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How religious knowledge affects student's behaviour

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How religu

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Evolution of approaches to education

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How to encourage students to participate and be more active in learning English // how future teachers can engage with students of the alpha generation

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-How to increase student motivation and self esteem in an inclusive classroom
-implementing technology to teach generation alpha with the challenge of their short attention span

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Student motivation in learning

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Learning how to bring a humanistic approach (to which i really find interest in Waldorf education) in terms of teaching and learning. Ultimately, to make a difference in the world.

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Shaping and advocating effective education policies (curriculum, teaching, content)

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Does implementation of games in classrooms effective ?

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Name:Arierafida Abdul Rauf, PHD Sc. Built Environment/Green Buildings-Literature Review/FKAB/UKM

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Name:Arierafida Abdul Rauf, PHD Sc. Built Environment/Green Buildings-Literature Review/FKAB/UKM

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2.4.1    Konsep dan Amalan Pembangunan Hijau

Pembangunan hijau menekankan pada kemajuan ekonomi yang ramah lingkungan dalam rangka mendorong pengurangan emisi karbon dan pembangunan inklusif secara sosial (UN ESCAP, 2010). Dari konsep pembangunan hijau dan pertumbuhan hijau tersebut untuk selanjutnya pembangunan mampan dapat dilaksanakan. Konsep pembangunan mampan mulai dianggap penting oleh dunia sejak World Commission on Environment and Development pada tahun 1987 (WCED, 1987) dan Brundland Commission dengan menerbitkan buku berjudul “Our Common Future” pada tahun 1987 yang menyatakan mengenai konsep pembangunan ekonomi yang berkaitan dengan lingkungan dalam pembangunan mampan.

Menurut Undang- Undang Nombor 23 Tahun 2009 tentang Perlindungan dan Pengelolaan Lingkungan Hidup (Brundland,1987), definisi dari pembangunan mampan adalah keupayaan dalam merancang dengan mengambilkira aspek lingkungan hidup alam, sosial dan ekonomi manusia di dalam strategi pembangunan untuk menjamin keseimbangan lingkungan hidup alam iaitu keselamatan, kemampuan, kesejahteraan dan mutu hidup generasi masa kini dan masa depan.

Pada prinsipnya terdapat tiga dimensi utama dalam pembangunan mampan iaitu lingkungan hidup alam (ekologi), sosial dan ekonomi.

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Literature Review

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Kebolehpasaran graduan kolej komuniti boleh dikaitkan dengan kelemahan kemahiran employabiliti. Kajian oleh IPPTN (2004) menyatakan kemahiran berkomunikasi secara lisan dan bertulis merupakan kemahiran yang kurang diberi tumpuan oleh graduan. Pernyataan ini disokong oleh Ahmad Zainal (2005) di mana beliau mendapati lulusan kolej komuniti masih kurang kemahiran employabiliti yang diperlukan oleh majikan dan masih bergantung kepada kelayakan akademik bagi mendapat pekerjaan sedangkan graduan perlu menguasai kemahiran komunikasi, kemahiran penyelesaian masalah, pengetahuan IT, pengurusan maklumat, kemahiran pembentangan dan kemahiran berbahasa Inggeris bagi memenuhi keperluan pasaran kerja pada masa kini (Warraich & Ameen, 2011). Sehubungan itu adalah penting untuk institusi pendidikan memberi perhatian yang serius terhadap penguasaan kemahiran employabiliti dalam kalangan graduan. Keupayaan institusi pendidikan untuk menghasilkan modal insan yang berpengetahuan dan berkemahiran yang akan dapat memberi pulangan yang baik kepada syarikat dan negara di masa hadapan (Adams, 2013).

