Purpose – Teachers’ digital competence plays an important role in technology-enhanced learning. This study explores how Project-Based Learning (PjBL) develops digital competence among EFL pre-service teachers of an Islamic university and examines their perceptions. Methodology – This qualitative case study involved 80 EFL pre-service teachers at an Islamic state university in East Java Province, Indonesia. Data was collected through observations of three microteaching sessions, document analysis, and semi-structured interviews. The data were analyzed using Yin's (2011) five-phase analytic cycle, focusing on compiling, disassembling, reassembling, interpreting, and concluding. Findings – PjBL fosters pre-service teachers’ digital competence by enabling them to design, implement, and evaluate technology-enhanced learning in authentic teaching contexts. It also develops technical digital skills, pedagogical decision-making, reflective practice, collaboration, and higher-order thinking skills. The pre-service teachers perceived the PjBL approach as increasing their confidence, motivation, and professional identity as future teachers. Novelty – While previous studies focused on general higher education contexts, this study contributes to the growing body of research on digital competence by applying the DigCompEdu framework to examine how Project-Based Learning supports pre-service teachers’ competence development in Islamic higher education. It highlights how PjBL fosters the development of key DigCompEdu dimensions. Significance – The findings provide practical insights for teacher education programs in designing technology-integrated learning and provide insights for improving technology integration strategies in culturally and faith-based higher education contexts.
Purpose – This study conducts a Systematic Literature Review (SLR) to examine how Augmented Reality (AR) contributes to student performance, with particular attention to engagement, cognitive skills, and academic achievement across different educational contexts. While interest in AR has increased, the evidence remains fragmented, and its impacts on learning outcomes require clearer synthesis. Methodology – To achieve this, we performed a comprehensive search of scholarly articles using reputable databases like Web of Science (WoS) as well as Scopus, concentrating on studies published between 2020 and 2024. The study followed the PRISMA framework. A total of 30 articles were examined, and the final primary data was assessed. Findings – The review indicates that AR consistently enhances student engagement and motivation, strengthens cognitive development and problem-solving skills, and provides interactive support for special and inclusive education. However, the impact of AR on academic achievement is mixed, with some studies showing measurable gains while others report only indirect benefits. Significance – The findings suggest that AR can enrich learning when integrated purposefully into teaching strategies, particularly in STEM and healthcare education. Nonetheless, long-term impacts remain underexplored, underscoring the need for longitudinal studies and teacher training to maximize its effectiveness. Originality/Value – This review contributes by mapping AR applications across primary, secondary, and higher education, synthesizing evidence of their effects on student performance, and clarifying conditions under which AR can be most effective for meaningful learning outcomes.
Tujuan – Kajian ini bertujuan untuk membina instrumen Ujian Diagnostik Kognitif Operasi Mudah Ungkapan Algebra (UDKOMUA) berbentuk dua-peringkat (two-tier). Matlamatnya adalah untuk mengenal pasti miskonsepsi operasi mudah (+, ‒, ×, & ÷) ungkapan algebra dalam kalangan murid tingkatan satu. Metodologi – Kajian kuantitatif ini menggunakan kaedah tinjauan. Peserta kajian melibatkan seramai 107 orang murid tingkatan satu di sebuah sekolah menengah di Pulau Pinang. Model CDA (Cognitive Diagnostic Assessment) diaplikasi dalam proses pembinaan instrumen UDKOMUA bersama dengan Item Response Theory (IRT). Instrumen UDKOMUA mengandungi 24 item aneka pilihan dua-peringkat menunjukkan kesahan kandungan yang tinggi. Data murid dikumpulkan dengan menggunakan ujian UDKOMUA yang berkaitan dengan latar belakang dan item aneka pilihan ungkapan algebra berdasarkan empat operasi mudah (+, −, ×, & ÷). Data dianalisis dengan menggunakan model Rasch, untuk menentukan kesahan dan kebolehpercayaan instrumen UDKOMUA. Dapatan – Analisis model Rasch perisian Winsteps menunjukkan instrumen UDKOMUA mempunyai 23 item (95.8%) dan 21 item (87.5%) mencapai keperluan MNSQ infit dan outfit. Varians reja terpiawai (PCA) mencatat 60.8% dan nilai polariti item (PTMEA CORR) dalam lingkungan .41 hingga .73 berjaya membezakan kemampuan antara responden. Nilai ujian-t dalam DIF (Differential Item Functioning) dalam lingkungan −1.75 hingga +1.47 menunjukkan tidak berlakunya bias dan skala kadar yang digunakan agak bagus dengan kiraan pemerhatian (observed count) paling rendah 13 pemerhatian. Indeks kebolehpercayaan responden, item dan Cronbach Alpha (KR-20) masing-masing bernilai .88, .92, dan .95 telah membuktikan instrumen UDKOMUA yang dibina mempunyai kesahan dan kebolehpercayaan. Signifikan – Instrumen UDKOMUA yang dibina dalam kajian ini dapat digunakan dan dimanfaatkan dalam kalangan guru matematik tingkatan satu. ABSTRACT Purpose – This study aims to develop a two-tier Cognitive Diagnostic Test Instrument for Basic Algebraic Expressions Operations (UDKOMUA). The purpose is to identify misconceptions related to the basic operations (+, ‒, ×, & ÷) of algebraic expressions among Form One students. Methodology – This quantitative study employed a survey method. The study involved 107 Form One students from a secondary school in Penang state. The Cognitive Diagnostic Assessment (CDA) model was applied in the development process of the UDKOMUA instrument, along with Item Response Theory (IRT). The UDKOMUA instrument consists of 24 two-tier multiple-choice items, and has demonstrated high content validity. Student data were collected using the UDKOMUA test, which included background information and multiple-choice items on algebraic expressions based on the four basic operations (+, −, ×, & ÷). Data were analysed using the Rasch model to determine the validity and reliability of the UDKOMUA instrument. Finding – Analysis using the Rasch model of Winsteps showed that 23 items (95.8%) and 21 items (87.5%) had fulfilled the requirements in MNSQ infit and outfit. The standardized residual variance (PCA) was 60.8% and the item polarity value (PTMEA CORR) was between .41 to .73, which successfully differentiated the ability of respondents. The result of t-test in DIF (Differential Item Functioning) was between −1.75 to +1.47, which means showing no bias, and the rate scale used was quite good with the lowest observed count of 13 observations. The reliability index of respondents, items, and Cronbach Alpha (KR-20) was .88, .92, and .95 respectively. This has confirmed that the UDKOMUA and the result of study are reliable and valid. Significance – The UDKOMUA instrument built in this study can be used and utilized among Form One mathematics teachers. Keywords: CDA (Cognitive Diagnostic Assessment), misconceptions, rasch, two-tier diagnostic test, algebraic expression, UDKOMUA instrument.
Purpose – Although STEM education and authentic assessment have been widely researched, the criteria for authentic assessments in Chemistry, particularly at the Malaysian pre-university level, remain underexplored. This study explores experts’ insights into the criteria for STEM-based authentic assessments in Chemistry that support student learning in the Malaysian pre-university context. Methodology – A qualitative approach was employed, and a critical review of 50 journal articles was conducted to identify preliminary constructs for developing the criteria for STEM-based authentic assessments in Chemistry. Interviews with nine experts specialising in Chemistry, STEM, and assessment provided the data which were subsequently analysed thematically using Atlas.ti 9 software to establish the criteria for STEM-based authentic assessments in Chemistry. Findings – Data from the experts revealed that the criteria of STEM-based authentic assessments in Chemistry include real-world applications, interdisciplinary learning, holistic skills development, the use of rubrics, and active learning processes. The findings highlight the importance of aligning assessments with learning objectives that cover cognitive, affective, and psychomotor domains through innovative approaches such as project-oriented problem-based learning and the integration of digital tools. Novelty – This study contributes to establishing the criteria for STEM-based authentic assessments in Chemistry at the Malaysian pre-university level through expert interviews and critical literature analysis, integrating holistic skills development, interdisciplinary learning, and real-world applications into assessment design. Significance – This study provides guidelines for educators, curriculum designers, and assessment practitioners in designing STEM-based authentic assessments in Chemistry, equipping students with real-world skills, and aligning national education policies with 21st-century skill demands.
