknologi automotif yang sentiasa berubah sambil menghasilkan tenaga kerja yang berkemahiran tinggi dan berdaya saing. 148
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7.(38786$1'$13(5%,1&$1*$1Kajian ini menggunakan temu bual separa berstruktur dengan pakar industri dan tenaga pengajar dalam teknologi kenderaan elektrik (EV) dan hibrid (HEV), serta pemerhatian penulis sendiri yang terlibat dalam latihan industri berkaitan. Di samping itu, temu bual ini memberikan gambaran yang jelas tentang isu dan keperluan utama yang berkaitan dengan pelaksanaan pengajaran dan pembelajaran teknologi EV di institusi TVET. Secara keseluruhannya, penemuan ini menunjukkan beberapa tema utama: peningkatan kesedaran, keperluan infrastruktur latihan, pembelian peralatan moden, peningkatan kemahiran tenaga pengajar, dan kerjasama industri. Salah satu isu utama yang dikenal pasti ialah peningkatan pengetahuan dan kesedaran awam tentang teknologi EV. Memandangkan perubahan dalam industri automotif yang semakin menumpukan pada tenaga hijau, manfaat penggunaan kenderaan elektrik masih kurang didedahkan kepada masyarakat umum. Oleh itu, untuk menjadikan peralihan kepada teknologi EV lebih terbuka dan menyeluruh, institusi TVET harus memainkan peranan dalam memberi pendedahan awal kepada pelajar dan masyarakat luar. Dalam masa yang sama, pakar yang ditemu bual juga menekankan betapa pentingnya penubuhan pusat latihanyang mempunyai teknologi moden. Malaysia mungkin menjadi hab latihan serantau untuk teknologi EV dengan membina pusat latihan berteknologi tinggi. Pelajar akan mendapat pemahaman yang lebih mendalam tentang komponen dan struktur EV melalui kemudahan latihan yang canggih, seperti sistem pembelajaran digitalinteraktif dan simulator EV sebenar.Selain itu, alat bantuan mengajar dan simulator terkini perlu diperoleh dengan segera. Untuk menjadikan pengajaran lebih berkesan dan praktikal, adalah penting untuk menggunakan peralatan latihan yang menyerupaikomponen sebenar EV dan HEV, seperti bateri lithium-ion, sistem motor elektrik, inverter, dan sistem pengecasan. Ini meningkatkan keyakinan pelajar untuk menghadapi cabaran dunia pekerjaan apabila mereka bekerja. Aspek kemahiran dan kebolehan tenaga pengajar juga menjadi tumpuan utama. Terdapat cadangan yang kukuh bahawa pengajar harus diberi peluang untuk mengikuti latihan lanjutan. Ini termasuk latihan khusus mengenai teknologi EV dan HEV di negara yang lebih maju. Dengan cara ini, mereka boleh memahami teknologi terkini, memahami standard antarabangsa, dan menyebarkan maklumat dengan lebih tepat dan meyakinkan. Akhir sekali, pakar industri menegaskan bahawa kerjasama strategik antara institusi TVET dan pihak industri adalah penting. Pelajar TVET boleh bersedia untuk keperluan industri automotif dengan berkongsi maklumat, menyumbang peralatan, mengambil bahagian dalam latihan industri dan terlibat dalam penyediaan kurikulum. Cadangan Pelaksanaan Projek, Perancangan, Jangka Masa dan ImpakKajian ini mencadangkan pelaksanaan projek pembangunan bersepadu untuk meningkatkan peranan TVET dalam menyokong industri kenderaan negara, terutamanya dalam teknologi kenderaan elektrik (EV) dan hibrid (HEV). Peningkatan kemahiran tenaga pengajar, pemantapan kurikulum, dan peningkatan kolaborasi bersama pihak industri adalah semua cadangan projek. Perancangan projek ini akan dijalankan secara berfasa. Fasa Pertama, yang berlangsung antara satu dan enam bulan, tertumpu kepada audit keperluan peralatan, pemilihan guru, dan semakan semula kurikulum TVET untuk memenuhi keperluan teknologi EV/HEV. Pembelian dan pemasangan peralatan untuk latihan, termasuk simulator, alat diagnostik, dan sistem EV/HEV sebenar, telah dilaksanakan dalam Fasa Kedua, yang berlangsung antara enam dan dua belas bulan. Tenaga pengajar juga akan dihantar untuk menjalani latihan lanjutan, termasuk kelas pakar EV di dalam dan luar negara. Selain itu, modul pengajaran baharu dibangunkan pada fasa ini. Fasa Ketiga, yang berlangsung dari dua belas hingga enam belas bulan, bertujuan untuk menyediakan pelajar dengan latihan perintis. Syarikat EV/HEV tempatan dan antarabangsa akan melaksanakan program latihan industri ini dengan bantuan organisasi antarabangsa juga melaksanakan latihan dua pihak (dual training). Model latihan dual-system berjaya dilaksanakan di Jepun dengan kadar penempatan 95% (JICA, 2023). Pada peringkat ini, prestasi pelajar akan dinilai dan kesan akan diukur. Secara keseluruhan, objektif projek adalah untuk selesai 149
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7dalam tempoh 18 bulan. Pada akhir tahun kedua, laporan tentang kejayaan projek dan cadangan untuk meluaskan program akan disediakan. Impak Jangka Pendek dan Jangka Panjang Manfaat jangka pendek yang dijangkakan termasuk peningkatan tahap pengajaran TVET dalam bidang EV/HEV, peningkatan kebolehan teknikal guru dan pelajar, dan penciptaan modul latihan yang lebih bersesuaian dengan industri dan relevan. Oleh itu, kesan jangka panjang termasuk peningkatan kebolehpasaran graduan, pengiktirafan institusi TVET sebagai pusat rujukan EV/HEV, dan penglibatan aktif dalampertumbuhan industri automotif hijau negara, selaras dengan matlamat neutral karbon. Indikator pencapaian utama, atau KPI, telah ditetapkan untuk memastikan kejayaan projek ini. Salah satu daripadanya ialah untuk meningkatkan kecekapan latihan berasaskan amali dengan menambah sekurangkurangnya dua simulator EV/HEV di setiap institusi TVET utama. Dalam tempoh dua belas bulan pertama, satu matlamat lain adalah untuk memastikan sekurang-kurangnya sepuluh tenaga pengajar menyertai latihan pakar untuk memastikan mereka sentiasa mengetahui tentang kemajuan teknologi. Selain itu, objektif projek adalah untuk melaksanakan sekurang-kurangnya lima jenis kerjasama industri, sama ada melalui pembentukan memorandum persefahaman (MoU), pelaksanaan latihan bersama, atau penyediaan peralatan yang berkaitan dengan teknologi EV/HEV. Dari segi pelajar, sekurang-kurangnya 80% daripada mereka dijangka menerima latihan industri dalam bidang yang berkaitan menjelang tahun kedua pelaksanaanprojek. Akhir sekali, ukuran kejayaan yang penting adalah penempatan pekerjaan sekurang-kurangnya 70% graduan dalam industri automotif berasaskan EV/HEV dalam tempoh enam bulan selepas latihan. Kesemua KPI ini disusun untuk memastikan projek ini mempunyai kesan yang jelas dan berterusan terhadap pembangunan kemahiran tenaga kerja dalam industri automotif negara. Hasil daripada projek ini juga akan menjadi asas untuk peluasan dasar TVET berasaskan teknologi hijau dan automotif pada masa hadapan, serta memberi nilai tambah kepada pembangunan tenaga kerja mahir negara secara berterusan. .(6,038/$1Apabila industri automotif berkembang pesat ke arah penggunaan teknologi kenderaan elektrik (EV) dan hibrid (HEV), terdapat keperluan untuk perubahan yang ketara dalam kaedah pengajaran kemahiran. Kajian ini mendapati bahawa TVET memainkan peranan penting dalam menyediakan tenaga kerja yang mahir yang mampu memenuhi keperluan industri ini. Namun begitu, beberapa isu besar telah dikenal pasti. Ini termasuk kekurangan tenaga pengajar yang mahir, kekurangan kemudahan dan sumber latihan, dan kekurangan kerjasama antara institusi pendidikan dan industri. Hasil kajian menunjukkan bahawa institusi TVET mesti dipertingkatkan dengan memasukkan peralatan berteknologi tinggi seperti simulator EV/HEV, latihan pengajar di peringkat antarabangsa, dan penyelarasan kurikulum untuk memenuhi keperluan industri semasa. Tambahan pula, untuk memberi pendedahan sebenar kepada pelajar melalui pemindahan teknologi, penempatan kerja dan latihan industri, kolaborasi strategik antara institusi TVET dan pihak industri mesti diperhebatkan. Dengan memasukkan perancangan, jangka masa, dan indikator pencapaian utama (KPI), cadangan projek yang dikemukakan adalah satu langkah proaktif untuk meningkatkan kedudukan TVET sebagai tulang belakang pembangunan tenaga kerja dalam bidang automotif masa hadapan. Inisiatif ini dijangka memberi kesan besar kepada kebolehpasaran graduan, peningkatan kemahiran tenaga kerja, dan sokongan berterusan kepada pembangunan industri EV/HEV di Malaysia jika ia berjaya. Oleh itu, TVET bukan sahaja menyediakan latihanteknikal, tetapi juga berfungsi sebagai penggerak transformasi untuk mencapai matlamat negara untuk mobiliti hijau dan ekonomi berteknologi tinggi kerana Transformasi TVET untuk EV/HEV perlu selaras dengan Pelan Induk Perindustrian Hijau Malaysia 2030 (MITI, 2024). 150
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(73(1*+$5*$$1Saya ingin merakamkan setinggi-tinggi penghargaan kepada semua pihak yang telah memberi sokongan dan membantu dalam menjayakan kajian ini. Terima kasih kepada pihak pengurusan institut yang telah memberikan kepercayaan dan peluang untuk melaksanakan penyelidikan ini. Saya juga amat menghargai sokongan daripada pakar dalam bidang kenderaan elektrik yang sudi berkongsi ilmu dan pandangan mereka, yang amat bermakna dalam melengkapkan kajian ini. Tidak dilupakan juga jabatan yang terlibat secara langsung yang telah memberikan dorongan, panduan serta galakan sepanjang proses penyediaan kajian ini. Akhir sekali, penghargaan tulus ditujukan kepada keluarga saya atas sokongan moral dan semangat yang tidak pernah putus sepanjang perjalanan kajian ini.58-8.$1ï -DEDWDQ3HPEDQJXQDQ.HPDKLUDQ -3. Panduan Pembelajaran Pintar TVET. Putrajaya.ï 352721+ROGLQJV Standard Kompetensi Teknologi EV untuk Institusi Latihan. Shah Alam.ï 7DOHQW&RUS0DOD\\VLD Laporan Kerjasama Industri-TVET 2024. Kuala Lumpur.ï .HPHQWHULDQ3HQJDMLDQ7LQJJL Audit Infrastruktur TVET Automotif Malaysia. Putrajaya.ï )URVW 6XOOLYDQ Training Challenges in EV Diagnostics. San Antonio.ï 9RONVZDJHQ$FDGHP\\ Safety Benefits of EV Simulators. Wolfsburg.ï *,= International Trainer Certification for EV Technologies. Bonn.ï &RKHQ/HWDO Research Methods in Education. Routledge.151
This is an Open Access article distributed under the terms of the Creative Commons Attribution-Noncommercial 3.0 Unported License, permitting copy and redistribution of the material and adaptation for commercial and uncommercial use. 3HQJJXQDDQ.LW/DWLKDQL.1;7HUKDGDS3HVHUWD3HVHUWD352*5$03(1,1*.$7$1.(0$+,5$1 33. -$%$7$13(1',',.$132/,7(.1,.'$1.2/(-.2081,7, -33.. 'DODP3HQJDMDUDQ'DQ3HPEHODMDUDQM. S. Rahaman1, I. K. A. Wahab2*, A. Z. Mamat21Jabatan Kejuruteraan Elektrik, Kolej Komuniti Jempol, 72100 Bahau, Negeri Sembilan, Malaysia2Jabatan Kejuruteraan Elektrik, Politeknik Port Dickson, KM 14, Jalan Pantai, 71050 Si Rusa, Negeri Sembilan, Malaysia*corresponding authorís email: [email protected]$EVWUDFW ñ Pembelajaran secara praktikal adalah cara yang berkesan untuk meningkatkanpemahaman dan kemahiran, terutamanya dalam bidang teknikal seperti Building Automation Systems (BAS). Untuk meningkatkan pengetahuan peserta Program Peningkatan Kemahiran (PPK), Kit Latihan iKNX diperkenalkan sebagai alat bantu mengajar yang inovatif. Kajian ini bertujuan menilai sejauh mana kit ini berkesan dalam membantu peserta memahami konsep dan aplikasi BAS. Walaupun terdapat pelbagai modul berkaitan automasi bangunan, tahap pemahamandan minat peserta masih sederhana, mungkin disebabkan kekurangan alat bantu yang interaktif. Oleh itu, kajian ini dijalankan untuk melihat sama ada Kit Latihan iKNX boleh meningkatkan pemahaman dan minat peserta. Kajian ini mempunyai tiga objektif utama,1.Menilai keberkesanan Kit Latihan iKNX dalam meningkatkan pemahaman peserta mengenai SAB. 2.Menganalisis reka bentuk Kit Latihan iKNX untuk memastikan ia sesuai dan membantu pembelajaran praktikal.3.Mengukur tahap minat peserta terhadap kursus selepas menggunakan kit ini. Kajian ini menggunakan kaedah kuantitatif dengan rekabentuk kajian eksperimen. populasi terdiri daripada 40 peserta PPK, dan teknik persampelan rawak digunakan untuk mendapatkan sampel yang representatif. Instrumen kajian adalah soal selidik dan ujian pasca untuk melihat perubahan pemahaman dan minat peserta selepas penggunaan kit. Analisis data dilakukan menggunakan perisian SPSS versi 20. Hasil kajian rintis menunjukkan nilai kebolehpercayaan alpha Cronbach sebanyak 0.88. Dapatan kajian juga menunjukkan penggunaan Kit Latihan iKNX meningkatkan pemahaman peserta dengan ketara. Indikator keberkesanan, minat, dan reka bentuk produk semuanya mencatatkan purata skor min tinggi, iaitu 4.95, 4.93, dan 4.95. Kajian juga menunjukkan peningkatan minat peserta selepas menggunakan kit tersebut, membuktikan ia berkesan dalam menghubungkan teori dan amalan praktikal. Cadangan penambahbaikan termasuk menambah baik kandungan kit agar lebih interaktif dan sesuai dengan pelbagai tahap kemahiran, serta latihantambahan untuk tenaga pengajar. Kajian lanjutan dengan sampel yang lebih besar juga dicadangkan untuk mengukuhkan hasil kajian ini. Pembelajaran praktikal telah terbukti sebagai pendekatan yang efektif dalam meningkatkan kefahaman dan kemahiran, terutamanya dalam bidang teknikal dan vokasional BAS.Keywords: Kit Latihan iKNX; Building Automations System (BAS); Teknologi ElektrikArticle HistoryReceived Mei 2025Received in revised form Jun 2025Accepted Jun 2025, 3HQJHQDODQBuilding Automations System (BAS);) semakin penting dalam industri moden kerana ia membantu meningkatkan kecekapan tenaga dan keselamatan dalam pengurusan bangunan (Ahmad & Zainal, 2020). Kursus-kursus teknikal dan vokasional di politeknik dan kolej komuniti, seperti yang merangkumi BAS, adalah penting untuk menyediakan pelajar dengan kemahiran yang relevan dan terkini dalam bidang ini (Rahman et al., 2018). Namun, beberapa kajian menunjukkan bahawa pelajar masih sukar untuk memahami konsep-konsep asas BASapabila menggunakan kaedah pengajaran tradisional yang lebih berfokus kepada teori berbanding aplikasi .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7152
praktikal (Ibrahim et al., 2019).Kajian yang dijalankan oleh Salleh et al. (2021) mendapati bahawa penggunaan alat bantu mengajar yang interaktif seperti kit latihan dapat membantu meningkatkan pemahaman dan minat pelajar, namun kebanyakan alat bantu ini kurang menepati keperluan sebenar industri atau tidak cukup menyeluruh. Oleh itu, terdapat jurang dalam menyediakan alat bantu yang benar-benar dapat menghubungkan teori dengan aplikasi praktikal yang lebih berkesan.Maka, kajian ini dijalankan untuk mengisi jurang tersebut dengan menilai keberkesanan Kit Latihan iKNX, satu inovasi yang direka untuk meningkatkan pemahaman pelajar tentang BAS secara amali. Penggunaan Kit Latihan iKNX diharap dapat mengatasi kekurangan alat bantu pengajaran sebelum ini dengan menyediakan pengalaman pembelajaran yang lebih interaktif dan relevan dengan keperluan sebenar industri (Kamaruddin & Aziz, 2022). Kursus ini merangkumi empat topik utama: Pengenalan, Reka Bentuk, Pengaturcaraan, dan Pelaksanaan Projek. Walaupun kursus ini disusun untuk memberikan pengalaman pembelajaran praktikal, beberapa kekangan kemudahan dan alat pembelajaran dan pengajaran (PdP) yang dihadapi oleh pengajar dan peserta telah dikenalpasti, yang seterusnya menjejaskan pencapaian objektif pembelajaran yang ditetapkan. Bagi menangani kekangan ini, pendekatan seperti pengenalan Kit Latihan iKNX dan penggunaan eCampus KNX ETS dalam PdP telah dilaksanakan. Kit Latihan iKNX direka sebagai panel padat yang membolehkan pelaksanaan amali khusus, manakala KNX ETS eCampus berfungsi sebagai platform e-pembelajaran yang penting dalam pembinaan automasi menggunakan sistem KNX. Kit Latihan iKNX ini memudahkan proses pendawaian melalui sambungan terminal menggunakan kabel banana clip dan soket male plug, manakala setiap komponen asas pendawaian sistem BAS telah dilabel dengan jelas pada papan pemuka untuk memenuhi keperluan litar Sistem KNX.Walaupun alat bantu ini diperkenalkan, masih terdapat keperluan untuk menilai sejauh mana keberkesanannya dalam meningkatkan kefahaman dan kemahiran peserta terhadap Sistem Automasi Bangunan. Oleh itu, kajian ini bertujuan untuk mengkaji keberkesanan Kit Latihan iKNX dalam membantu pengajar dan peserta mencapai objektif pembelajaran yang telah ditetapkan, seterusnya mengenal pasti sebarang penambahbaikan yang boleh dilakukan. Kursus Sistem Automasi Bangunan di Politeknik dan Kolej Komuniti menyediakan pengetahuan asas tentang sistem automasi bangunan, yang merujuk kepada mencipta sistem rangkaian perkakasan dan perisian berpusat yang memantau dan mengawal sistem kemudahan bangunan. Kursus ini dilaksanakan secara praktikal untuk memasang dan mengkonfigurasi aplikasi Kawalan Sistem Automasi Bangunan bagi memenuhi keperluan teknologi terkini dalam industri.Kursus ini mengandungi empat topik utama: Pengenalan, Reka Bentuk, Pengaturcaraan, dan Pelaksanaan Projek. Mendapati beberapa kekangan kemudahan dan alat pembelajaran dan pengajaran (PdP) yang dihadapi oleh pengajar dan peserta untuk mencapai objektif pembelajaran yang ditetapkan.Antara pendekatan yang diambil oleh tenaga pengajar termasuklah memperkenalkan kemudahan seperti Kit Latihan iKNX dan eCampus KNX ETS dalam PdP. Kit Latihan iKNX ialah panel padat untuk melakukan amali khusus, manakala KNX ETS eCampus juga merupakan alat e-pembelajaran kerana ia merupakan alat latihan penting untuk membina automasi dengan KNX. Kit Latihan iKNX yang dihasilkan adalah panel padat untuk melaksanakan pemasangan amali Sistem BAS menggunakan sistem KNX. Kit Latihan iKNX memudahkan pendawaian dengan menyambungkan setiap terminal menggunakan kabel wayar banana clip dengan soket male plug dan suis utama. Setiap komponen asas pendawaian sistem BAS telah disusun dan dilabelkan pada papan pemuka Kit Latihan iKNX mengikut keperluan litar Sistem KNX.,, 3HQ\\DWDDQ0DVDODKIndustri automasi bangunan menggunakan Konnex (KNX), untuk mengawal dan menyepadukan sistem dan peranti elektrik yang berbeza dalam bangunan. Institusi pengajian tinggi mempunyai peranan dalam menyediakan pelajar untuk Revolusi Industri 4.0 (IR4.0), yang merangkumi pemahaman dan dapat mengendalikan teknologi automasi, menganalisis data besar, mensimulasikan, menggunakan awan dan menggunakan Internet of Things ( IoT) dalam kehidupan seharian mereka. Ini selaras dengan matlamat Malaysia untuk mengguna pakai IR4.0. Disebabkan ia melibatkan input dan output perisian ETS, kursus ini adalah antara yang sukar difahami oleh pelajar. Penurunan keinginan dan dorongan peserta untuk belajar di luar waktu kuliah juga dilaporkan dalam tinjauan awal, yang menunjukkan bahawa peserta dalam kursus KNX kurang kefahaman dan keyakinan terhadap topik tanpa arahan pensyarah. Bagi meningkatkan kefahaman pelajar terhadap mata pelajaran seperti:a)Topik 1.0: Pengenalan kepada Sistem AutomasiBangunan,b) Topik 2.0: Reka Bentuk Sistem Automasi Bangunandan.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7153