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Pemantauan Keselamatan Nitrit dalam Makanan

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Pemantauan Keselamatan Nitrit dalam Makanan

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Proteomics analysis on mangosteen ripening using multi-omics

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Proteomics analysis on mangosteen ripening using multi-omics

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Ili Jamil, INBIOSIS, PhD

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Validasi Instrumen Utrecht Work Engagement Scale (UWES) : Aplikasi Model Rasch

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Validasi Instrumen Utrecht Work Engagement Scale (UWES) : Aplikasi Model Rasch

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Prestasi kerja individu dalam organisasi dipengaruhi sebahagiannya oleh penglibatan individu dalam tugas yang dilakukan. Skala penglibatan kerja iaitu Utrecht Work Engagement Scale (UWES) yang dibina oleh Schaufeli dan Bakker (2004) banyak digunakan untuk mengukur penglibatan kerja. Walau bagaimanapun, hasil kajian De Bruin et al. (2013) di Afrika Selatan yang menilai ciri psikometrik UWES dengan menggunakan Model Rasch adalah bercanggah dengan hasil kajian yang menggunakan pendekatan Teori Ujian Klasik yang lain. Perbezaan dapatan ini mencadangkan UWES sebagai instrumen yang bersifat unidimensi atau satu faktor sahaja berbanding apa yang dicadangkan oleh pembangun instrumen ini dan majoriti kajian lain yang mencadangkan struktur faktor UWES adalah 3 faktor. Lantaran itu, kajian ini dijalankan bagi memenuhi jurang kajian dalam konteks Malaysia dengan menggunakan pendekatan pengukuran moden.

Berdasarkan tempoh 10 tahun kajian penilaian psikometrik UWES,  bermula dengan kajian Seppala et al. (2008) di Finland sehinggalah dapatan hasil kajian terkini Sinval et al. (2018) di Portugis bagi menentukan struktur faktor UWES adalah selari dengan cadangan pembangun instrumen ini yang mana ianya terdiri daripada 3 struktur faktor iaitu vigor, dedication dan absorption (Balducci, Fraccaroli & Schaufeli 2010; Extremera et al. 2012; Wan Shahrazad & Nur Aisyah 2016; Torabinia et al. 2017; Petrovic, Vukelic & Cizmic 2017). Sementara itu, kajian oleh Chaudhary, Rangnekar & Barua (2012) di India dengan menggunakan teknik Confirmatory Factor Analysis juga mendapat hasil yang sama iaitu kesesuaian model 3 faktor. Namun begitu, dapatan kajian adalah bercanggah apabila menggunakan teknik Exploratory Factor Analysis yang mendapati kesesuaian model dua faktor walaupun ianya adalah daripada sampel kajian yang sama.

Namun begitu, kajian oleh De Bruin et al. (2013) yang menguji UWES di Afrika Selatan dengan menggunakan teknik Rasch memberikan perspektif yang baru dalam penilaian psikometrik UWES. Dapatan kajian ini mencadangkan UWES bersifat unidimensi di mana penggunaan skor global (unidimensi) adalah lebih bermakna berbanding penaksiran skor tiga dimensi. Wujudnya percanggahan dalam sampel yang sama oleh kajian di India dan Afrika Selatan ini menunjukkan ketidakstabilan respons item merentasi kepelbagaian sampel, budaya dan negara.

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Community based monitoring in urban setting

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Community based monitoring in urban setting