Purpose-This study aims to develop a two-tier Cognitive Diagnostic Test Instrument for Basic Algebraic Expressions Operations (UDKOMUA). The purpose is to identify misconceptions related to the basic operations (+, -,& times;, & +/-) of algebraic expressions among Form One students. Methodology-This quantitative study employed a survey method. The study involved 107 Form One students from a secondary school in Penang state. The Cognitive Diagnostic Assessment (CDA) model was applied in the development process of the UDKOMUA instrument, along with Item Response Theory (IRT). The UDKOMUA instrument consists of 24 two-tier multiple-choice items, and has demonstrated high content validity. Student data were collected using the UDKOMUA test, which included background information and multiple-choice items on algebraic expressions based on the four basic operations (+, -, & times;, & +/-). Data were analysed using the Rasch model to determine the validity and reliability of the UDKOMUA instrument. Finding-Analysis using the Rasch model of Winsteps showed that 23 items (95.8%) and 21 items (87.5%) had fulfilled the requirements in MNSQ infit and outfit. The standardized residual variance (PCA) was 60.8% and the item polarity value (PTMEA CORR) was between .41 to .73, which successfully differentiated the ability of respondents. The result of t-test in DIF (Differential Item Functioning) was between-1.75 to +1.47, which means showing no bias, and the rate scale used was quite good with the lowest observed count of 13 observations. The reliability index of respondents, items, and Cronbach Alpha (KR-20) was .88, .92, and .95 respectively. This has confirmed that the UDKOMUA and the result of study are reliable and valid. Significance-The UDKOMUA instrument built in this study can be used and utilized among Form One mathematics teachers.
Purpose – The study is aimed at evaluating the development and implementation of the Facilitating Learner-Centered Teaching module based on a pedagogical framework which follows the Plan-Do-Study-Act (PDSA) model developed by Cebu Normal University. Methodology – Guided by a collaborative action research design, the study followed the PDSA cycle which included the iterative stages of planning, implementation, evaluation, and refinement. The development phase involved alignment with Outcomes-Based Education, TPACK, and Universal Design for Learning frameworks. The module underwent expert validation by two specialists in teacher education, who rated its compliance with design principles, theoretical grounding, and inclusivity standards. A pre-testing to assess clarity, content alignment, and usability of the module’s use was then conducted with eight preservice teachers who had completed the course, Facilitating Learner-Centered Teaching. Their feedback was analyzed and integrated before the module’s implementation in eight classes of second-year preservice teachers (N = 294) during the second semester of SY 2021–2022. Data were collected through expert evaluation forms, questionnaires, student performance records, and course feedback surveys. Quantitative data, including midterm and final exam results, were analyzed using descriptive statistics, while qualitative feedback was subjected to content analysis to identify recurring themes for improvement. Findings – Student performance in midterm and final exams met the university's standards. In their evaluations, students identified the module's design and its facilitation of the learning experience as critical strengths, though they suggested improvements to foster a better understanding of the lessons covered in the course. The study concluded that the module's success was due to a robust pedagogical framework, expert input, and continuous feedback, making it though still an evolving tool, a valuable tool nonetheless. The module is a work in progress, continuously adapting to meet student needs, current educational demands, and teacher education standards. Novelty – The study is a research-based development of instructional materials for the pre-service teacher training curriculum. Significance – The study can contribute towards the professional development of teacher educators, preservice teachers, and instructional materials developers.