c) Topik 3.0: Pengaturcaraan Sistem Automasi Bangunan,penyelidik menjalankan tindakan penambahbaikan.,,, 2EMHNWLI.DMLDQObjek Kertas Kajian ini adalah: a) Mengkaji keberkesanan alat bantu pengajaran KitLatihan iKNX dalam meningkatkan pemahaman peserta.b) Mengenal pasti tahap minat peserta terhadap kursusdengan penggunaan Kit Latihan iKNX.c) Mengkaji model rekabentuk Kit Latihan iKNX untukmembantu meningkatkan pemahaman peserta.Berikut adalah persoalan kajian ini:a) Bagaimanakah alat bantu Kit Latihan iKNX dapatmeningkatkan keberkesanan dalam pemahaman peserta?b) Sejauh mana tahap minat peserta terhadap kursusdengan penggunaan Kit Latihan iKNX?c) Adakah model rekabentuk Kit Latihan iKNX untukmembantu meningkatkan pemahaman peserta?,9 8ODVDQ/LWHUDWXUInovasi adalah satu konsep yang meliputi pengenalan idea, amalan, atau objek baru, seperti yang ditakrifkan oleh Rogers (2003). Istilah ini mencakupi pelbagai aspek, termasuk kaedah, sistem, dan alat yang inovatif yang diperkenalkan untuk meningkatkan proses pendidikan. Inovasi mencerminkan usaha berterusan untuk memperkenalkan pendekatan, peranti, penyelesaian, produk, perkhidmatan, dan idea yang baharu. Oleh itu, definisi inovasi adalah luas dan berbeza-beza bergantung kepada perspektif dan kepakaran individu. Dalam konteks Pengajaran dan Pembelajaran (PdP), inovasi berkait rapat dengan kreativiti yang digunakan oleh pendidik untuk menangani pelbagai cabaran yang muncul dalam proses PdP, seterusnya menyumbang kepada peningkatan standard keseluruhan sistem pendidikan. Penyataan ini diperkuatkan oleh Yahya Buntat dan Lailananita Ahamad (2012), yang menyatakan bahawa inovasi pendidikan melibatkan pemurniaan prosedur dan persekitaran pembelajaran. Ini termasuk pengembangan kurikulum, metodologi pengajaran, tetapan pendidikan, kecekapan tenaga pengajar, dan keberkesanan pentadbiran pendidikan. Dalam menghadapi perubahan landskap pendidikan, seperti yang diketengahkan oleh Hamdan et al. (2004), adalah penting bagi pendidik untuk menyesuaikan metodologi pengajaran mereka. Kaedah tradisional yang bergantung kepada komunikasi lisan dan papan hitam kini dilihat tidak mencukupi. Pendidik perlu mengadaptasi penggunaan alat bantu mengajar canggih seperti projektor LCD dan alatan multimedia. Dengan memanfaatkan teknologi ini dalam pendekatan pedagogi mereka, pendidik dapat meningkatkan pengalaman pembelajaran dan mewujudkan persekitaran bilik darjah yang lebih menarik serta dinamik, sesuai dengan tuntutan era Revolusi Perindustrian 4.0.Di sebalik penguasaan kaedah P&P tradisional dalam sistem pendidikan, semakin ramai pendidik mula menawarkan pendekatan pembelajaran berasaskan permainan. Fuada (2022) mendakwa walaupun kit jurulatih lebih mudah digunakan (palam dan mainkan melalui wayar pelompat) daripada membina sepenuhnya litar menggunakan papan projek, ia juga membolehkan aplikasi praktikum yang berkesan tanpa menjejaskan objektif pembelajaran. Untuk mencapai matlamat mengajar murid cara menjana elektrik melalui latihan, media pembelajaran diperlukan untuk membangkitkan pemikiran, minat dan emosi mereka. Dengan Kit Pelatih untuk Sistem Penjanaan Tenaga Suria Dalam Grid Hibrid, pelajar boleh belajar tentang penjanaan kuasa elektrik dengan cara yang realistik dan menarik (Ali et al., 2021). Apabila kit jurulatih digunakan dalam pembelajaran berasaskan projek, pelajar yang belajar kejuruteraan elektrik belajar dengan lebih berkesan dari segi kebolehan pemikiran kritis, motivasi dan kecekapan mereka (Haryudo et al., 2021). Oleh itu, adalah dinasihatkan agar para pendidik menggunakan pendekatan pembelajaran berasaskan permainan untuk meningkatkan standard pengajaran, khususnya dalam program Teknologi Elektrik. Kaedah tradisional pula, ia tidak mempunyai struktur yang jelas dan sistematik, sering kali membantutkan kreativiti dan inisiatif pelajar. Pembelajaran melalui ceramah, nota, dan ujian sering mengakibatkan pelajar hanya menghafal maklumat tanpa benar-benar memahami aplikasi praktikalnya. Dalam konteks ini, pendekatan pembelajaran berasaskan permainan bukan sahaja lebih menarik tetapi juga lebih berkesan dalam membangunkan kemahiran praktikal dan teknikal pelajar.Gamifikasi, atau penyepaduan mekanik dan komponen permainan ke dalam tetapan pendidikan, ialah cara baharu yang menjanjikan untuk meningkatkan pengajaran dan pembelajaran. Hermizul et al. (2022) mendakwa bahawa gamifikasi boleh menghasilkan persekitaran pembelajaran yang dinamik dan menyeronokkan yang memberi inspirasi dan melibatkan pelajar dalam penyertaan kelas. Mata, lencana, tahap, cabaran dan maklum balas ialah beberapa komponen gamifikasi biasa yang boleh menukar senario pendidikan tradisional kepada persekitaran pembelajaran yang lebih menarik dan dinamik (Zuhriyah & Pratolo, 2020). Menurut Sukir et al. (2018), gamifikasi .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7154
juga boleh digunakan dalam senario pembelajaran praktikal, seperti dengan modul PLC dan kit jurulatih penghantar, untuk meningkatkan hasil pembelajaran pelajar dalam domain kognitif, psikomotor dan afektif. . Oleh itu, gamifikasi adalah taktik yang mungkin untuk menyokong pembelajaran dan pencapaian pelajar dalam pelbagai konteks dan domain. Kesimpulannya, dalam menilai keberkesanan inovasi dalam PdP, adalah penting untuk menganalisis elemen-elemen utama seperti kebolehsuaian, kecekapan masa, kelebihan kewangan, perlindungan pengguna, kemudahan penggunaan, dan potensi pasaran, seperti yang dinyatakan oleh Hanim Abdul Rahim (2018) dan Normah Jantan (2016). Ini akan membantu dalam memastikan bahawa inovasi yang diperkenalkan benar-benar memberikan impak positif terhadap proses pendidikan dan hasil pembelajaran pelajar9 0HWRGRORJLA. Rekabentuk KajianKajian ini, menggunakan pendekatan kaedah kuantitatif dalam bentuk soal selidik untuk pengumpulan data. Soal selidik akan memberikan maklumat mengenai persepsi dan kepuasan pengguna mengenai pengalaman penggunaan pengguna dengan Kit Latihan iKNX. Borang soal selidik telah dibuat secara atas talian menggunakan aplikasi Google Form dan disebarkan kepada responden. Pautan bagi soal selidik tersebut telah disebarkan melalui aplikasi WhatsApp kepada kelompok responden.B. RespondenC.Kajian ini melibatkan 41 orang peserta yang diambil secara rawak selepas peserta berkursus. Ia terdiri daripadawakil peserta Politeknik (21 orang responden), Kolej Komuniti (19 orang responden) dan Luar JPPKK (1 orang responden). Berdasarkan Krejcie dan Morgan (1970), jika populasi (N) adalah kecil (seperti 41 orang), disyorkan untuk mengambil hampir keseluruhan populasi atau jumlah yang cukup besar untuk mendapatkan sampel yang mewakili. Jadi, sampel sekitar 36 hingga 44 orang adalah mencukupi untuk memastikan kebolehpercayaan dan kesahan kajian. JADUAL 1 menerangkan tentang latar belakang sampel kajian yang lebih terperinci.JADUAL IPROFIL JANTINA RESPONDENLatar Belakang DemografiItem Kekerapan Peratus(%)Jantina LelakiPerempuan2021 48.8Nama InstitusiPoliteknikKolej KomunitiLuar JPPKK2119151.246.32.4D. InstrumenInstrumen soal selidik yang digunakan dalam kajian ini telah dibina sendiri oleh pengkaji untuk memastikan soalan-soalan adalah sesuai dengan objektif kajian serta konteks penggunaan Kit Latihan iKNX. Borang soal selidik ini terbahagi kepada 4 bahagian. Bahagian pertama merujuk demografi responden iaitu jantina dan institusi pekerjaan. Bahagian ke-dua pula merujuk kepada keberkesanan produk yang mengandungi 5 soalan.Bahagian ke-tiga adalah mengenai minat pelajar terhadap produk yang terdiri daripada 6 soalan. Manakala terdapat 3 soalan pada bahagian ke-empat yang merujuk kepada rekabentuk produk. Kesemua aspek diukur menggunakan skala Likert iaitu 1= Sangat Tidak Setuju, (STS) 2= Tidak Bersetuju, (TB) 3= Tidak pasti (TP), 4= Setuju (S) dan 5= Sangat Bersetuju (SB).9, $QDOLVD'DQ3HUELQFDQJDQKajian ini melibatkan skor min ketika melaksanakan proses penilaian terhadap keberkesanan, minat dan rekabentuk Kit Latihan iKNX. Responden boleh menjawab soal selidik secara serta-merta kerana kriteria kesahan dan kebolehpercayaan adalah tinggi di mana nilai Cronbach Alpha bagi keseluruhan soal selidik adalah 0.88. Dapatan analisis kajian rintis mendapati, nilai kebolehpercayaan yang merujuk kepada nilai Alpha Cronbach ialah 0.88 seperti Jadual 2. Ini menunjukkan bahawa instrumen berada dalam keadaan sangat baik dan sekaligus boleh digunakan dalam penyelidikan sebenar (Bond & Fox, 2015).JADUAL 2JADUAL INTERPRETASI SKOR ALPHA CRONBACH (BOND & FOX, 2015)Skor Alpha Cronbach Tahap Kebolehpercayaan0.8 hingga 1.0 Sangat baik dan efektif dengan tahap konsistensi yang tinggi0.7 hingga 0.8 Baik dan boleh diterima0.6 hingga 0.7 Boleh diterima< 0.6 Item perlu diperbaiki< 0.5 Item perlu digugurkanAnalisis dilakukan berdasarkan kepada jadual skor min (Jadual 3).JADUAL 3JADUAL SKOR MINKod Kumpulan Julat Skor Min Tahap.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(71551 1.00 - 2.33 Rendah2 2.34 - 3.66 Sederhana3 3.37 - 5.00 Tinggi
1 1.00 - 2.33 Rendah2 2.34 - 3.66 Sederhana3 3.37 - 5.00 Tinggi$ .(%(5.(6$1$1 352'8. ,129$6, .,7 /$7,+$1,.1; 6(%$*$,$%0 '$/$0 3'3JADUAL 4PROFIL JANTINA RESPONDENBil. Pernyataan Min Tahap1Penggunaan iKNX ini menjadikan saya lebih berminat untuk mempelajari Building Automation System (BAS).4.95 Tinggi2Saya merasakan penggunaan iKNX dapat meningkatkan kefahaman saya dalam menyiapkan sesebuah projek dalam Building Automation System (BAS).4.83 Tinggi3Saya merasakan penggunaan iKNX dapat meningkatkan kefahaman saya dalam menyiapkan sesebuah projek dalam Building Automation System (BAS).4.83 Tinggi4Saya merasakan penggunaan iKNX dapat meningkatkan kemahiran saya dalam Building Automation System (BAS).4.76 Tinggi5Saya tidak lagi menghadapi masalah membuat penyambungan connector data dengan connector actuator pada Building Automation System (BAS).4.78 Tinggi% 0,1$7 3(/$-$5 7(5+$'$3 352'8. ,129$6, .,7 /$7,+$1,.1;JADUAL 5PROFIL JANTINA RESPONDENBil. Pernyataan Min Tahap1Saya suka menggunakan iKNX kerana ia memudahkan proses pembelajaran Building Automation System (BAS) di dalam dan di luar bilik kuliah.485 Tinggi2Saya dapat menjimatkan masa memasang peralatan Building Automation System (BAS) dengan menggunakan iKNX.4.93 Tinggi3Hasil kerja saya lebih kemas dan bersih berbanding kerja secara manual. 4.93 Tinggi4Saya seronok mempelajari Building Automation System (BAS) menggunakan iKNX.4.90 Tinggi5Saya dapati dengan menggunakan iKNX telah meningkatkan minat saya terhadap kerja-kerja pemasang Building Automation System (BAS).4.93 Tinggi6Saya berkeyakinan dalam mempelajari Building Automation System (BAS) apabila menggunakan iKNX.4.92 TinggiMin keseluruhan bagi soal selidik rekabentuk juga tinggi iaitu sebanyak 4.93 . Ini menjelaskan bahawa rekabentuk Kit Latihan iKNX mudah untuk dibawa oleh peserta dan boleh digunakan di mana-mana sahaja.9,, .HVLPSXODQKajian ini telah menunjukkan kesan positif terhadap penggunaan Kit Latihan iKNX pada kursus Peningkatan Kemahiran (PPK) tersebut. Walau bagaimanapun, beberapa batasan dan cadangan boleh dipertimbangkan untuk penyelidikan masa depan. Pertama, saiz sampel kajian yang kecil ialah hanya 41 orang peserta. Saiz sampel yang lebih besar akan meningkatkan kebolehgeneralisasian dan kesahihan penemuan. Pada masa depan penyelidik boleh melibatkan lebih ramai peserta kursus menggunakan alat bantu mengajar Kit Latihan iKNX.Kedua, kajian hanya mengukur kesan serta-merta penggunaan Kit Latihan iKNX alat bantu mengajar tentang pencapaian peserta dengan membandingkan markah ujian pra dan markah ujian pasca. Kesan jangka panjang menggunakan alat bantu mengajar Kit Latihan iKNX pada pengekalan dan aplikasi pengetahuan pelajar boleh diterokai untuk masa hadapan penyelidikan dengan menjalankan lebih banyak ujian susulan atau tinjauan selepas tempoh tertentu. Ketiga, kajian tidak mengkaji faktor-faktor yang mungkin mempengaruhi keberkesanan penggunaan alat bantu mengajar Kit Latihan iKNX, seperti pengetahuan sedia ada, gaya pembelajaran, dan pengajar maklum balas. Kajian masa depan boleh menyiasat bagaimana faktor-faktor ini mempengaruhi pelajar hasil pembelajaran dan kepuasan apabila menggunakan alat bantu mengajar Kit Latihan iKNX. Kajian masa depan juga boleh membandingkan keberkesanan penggunaan Kit Latihan iKNX dengan alat atau kaedah pembelajaran digital yang lain..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7156
5HIHUHQFHVAbdul Rashid M. H. & Narowi M. (2021). Keberkesanan Pengajaran DanPembelajaran Terhadap Mata Pelajaran Pendidikan Islam SecaraDalam Talian: Perspektif Guru Di Sekolah Maahad Hafiz, Klang. Journal of Ma'alim al-Quran wa al-Sunnah Vol. 17, Special Issue, (2021), pp. 114-128. elSSN: 2637-0328.Ahmad Mustafa N. H. & Sariff S. A. (2017). Persepsi Pelajar Mengenai Penerapan Kaedah Permainan Dalam Proses Pengajaran Dan Pembelajaran Bagi Pelajar Sijil Pengoperasian Perniagaan Kolej Komuniti Selandar, Melaka. Prosiding Seminar Pembelajaran Sepanjang Hayat Kolej Komuniti Melaka & Negeri Sembilan (Jilid 1). https://doi.org/1079294Ali, M., Wardhana, A. S. J., Damarwan, E. S., Muhfizaturrahmah, Yuniarti,& Bagas, W. S. (2021). Design and Implementation of Trainer Kit for Hybrid On-Grid Solar Power Generation System. Journal of Physics: Conference Series, 1737(1), 0ñ8. https://doi.org/10.1088/1742-6596/1737/1/012002Cordova, D. I., & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Pearson.Emaliana I., (2017) Teacher-centered or Student-Centered Learning Approach to Promote Learning?Fuada, S. (2022). Development of Educational Kit for Practical Course in the Topic of Phase-Shift RC Oscillator. International Journal of Online and Biomedical Engineering, 18(5), 112ñ130. https://doi.org/10.3991/ijoe.v18i05.29131Jurnal Sosial Humaniora (2017), Volume 10, Ed 2. ISSN Online: 2443-3527ISSN Print: 1979- 5521.Hanan, A. et al (2017). Journal of Physics: Conference Series, Volume 892, The 6th International Conference on Computer Science and Computational Mathematics (ICCSCM 2017) 4-5 Mei 2017, Langkawi, Malaysia.Harun, J. & Tasir, Z. (2003). Multimedia Dalam Pendidikan.Kuala Lumpur.PTS Publication & Distributor Sdn. Bhd.Haryudo, S. I., Ekohariadi, E., Munoto, M., Rijanto, T., & Baskoro, F.(2021).Implementation of Trainer Kits in Project-Based Learning to ImproveCritical Thinking, Motivation, and Competency of Electrical EngineeringStudents. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan,6(12), 1947. https://doi.org/10.17977/jptpp.v6i12.15179Hassan, R., & Poopak, M. (2012). The effect of card games and computer games on learning chemistry concepts. Procedia - Social and Behavioral Sciences, 31, 597601.Hermizul, N., Nasrul, A.M & Asnidatul, A. I. (2022). Keberkesanan penggunaan IoT trainer smart kit dalam meningkatkan pemahaman pelajar terhadap kursus embedded IoT (DFN 40242) di Politeknik Balik Pulau. 2nd International Multidisciplinary Academic Conference (IMAC'2022) embracing technology in teaching and learning in new norm education. Kota Kinabalu, Malaysia. https://www.researchgate.net/publication/364773008Ibrahim J. (2006). Gaya pengajaran guru bahasa Daerah Hulu Langat: Satu kajian Tinjauan. Kertas Projek Sarjana Pendidikan, Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi. Jurnal Pendidikan Malaysia,34(1) (2009): 67-92.Ishak, H., Mat Nor, & Z. Ahmad, A. (2017). Kajian Pembelajaran Interaktif Berasaskan Peranti Kahoot dalam Pengajaran Abad ke -21, Jabatan Pendidikan Khas, Institut Pendidikan Guru Kampus Darulaman Jitra, Kedah. Prosiding Seminar Pendidikan Serantau ke-VII, Fakulti Pendidikan, Universiti Kebangsaan Malaysia & Fakultas Keguruan & Ilmu Pendidikan Universitas Riau, 7 September 2017..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7157
Industri Teknologi dan Digital