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PhD lestari
Literature Review
As the environmental concerns increase, the community-based environmental monitoring emerges as an innovative approach in environmental monitoring to achieve sustainability. Community-based environmental monitoring can be defined as a process where concerned citizens, government agencies, industry, academia, community groups, and local institutions collaborate to monitor, tract and respond to issues of common community or environmental concern (Whitelaw et al., 2003, Bonney et al., 2009).
Thetypes of monitoring can be differentiated either commodity-based monitoring or non-commodity-based monitoring. Commodity-based monitoring deals with issues of economic (as well as social and environmental importance) (e.g. fisheries, forestry activities, etc) (Sultana and Abeyasekera, 2008), whereas non-commodity-based monitoring deals with issues that may not be seen as economically important (e.g. water quality, air quality, indicator species, nesting songbirds, or calling amphibians, etc) (Conrad and Hilchey, 2011). Other types of environmental monitoring particularly, status assessment (i.e. population monitoring), impact assessment (i.e.effect of pollution), adaptive management (i.e. biodiversity analysis, keystone species, predator-prey relations, etc) and process (i.e. linking community initiatives for environmental monitoring have been devoted to water and air quality, biodiversity count (e.g. birds, amphibians, plants, fishes, worms, butterflies, etc) and physical environment (e.g. ice, land use, etc) (Conrad and Hilchey, 2011, Roy et al., 2012, Wilson et al., 2015).
The mobilization of the community-based environmental monitoring can be categorized in three governance as discussed in Conrad and Hilchey (2011) reviews. The first governance is consultative or functional governance which is a top-down model of participation where government involves to assist the locals in data collecting (Whitelaw et al., 2003). This type of governance are often funding-dependent and it also represents a less diverse stakeholders group (Mullen and Allison, 1999). The second is collaborative governance whichis often governed by a board or group representing as many facets of the community and often yields more decision-making power than other types of monitoring (Conrad and Daoust, 2008). The third governance is transformative governance which can be called as bottom-up model of participation where these group focuses on specific local issues and sometimes has no support from private sector or government (Whitelaw et al., 2003).
Many benefits of community-based environmental monitoring have been recognized, among them are increasing environmental democracy, scientific literacy, social capital, citizen inclusion in local issues, benefits to government and ecosystems being monitored whereby it makes environmental sustainability knowledge more accessible to the local communities and as well as scientists more aware of local knowledge and expertise(Carolan, 2006). It is also recognized that public support for environmental protection can be increased by building social capital through activities that lead to volunteer engagement, agency connection, leadership building, problem solving and identification of resources (Whitelaw et al., 2003). In addition, the engagement of stakeholders and local communities in community-based environmental monitoring to plan and manage environment and development tends to get more participation in community development and have more influence on policy-makers(Pollock and Whitelaw, 2005). Government agencies will be benefited as community-based environmental monitoring offers a cost-effective alternative monitoring process whereby monitoring can be undertaken over larger areas and during non-office hours with more inclusive of stakeholders (L. Lawrence, 2001).
Community-based environmental monitoring mechanism is unavailable just yet to guide the planning and implementation considering community-based environmental monitoring is a relatively new subject of interest with a multidisciplinary approach. Furthermore, environmental monitoring differs with the difference of focus, approach or technique. Thus, community-based environmental monitoring that blends different disciplines in environmental monitoring urgently needs a mechanism to bring different perspectives to the field and helps to lend credibility to areas of consensus.

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To investigate the mismatch between language needs in relation to the usage of plain language in abnormal situations with the course book in used among the cadet pilots at flying schools in Malaysia.

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To investigate the mismatch between language needs in relation to the usage of plain language in abnormal situations with the course book in used among the cadet pilots at flying schools in Malaysia.

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Lloyd Evans (2013) has suggested that non-native English pilots should go through a second language communication strategies training, pilots should  be able to switch language, re-structure and paraphrase a given incidents, offering help and appealing. Kim and Elder (2009) has recommended that all pilots regardless of native or non-native of English should enrolled in communication strategies especially on how to simplify speeches, to paraphrase and to avoid repetition of the information when all these are claimed to be the reason of misunderstanding that triggers to accidents. This has also supported by a study by O.M, Vasiukovych highlights that plain language is needed to clarify, and paraphrase or to supply additional information. According to the ICAO standard phraseology should be applied in all circumstances; however, when the coded -language cannot provide sufficient input then plain language shall be used.In his study, he says that out of 37 sample surveys on authentic radio exchange analysis, 19% of the total number of words employed among the flight crews and ATCs were plain language. The researcher has also added that standardized phraseology or coded-language unable to address all the non-routine, unusual situations and emergency situations that might occur, nor it is adequate to provide additional input about any scenarios for instance reasons for delays, condition of sick passengers, weather situations or engine failure. Hence, the researcher concluded that plain language is frequently required especially in a usual situation.

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2.2 Listening Strategies

According to Bidabadi (2014), learning strategies refer to special thoughts or behaviors that learners employ to help them comprehend, learn, and retain new information. In her study, it is found that students employ a variety of metacognitive (concentration/attention and skipping), cognitive (visualization, note-taking, and inferencing) and socio-affective listening strategies. In terms of extensive listening, listeners use more of top-down strategies than bottom-up strategies as they want to do inference between what they hear and their background knowledge of the matter.