Purpose – This study has investigated the use of the SUPCATH educational game in science classrooms to explore students’ computational thinking skills. SUPCATH is an innovative educational game that combines elements of action and strategy. Methodology – This study involved 21 seventh-grade students from a public secondary school in East Java, Indonesia. The study sample was selected through purposive sampling. The research employed a qualitative approach, with data collected through observations, semi-structured interviews, and gameplay recordings. Content analysis was used to examine students’ computational thinking processes as these were demonstrated during gameplay and reflected in their classroom interactions and verbal responses. Findings – The study revealed that students could solve open-ended problems by applying structured and logical reasoning throughout their gameplay. Their engagement with tasks involving decomposition, abstraction, and algorithmic thinking indicated a growing capacity for systematic problem-solving. Students showed increased enthusiasm and persistence when iterating solutions, often verifying outcomes using data-driven approaches. These patterns suggest that the SUPCATH game effectively fosters analytical thinking and enhances core computational thinking skills. Novelty – The novelty of this study lies in its detailed development of the SUPCATH educational game, an interactive and immersive learning tool which has been specifically designed to cultivate students’ computational thinking skills through structured science content on substance pressure. Unlike existing educational games that emphasize general problem-solving or coding activities, SUPCATH directly integrates core elements of computational thinking into the context of the secondary science curricula. Its classroom implementation offers a subject-specific and pedagogically grounded approach that enhances students’ engagement and cognitive development. Significance – This study highlights the potential of game-based learning which could the integration of computational thinking in science education. The findings provide practical guidance for science teachers in designing classroom activities that promote structured thinking and problem-solving.
Purpose – Digital research advising to address the emerging needs of student researchers across different levels has become popular in recent times. This phenomenological study is aimed at exploring digital research advising as it is experienced by senior research advisers. Methodology – Using a hermeneutic phenomenological design, the participants’ lifeworlds, their lived body, lived time, lived space, lived human relations, and lived things were analyzed using Van Manen’s contemporary model. Data was collected through in-depth interviews. Categories of themes were identified after the process of linguistic transformation. Findings – The following five themes captured the lifeworlds of the research advisers: acknowledging corporeal connections, redefining academic space, humanizing digital advising, leveraging the digital toolbox, and investing time. Significance – This study renders value to academic institutions and active researchers who want to appreciate and understand the meaning ascribed to the nuanced experiences of senior research advisers transitioning from traditional to digital advising. It also offers a foundation of initial insights to inform future research in diverse academic settings.
Purpose – The learning challenges faced by dyslexic students highlight the need for curriculum models that go beyond general teaching practices. This study evaluates a newly developed Dyslexia Curriculum Model (DCM) comprising six clusters: Individual Education Plan (IEP), multisensory learning style, teaching method, type of dyslexia, language skills, and assistive technology. The evaluation aims to confirm the model’s appropriateness and usability in guiding teachers for language instruction among dyslexic learners. Methodology – The study employed the Fuzzy Delphi Method (FDM) to obtain expert consensus on eighteen elements within the DCM. Thirty special education experts from different regions of Malaysia participated in the evaluation using a seven-point Likert scale. The process involved fuzzy analysis to determine the threshold values, consensus levels, and defuzzification scores for each element. Findings – Results show unanimous agreement among experts on all elements, particularly those under the Individual Education Plan cluster, which recorded full consensus. The analysis confirmed that all components met the acceptance criteria, with threshold values below d ≤ 0.2. These findings indicate that the DCM is both valid and practical for classroom application, offering a clear framework for planning and implementing lessons tailored to dyslexic learners. Significance – The validated DCM provides a structured yet flexible guide for teachers, combining evidence-based strategies with inclusive approaches. While it was designed for Bahasa Melayu instruction, its adaptable structure allows for use across other language contexts. The study reinforces the importance of expert-driven evaluation in developing inclusive curriculum frameworks and suggests that further research should focus on large-scale implementation and teacher training.
Purpose – The purpose of this study is to explore how the internal elements and external conditions of learners shape their Self-Directed Learning (SDL). Notably, only a limited number of empirical studies have examined how learners interact between their internal and external structures within SDL environments. Accordingly, this study has employed the quadripartite cycle of structuration as a theoretical framework to analyze and describe the dynamic interplay between learners’ internal and external structures within the SDL context. Methodology – A qualitative case study approach was employed. The study focused on a 15-year-old learner enrolled in an SDL school in Malaysia. Four semi-structured interviews, as well as informal interviews with the learner’s parent and facilitator were conducted. Documents related to the subject’s self-directed learning were collected to enhance validity and reliability. A constant comparison approach was used to analyze these data. Finding – The SDL school’s structured guides scaffold the participant’s SDL, providing essential support and resources. Over time, the participant shifted focus to internal structures, driven by his interest, motivation, and a sense of satisfaction, while mirroring strategies learned from the structured guides to direct his own learning. This study illustrates how the participant interacted between his internal and external structures that helped shape his actions in SDL. Significance – This study provides insights into how a self-directed learner interacts between his internal and external structures in his SDL journey. It advances our understanding of the relationship between self-direction and structures. It also informs a set of flexible structures and guidance for educators, curriculum designers, and policymakers to consider when creating environments that balance learner autonomy with the necessary scaffolding.