VisualTech-AR: Enhancing Visualization Skills in Construction Technology Through Augmented RealityDayana Farzeeha AliUniversiti Teknologi MalaysiaJohor [email protected] OmarUniversiti Kebangsaan [email protected] Ruzaini AhmadUniversiti Teknologi [email protected]²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eywordsóAugmented Reality, TVET, Engineering Drawing, technology educationI. INTRODUCTIONEngineering Drawing is a critical foundational course within engineering and technical education, particularly in construction-related programs. It serves as a prerequisite for understanding advanced concepts such as building design, site layout, and construction sequencing. Despite technological advancements, this course remains indispensable for cultivating spatial thinking and technical communication (Bhagat, 2023). Recent research highlights that many students struggle to grasp spatial concepts due to the abstract and representational nature of Engineering Drawing. These difficulties are often compounded by conventional teaching methods that rely heavily on twodimensional illustrations and verbal explanations (Akkus & Arslan, 2022). Students frequently face challenges in mentally rotating objects, interpreting multi-view drawings, and visualizing sectioned components which are core skills required for interpreting technical drawings (Ivanov et al., 2024).Augmented Reality (AR) offers a powerful educational tool to bridge the gap between abstract representations and concrete understanding. AR facilitates immersive and interactive learning by enabling students to manipulate 3D models in real-time, thereby enhancing visualization and comprehension (Huang et al., 2023). A growing body of literature suggests that AR reduces cognitive load and promotes spatial reasoning, particularly among engineering students who benefit from embodied, visual experiences (Ali et al., 2024; Godoy Jr., 2022).II. METHODOLOGYThis study introduces the VisualTech-AR learning kit, an integrated instructional solution comprising a mobile AR application, structured learning modules, and flashcards tailored to the Engineering Drawing syllabus. The main objective is to evaluate the effectiveness of VisualTech-AR in improving the visualization performance of diploma-level technical students in a quasiexperimental setting. A quasi-experimental approach was adopted to examine the impact of AR-based learning via A quasi-experimental approach was adopted to examine the impact of AR-based learning via VisualTech-AR on studentsí visualization skills. Two groups of diploma-level students participated where an experimental group exposed to VisualTech-AR and a control group engaged in traditional instruction using printed notes and CAD demonstrations. Sixty diploma-level students enrolled in an Engineering Drawing course at a Malaysian technical institution were selected as participants. Visualization tests designed to assess 2D-to-3D transformation, spatial orientation, and section view interpretation were administered before and after the intervention. Data were analyzed using SPSS software to compare group performance and assess statistical significance.III. DESIGN AND DEVELOPMENTThe development of VisualTech-AR incorporated multiple components, including multimedia elements, visualization strategies, and a combination of educational .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7159
theories and instructional design models to ensure the toolís pedagogical effectiveness. Several learning theories and models informed the design framework, namely Mayerís Cognitive Theory of Multimedia Learning (Mayer, 2001), the Information Processing Theory (Atkinson & Shiffrin, 1968), Constructivist Learning Theory (Hein, 1991), McKimís Visual Thinking Model (McKim, 1972), and the ADDIE Instructional Design Model. These frameworks were selected following an extensive literature review on instructional technology and visualization in technical education. The entire development followed the ADDIE model, comprising analysis, design, development, implementation, and evaluation phases. Each phase was carefully aligned with the selected theories and models to ensure that the final VisualTech-AR product effectively enhances students' visualization skills and enriches their learning experience in engineering drawing.A. Design PhaseDuring the design phase, all components identified inthe analysis stage, along with the selected theories and models, were systematically incorporated into the planning process. This phase focused on developing the storyline and storyboard for the mobile application, learning module and the flash card. The instructional content was organized such that each topic was linked to a dedicated interface, accessible through individual buttons on the main menu. Figure 1 illustrates the interface storyline design for mobile application.Figure 1: Storyline for mobile application interfaceNext, the learning module was structured and aligned with Mayerís Cognitive Theory of Multimedia Learning, integrating visuals, text, and interactive prompts to enhance knowledge retention and spatial understanding. The module covers key topics in orthographic and isometric projection, providing step-by-step instructional support and practice exercises. It was designed to be userfriendly, flexible, and suitable for self-paced learning, promoting learner autonomy in accordance with constructivist learning principles.The flashcards, meanwhile, were developed as dualpurpose learning tools and AR markers. Two sets of flashcards were produced which are one focusing on orthographic projection and the other on isometric drawing. Each flashcard features a printed image of a 3D object on the front, which serves as a visual cue and AR marker. When scanned using the AR camera, the corresponding 3D model appears on the screen, allowing users to manipulate and explore the object in virtual space. The back of each flashcard displays dimensional data and labels, enabling students to draw projections manually while simultaneously visualizing the object in three dimensions. These flashcards not only support technical drawing practice but also bridge the gap between abstract representations and concrete understanding, particularly in areas where students struggle with mental rotation and spatial visualization. The integration of visual cues, AR interaction, and traditional drawing tasks within these resources contributes to a comprehensive and multimodal instructional design aimed at improving studentsí performance in Engineering Drawing.B. Development PhaseOnce the initial stage was completed, the developmentof mobile application proceeded using Unity3D as the primary software platform. Unity3D was selected due to the researcherís proficiency with its programming environment, particularly the C# language. In addition to its robust capabilities for creating augmented reality content, Unity3D is widely recognized for its application in game development and its versatility across multiple platforms. For this project, the Android operating system was chosen as the deployment medium for mobile applications, given that most of the target student users utilize Android devices over iOS. Figure 2 shows the front and back view of the AR marker while figure 3 shows the scanned AR marker using the AR camera showing static, rotation and cross-section view.Figure 2: Front and back view of the AR marker.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7160
Figure 3: Scanned AR marker using AR cameraFigure 4 shows the learning module was developed using a combination of Microsoft PowerPoint and Canva, chosen for their accessibility, visual design flexibility, and ease of integration with other instructional media. Microsoft PowerPoint was primarily used to structure the content according to the course syllabus, incorporating text explanations, engineering diagrams, and drawing exercises in sequential instructional flow.Figure 4: Module InterfaceFor flash card development, it was developed using Microsoft PowerPoint and Canva, both of which enabled effective content layout and visual design. Microsoft PowerPoint was used to organize technical content, such as front-view images of 3D objects and corresponding dimensional annotations, ensuring each flashcard aligned with engineering drawing principles. Canva was then utilized to design the flashcardís visual layout, including consistent typography, background structure, and placement of visual cues, such as icons and labels. Each flashcard was carefully crafted with a front side that functions as an AR marker containing a unique 3D object image and a back side displaying detailed dimensions to aid manual drawing tasks. A distinctive feature of these flashcards is their dual functionality where they act as practice exercises and enable self-assessment. After attempting the drawing task, students can scan the front of the card using the AR camera within mobile application. Upon scanning, a corresponding 3D virtual object is projected onto the screen, allowing students to visually compare their drawings against the correct spatial representation. This immediate feedback loop enhances spatial reasoning and supports active learning through interactive validation. Figure 5 displays the flashcard interface for orthographic drawings, while Figure 6 illustrates the interface for isometric drawings.Figure 5: Flashcard interface for orthographic drawings.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7161
Figure 6: Flashcard interface for isometric drawingsIV. RESULT AND FINDINGThe study revealed that the use of VisualTech-AR significantly improved students' visualization skills compared to traditional teaching methods. Using a quasiexperimental design, the effectiveness of the intervention was measured through the Short-version Purdue Spatial Visualization Test of Development (PSVT:D), administered before and after the learning session. Results showed a statistically significant improvement in the posttest scores of the experimental group, indicating that the integration of AR technology when embedded within interactive and multisensory learning environments which offers a more impactful approach than conventional methods in enhancing studentsí spatial reasoning and visual comprehension. Table 1 and 2showed the gain scores in PSVT:D test for both experimental and control groups as well as independent sample test for PSVT:D test gain scores. Gain scores obtained from the PSVT:D test and standard deviation were presented according to the intervention groups.Table 1: Gain scores of PSVT: D test according to the intervention group,QWHUYHQWLRQ*URXS1 *DLQ6FRUHV *6 6WG'HYLDWLRQExperimental 30 7.6852 2.324Control 30 6.233 7.366Table 2: Independent sample test for PSVT: D test gain scores/HYHQH¶VWHVWIRUHTXDOLW\\RIYDULDQFHV7WHVIRU(TXDOLW\\RI0HDQV) 6LJ W GI 6LJ WDLOHG 0HDQ'LIIHUHQFHPSVT:DEqual variances assumed14.8060.0003.12060 0.00417.46667Equal Variances not assumed3.12046.8600.00417.46667The findings from the PSVT:D test indicate that the VisualTech-AR intervention had a measurable impact on studentsí ability to mentally develop and visualize 3D objects. Students in the experimental group, who used the AR-based learning tools, demonstrated greater improvement in spatial visualization skills compared to those in the control group, who followed traditional instruction. The resulting t-value of 3.120 with 60 degrees of freedom and a p-value of .004 (p < 0.05) reinforces that the observed differences between the experimental and control groups were statistically significant. This suggests that the integration of VisualTech-AR, specifically through its AR-enhanced orthographic projection content, supports students in developing stronger mental rotation and spatial visualization capabilities.Overall, the statistical evidence affirms that VisualTech-AR is an effective instructional tool for enhancing visualization skills in engineering drawing. By offering students real-time, manipulable 3D models alongside traditional learning materials, the application bridges the gap between abstract 2D content and concrete spatial understanding an area where many students typically struggle in conventional learning environments.V. CONCLUSION AND RECOMMENDATIONSThe findings of this study confirm that VisualTech-AR is an effective instructional tool for enhancing studentsí visualization skills in engineering drawing, particularly in the context of construction technology. The AR-based approach, supported by the PSVT:D results, enabled students to better understand spatial relationships and mentally manipulate 3D objects skills that are often difficult to achieve through traditional methods. By integrating mobile applications, structured modules, and AR-enabled flashcards, VisualTech-AR successfully bridges the gap between abstract 2D representations and practical spatial understanding. Based on these outcomes, it is recommended that AR tools like VisualTech-AR be more widely implemented in TVET and engineering education. Institutions should provide support for the .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7162
adoption of AR through infrastructure, training, and curriculum integration. Future research should investigate the long-term impact of AR on skill retention and explore its application in other technical disciplines that require strong spatial reasoning. AR-based learning is not only innovative but necessary for aligning education with the demands of the digital and industrial future.REFERENCES[1] Akkus, I., & Arslan, P. Y. (2022). The effects of augmented reality in the technical drawing course on engineering studentsí spatial ability and academic achievement. Journal of Learning and Teaching in Digital Age, 7(2), 160ñ174.[2] Ali, D. F., Ahmad, A. R., Abd Wahab, N., Kamaruzaman, N., & Omar, M. (2024). Enhancing visualization skills in engineering education using virtual and augmented reality environment. International Journal of Academic Research in Progressive Education and Development, 13(4). [3] Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. In K. W. Spence & J. T. Spence (Eds.), The psychology of learning and motivation (Vol. 2, pp. 89ñ195). Academic Press.[4] Bhagat, K. K. (2023). A comparative study of traditional and augmented reality-based engineering drawing instruction: Effects on visualization skills and cognitive load. Proceedings of the International Conference on Computers in Education.[5] Godoy Jr., C. H. (2022). A review of augmented reality apps for an AR-based STEM education framework. arXiv preprint arXiv:2203.07024. [6] Hein, G. E. (1991). Constructivist learning theory. Institute for Inquiry. https://www.exploratorium.edu/education/ifi/constructivistlearning[7] Huang, Q., Deng, X., & Luo, H. (2023). Supporting engineering education with augmented reality: A systematic review from 2000 to 2022. 2023 International Symposium on Educational Technology (ISET).[8] Ivanov, V., Sklyarov, I., Balanov, A., Taranenko, I., & Tyulenev, A. (2024). Augmented reality for engineering graphics. Springer Tracts in Mechanical Engineering. [9] Mayer, R. E. (2001). Multimedia learning. Cambridge University Press.[10]McKim, R. H. (1972). Experiences in visual thinking. Brooks/Cole Publishing Company..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7163
'HYHORSPHQWRI(QYLURQPHQWDO/RZ&RVW$FLG3UHFLSLWDWLRQ6DPSOHU,R7%DVHG (/&$36,R7 0XKDPPDG,NPDOQRU%LQ0XVWDID.DPDOï¹Malaysian Meteorological Department,Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected],VDELQ+M1DVLNLQï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]=DLGLELQ0DW6DDGï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]6\\DKLUDKELQWL0RKG1RUï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected].XPDU$/6DPPDWKXULDï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]]DLPLHELQ5RVOLï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]]XUDELQWL=DNDULDï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected] 0RKDPPDG5HG]XDQELQ$EGXO0RLQï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]<X]DLPLELQ0DKDWï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected]$EG:D]HUELQ*KD]DOLï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected],O\\DQDELQWL1LN$EGXO5DKPDQï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected].KDLUXO,NKZDQELQ0RKG=DZDZLï¹Malaysian Meteorological Department, Jalan Sultan, 46667 Petaling Jaya, Selangor, [email protected] The Malaysian Meteorological Department (MET Malaysia) participates in the Acid Deposition Monitoring Network in East Asia (EANET), utilizing Acid Precipitation Samplers (APS) to monitor wet and dry deposition across Malaysia. These instruments are critical in evaluating acid rain and its environmental impacts. This project aimed to develop a low-cost alternative to the existing APS control system, incorporating Internet of Things (IoT) features and the additive manufacturing to reduce operational disruption at sites and operational expenses, for EANET and METMalaysia. The current system faced frequent breakdowns, inefficient refurbished components and increasing maintenance costs. The ELCAPSIoT was developed using microcontroller programmed with Arduino IDE. A cost-effective enclosure and mechanical parts were fabricated using 3D printing. System improvements, based on end usersí feedback, included RC filtering for actuator noise suppression, analogbased rain detection, and expanded sensor area. Deployment at selected sites showed a reduction in APS failure rate from 70% to 30%, while component cost was reduced by over 75%, with the new system costing RM 5,000 compared to RM 20,000 previously. Field tests are in compliance with WMO GAW and EANET standards. The ELCAPSIoT project successfully demonstrated the feasibility of a low-cost, IoT-integrated acid precipitation sampler, meeting international monitoring standards while enhancing maintainability, cost efficiency, and technological adaptability. Future developments will explore renewable energy integration and broader environmental applications. Keywords: Acid deposition; Internet of Things; Environmental monitoring; Arduino; Low Cost Sensors .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7164