This is also supported by Dong (2016) where the researcher only focuses on metacognitive, cognitive and socio-affective strategies in the research on investigating the relationship between listening strategy use and listening performance. In this research it is found that listeners use more of cognitive strategies that metacognitive strategies, and that the higher use of socio affective strategy by listeners indicate that students have faced difficulties in carrying out the listening activities.

In another light, Graham (2008) in her study using the longitudinal design on listening strategies discovered that strategy development is connected to listener’s proficiency issues. In her finding, it is noted that there is a difference in strategy used between the high scorer and low scorer of a listening proficiency test whereby the higher scorer uses more of metacognitive strategies than the lower scorer.  This differs with the research done by Serri et al. (2012) on the relationship of listening strategies and individual difference. In this study it is noted that there are no difference in the use of cognitive, metacognitive and social/affective strategies, and the use of listening strategies between learners with some Individual Differences (age, gender, level of motivation, learning styles, and personality traits used), and the use of the strategies were in the same proportion. However, this research have the similar result with Dong (2016) in terms on the frequency of strategy used whereby most of the listeners use more of cognitive strategies than metacognitive and socio-affective strategies. Difference in findings may be due to the difference of research approach as Graham (2018) and used a longitudinal design with only two samples and Serri et al. (2012) used a survey design with 40 samples.

On the contrary, a research by Bidabadi et al (2014) have a different finding than Dong (2016) and Serri et al. (2012). In this study done towards 92 Iranian EFL freshman university students, it is found that metacognitive strategies are frequently used by the learners, instead of cognitive and socio-effective listening strategies.

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In silico, design and synthesis of 4-aminoquinoline metal complexes as antimalarial
Literature review:

Although malaria case incidence has fallen globally since 2010, the rate of decline has stalled and even reversed in some regions since 2014. Mortality rates have followed a similar pattern (World Malaria Report, 2017). Rapid development of antimalarial resistance is halting global progression regarding disease control and is of great concern. Currently, the mainstay of treatment involves the use of Artemisinin Combination Therapies (ACTs) as recommended by World Health Organisation(WHO) also encountered the same problem. In response to this, many attempts to develop synthetic alternatives of antimalarial drugs have been taken and metalloantimalarials is one of an interesting approach to be explored.

Among successful approaches in the field of metalloantimalarials so far is the modification of the chloroquine structure with metal-containing fragments. A number of transition metal ions have been used to form coordination complexes with chloroquine. Complexes of chloroquine and chloroquine derivatives have been shown to exhibit improved efficacy in both chloroquine-sensitive and resistant strains of P.falciparum, compared to parent drug (Navarro et al., 2010). The first coordination complexes documented in this field were Ruthenium complexes of chloroquine. The dinuclear Ru(II) chloroquine [RuCQCl2]2 complex showed a marked inhibition towards P. falciparum strains. Its mechanism of action has been described as post-hydrolytic binding of dinuclear Ru(II) chloroquine [RuCQCl2]2 complex to hematin in solution, thus inhibiting its aggregation to β-hematin (Bellot et al., 2010).Its inhibitory activity  significantly better than chloroquine.

Besides, gold(I) chloroquine  complex has also been synthesized and shown better activity than chloroquine against P. falciparum parasite strains. This complex caused marked inhibition in vitro and in vivo in models of P. falciparum. The same was observed in in vitro cultures of chloroquine-resistant parasite strains of P. falciparum where gold(I)chloroquine complex  displays IC50 values of 5.1 nM and 23 nM, respectively (Navarro et al., 2009). Its mechanism of action also has been investigated and it was determined that it interacts similarly to Ru(II) chloroquine complex in inhibiting β-hematin. Its inhibitory activity was also significantly better than chloroquine.