Purpose – Mathematical literacy plays an important role in the current world. Despite important improvement in curriculum standards, secondary school students in Malaysia still perform poorly in international assessments. There are several possible reasons for this problematic state of affairs, but it is chiefly due to high mathematics anxiety, low intrinsic motivation in learning the subject, and questionable teaching modalities. To better understand the factors and potential solutions, the present study has examined the prevalence of mathematics anxiety and intrinsic motivation in learning mathematics in independent Chinese secondary schools in Malaysia. It is aimed at exploring the students’ lived experiences and views about an ideal mathematics learning environment. Methodology – A mixed-study approach was adopted. The quantitative study selected 379 Form 1 students from independent Chinese secondary schools to complete a set of questionnaires on mathematics anxiety and intrinsic motivation in mathematics. The qualitative aspect of the study included 20 students from the quantitative study to participate in one-on-one interviews. Descriptive statistics obtained from using IBM SPSS Statistic 22 were used to interpret the quantitative data, while a step-by-step process of analysis was used to interpret the qualitative data. Findings – Findings from the present study revealed moderate levels of mathematics anxiety and intrinsic motivation in learning mathematics among students. Based on findings from the qualitative aspect of the study, the factors causing these issues and the proposed solutions for them were discussed. Novelty – The present study sheds light on the challenges faced, factors identified, and solutions proposed for addressing mathematics anxiety and intrinsic motivation in learning mathematics. These recommendations may serve as a guide when designing teaching modalities that can better meet students' learning needs. Significance – It is suggested that education practitioners shift their mindset from merely raising the difficulties in enacting the mathematics curriculum to developing teaching modalities that can ease students' mathematics anxiety and increase their intrinsic motivation in learning mathematics.
Purpose – Scientific writing is one primary way scientists disseminate their discoveries to the broader scientific community. International journals’ extensive scope and stringent peer review procedures have earned them the gold standard for academic publications. However, writing in reputable international journals and publishing them is no easy task. This prompted various online courses to assist researchers in overcoming writing obstacles and raising the caliber of their work to the point where it is acceptable for publication in esteemed publications. The study had two goals: (i) to investigate the correlations between perceived self-efficacy, enjoyment, motivation for courses, online course design, time management, Technology Acceptance Model (TAM), and satisfaction with E-courses, and (ii) to examine whether the motivation for courses and perceived self-efficacy moderate time management. Methodology – This study employed a quantitative approach and randomly selected 184 trainees from Indonesia who took online courses for scientific writing. The questionnaire to gather the quantitative data used a five-point Likert scale format. Descriptive statistics were obtained using IBM’s SPSS 25 statistical software. The statistical program Smart-PLS 3.0 was used to handle the data analysis, and it used structural equation modeling to assess the measurement model and test the hypotheses. Findings – The measuring methodology supported the study constructs' convergent and discriminant validity. Three factors directly impacted Indonesian trainees' perceptions of the ease of use of e-courses: perceived self-efficacy, enjoyment, and online course design. Furthermore, there was a negative and significant moderating effect on motivation and the relationship between time management and perceived enjoyment. However, the relationship between online course design and time management was positively moderated by perceived self-efficacy. It was found that 69.9% of the variance in online course satisfaction could be explained by exogenous factors, such as perceived self-efficacy, enjoyment, and online course design, influencing perceived ease of use. Significance – E-courses in scientific writing assist in improving writing and getting published in reputable journals. Apart from enhancing the academic quality of one’s writing, they helped in networking and gaining a reputation abroad. Besides, it encourages Indonesian researchers and the Indonesian Ministry of Education, Culture, Research, and Technology to develop a more evidence-based national development framework that serves as a basis for more effective policy development and decision-making. The impact of perceived self-efficacy on perceived usefulness was found to be negligible. On the other hand, perceived usefulness and simplicity were positively and directly impacted by both perceived enjoyment and online course design. The TAM was not significantly affected by course motivation, although time management was. The satisfaction of trainees was also positively and indirectly impacted by the following four external factors: perceived self-efficacy, perceived enjoyment, course motivation, and online course design.