,,1752'8&7,21EANET is an international initiative that the Malaysian Meteorological Department agreed upon, providing acid deposition data and analysis as a supportive country for Malaysia. This initiative consist of 13 East Asian countries, including Malaysia, Mongolia, Russia, China, the Republic of Korea, Japan, Myanmar, Thailand, Lao PDR, Vietnam, Cambodia, the Philippines, and Indonesia, all of which give their full support and participation to combat acid deposition and air pollution due to rapid industrialization. They did this by producing high-quality open data, providing knowledgesharing, capacity building, and public awareness to government officials. [1] The acid deposition data is significant and important because acid deposition could cause various effects on ecosystems via the acidification of soil and water, as well as damage to buildings and cultural heritage through the corrosion of metals, concrete, and stone. To monitor its dose-effect relationship, five monitoring parameters were identified: Wet Deposition (rainwater), Dry Deposition (air concentration), Soil & Vegetation (forest areas), Inland Aquatic Environment (lake & river water), and Catchment [2]. The chemical composition of rainwater, specifically its ionic content, plays a crucial role in identifying potential pollutants. It determines their sources of pollution whether it is natural or human-made. Plus, it is also to show an understanding how it is dispersed through the atmosphere. This information is essential for assessing their impacts on public health, wildlife, and both natural and urban environments at local and regional scales, as part of the broader deposition processes occurring in the troposphere [3]. Malaysia has an obligation to provide data for Wet Deposition and Dry Deposition, and the instrument responsible for collecting rain and air samples is called the Acid Precipitation Sampler (APS). Wet deposition is defined as the process by which gases and aerosols are incorporated into cloud droplets, either as forming cloud condensation nuclei, or being incorporated in cloud droplets or scavenged as the droplets fall to the ground [4]. Wet deposition is delivered to the earthís surface in the form of rain, snow and mist [5] . Dry deposition of gases and particles occurs by turbulent transfer and by gravitational settling on land and over water surfaces [6].Air pollution is originated from numerous sources and is eventually deposited into both natural and urban ecosystems. These pollutants can lead to ecological disruptions, including prolonged acidification of soils and surface waters, imbalances in soil nutrients that hinder plant development, and declines in biodiversity. Additionally, they pose significant risks to human health, contributing to conditions such as allergies, asthma, and lung cancer, with the severity of impact influenced by the pollutant type and duration of exposure [7]. The APS (Figure 1) is designed to collect rain samples (wet bucket) and dry air samples (dry bucket) for acid rain and air quality monitoring. There were 24 APS units in Malaysia [8], it is placed at the main Meteorological Farm near the airport and other areas. This instrument was installed in 2001 and still operational. This instrument was manufactured in the US, and most of its components are not available in Malaysia. The APS components were divided into two major sections: the control module and the rain sensor. The control module consisted of relays that controlled the actuator, a 555 timer IC, and a 220VAC to 12VDC transformer. Meanwhile, the rain sensor contained a rain sensor, a thermostat, and a heating element. The instrument's mechanism operated such that when rainfall hit the rain sensor, the relay is energized, and the actuator moved the lid to the bucket that captured air concentration. At the same time, the rain sensor activated the heating element to remove any moisture present on the rain sensor. An electronic moisture sensor causes the lid to retract from the sample bucket, allowing a precipitation sample to be collected [9]. The sensor sensitivity needs to be monitored as it can differentiate different types of precipitation [10]. Therefore, this project aims to develop an environmental low-cost APS IoT based system that integrated with additive manufacturing for EANET and MET Malaysia. In order to implement this new APS system, with the integration of IoT and the additive manufacturing, this project is submitted and presented to a committee within my department Figure 1: Acid Precipitation Sampler (APS)..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7165
called Jawatankuasa Pembangunan Teknikal (JPT), where the chairperson for this meeting was MET Malaysia Director General. The committee had several functions, one of which is to discuss technical issues raised by every division in the department that required extensive discussion. The project, eventually, approved by the committee later in the meeting in support of innovation and sustainability. ,, 352%/(067$7(0(171. Cost of components increasedThis project identified a few problems within thedivision and the instrument itself. Since 2017, the division has received a lower budget than in previous years, while maintenance costs exceeded the budget. This trend continued over the years. Additionally, the control module used by the instrument was not available locally and had to be ordered from the US, with its price increasing every year. 2. Longer duration of instrument downtimeAll 24 instruments, regularly, experienceoperational failures simultaneously, halting monitoring activities. Downtime lasted at least two to three weeks to repair and diagnose the cause of failure. Year by year, the instruments experience breakdownsóapproximately two to three times per station annually. The failure frequency of the APS is recorded to be above 70% per year in logbooks. 3. Inefficient components and sensorsFurthermore, in the rain sensor, the heating element is responsible for removing moisture or raindrops from the sensor plate. At a certain temperature, the thermostat acted as a temperature controller to cut off the heating element circuit. However, the rain sensor experience issues where the heating element overheated, causing the circuit board to burn out and become inoperative, melting the rain sensor casing. The control module also had problems, such as relays with unstable highfrequency contacts, leading to spark deposition on the contact surfaces. This caused the actuator to fail in moving the lid. ,,, 0(7+2'2/2*<1. INNOVATIVE MEASURESBefore innovative measures were taken, severalshort-term fixes were taken to keep the instrument operational at a minimal level. First, increasing the frequency of routine preventive maintenance visits to each location twice a year. Next, refurbishment and maintainance all components regularly, using parts salvaged from previous instruments. Regularly refurbished components included the linear actuator, mechanical relays, and heating elements on sensors. After that, specific electrical and mechanical parts purchased in bulk that year using the so-called \"Barang Guna Habis\" budget. Spare parts were carefully distributed and used to ensure stock levels were not exceeded. Furthermore, several instruments at different stations were officially taken out of operation for significant durations depending on spare part availability. These non-operational instruments were used as spare part sources for the operational ones. Due to the frequent breakdown of the APS instrument, a long-term solution had to be taken into account. Therefore, this project is developing a new control module system using current Industrial Revolution 4.0 technologies such as the Internet of Things (IoT) and additive manufacturing (3D prototyping) without removing its usual mechanism. Figure 3: Overheated heating element burnt the circuit board.Figure 2: Overheated heating element on the rain sensor..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7166
1.1 Hardware Design As for IoT, this project is using a microcontroller named Nodemcu ESP8266. The microcontroller is controlled using a programming language in Arduino Software. The existing APS used a 555 timer IC to control the mechanism, but by using this microcontroller, we, as users, could control the system according to our own ideas.In Figure 5, the Arduino Software is used to program the microcontroller board. By using the code, the APS operated the exact same mechanism as before. The reason this project uses Nodemcu, compared to other Arduino modules, is that the microcontroller board was equipped with an onboard WiFi module, and its processing speed was up to 80MHz, which is sufficient to operate the APS system. The frameís position, in Figure 6, of the APS System is controlled based on the bucketís height. Thus, limit switches are used to cut off the circuit when the frame reached the top of the bucket. The limit switches functioned to control the frame's position. Otherwise, the actuator would be continuously moving, potentially breaking and cracking the frame. Figure 5: (Top) The Microcontroller use is Nodemcu. (Bottom) Arduino IDE is the software to upload programming to microcontroller.Figure 4: Mechanism Flowchart between software and hardware..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7167
The additive manufacturing process is applied to minimize the cost of buying spare parts that can be 3D printed. There are several options of materials for 3D printing. Different material constitute different pricing range and durability, however, the higher the quality of material, the longer time taken to print one design. Table 1: Price for different materials. Properties PTFE PETG ASA Price RM 500.00 RM 20.00 RM30.00 Now there are bigger differences in price for each individual set of holders. This will in turn be economical for our division to save the budget for the next 5 to 10 years to allocate the budget for other usages. Plus, due to the high yield strength value of the material, we will be able to use it longer than it should be. The need to have a 3D printer such as Bambu Lab, Ender 3, Prusa and others, we would be able to print this holder or other parts anyhow, for such a affordable price. The startup cost maybe high but it is just a one-time purchase that last longer than expected. The current technology used in 3D printer products allows the additive manufacturing to be done in such short amount of time. Below is in comparison of time taken to print 4 units of holder with different brands of 3D printer. Table 2: Printers with its time of printing of the same design. This will allow us to manufacture the parts or any parts on that matter, on our own without having to buy the parts. Just a tiny bit knowledge of CAD drawing will have the user print whatever design they desired. This will in turn increase the efficiency of our division in being economical and adaptation to current use of technology. 1.2 Software Development The way Arduino code worked was that the commands ran line by line. However, the requirement was that when the rain hit the sensor, the relay was turned on, and simultaneously, the LCD displayed ìThe rain is starting.î The servo motor was also activated to act as the wiper for the sensor. The timer function acted as a stopwatch, ensuring tasks were executed according to the setup timer. The newly made control module was able to control a servo motor (wiper), rain sensor detection, two units of a 12VDC relay module, and the LCD. 1.3 System Integration In the above figures, shows the integration of the hardware and the software design. The software development was shown in Figure 7 where the microcontroller is designated to its respective pins to carry out specific function according to the program uploaded. The additive manufacturing is seen in figure 7 (below) where the circuit board is designed and attached to 3D Printed creative and innovative design and the power supply are given a holder to avoid any electric shock to the users. Printers Bambu Lab P1P Ender 3 S1 Pro Ender 3 Time Taken 25 minutes 1 hour 1.5 hours Figure 6: The limit switch position(orange) and the frame(red).Figure 7: (Top) Microcontroller with respective pins according to software. (Below) The 3D prototyping desing intergrating with circuit boards and power supply unit..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7168
9 5(68/76 ',6&866,2161. DEPLOYMENTS & INSTALLATIONSTable 3: Selected locations that might have issues with environment. %LO 6WDWLRQ 5HDVRQCameron Highlands Station, Pahang High Humidity between 70% to 90% [11] that might affect electronics and sensors due to condensation. Sitiawan Station, Perak Near the coastal area of Selat Melaka and electronics and sensors effects, in terms of rusting rate and other factors that might fail, when South West Monsoon and inter monsoon season. Mersing Station, Johor Near the coastal area of South China Sea and electronics and sensors effects, in terms of rusting rate and other factors that might fail, when North East Monsoon and inter monsoon season. Bayan Lepas Station, Penang Effects on urban area of Penang. Kuala Terengganu Station, Terengganu Near the coastal area of South China Sea and electronics and sensors effects, in terms of rusting rate and other factors that might fail, when North East Monsoon and inter monsoon season. Chuping Station, Perlis Itís one of the hottest place ever recorded in Malaysia [12]. We want to check the durability of 3D printed designs and electronics due to extreme weather. The installation and deployment are done as early as of May 2024 and after the permission of JPT. All of the maintenance trip is done to fulfill the needs to ensure that the acid precipitation sampler operates accordingly, based on WMO GAW No. 160 [13], QA/QC Guidebook for Acid Deposition Monitoring Network in East Asia 2016 [14], and Technical Manual for Wet Deposition Monitoring in East Asia 2010 [15]. This project should be deployed at specific locations. The reason was the project had to be tested based on 3D printed materials for its durability to extreme weather and high humidity and to test the electronics componentís durability towards salt water. The Table 3 showed a simplified version of locations that are higher risk of failure. Figure 8: Maps of ELCAPSIoT that already deployed and installed across Peninsular Malaysia. .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7169
Table 5: Comparison of events of Operational Disruption at different sites in 6 months period.Table 4 shown the recorded operational disruption before installing of ELCAPSIoT and after installing ELCAPSIoT at different sites within 6 months period. During existing APS, the division received frequent complaints and phone calls from users at sites, 6 months prior installing ELCAPSIoT. After ELCAPSIoT is installed and feedbacks from users were collected after 6 months of its operation. There are several sites that has few operational disruption events. The event that occurred are generally considered minor, such as linear actuator not operating, power supply malfunction, disconnected wires, sensor not detecting rain events. Those malfunctions are easily resolved with guidance and reduce downtime duration and reduce operational disruption. Thus, with those reductions at sites, with minor error, it is an acceptable value that comply with standards and guidelines. 2. COST REDUCTIONThe projectís target was to compare the cost between APS TISCH and ELCAPSIOT, ELCAPSIOT definitely shown far lower cost than in APS TISCH. The percentage of cost reduction using ELCAPSIoT is 78.63% and it is a significant value to be reliable and sustainable. This is due to the implementation of new components that cost less than previous components. Plus, the components needed a circuit board and enclosure to store the control module properly and looking compact. Thus, the enclosure uses 3D printing device to fabricate the enclosure without having to make it by using heavy machineries and sheet metal. Initially, buying the 3D printer is expensive and it is one time purchase only but it is a long-term investment. Once the ELCAPSIoT is deployed at the chosen stations, the chief station was brief and asked to give feedback and reporting if there are any abnormalities happen to the ELCAPSIoT. Notabaly, since the old APS started working, majority of the 24 stations that has APS, do not have any recorded logbook to report any failure or maintenance work on the existing APS. Most of the reporting of failure, will be informed via official Whatsapp Group called Ranger Alam Sekitar. This group discusses on sampling matter and any failure of any instruments. Therefore, for this ELCAPSIoT, this project has prepared a digitalized platform of logbook, that was Google Form, and it is automatically updated on the excel form we prepared. Easier for us to track any record of failures that happened, digitally and in support of current governmentís policy on digitalization. 3. COUNTERMEASUREMENTS FALSE TRIGGERING FROM THE LINEARACTUATOR First is the False triggering problem and managed to replicate the problem. Although sensor was not attached to circuit board, it still gave off false trigger. It was found that the motor was giving off the false trigger. The linear actuator could have a number of higher electrical noises. Based on the theoretical findings using Step Response and Bode Plot, it was discovered that by adding capacitor, the noise seems to be reduced. Table 4: Cost reduction between existing APS and ELCAPSIOTFigure 9: Comparison of events of operational disruption before and after installing ELCAPSIoT at sites..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7170