Apart from that, metal complexes of chloroquine derivatives has also been synthesised and tested on their biological activity. Complexes of amodiaquine and primaquine with a selection of metal ions that included VO(II), Cr(III), Fe(III), Cu(II), Co(II), Ni(II), Zn(II), Cd(II), Hg(II), Rh(III), Pd(II), Au(III), Ag(I)Mn(II), Sn(II) and Pt(II) of the general formula [M2+(amodiaquine)(Cl)2] and [Mn+(primaquine)2(X)n(H2O)y]  were screened in vitro against the FAN-5 strain of P.falciparum. The complexation of either primaquine or amodiaquine has shown not much increase in potency since the activities of the complexes were identical to the parent drugs (Wasi et al., 1987).

Biot et al. also developed potential organometallic compounds emphasized on ferrocene-chloroquine analoques. Ferrochloroquine or ferroquine then become the first derivative of chloroquine containing ferrocene molecule to be reported and become the most successful of all metallo-antimalarials synthesized.

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Spring Exchance Mechanism in High Performance of BaFe12O19/Y3Fe5O12 Thin Film

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Spring Exchance Mechanism in High Performance of BaFe12O19/Y3Fe5O12 Thin Film

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Sintesis dan Pencirian Komposit Karbon-Zeolit Berasaskan Abu Terbang Kilang Minyak Kelapa Sawit dan Potensinya Menjerap Ammonia dan COD dari Larut Resap

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Sintesis dan Pencirian Komposit Karbon-Zeolit Berasaskan Abu Terbang Kilang Minyak Kelapa Sawit dan Potensinya Menjerap Ammonia dan COD dari Larut Resap

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Nurulhana Nordin, Doktor Falsafah (Sains Sekitaran), Fakulti Sains & Teknologi, UKM.

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(Revisiting the blended learning review
Conceptual paper