Purpose - The teaching of thinking skills is not only dependent on pedagogical skills, but also on dispositions. In Malaysia, the teaching of thinking skills is prominent in policy documents, yet weakly embedded in subject teaching. Therefore, the aim of this study was to understand the dispositions of ESL pre-service teachers towards Visible Thinking Routines (VTRs), which are a collection of thinking tools that facilitate different types of thinking. The goal was to identify the salient features of VTRs which shaped the dispositions of ESL pre-service teachers towards teaching thinking. Methodology - Data consisted of 117 written reflective accounts and four focus group discussions involving fifteen pre-service teachers. The participants had experienced VTRs in the following two ways: as learners and as “teachers”. Findings - Participants were largely open and positive towards VTRs. Two main themes reflected this inclination, and they were related to the inherent quality of VTRs which fostered active learning environments, and the systematic framework for teaching thinking skills that VTRs provided. At the same time, there were some less favourable dispositions which were mainly due to finding the “right” routine and implementing VTRs, which resulted in the process being time-consuming. Significance - To shape positive dispositions towards teaching thinking, pre-service teachers should be explicitly taught how to teach thinking and be immersed in a culture of thinking at the teacher education level. This might result in getting pre-service teachers’ acceptance and “buy-in” towards research-based thinking tools such as VTRs, which can be used to integrate thinking skills into subject teaching. Openness to use these tools could later result in “dispositions in action” in these pre-service teachers’ professional careers in the future.
Purpose - Academic writing skills are fundamental for students at tertiary level. Possessing these skills can aid students in their studies as they are mostly assessed based on their proficiency in writing skills. Due to this, the teaching of English academic writing has become pivotal for English as a second language (ESL) lecturers in ensuring students’ abilities to write academically, while at the same time achieving the course learning outcomes. Therefore, this study aims to explore the teaching approaches employed by ESL lecturers in teaching English academic writing at Malaysian universities. Methodology - Grounded in a multiple case study, four ESL lecturers from four different universities (i.e., two public and two private universities) were purposively selected as the research participants. Data collection was done through in-depth interviews, lesson observations, and document analysis. The data were analyzed thematically using thematic analysis and cross-case analyses which compare differences and similarities across cases. Findings - Findings indicate that Malaysian ESL lecturers at public and private universities employed various teaching approaches, such as teacher-centered traditional approach, process-genre approach, humanistic approach, and collaborative writing approach in teaching English academic writing. These teaching approaches were employed by the ESL lecturers based on their knowledge of pedagogy, teaching experience and exposure to English academic writing, while at the same time adhering to the syllabus of their universities when catering to various students’ writing proficiency. Significance – This study provides insightful guidance to ESL/EFL lecturers teaching English academic writing. The findings will help them to select suitable teaching approaches to meet their students’ needs, proficiency levels and to achieve learning objectives. ESL lecturers are also urged to enhance their content, pedagogical, and technological pedagogical content knowledge in meeting the needs of 21st century students.
Purpose – This study is aimed at exploring how the topic of functions was organised into knowledge to be delivered in textbooks based on the Malaysian and Indonesian mathematics curriculum, and how the topic reconstruction in both countries differed. Methodology – A documentary research method was used in this study. Study data were collected through the examination of school mathematics textbooks, specifically Grade 8 textbooks in Malaysia and in Indonesia. The data used was the sequence of tasks presented in the chapter on functions in each country’s mathematics textbooks. This study analysed data by identifying the learning objectives of functions in both countries' curricula; categorizing task sequences in textbooks using the didactic co-determinacy framework—from domain level to sector level, theme level, and task level; and examining the similarities and differences on the topic of functions and the categorized task sequences in textbooks following the Malaysian and Indonesian mathematics curricula respectively. Findings – The findings indicated that the presentation of functions in Malaysian and Indonesian textbooks followed a similar sequence, beginning with an introduction to functions, progressing to their representation, and concluding with their application in solving real-world problems. Malaysian and Indonesian textbooks both introduced functions as a subset of relations and demonstrate various representations, including arrow diagrams, ordered pairs, tables, formulas, and graphs. While both curricula shared a common foundation in the set-theoretical definition of functions, they differed in their approach to problem-solving. Malaysian textbooks emphasized the use of function graphs more extensively, whereas Indonesian textbooks frequently utilized function formulas as problem-solving tools. Significance – This comparative study provides a practical application of the didactic transposition process of knowledge organised in the mathematics curriculum of two different countries. The results also contribute to the potential pathway for learning functions by drawing lessons from two different systems of education.