USE ANALOG VALUE THAN DIGITALVALUE FOR RAIN SENSOR As for this matter, before this project used the rain sensor to give out digital value but the range is lower than analog value. Analog value gives the sensor a wider range of values, since rain sensor gave out resistance values. Arduino gives off analog values from 0 to 1024 and gives us a broad range of values to further improve rain detection. INCREASE SENSOR AREAThe sensor area was limited to flat small plate that has an area of mm2. Thus, by increasing thearea and placing 2 plates at once, increases the area to 4320 mm2. 4. FUTURE ENDEAVOURS4.1 INTERNATIONAL INTRODUCTION This project had the opportunity to be presented and introduced as ELCAPSIoT to the EANET Awareness Workshop 2024. This project also acknowledged the Coordinator of the Secretariat for the EANET about the development of the ELCAPSIoT. The possible collaboration with EANET in the future for increasing acid deposition network is very high. RENEWABLE ENERGYThe ELCAPSIoT ran on purely 12VDC and it allows ELCAPSIoT to discover the potential of using Renewable energy, powering up the system. This was to ensure that this project is on par with current governmentís policy, National Energy Transformation Roadmap (NETR) on applying renewable energy in a system. ELCAPSIoT might be able to utilize solar energy, wind energy (Vertical Axis Wind Turbine or VAWT), and water turbine. These options were still under discussion and yet to be approved later in 2025. 4.3 LEADERSHIP OPPORTUNITIES AND CAPACITY BUILDING The ELCAPSIoT project is one of milestones project that enabled individual to show any leadership skills and engineering skills. The usage of Arduino opened up opportunities, to learn and enhance knowledge in coding and programming for other applications. Prior to this project, every individual involved in this project are given basic class on Arduino programming. This project helped the project utilized the AI platform such as ChatGPT to assist in finding corrections. As for 3D prints, this project has shown the software of printing the materials using various types of printers. This project also taught about the software used to slice the 3D design and the functionality of each button. The slicer software was called Bambu Studio. VI. CONCLUSIONIn conclusion, the project was successfully deployed at sites and managed to reduce cost of the system and reduce operational failure of the system in comparison with the existing APS. By taking into account engineering problem solving techniques, it has lifted the project to another level and benefitted other parties as well. In order to fulfill this project, thorough and detailed discussion and ideas with the team, but required team effort. The objectives of this project were reducing cost, usage of current technology and reduced downtime of the sampler, definitely meet the target of the EANET Standards and WMO GAW No. 160 Standards. The usage of current technology opens wider possibility of new knowledge and engineering practices, such as 3D Prototyping Machine and Programming Microcontroller. Nevertheless, low-cost sensors enable this project to use renewable energy such as solar energy, wind energy and water turbine. For future planning purposes, the ELCAPSIoT will venture another usage besides utilizing as precipitation sampler. References[1] T. Ohizumi, Acid Deposition Monitoring Network in East Asia (EANET), Springer, Singapore: Akimoto, H., Tanimoto, H. (eds) Handbook of Air Quality and Climate Change. , 2023.[2] H. S. &. H. S. Tsumugu Totsuka, \"Major activities of acid deposition monitoring network in East Asia (EANET) and related studies,\" in Plant Responses to Air Pollution and Global Change, Springer, Tokyo, 2005.[3] S. S. Masood, S. Saied, A. Siddique, S. Mohiuddin, M. M. Hussain, M. K. Khan and H. A. and Khwaja, \"Study of chemical composition in wet atmospheric precipitation in Karachi, Pakistan,,\" Recent Figure 10: Sensor area is increased by adding another sensor plate..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7171
Advances in Geo-Environmental Engineering, Geomechanics and Geotechnics, and Geohazards: Proceedings of the 1st Springer Conference of the Arabian Journal of Geosciences (CAJG-1), p. pp. 75ñ78., 2019. [4] J. H. S. a. S. N. Pandis, Atmospheric Chemistry andPhysics: From Air Pollution to Climate Change,New York, NY, USA: John Wiley & Sons, Inc.,1998.[5] S. C. a. N. Chunsuk, \"Comparison of wet-only and bulk deposition at Chiang Mai (Thailand) based on rainwater chemical composition,\" Atmospheric Environment, vol. 42, no. 22, p. 5511ñ5518, 2008.[6] G. M. Lovett, \"Atmospheric deposition of nutrientsand pollutants in North America: an ecological perspective,\" Ecological Applications, EcologicalSociety of America, vol. 4, no. 4, p. 1994, 1994.[7] B. Hoffmann, \"Air Pollution in Cities: Urban and Transport Planning Determinants and Health in Cities,\" in Integrating Human Health into Urban and Transport Planning, Cham, Switzerland, Springer International Publishing, 2018, p. 425ñ441.[8] M. M. D. (METMalaysia), \"Acid Deposition,\" [Online]. Available:https://www.met.gov.my/en/pendidikan/mendapan-asid/. [Accessed April 2025].[9] E. P. a. K. Morris, \"Wet Deposition Monitoring Protocol,\" Air Resources Division, National Park Service, U.S. Department of the Interior, Washington, D.C., 2005.[10] R. S. ,. L. A. P. S. Ma. Alejandra Fonseca!Salazar, \"Chemical Composition of Wet Atmospheric Deposition in a Natural Urban Reserve, Conservation of Green Urban Areas: a Mexico City Case Study,\" Water, Air, & Soil Pollution, vol. 234,p. 514, 2023.[11] M. M. Y. M. R. M. K. Mohd Azhar Mohd Salleh, \"Understanding Public Intentions to Participate in Protection Initiatives for Forested Watershed Areas Using the Theory of Planned Behavior: A Case Study of Cameron Highlands in Pahang, Malaysia,\" Sustainability, vol. Vol. 13, no. No. 8, p. Article No.4399, 2021.[12] M. M. Department, \"Laporan Tahunan 2020,\" Jabatan Meteorologi Malaysia, Petaling Jaya, Selangor, 2020.[13] W. M. O. (WMO), \"Manual for the GAW Precipitation Chemistry Programme: Guidelines, Data Quality Objectives and Standard Operating Procedures,\" World Meteorological Organization, Geneva, Switzerland, 2004.[14] N. C. f. EANET, Quality Assurance/Quality Control (QA/QC) Guidebook for Acid DepositionMonitoring Network in East Asia, Niigata, Japan:Network Center for EANET, 2016.[15] N. C. f. EANET, \"Technical Manual for Wet Deposition Monitoring in East Asia,\" Network Center for EANET, Niigata, Japan, 2010..219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7172
Integration of 5G Technology in TVET Education: Opportunities, Challenges, and Implementation StrategiesNur ë Atika binti KomaírudinPROTON Advanced Automotive Technology Institute,PROTON Institute (ADTEC Melaka),Department of Manpower, Ministry of Human Resource,Bandar Vendor Taboh Naning, 78000 Alor Gajah, [email protected]. Faizal bin MastorFaculty of Data Science and Information Technology,INTI International University Nilai,Persiaran Perdana BBN, Putra Nilai, Negeri [email protected]²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eywordsó TVET. 5G, IR 4.0, Challenges, AR, VR, IoT, AI I. INTRODUCTION5G is a next-generation wireless technology that has emerged as a result of the rapid advancement of mobile communication technology with ultra-low latency, much faster data transmission speeds, and the ability to connect more devices at once than its predecessors [1]. In addition to transforming the telecommunications industry, this technology has a significant impact on a number of other domains, such as business, healthcare, agriculture, and education. Globally, industrialised countries like China, Germany, South Korea, and the United Kingdom have stepped up their attempts to incorporate 5G technology into their social and industrial ecosystems, hastening the process of complete digital transformation. This development emphasizes how urgently educational institutions must embrace this technology strategically, especially those in the Technical and Vocational Education and Training (TVET) sector [2].In order to maintain economic growth in the Fourth Industrial Revolution (IR 4.0) period, TVET is vital in developing a competent and semi-skilled workforce. TVET is emphasized in the 12th Malaysian Plan (2021ñ2025) as a key factor in both economic expansion and human capital development [3]. There is a growing need in the industry for workers who are knowledgeable about new technologies like automation, artificial intelligence (AI), the Internet of Things (IoT), and now 5G. To ensure that its graduates are competitive and able to fulfil the needs of an increasingly complicated labour market, TVET institutions must therefore not only connect their curricula with current technology developments but also speed the integration of digital aspects [4].Given this, it is becoming increasingly clear how urgent it is for TVET to embrace cutting-edge technology like 5G. Opportunities for more dynamic, student-centered, and industry-oriented learning methodologies are presented by the incorporation of 5G in TVET education [5]. Real-time simulation for hands-on training, virtual reality remote learning, and performance tracking via real-time data analytics are some possible uses of 5G in TVET. For technological integration inhigher education to be successful, lecturers must be well-versed in digital literacy [5, 6, 26].The purpose of this study is to comprehend and describe how 5G technology might improve technical and vocational education and training (TVET) in Malaysia. The main goal is to determine how 5G applications might improve technical teaching and learning methods, especially with regard to increase the effectiveness of hands-on training, broadening educational opportunities, and boosting the calibre of students' educational experiences. The study also aims to identify potential obstacles that can occur during the adoption of 5G technology and to evaluate the opportunities that come with its integration into TVET institutions. The study also intends to provide practical and efficient implementation techniques to guarantee the successful adoption of 5G technology by obtaining a thorough grasp of these potential and difficulties. This will therefore help the country achieve its objective of developing a workforce that is highly qualified, creative, and competitive worldwide. In order to improve the nation's technical and vocational education system, this study is to .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7173
investigate the possible uses of 5G in TVET education, assess the advantages and disadvantages of its deployment, and suggest pertinent tactics.II. LITERATURE REVIEW AND METHODOLOGYSince its worldwide rollout in 2019ñ2020, 5G technology has become a major force behind innovation in digital education. With latency as low as 1 millisecond and data transfer rates exceeding 1 Gbps, 5G creates new possibilities for real-time video-based learning. 5G speeds up virtual reality and interactive learning at technical colleges, claims [7]. Advanced technologies like IoT, virtual reality (VR),augmented reality (AR), and AI are starting to be used in TVET to improve the educational experience for students [8]. More than 70% of educational institutions in developed nations intend to incorporate 5G into their operations by 2025, especially in the technical and vocational education sector, according to a report produced by GSMA Intelligence in 2022 [9].A qualitative methodology based on document analysis techniques was used to carry out this investigation. In order to gather data, a literature review was conducted, which involved examining journal articles, research papers, policy documents, and case studies about the use of 5G technology in technical education and training both internationally and in Malaysia. Additionally, industry studies and worldwide trends on the incorporation of new technologies in the TVET sector were cited in this study.A comparative analysis method was used to assess best practices from nations like South Korea, Germany, China, the United Kingdom, and Malaysia that have integrated 5G technology into their educational institutions. Technology implementation, its ability to improve the calibre of technical education, and the obstacles and success factors faced were among the topics covered. Opportunities and challenges pertinent to the Malaysian TVET education context were found by the study based on the results of this investigation. The study ended with a number of useful and successful implementation techniques to help TVET colleges incorporate 5G technology into their systems of instruction and learning.III. CASE STUDYA. Case Study 1: South Korea in TVET EducationSouth Korea is a global leader in the use of cutting-edgetechnology in vocational training and also one of the earliest nations to set up \"Smart TVET Centres\" with 5G connectivity. Advanced VR tools created especially for educating technicians in the automotive and renewable energy industries are integrated into these centres. By using immersive simulations, training efficacy is maintained while reliance on physical resources is decreased and learners are able to acquire practical skills in a secure setting [10].Additionally, the incorporation of 5G technology facilitates smooth, instantaneous interactions in workshops that use ARand VR. In addition to increasing engagement, this promotes more adaptable and responsive learning environments. Students can collaborate online, receive instant feedback, and practice repeatedly until they master the concept. Therefore, the education model in South Korea shows how immersive technology and high-speed networks may transform vocational training by making it more efficient, accessible, and in line with the demands of the future industry [11].Improved skill learning and greater student engagement are clear indicators of these projects efficacy. Strong industryacademia cooperation, sophisticated technology infrastructure, and strong government support are all essential for success. Problems still exist, though, like the expensive price of VR gear and the requirement for specific technical assistance [12].B. Case study 2: Germany in TVET EducationGermany has adopted 5G technology in vocationaleducation as part of its larger \"Industries 4.0\" plan, which seeks to use digital innovation to revolutionize technical training and production. 5G has been incorporated into training environments by top TVET institutions like the Fraunhofer Institute, especially in fields like robotics and factory automation. These institutions employ cutting-edge virtual reality (VR) and augmented reality (AR) simulations, toeducate students how to handle CNC machines and industrial systems with confidence and accuracy, [13].High-speed 5G-enabled smart labs allow for interactive, real-time training sessions that closely resemble real-world industrial environments. By eliminating the requirement for costly physical equipment, this arrangement improves the calibre of experiential learning. Simulations that are repetitive, risk-free, and flexible enough to accommodate varying learning speeds are beneficial to trainees [14]. A major focus on digital transformation and significant government investment are important success factors.However, obstacles like high upfront expenditures, cybersecurity threats, and stakeholder opposition to change have been noted. Germany's commitment to creating a highly skilled, future-ready workforce that can meet the demands of the IR 4.0 is shown in its overall acceptance of 5G in TVET [13].C. Case Study 3: China in TVET EducationChina is leading the way in the digital transformation ofTechnical and Vocational Education and Training (TVET) with its impressive advancements in integrating 5G technology intoits system. In 2021, the nation opened more than 100 \"5G+ Smart Education Labs\" in different areas. Students can participate in realistic, hands-on VR simulations in these labs, which function as sophisticated training environments. Students are exposed to real-world situations in disciplines like electrical engineering, construction, and even surgery, skills that are essential in today's workforce [15, 25].Furthermore, by incorporating 5G connectivity into its national TVET e-learning platform, China has made a significant advancement. This development guarantees greater access to high-quality education regardless of location by greatly enhancing the distribution of interactive, real-time training information. Students can engage in immersive learning experiences more successfully with lower latency and faster data delivery [16, 17]. .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7174