Purpose – This Q methodology study explores teachers' views on using a digital badge system in two private schools. It aims to understand how teachers interpret, use, and value this system for personalising their professional development and validating skills from informal learning. The research seeks to identify factors influencing the acceptance and integration of digital badge systems in private schools. Methodology – The study used Q methodology, combining qualitative and quantitative methods to explore subjectivity. Thirty teachers from two private schools participated in professional development using a digital badge system. They ranked statements about the system on a scale from -4 (most disagreement) to +4 (most agreement) to identify features that would encourage acceptance. After ranking, teachers completed an open-ended questionnaire designed to obtain respondents’ personal insights. Principal component analysis was conducted on the rankings to identify factors related to acceptance. These factors, representing different opinion clusters, were analysed with the questionnaire responses and demographic data for a comprehensive understanding. Findings – Three distinct factors emerged from the analysis, highlighting the varied expectations of private school teachers. Factor 1, “Empowered Professional Development,” focused on giving teachers a sense of empowerment over their growth. Factor 2, “Rigorous and Flexible Professional Development,” emphasized the need for challenging yet flexible learning experiences. Factor 3, “Personalised Career Advancement,” prioritised individual career growth. Together, these factors represented the teachers’ diverse views on accepting a digital badge system for professional development. Significance – These findings offer insights into teachers' diverse expectations and needs, helping to create a tailored and effective digital badge systems that private school teachers are more likely to embrace.
Purpose – Fiqh learning has traditionally focused on cognitive aspects, such as recalling concepts or matching problems with answers in classical texts. Consequently, it has often neglected the cultivation of learners' critical thinking skills. This study aims to analyze students’ critical thinking practices in fiqh learning, explore the instructional strategies employed, and identify the types of technology used in fiqh learning activities. Additionally, it investigates the continuity between critical thinking, learning strategies, and technology in the context of fiqh education. Methodology – A mixed methods approach was adopted, using an explanatory sequential design. The study began with quantitative data collection and analysis, followed by qualitative exploration. A total of 254 students from eight universities in East Java, Indonesia, participated in the study. Quantitative data were collected through online questionnaires and analyzed using descriptive statistics, correlation analysis, and tests of difference. Qualitative data were gathered through observations and interviews and analyzed through data condensation, presentation, and conclusion drawing. Findings – The results indicate that students’ critical thinking practices in fiqh learning are generally neutral and somewhat inconsistent. Problem-based learning (PBL) and research-based learning (RBL) emerged as the most frequently applied strategies, with PBL noted as particularly effective in fostering critical thinking. The study highlights that these strategies are most effective when supported by various forms of instructional media. The integration of contextual learning strategies with multimedia use enhances students’ critical thinking engagement in fiqh learning. Significance – This study provides practical insights for lecturers in selecting appropriate learning strategies and media to promote critical thinking in fiqh education. While RBL and PBL strategies, supported by multimedia, show strong potential to enhance critical thinking, they are not definitive solutions. Effective strategies and media should be tailored to the characteristics and needs of students. Continued development of both RBL and PBL strategies and multimedia use is essential. Ultimately, fiqh learning in higher education should employ instructional approaches that enhance deeper understanding and critical engagement with the subject matter.