Strong government funding and well-thought-out laws supporting innovation and education are key success factors. There are still issues, though, like the requirement to create instructional materials that make the most of these technologies and to successfully modify curricula [18, 19]. China's extensive 5G rollout in TVET demonstrates its dedication to developing a workforce with the necessary skills for emerging industries.D. Case Study 4: United Kingdom in TVET EducationThe UK has started a progressive project called the \"5GTestbed for TVET (University of Surrey, Kingís College London and the University of Bristol)\" pilot program to investigate how 5G might change vocational education [20]. In the fields of engineering and information technology, which depend on fast, low-latency connectivity for remote collaboration, simulations, and real-time feedback, this project aims to improve training. Through the integration of 5G into training environments, the UK hopes to assess how enhanced connectivity might enhance technical content delivery and facilitate more responsive, interactive learning environments [20].With the help of this testbed, vocational schools are experimenting with novel approaches to provide practical instruction utilising cutting-edge technology including cloudbased platforms, AR, and VR. In addition to evaluating 5G's viability in the classroom, the project collects important data on how it affects student performance and skill development. Because of its proactive strategy, the UK is positioned as a leader in the transformation of next-generation TVET [20]. The program has shown promise in terms of enhanced connection and assistance for distance learning. Collaboration with industry partners and government support are key success factors. However, there are still obstacles to overcome, such asguaranteeing fair access to 5G technology and resolving data security issues [20].E. Case Study 5: Malaysia in TVET EducationMalaysia is aggressively incorporating cutting-edgetechnology, such as 5G, into its Technical and Vocational Education and Training (TVET) system to improve the quality of technical education [1]. To give professionals the skills, theyneed to use 5G in smart manufacturing settings. Organizationslike the Penang Skills Development Centre (PSDC) have launched specialized courses like the \"Certified 5G for Manufacturing\" course. These programs are in line with the national goal of developing a workforce that is prepared for the future and skilled in IR 4.0 capabilities [21].Graduates' increased employability is proof of the efficacy of these technology applications. PSDC reports a high employment rate among its trainees because of its collaborations with top firms and industry-aligned curriculum.In a similar vein, Malaysia's Ministry of Human Resources' PROTON Institute (ADTEC Melaka), a TVET institution, has been outfitted with classrooms and labs that support 5G. The modernization program for the 5G telecommunications workshop is a component of the institution's endeavor toimprove training facilities and guarantee that TVET graduates stay relevant in the face of Malaysia's rapid advancements in 5G technology [22]. Additionally, Malaysian polytechnics have embraced Work-Based Learning (WBL) frameworks, combining academic knowledge with real-world skills via partnerships with regional IT companies. By using these strategies, students are guaranteed to be adequately equipped to meet the changing needs of the job market [1].Even with these developments, problems still exist. Disparities in infrastructure between urban and rural areas, insufficient funding, fragmented governance structures, and a lack of industry engagement are some of the main problems.Educators also require ongoing professional development, to effectively offer technology-integrated courses [23, 24]. Government organizations, academic institutions, and industry players must work together to address these issues to promote the fair and efficient adoption of technology advancements in TVET throughout Malaysia [23].IV. FINDINGA. OpportunitiesThere are numerous new potential to improve the calibre ofinstruction and learning when 5G technology is included into Technical and Vocational Education and Training, or TVET. Students can experience real-world industrial simulations in a secure and engaging virtual environment thanks to 5G's ultrafast internet rates and low latency, which make it possible to use VR and AR applications in hands-on teaching. Furthermore, 5G facilitates excellent real-time distant learning, giving students in remote locations access to a wider variety of technical education materials. Through intelligent machinery and equipment, 5G-powered Internet of Things (IoT) apps may also be able to track and evaluate student performance in real time. Additionally, this technology enables the creation of virtual labs that cut costs and minimize safety hazards for students doing technical instruction and experiments. All of these chances immediately improve student involvement, support experiential learning, and result in TVET graduates who are more equipped to handle demands from the industry in the future.B. ChallengesEven though 5G technology has a lot of potential, there areobstacles to overcome before it can be used in TVET education. The high cost of infrastructure investment, which includes building 5G networks, buying new compatible equipment, and setting up facilities for technical support is one of the primary challenges. In order for teachers to become proficient andincorporate with this new technology into their lessons, they must also undergo retraining. Since the deployment of 5G entails the extensive transmission and storage of data, data security and privacy issues also surface. The success of implementation may also be impacted by the scarcity of 5Gcapable devices and the digital divide between urban and rural areas. In order to overcome these obstacles and guarantee that the advantages of 5G technology may be fully realized in TVET education, a well-thought-out implementation strategy is necessary.V. DISCUSSIONSignificant adjustments must be made to the way technical and vocational education and training (TVET) is approached in .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7175
light of the development of 5G technology. The advent of 5G in the TVET environment calls for a thorough overhaul of infrastructure, pedagogy, and teacher competency in addition to the introduction of new technologies. Big data learning, AR,and virtual simulation-based teaching strategies are becoming more and more popular and need to be integrated into the current curriculum. This conversation emphasizes how TVET universities must move away from old methodologies and towards interactive, student-centered teaching strategies backed by real-time technologies made possible by 5G.Furthermore, educational institutions cannot be the only ones implementing 5G in TVET education. It calls for strategic cooperation between a number of stakeholders, including the government, business sectors, tech firms, and the academic community. Particularly, the industry sector needs to actively assist TVET institutions in comprehending the actual demands of the labour market and in offering assistance in the form of technology, knowledge, and possibilities for industrial training. Another crucial factor is the proficiency of teachers; training for ongoing professional development and empowerment are necessary to guarantee that they can use technology in the classroom.Additionally, while talking about integrating 5G, equity and inclusivity must be given top priority. The advantages of modern technology shouldn't be denied to students from lowincome or rural homes. In order to guarantee that all children, regardless of background, receive high-quality education, implementation methods must incorporate efforts to close the digital divide and provide complete infrastructure. Overall, this conversation highlights the need for comprehensive, inclusive, and forward-looking planning when implementing 5G in TVET to guarantee that it actually creates a workforce that is sustainable and competitive worldwide.VI. RECOMMENDATIONSA number of strategic recommendations should be taken into consideration in order to guarantee the successful integration of 5G technology in TVET education and training. First and foremost, the government is urged to offer specific financial assistance for the construction of 5G infrastructure in TVET institutions, which includes the supply of appropriate instructional materials and fast internet access. Second, in order for teachers to comprehend and become proficient with this new technology for use in the classroom, training programs and upskilling must be intensified. Third, in order to support technology transfer, industrial training, and cooperative projects centred on digital innovation, TVET institutions ought to form solid alliances with the technology sector and 5G service providers.Additionally, before new strategies are widely adopted, pilot projects pertaining to the usage of 5G in technical education should be put into place to evaluate their efficacy. Community-based strategies should also be taken into account, especially to guarantee equal access to high-quality education for pupils in underprivileged and rural areas. Finally, to guarantee that it stays relevant in light of both present and upcoming technology advancements, a comprehensive, flexible, and future-proof TVET education policy should be created.VII. CONCLUSIONIn conclusion, there is a great deal of promise for 5G technology to change TVET education in Malaysia. The teaching and learning process can be made more dynamic, effective, and impactful with the use of technologies like smart simulations, real-time learning, and Internet of Things-based monitoring. However, thorough preparation in terms of infrastructure, teacher skills, and cross-sector cooperation is necessary for successful implementation. In order to create a workforce that is competitive, ethical, and relevant in the digital age, this paper highlights the need for TVET to be ready to adapt and change in tandem with the IR 4.0. 5G can be a major driver in enabling the national TVET education system to become more intelligent, adaptable, and sustainable if it is implemented in a comprehensive and inclusive manner.ACKNOWLEDGMENTThe authors would like to thank the PROTON Institute(ADTEC Melaka), Department of Manpower, Ministry of Human Resources, for providing financing support that made this paper possible.REFERENCES[1] M. Baharuddin, Z. A. N. Rahim, M. S. 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.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7(PSRZHULQJWKH)XWXUHRI79(7WKURXJK,QQRYDWLRQRI:LUHOHVV6RIWZDUH'HILQHG1HWZRUN 6'1 :RUNVWDWLRQZuhanis Mansor1*, Mohd Raziff Abd Razak2, Muhammad Rahimee Abd Hamid2, Mohd Syahnizam Sulaiman2, Suraya Mohamad21 Advanced Telecommunication Technology Research Cluster, British Malaysian Institute, Universiti Kuala Lumpur, 2 British Malaysian Institute, Universiti Kuala Lumpur *Corresponding authorís email: [email protected]$%675$&7In supporting the national agenda of Revolutionizing Data and Innovation within TVET education, this project proposes the development of a Wireless Software-Defined Network (SDN) Workstation tailored for TVET laboratories. The initiative aims to embed cutting-edge networking technologies into TVET curricula by providing hands-on experience in wireless communication, network virtualization, and programmable networks. The Wireless SDN workstation uses highperformance routers, switches, access points, and computing resources forhardware infrastructure, while software infrastructure includes a centralized controller, operating systems, virtualization software, and simulation tools. Alpha and beta testing assess functionality. The workstation is designed to simulate real-world network environments using SDN concepts, preparing students for careers in high-growth sectors such as smart infrastructure, cloud services, and Industry 4.0 applications. This project aligns with the \"Industri Berasaskan Teknologi dan Digital\" sector under the High Growth, High Value (HGHV) strategy, offering a scalable, flexible, and industry-relevant training solution. This workstation equips TVET students with future-ready skills, enhancing their employability and contributing to the national goal of producing a competent digital workforce. Keywords: Wireless Networks, Software-Defined Networking (SDN), TVET Curriculum, Digital Education Transformation, Future Skills,QWURGXFWLRQIn the field of Technical and Vocational Education and Training (TVET), the inclusion of handson laboratory experiences is crucial for developing skilled and job-ready professionals. With the rapid advancement of technology, TVET institutions are confronted with the task of offering students practical experience with state-of-the-art technologies, especially in the field of networking. Conventional networking education often fails to meet expectations, prioritizingtheoretical knowledge rather than practical application. The TVET education transformation planhas led to an increase in the employability rate of Malaysian vocational college graduates from 97.6% in 2017 to 98.7% in 2019 [1]. 178
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7Figure 1. TVET Empowerment Agenda [1]Understanding the significance of laboratory components in improving the effectiveness of TVET education, the proposed project aims to create a Customised Wireless Software Defined Network (SDN) that is specifically designed to enhance the TVET curriculum, especially for laboratory purposes. The hands-on learning experiences in the laboratory are essential for connecting theoretical concepts with practical applications. The goal is to create a specialized laboratoryenvironment that is equipped with the latest wireless SDN infrastructure. This will allow TVET students to have immersive and interactive learning experiences. By engaging in practical experimentation and simulation exercises, students will acquire valuable insights into the operation, configuration, and management of intricate networking systems. In addition, the laboratory component of this project fosters creativity and teamwork. The main goal is to create an engaging and collaborative learning atmosphere that promotes innovation, critical thinking, and the exchange of ideas between students and instructors. By engaging in collaborative projects and group activities, students will have the opportunity to enhance their technical proficiency while also fostering important teamwork and communication skills. The lab component emphasizes hands-on learning and student-centered teaching. By providingcutting-edge technology and tools, it empowers students to own their learning and develop skills. Wireless SDN Workstation for TVET laboratory curriculum enhancement includes laboratory components, transforming networking education. TVET students need skills, confidence, and adaptability to succeed in today's digital world. It can be achieved by combining theoretical knowledge with practical application in a hands-on laboratory setting. The Wireless Software-Defined Network Workstation, designed to enhance the TVET laboratory curriculum, serves as a comprehensive platform for teaching and learning wireless network technology utilizing industry-standard equipment. Approximately 30% of the workstation's development incorporates recycled obsolete technology previously abandoned for several years. This workstation is equipped to deliver extensive knowledge not only in wireless technology but also in other transmission mediums like copper and fiber. The application of this workstation spans various telecommunications domains, encompassing wireless networks, transmission technologies, data communication, network security, and IoT. It caters to students across different academic levels, including diploma, degree, master's, and Ph.D. programs, facilitating their study and research jobs effectively. 179
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7A wireless SDN workstation is a flexible system for managing wireless network operations, comprising diverse elements such as wireless access points, switches, VoIP gateways, and routers. Mounted on a spacious circuit board, it improves network efficiency, streamlines administration, and is compatible with contemporary wireless networking setups. Based on the above-mentioned limitations of the TVET networking laboratory education, awireless SDN workstation is developed as a modular platform for managing wireless network functions, containing various components like wireless access points, switches, VoIP gateways, and routers. Housed on a large board, it enhances network performance, simplifies management, and supports modern wireless networking environments.This project embarks on the following objectives: a. Design and Specification:i. To specify the functional prerequisites of the wireless Software DefinedNetwork (SDN) prototype, encompassing the network structure,characteristics, and abilities.ii. To perform a complete examination of current SDN technologies andframeworks to guide the design process.iii. To create comprehensive technical specifications and blueprints that providedetailed information on the hardware and software components, interfaces,and integration points of the prototype.b. Development of a preliminary prototype version:i. To construct the wireless SDN prototype using predetermined specifications,networking hardware, software-defined controllers, and management tools.ii. To configure the prototype for essential networking features such as trafficcontrol, routing, virtualization, and security protocols.iii. To conduct thorough testing and validation to ensure the prototype meetsperformance, reliability, and scalability criteria for various use cases andnetwork conditions.3UHYLRXV:RUNVTechnical and Vocational Education and Training (TVET) programs have an important role in providing individuals with the necessary skills and knowledge to survive in the present rapidly changing workforce. There is an increasing acknowledgment of the significance of incorporating hands-on laboratory experiences into TVET curricula to improve learning outcomes and equip students with the necessary skills to tackle real-world problems, especially in areas like networking and information technology. The study conducted in [2] underscored the importance of practical learning experiences in TVET, highlighting their ability to enhance comprehension, memory, and practical application oftheoretical concepts. The authors emphasized the significance of laboratory settings in promoting active learning and fostering the development of problem-solving skills among students. Traditional approaches to teaching networking typically rely on theoretical lectures and 180