Purpose – This study investigates the mathematics performance of Orang Asli pupils across two cognitive domains—Knowing and Applying—using three oral mathematics tests developed in different languages: the academic language (Bahasa Melayu) (OBM), the academic native language (Bahasa Semai) (OSL), and the tribal native language (Bahasa Temiar) (OTL). Methodology – Adopting a quantitative approach, the study involved 225 Year 4 Orang Asli pupils who were assessed using a 20-item mathematics computation testlet. The analysis focused on pupils’ performance across the Knowing and Applying domains in the three oral test formats (OBM, OSL, and OTL). One-way Analysis of Variance (ANOVA) was used to compare performance differences across the cognitive domains and test formats. Findings – In the Knowing domain, pupils performed best in the OSL test, followed by OBM and OTL. Conversely, in the Applying domain, pupils excelled in the OTL test, followed by OSL and OBM. ANOVA results indicated significant differences between OSL and OTL, as well as OBM and OTL in the Knowing domain. However, no significant difference was found between OSL and OBM. For the Applying domain, a significant difference was observed only between OTL and OBM, with no significant differences between OTL and OSL, or between OSL and OBM. Significance – The findings highlight the potential of oral mathematics tests in native languages—particularly Bahasa Semai—as a culturally responsive and equitable assessment method. This approach enables Orang Asli pupils to better demonstrate their mathematical proficiency helping to address linguistic barriers in mathematics assessment.
Purpose – Since 2008, government funding for higher education institutions (HEIs) has declined globally, resulting in reduced quality, higher tuition fees, and increased reliance on philanthropic contributions. This issue has been further exacerbated by the COVID-19 pandemic, prompting many PHEIs to turn to philanthropic fundraising. This study explores how Malaysian public research universities (MRUs) utilise Islamic philanthropic instruments—specifically waqf and zakat—to support student teaching and learning. It examines the successes and challenges of these initiatives and proposes a framework for optimising the use waqf and zakat as sustainable fundraising strategies in Malaysian public higher education institutions (PHEIs). Methodology – A qualitative case study approach was employed. In-depth interviews (both in-person and online) were conducted with nine informants from five selected MRUs, representing four key roles: vice chancellor, bursar/chief financial controller, director of university advancement office/waqf centre, and university legal advisor. Thematic analysis was conducted using both deductive and inductive coding informed by existing literature and emerging themes. Findings – The study revealed two major outcomes: (1) MRUs have successfully mobilised waqf and zakat for fundraising, and (2) these funds have been effectively channelled to enhance teaching, learning and student welfare. Two categories of challenges were also identified: general challenges, such as weak culture of giving and limitations within the tax regime; and specific challenges linked to governance and management of zakat, waqf, and university foundations (yayasan). The study proposes several initiatives to improve financial sustainability, including public awareness campaigns, tax policy reforms, strategic collaborations with State Islamic Religious Councils (SIRCs), and formalised agreements on fund allocation. Significance – This study contributes to the growing body of knowledge on Islamic philanthropic fundraising in higher education. The insights provided offer practical implications for Malaysian PHEIs seeking to enhance financial sustainability through waqf and zakat. In doing so, it supports the broader objective of achieving Sustainable Development Goal 4 (SDG 4) on inclusive and equitable quality education.
Purpose - This study explores how the integration of digital technology in Islamic education impacts primary school students’ learning, from the perspective of Islamic education teachers. It aims is to highlight the potential benefits of digital integration in the classroom and to address the gaps between Islamic education teachers' perceptions and students’ digital competencies. Methodology - Using a qualitative case study design, the study involved five Islamic education teachers proficient in digital technology, selected through a snowball sampling technique. Data were collected via interviews, classroom observations, and audio-visual analysis. Thematic analysis was conducted using NVIVO 14 software, guided by the framework of Miles, Huberman, and Saldaña (2020). Trustworthiness was ensured through triangulation, member checking, peer review, detailed audit trails, and inter-rater reliability. Findings - The analysis revealed five major themes: enhancing motivation, fostering independent learning, revealing digital prowess, optimizing digital interaction, and promoting collaboration. These themes reflect students’ increased engagement and competitiveness, development of self-directed learning skills, mastery of digital tools, improved communication—including English language—and collaborative teamwork in learning tasks. Significance - This study offers Islamic education teachers a renewed perspective on the value of integrating digital technology into their teaching practices. By showcasing practical insights and pedagogical strategies, the findings aim to empower educators to create dynamic, student-centred learning environments aligned with the demands of 21st-century education and national aspirations for a digitally literate generation.