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7simulations, which may not adequately prepare students to navigate the complexities of real-world networking environments. This limitation has generated interest in innovative pedagogical approaches that prioritize practical, experiential learning. Software Defined Networking (SDN) is a revolutionary technology in the networking field that provides exceptional flexibility, scalability, and programmability. SDN separates the control plane from the data plane, allowing for centralized administration and flexible adjustment of network resources. The paradigm shift has significant consequences for networking education, as it offers fresh possibilities to incorporate practical experimentation and real-life application into the curriculum. Several studies have been carried out previously that investigate the significance of laboratory components in improving the efficiency of TVET education, particularly in the context of improving the curriculum for networking through the implementation of a customized wireless SDN [3]-[12]. Multiple studies have investigated the potential advantages of incorporating SDN technologies into TVET programs. The work in [13] illustrates the effectiveness of SDN-based laboratory exercises in improving students' comprehension of network architecture, routing protocols, and network security. The authors observed enhancements in students' problem solving skills and critical thinking abilities by granting them access to SDN-enabled equipment and software tools. Expanding upon this groundwork, our proposed project aims to create a customized Wireless SDNworkstation designed specifically to enhance the TVET laboratory curriculum. Our goal is to create a cutting-edge laboratory environment that includes advanced SDN-enabled networking hardware and software. This will allow students to gain practical experience that complements their theoretical knowledge. Our initiative is in line with current trends in TVET pedagogy, which prioritize experiential learning, active engagement, and industry relevance. In summary, the increasing acknowledgment of the significance of hands-on laboratory experiences in TVET specifically in networking. By utilizing cutting-edge technologies like wireless SDN, TVET institutions can improve the efficiency of their educational programs, thereby equipping students with the necessary skills for prosperous careers in the digital era. 0HWKRGRORJ\\The development and validation of the Wireless Software-Defined Networking (SDN) Workstation for TVET curriculum enhancement were executed through a structured, three phase methodology encompassing hardware implementation, software deployment, and iterative testing procedures. The methodological framework is illustrated through the systemís overall inputoutput flow (refer to Figure 2) and the experimental setup (refer to Figure 3). The approach is divided into the following phases: Phase 1: Hardware Infrastructure Implementation This initial phase focused on assembling the hardware components essential for establishing a functional Wireless SDN environment. The infrastructure includes high performance routers and switches where the selected is based on their compatibility with SDN technologies, robust processing power, substantial memory capacity, and sufficient port density to support dynamic network configurations. Enterprise-grade wireless access points ñ Integrated to ensure reliable wireless connectivity in educational and experimental environments. Dedicated computing 181
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7resources is provisioned to host the SDN controller software and related applications. The chosen hardware enables the creation of a scalable, flexible networking lab tailored for hands-on training and experimentation within the TVET curriculum context. Phase 2: Software Infrastructure Deployment In this phase, software components were installed and configured to support the SDN framework, comprising Centralized SDN controller software, Network operating systems, Virtualization and simulation tools, Configuration management tools and The software infrastructure. For the centralized SDN controller software, the facilitates centralized management of network traffic and policies. For the network operating systems, it deployed on routers, switches, and access points to enable programmability and SDN control. The virtualization and simulation tools were employed to emulate network behaviour and create virtual topologies for testing and educational purposes. The configuration management tools utilized for efficient setup, monitoring, and adjustment of network parameters across devices. Lastly, the software infrastructure supports an interactive and immersive learning environment, enabling students to engage with real-world networking scenarios. Phase 3: Alpha Testing In order to evaluate the performance and reliability of the Wireless SDN Workstation, both alpha and beta testing were conducted. For alpha testing, it is performed in a controlled internal environment utilizing selected hardware and software components to verify system functionality, detect bugs, and ensure integration compatibility. This setup provided the foundation for simulating a multi-access point wireless environment aligned with real-world deployment conditions. This phased approach ensures that the Wireless SDN Workstation is developed systematically, from component-level integration to practical usability in TVET settings. The methodology emphasizes technical robustness, instructional relevance, and iterative refinement to align with educational outcomes.Figure 2: Overall project flowchart. 182
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7Figure 3: The prototype of a wireless SDN workstation.The testbed design also included a network configuration based on the Extended Service Set (ESS), which is illustrated in Figure 4. This setup provided the foundation for simulating a multiaccess point wireless environment aligned with real-world deployment conditions. This phased approach ensures that the Wireless SDN Workstation is developed systematically, from component-level integration to practical usability in TVET settings. The methodology emphasizes technical robustness, instructional relevance, and iterative refinement to align with educational outcomes.Figure 4: Network Design Setup: Extended Service Set (ESS) 183
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(75HVXOWVDQG$QDO\\VLVThe development of the Wireless Software-Defined Networking (SDN) Workstation wascompleted in three distinct phases which includes hardware setup, software deployment, and iterative testing, as shown in Figure 5. The Wireless SDN lab environment was established using high-performance routers, switches, wireless access points, and computing units. The hardware infrastructure met specifications for processing power and memory, port density, and wireless connectivity. The software stack, including a centralized SDN controller, virtualization tools, and simulation/emulation platforms, was successfully integrated into the hardware infrastructure. Key observations included controller responsiveness, virtualization and simulation tools, and automation and management tools. Alpha testing outcomes included system stability, interoperability, and initial user feedback. The network design and ESS setup simulated a real-world wireless deployment with multiple accesspoints managed centrally. Key findings included seamless roaming and optimized resource use.The ESS setup enhanced realism in the training environment, providing a practical use case for policy-based management and mobility testing within the SDN framework. Figure 5: The prototype of the Wireless Network Workstation.&RQFOXVLRQIn alignment with the national agenda of revolutionizing data and innovation within Technical and Vocational Education and Training (TVET), this project has successfully proposed and developed a Wireless Software-Defined Network (SDN) Workstation specifically designed for TVET laboratories. The initiative integrates state-of-the-art networking technologies into educational settings, offering students practical exposure to wireless communication, network virtualization, and programmable network environments. 184
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7The workstation combines high-performance hardwareóincluding routers, switches, wireless access points, and computing resourcesówith a robust software infrastructure comprising a centralized SDN controller, network operating systems, virtualization platforms, and simulation tools. Through rigorous alpha and beta testing, the system has demonstrated its capability to replicate real-world networking conditions, thereby enabling immersive, hands-on learning experiences. This project directly supports the \"Industri Berasaskan Teknologi dan Digital\" focus under the High Growth, High Value (HGHV) strategy, providing a scalable and flexible solution that is responsive to current industry needs. By embedding such technologies within the TVET curriculum, the Wireless SDN Workstation enhances the employability of students and contributes meaningfully to the development of a competent, future-ready digital workforce for Malaysiaís evolving smart economy. 5HIHUHQFHV[1] National TVET Council (NTVET), 2020, https://www.mida.gov.my/tvet-for-sustainabletalent-development.[2] Smith, J., Jones, A., & Johnson, B. (2018). The Role of Hands-on Learning in Technical andVocational Education and Training: A Review of the Literature. Journal of VocationalEducation Research, 43(2), 127-146.[3] Al-Ali, A. R., & Abu-Naser, S. S. (2019). The Importance of Practical Education in Technicaland Vocational Education and Training (TVET) for Sustainable Development. Journal ofSustainability Science and Management, 14(2), 104-120.[4] Burgess, T. F., & Rusman, E. (2018). Reimagining Technical and Vocational Education andTraining for the 21st Century: Trends, Challenges, and Possibilities. International Journal ofTraining Research, 16(3), 187-194.[5] Cisco Networking Academy. (2019). Cisco Networking Academy: Bridging the Skills Gapwith Hands-On Learning. Retrieved from https://www.netacad.com/about-networkingacademy.[6] Colley, H., Hodkinson, P., & Malcolm, J. (2003). Informality and Formality in Learning: AReport for the Learning and Skills Research Centre. London: Learning and Skills ResearchCentre.[7] European Training Foundation. (2017). Handbook on Practical Learning Approaches inTVET. Luxembourg: Publications Office of the European Union.[8] Ford, D., & Kennedy, D. (2019). Employability Skills Development in Work-IntegratedTVET: A Critical Review. Journal of Vocational Education & Training, 71(3), 301-323.[9] Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal ofTechnology Education, 7(1), 22-30.[10] Jensen, L. A., Arnett, J. J., & Feldman, S. S. (2002). Caution: Learning in Progress: TheInterrelation of Context, Identity, and Learning during College. Research in HigherEducation, 43(6), 615-641.185
.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7[11] Keengwe, J., & Onchwari, G. (2009). Technology and Early Childhood Education: ATechnology Integration Professional Development Model for Practicing Teachers. EarlyChildhood Education Journal, 37(3), 209-218.[12] OECD. (2010). Learning for Jobs: OECD Reviews of Vocational Education and Training -Switzerland. Paris: OECD Publishing.[13] Zhang, L., Wang, H., & Chen, G. (2019). Enhancing Networking Education through SoftwareDefined Networking: A Case Study in Technical and Vocational Education. InternationalJournal of Engineering Education, 35(3), 977-989.186
Repositioning JPK Accredited Programmes for the Technology and Digital-Based Industry: Strengthening Relevance to Improve Employability and Sustain FundingRaihan Tahir Persekutuan Pusat Bertauliah JPK Malaysia (FeMAC)Kuala Lumpur, [email protected] ; [email protected]²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¶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¶V WDOHQWSLSHOLQH IRUWKH WHFKQRORJ\\DQGGLJLWDOEDVHGLQGXVWU\\Keywordsó TVET institutions; FeMAC; NOSS agility; Graduate employability; Funding sustainability; Curriculum relevance; Programme reviewI. INTRODUCTION The evolution of TVET in Malaysia has shown consistent strategic importance, deeply rooted in the long-term national development planning. From the earliest Malaysia Plans, the nation has prioritised science, engineering, and technology as focal areas for skill development to drive economic growth. This strategic focus led to the progressive expansion of TVET institutions to meet the growing demand for skilled workers across sectors such as manufacturing, automotive, oil and gas, agriculture, and services. As these sectors integrated more advanced technologies, the importance of a highly skilled and adaptable workforce became increasingly evident. Today, the global digitalisation wave and the rise of Industry 4.0 are reshaping the future of work has replaced predictable tasks, while new technologies have redefined occupational profiles, requiring competencies that go beyond traditional TVET training [7] [12]. By 2030, it is projected that one-third of routine tasks and up to 60% of existing jobs could be automated [10]. In this context, Malaysiaís New Industrial Master Plan (NIMP) 2030 outlines a national imperative to boost economic complexity, strengthen innovation capacity, and develop talent for High Growth High Value (HGHV) sectors such as technology and digital, high-tech manufacturing, clean and renewable energy, life sciences and healthcare, aerospace and defence, creative industries and digital content as well as future food and smart agriculture.However, many JPK-accredited programmes face structural challenges, that hinder their responsiveness to these sectoral shifts. Graduates often find themselves employed outside their field of qualification [9], which not only limits their income potential and career development but also reflects poorly on the institutional value proposition. These issues also erode confidence among funders, who must make strategic decisions about resource allocation and increasingly seek demonstrable returns on investment in skills development. This paper addresses the urgent need to relook into JPK-accredited TVET .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7187
programmes under the custodian of JPK and repositioning themto enhance their relevance, agility, and alignment with Malaysiaís industrial transformation initiatives, particularly in preparing talent for the digital and technology-based economy.The demand for industry-aligned competencies among Malaysian TVET graduates is well-documented. [2]highlighted that industry stakeholders view employability skills, particularly communication, teamwork, and technological literacy, as crucial for graduate success in modern workplaces. This aligns with the goals of repositioning TVET programmes to strengthen graduate readiness in technologydriven sectors. Reference [6] further stressed the critical nature of digital proficiency, noting significant gaps between industry expectations and graduate preparedness, particularly in data analysis, cybersecurity, and automation. His findings support the call for increased emphasis on digital literacy and occupational outcome-driven curriculum design. Many graduates face challenges in achieving employability despite holding technical certifications, citing the need for institutions to go beyond technical skills and integrate soft and hybrid skill development into TVET delivery [11]. Complementing these individual studies, [9] emphasized that effective TVET design correlates directly with improved wage outcomes and loan repayment capabilities, particularly when programmes are relevant to high-growth economic sectors.These findings collectively support the repositioning of JPK-accredited programmes to ensure alignment with HGHVsectors prioritised in Malaysiaís national development agenda.II. OBJECTIVESGraduates from programmes that continue to operate despite the effects of megatrends often struggle to secure employment aligned with their qualifications and are compelled to accept roles outside their trained fields. Disconnected training content from evolving industry needs not only hinder career progression but also contribute to lower income levels, making it difficult for graduates to sustain a decent livelihood and repay education-related loans such as those provided by PTPK. These conditions may raise public concerns about the perceived value of TVET qualifications and weaken the confidence of key stakeholders in the system. In response, this paper aims to develop actionable recommendations for enhancing the relevance and adaptability of JPK-accredited TVET programmes, with the goal of improving graduate employability and reinforcing stakeholder confidence in skills development.III. METHODOLOGYThis study adopts a qualitative approach to examine the relevance, adaptability, and responsiveness of JPK-accredited programmes in the context of Malaysiaís evolving industrial landscape, with particular attention to digitalisation, Industry 4.0, and the workforce development goals outlined in NIMP 2030. Three main data collection methods were employed: 1) a document-based review of selected JPK-accredited programmes and related NOSS to assess content relevance and skills alignment; 2) a focus group discussion (FGD) held on 11 December 2024 involving 11 participants from FeMAC, various industry sectors (water, agriculture, data analytics, AI), and NOSS development experts with experience in competency-based training and assessment. Participants were divided into four thematic groups to discuss challenges and propose actions related to programme relevance, talent readiness, funding sustainability (including tracer study linkages), and industry collaboration in human capital development. 3) A second FGD was conducted with representatives from FeMAC, JPK, and PTPK to validate the earlier findings and assess the institutional relevance and feasibility. These discussions were supplemented by stakeholder consultations and analysis of tracer study data to evaluate graduate employment alignment and income sustainability. A thematic analysis approach was applied to interpret findings, ensuring triangulation across sources and grounding recommendations in both stakeholder input and national development priorities.IV. FINDINGSA. Relevance of Programme to Industry NeedsJPK-accredited institutions maintain their relevance bysystematically identifying competencies directly linked to market demands, making reasonable adjustment to the programme and aligning them precisely with the competencies detailed in the NOSS. Technical Advisory Committees (TAC) continually advise institutions about technological advancements and changing industry needs, ensuring training aligns consistently with both current and emerging industry demands. TAC also actively monitors NOSS usage within industries, promptly identifying competencies that may become outdated due to lack of industry application. To enhance flexibility and responsiveness, JPK introduced NOSS Terbitan,allowing institutions to tailor certifications using a basket system approach to package multiple competencies tasked under a specific job title as a standard, derived fromincorporating the relevant CUs from various NOSS. B. NOSS Distribution by HGHV SectorAs of 2025, a total of 1,295 active NOSS titles are in useacross all levels and sectors, forming the foundation for certification and funding under JPK-accredited programmes nationwide. However, only 310 titles (24%) are aligned with Malaysiaís HGHV sectorsósuch as electrical & electronics, digital technologies, and energy transition. Within this, 17 titles (1.3%) address the Digital Economy. The remaining 985 titles (76%) are not aligned with HGHV sectors and largely represent traditional, general-purpose, vocational, or niche areas, highlighting a significant gap in modernisation and industry alignment.In 2025, the development of new NOSS saw the approval of 15 titles, reflecting emerging roles and skills demanded by the evolving economy. Examples include Cybersecurity Defence Operations, Penetration Testing, Building Information Modelling (BIM), Battery Electric Vehicle (BEV) Diagnostics & Repair. These titles align with national agendas such as NIMP 2030, which emphasises growth in sectors like digital technology, green economy, and advanced manufacturing.Simultaneously, a structured rationalisation exercise identified 97 NOSS titles are identified as obsolete. These titles were deemed outdated, underutilised, or no longer aligned with .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7188
current industry practices and technological advancements. This rationalisation reflects JPK's broader initiative to modernise TVET offerings and ensure that programme content is relevant to HGHV sector demands. In addition, 13 existing NOSS titles were reviewed and revised in 2025.C. Evolving TrendsThe review identified several prevailing trends in skills requirements across sectors impacted by technological advancement and global sustainability goals. There is a marked rise in demand for digital and technological skills, including competencies in artificial intelligence, cybersecurity, and automation, which are now essential even in traditional sectors such as agriculture and manufacturing. Green and sustainable skills, such as renewable energy management and waste reduction, are also gaining importance in alignment with Malaysiaís environmental and carbon reduction commitments.At the same time, employers increasingly seek candidates with multidisciplinary and hybrid skill sets, combining technical expertise with soft skills like communication, creativity, and problem-solving. The growing adoption of micro-credentials and modular learning reflects the need for flexible, targeted upskilling strategies that do not require full qualifications. Critically, the half-life of knowledge, the time it takes for half of the knowledge in a field to become obsolete,continues to shrink, especially in fast-evolving fields like technology and engineering. This accelerates the need for continuous learning and adaptability, reinforcing lifelong learning as a fundamental requirement in todayís dynamic labour market.D. Improving EmployabilityAlignment between training outcomes and workforceexpectations significantly impacts employability and the sustainability of funding confidence, particularly from PTPK. Funding allocations from PTPK depend critically on employment projections and prioritizing trainees' successful employment outcomes, fair remuneration, employer satisfaction, and loan repayment capabilities. Training providers and JPK collaboratively address these priorities by introducing flexible delivery models, such as selective competency units, enabling trainees to quickly acquire highdemand, job-specific skills without unnecessary resource expenditure. Furthermore, multi-skilling initiatives strategically equip trainees with versatile competencies, satisfying industry preference for fewer but more broadly skilled workers. Institutional responsiveness to industry-driven competency updates and proactive identification of outdated NOSS standards further enhances workforce alignment. Ultimately, these targeted training strategies significantly improve graduates' employability prospects, fostering robust employer confidence, stable employment outcomes, and justified investment from funding bodies like PTPK.E. Funding Confidence and ChallengesThe Skills Development Fund Corporation (PTPK) wasestablished as a strategic arm to provide financial assistance for skills training, especially for socioeconomically disadvantaged groups. Its primary role is to enable wider participation in TVET certification based on NOSS, by offering accessible and affordable skills development financing with the aim of producing a competent, industry-ready workforce to support Malaysiaís economic growth. As a key financing agency, the sustainability of PTPKís support is dependent on the return on investment of the programmes it funds. In 2024, PTPK collected RM234.81 million in repayments, achieving 78% of its annual target. This improved from RM130 million in 2023 (52.9% of that year's RM315 million target). Despite this progress, concerns remain. Only about 42% of the 380,000 borrowers had begun repayment as of mid-2023, raising concerns about graduate employability, income levels, and the practical value of the programmes offered. In line with this, a new directive issued by PTPK confirms that, beginning 1 July 2025, funding capacity allocations will be based on repayment performance. Only training institutions with repayment rates above 25% for their programmes will be eligible for future allocations.V. DISCUSSIONA. Strategic FinancingAny expansion of funding must be supported by clearoutcome indicators, graduate tracer systems, proof of employability in industries that value the credentials. Without these safeguards, both repayment performance and the longterm sustainability of the funding model are at risk. While PTPKís mandate under the National Skills Development Act 2006 (Act 652) prioritises JPK-recognised qualifications, there is a growing request to consider the financing of non-JPK programmes, particularly short-term, stackable or microcredential offerings that address emerging digital and technical skill demands. This shift signals the need for greater flexibility in financing eligibility but also highlights the importance of strong assurance mechanisms. Ultimately, funding eligibility must be guided by measurable impact, such as employment rates, wage progression, and employer recognition of qualifications. Ensuring alignment between financing, programme relevance, and employment outcomes allows JPK and PTPK to collectively shape a TVET system that is inclusive, performance-driven, impact-based and responsive to evolving labour market needs. In line with the new directive issued by PTPK on funding capacity allocations based on a minimum threshold repayment performance, represents a shift toward performance-based financing, reinforcing the need for TVET providers to prioritise graduate employability and economic value creation. TVET institutions that depend on PTPK financing must demonstrate stronger alignment between programme and employability. Programmes that are overly generalised or outdated risk diminishing both fundersí confidence and graduate success.Employment relevance remains a critical criterion for funding. Training providers are encouraged to and must be proactive, identifying minimum competency requirements that broadly cater to SMEs, and those no longer align with current industry practices or technological advancements. Additionally, to ensure relevance of the standards, JPK collaborates strategically with specialized industry bodies, even when local expertise is limited. However, proactively developing standards in alignment with national policies (e.g., National TVET .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7189
Policy, NIMP 2030) remains challenging if industry engagement or demand projections are insufficient or unclear.B. Reducing Structural RigidityFindings from the FGD sessions revealed that while NOSSserves as a solid foundation for competency-based training, its standardised development cycle and approval process often lag the pace of industry transformation. Institutions acknowledged that while they recognise the need for updates to reflect emerging technologies and cross-sectoral skills, any modification to NOSS has implications beyond curriculum,particularly on the written instructional materials, which is linked to NOSS. Updates to NOSS typically require a comprehensive realignment of delivery documents, assessments, and internal processes. This creates a natural caution among training providers, as such updates demand costs, time, resources, and careful coordination to maintain compliance.Despite the availability of competency unit packages and NOSS Terbitan alternatives, institutions expressed a need for greater autonomy in contextualising delivery strategies and instructional materials particularly to respond to fast-changing digital and occupational demands. A more dynamic and decentralised delivery model, anchored in quality assurance yet flexible in instructional approach, may help bridge the gap between intended outcomes and real-world training needs.C. Shifting Roles and Competency ProfilesBuilding on the evolving trends in occupational standardsand skills demand, the ongoing digital and green transitions are giving rise to new occupational roles such as sustainability managers, data analysts, and Internet of Things (IoT) specialists. Mature sectors, such as oil and gas, now require niche competencies in areas like data integration and environmental compliance, reflecting a significant departure from previously static job scopes. Simultaneously, existing roles are undergoing transformation, with electricians now expected to handle smart home systems, and automotive technicians needing knowledge in electric vehicle (EV) systems and battery management. These shifts signal a rise in job role specialization, supported by micro-credentials and modular learning, enabling focused upskilling in areas such as network security or cloud computing. Moreover, the industry demand for cross-functional competencies has resulted in hybrid job profiles that blend technical proficiency with business and project management skills, evident in roles like technical consultants and multi-disciplinary project leads. This transformation underscores the importance of lifelong learning and adaptability, as organizations increasingly support continuous reskilling through flexible, modular programmes. Alongside these changes, there's also a growing emphasis on workforce diversity and inclusivity, with roles being created or adapted to support differently abled individuals and encourage greater participation of women in male-dominated technical fields.D. Impact on TVETThe findings reinforce the need for a systemic transformation in the content, organisation of learning, delivery, and evaluation of JPK-accredited programmes. Currently, only 24% of active NOSS titles are aligned with HGHV sectors, and 1.3% align with the digital economy, despite its strategic importance underNIMP 2030 and Industry4WRD. This misalignment reveals that the existing TVET framework is not able to keep in pace with Malaysiaís evolving economic direction. Challenges such as rigid NOSS update cycles, a shortage of experts in emerging technologies, and outdated instructional materials further constrain the systemís responsiveness to industry demands. Without immediate and bold action, TVET programmes andinstitutions risk declining graduate employability and recedingpublic and funding agency confidence.E. Benefits to Society and IndustryAdaptive and agile TVET programmes can produce job-ready graduates with both technical expertise and hybrid skills essential for cross-functional roles. This directly supports industry productivity, reduces the skills misalignment, and enhances the ability of Malaysian companies to compete in global markets. Societally, improving employability outcomes leads to better income security, loan repayment capabilities, and upward socioeconomic mobility, especially for youth from disadvantaged backgrounds. Furthermore, industries benefit from a workforce capable of adapting to digital and green transitions.F. Integration of Existing TechnologyTVET institutions that leverage NOSS Terbitan can integrate existing technologies like cybersecurity, electric mobility, and automation into modular training frameworks. By embedding current technologies as part of the delivery models and aligning them with occupational outcomes, programmes become more responsive to real-time demands. The growing use of National Competency Standards, micro-credentials and modular upskilling also reflects a shift toward more agile, targeted, and stackable qualifications, preparing learners for evolving job scopes such as AI specialists or IoT technicians.G. Environmental Sustainability ConsiderationsAs global sustainability commitments influence job design, TVET programmes must incorporate green competencies like energy management, waste reduction, and environmental compliance. Green technology has emerged as a key sector in NIMP 2030, and embedding sustainability principles into JPK programme aligns not only with industry expectations but also with Malaysiaís carbon reduction strategies. Programmes that prepare students for sustainable practices will contribute to broader national goals while enhancing their relevance in the global labour market.VI. CONCLUSIONIn the context of repositioning JPK-accredited programmes for the technology and digital-based industry, the evolving financing criteria by PTPK pins the urgency to ensure that training content, delivery, and certification align with emerging occupational standards and real job market demand. The funding confidence of agencies like PTPK is no longer driven by compliance alone but by the demonstrated effectiveness of programmes in equipping learners with industry-valued .219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7190
competencies. Programmes must move from being curriculumcentred to being occupational-outcome-driven, reinforcing the use of national standards such as NOSS and integrating them with real-time labour market intelligence.This shift calls for TVET institutions to not only offer NOSS-based programmes to meet the minimum requirementbut ensure these standards are value added, aligned with dynamic job roles, and capable of being delivered through flexible and scalable instructional models. Programme relevance must go beyond accreditation and certification compliance. Instead, it must be driven by occupational outcomes that reflect evolving industry standards. To achieve this, a comprehensive review of the content, organisation, delivery, and evaluation of JPK programmes is essential to ensure timely alignment with industry needs. Guided by a clear strategic roadmap, aligned with HGHV sectors for technical programmes and relevant industry standards for others. These strategic efforts will help reposition JPK TVET programmes, ensuring institutional sustainability and futureproofing Malaysiaís talent pipeline for the technology and digital-based industry.REFERENCES>@ Bahagian SPKTVET. (2024, December 9). Pemakluman senarai tajuk pakej pembangunan NOSS, WIM dan Soalan Penilaian Latihan Kemahiran bagi pembangunan tahun 2025. Jabatan Pembangunan Kemahiran, Kementerian Sumber Manusia Malaysia.>@ Bassah, N. S. H. (2024). Employability skills needed for TVET graduates in Malaysia: Perspective of industry expert. TVET@Asia, Issue 20. Retrieved from https://tvet-online.asia/20/employability-skills-neededfor-tvet-graduates-in-malaysia-perspective-of-industry-expert/>@ BSPKTVET. (2025). Pengelasan NOSS Mengikut Sektor High Growth High Value (HGHV). Unpublished. Department of Skills Development (JPK), Ministry of Human Resources Malaysia.>@ Jabatan Pembangunan Kemahiran (JPK). (2025). Slide Pembentangan Kelulusan NOSS bagi Mesyuarat MPKK Bil. 2/2025 (Rev 200525). Department of Skills Development, Ministry of Human Resources Malaysia.>@ Kosmo (2025). PTPK kutip RM234 juta bayaran balik pinjaman sepanjang 2024. Published: January 20, 2025https://www.kosmo.com.my/2025/01/20/ptpk-kutip-rm234-juta-bayaranbalik-pinjaman-sepanjang-2024>@ Tee, P.K.,Wong,L.C., Dada,Morakinyo., Song,B.L., & Ng,C.P. (2023). Demand for digital skills, skill gaps, and graduate employability in Malaysia. F1000Research, 13, 389. https://doi.org/10.12688/f1000research.142787.1>@ Gren!Ìkov·, A., Kordoö, M., & Navickas, V. (2021). The impact of industry 4.0 on education contents. Business: Theory and Practice, 22(1), 29-38. http://dx.doi.org/10.3846/btp.2021.13166>fl@ Jabatan Pembangunan Kemahiran. (2025). Senarai NOSS Jumud versi MPKK Bil. 2/2025 ñ 22 Mei 2025. Kementerian Sumber Manusia Malaysia.>ffi@ Khazanah Research Institute. (2020). Unlocking the earning potential of TVET graduates. Working Paper. Retrieved from https://www.krinstitute.org/assets/contentMS/img/template/editor/WP%20TVET_FINAL.pdf>@ Manyika, J., Lund, S., Chui, M., Bughin, J., Woetzel, J., Batra, P., Ko, R. & Sanghvi, S. (2017). Jobs lost jobs gained: workforce transitions in a time of automation. New York, NY: McKinsey Global Institute.>@ Ministry of Economy Malaysia. (2025). National Economic Action Council Secretariat. Retrieved from https://ekonomi.gov.my/en/department-profile/organisation/divisionsand-unit/national-economic-action-council-secretariat>@ Spˆttl, G., Parvikam, S., & Paryono, P. (2021). Fit for Industry 4. 0 Innovative Learning and Teaching for Digitalization and Automation. Vocational Training, work and innovation-Main series, volume 61. Media GmbH & Co. KG,Bielefeld. ISBN (Print): 978-3-7639-6762-9 ISBN (EBook): 978-3-7639-6763-6 DOI: 10.3278/6004870w.219(16<(179(70$'$1,ffl5(92/86,'$7$'$1,129$6,79(7191