Literature Review
2.1    The benefits of blended learning design in learning English
To begin with, blended learning bridges the ESL students to comprehend English learning skills.
Thorne (2003) study found the following:
Blended learning is the most logical and natural evolution of our learning agenda. It suggests an elegant solution to the challenges of tailoring learning and development to the needs of individuals. It represents an opportunity to integrate the innovative and technological advances offered by online learning with the interaction and participation offered in the best of traditional learning. It can be supported and enhanced by using the wisdom and one-to-one contact pf personal coaches [teachers]. (p.16)
Thorne further elaborates the blended learning use various sources namely; from multimedia technology, CD ROM video streaming, virtual classroom, voicemail, email and conference calls, online text animation and video streaming. It is best to know that blended learning is an education technique which online materials are used, and in-person instruction is retained. The blended learning puts the teachers as the coach and the students take in charge of learning in order for teaching and learning process to take place.
Similarly, blended learning aids the students to be competent in four language skills (e.g. writing, speaking, reading, and listening). As they are listening to the lecture in the classroom and practising their verbal skill while presenting, they could read and download handouts online through e-learning website. They can engage to teachers and classmates outside of the classroom as well through e-learning. According to a case study conducted by Banditvilai (2016), online practice did improve four English language skills. The 2nd year undergraduates of English major at Kasertsart University in Thailand has shown improvement in their English. The result shows that blended learning is effective when e-learning is introduced in the classroom teaching process. Correspondingly, Huang (2016) study carried out at Southern China university demonstrates the students are overall positive about the blended learning design and it does help to improve their interest in learning English.
Besides, when the blended learning is used in teaching practice, the students can comprehend knowledge in the shortest time and are highly motivated to learning. Also, they show a positive perception and attitude (Ja’ashan 2015; Poulova & Simonova 2015). Besides, the blended learning co-play of the role of teachers and ICT. A study is conducted by Soliman (2014) on the usage of e-learning Moodle to develop English as a foreign language (EFL) learners’ language skills and promote independent learning. The result shows that e-learning should be used to complement the EFL in-person classroom lessons because it is seen as a required tool to boost the learners’ language proficiency as well as promote independent learning.
Not far from Thailand scenario (Banditvilai 2016), Malaysia context (Thang et al. 2015) also shows that the teachers and the learners still keen to teacher-centred learning. They still perceive that there is a need for traditional classroom teaching although they enjoy using technology in day-to-day activities. As a result, an emergence of blended learning is complementing their necessity and ensure a thriving teaching practice.
2.2 The significances of blended learning with learning styles
Notable, the prominent role of the blended learning is to support different types of learning styles, the preferred way an individual absorbs, processes, comprehends, and retains information. Learning styles are told to be visual (spatial), Aural (auditory-musical), verbal (linguistics), Physical (kinesthetic), Logical (mathematical), Social (interpersonal) and solitary (intrapersonal) (E.Cornett 1983; Gilakjani 2012). Likewise, M.Felder and K.Silverman (1988) introduce the model of learning styles (sensory, intuitive, inductive, deductive, active, reflective, sequential, global learners, and others). For instance, an ESL learner may have a mix of learning style or uses different styles in different circumstances (Thorne 2003). It is best to note that, there is no right mix, nor a style is fixed.
It is a concern for the teachers to use a suitable teaching style to engage with all kinds of learning styles that the learners use. The main concern of teachers is to reach out a piece of knowledge to all the learners. Hence, the emergence of blended learning is seen to help in solving the concern. It suits best for all kind of learner styles because it is a combination of face-to-face instruction and computer-mediated instruction (Kamal & Radhakrishnan 2018). For an instance, a cross-sectional study through the use of Felder-Silverman Index of Learning Styles (ILS), and Myers-Briggs Type Indicator (MBTI) inventories by Kamal and Radhakrishnan (2018) demonstrate 190 postgraduate students who are engaged in e-learning as part of their curriculum show a practical result of e-learning based on their personality traits. Moreover, the result shows the learners perceive knowledge through visual information (e-learning) better than the information that they read or hear.
Furthermore, The ICT in blended learning further engages the use of technology with kinds of learning styles. For example, an adaptive e-learning system (AES) is designing to the learner without considering the learning styles of the learner. A study conducted by (Siddique et al. 2017) show that the experimental group, of which are taught through adaptive-learning environment based on learning preference outperformed than the control group which is taught using traditional classroom environment. Another study, Kolekar et al. (2018), supports the study and further discovers the system is focused to user interface component and content-based on learning styles. It adapts the courses the individual’s learning preference. In short, the learning style of the learners defines the content of the system. They found that the system is far better than the traditional Learning Management System (LMS).
On the contrary, Thang et al. (2015) argue that research was done in Malaysia context however stated otherwise. Malaysian digital natives use least of technology in learning English and showed an inclination towards teacher centred-learning instead. Regardless, the blended learning in another word shows a more significant contribution for ESL learner learning English as a second language (ESL) without considering learning styles.
3.2    The readiness for blended learning
Above all, the readiness of teachers and students towards blended learning should not be taken for granted. It is essential as to know the effectiveness of designs particularly, blended learning design. The emergence of blended learning does make changes to the educational environment when it first introduced. The teachers are used to teaching the students using a whiteboard and distribute handouts. So, the ICT is seen as a new threat to them. Over time, it is essential to know the result of implementing blended learning in teaching and learning process.
Next, there is a need to ICT in the teaching and learning process. This is because the countries are approaching towards the next phase of the industrial revolution. Avoiding technology would cause a delay and suppress the abilities of students. Hence, education ministry and higher education institution are developing e-learning systems in hoping for the betterment of society. For example, E-Learning Moodle is used in the British University of Egypt. It is used in teaching English for Academic Purposes (Soliman 2014). Another example, Malaysia government found the need to leverage the use of FROG VLE for all primary and secondary school in Malaysia (Campbell et al. 2015).
The blended learning is seen to be relevant to the ESL students and the students at large to the much need of 21st-century learning in preparing them for work skills. The skills are equipped not solely in writing a note and learning knowledge the classroom anymore, but also the literacy of using ICT. When they show a positive attitude towards ICT, the interest of learning is also increased and even faster than learning in the traditional classroom (Poulova & Simonova 2015; Wu & Liu 2013; Zhang 2018). It does show a win-win situation for the students, teachers and educational institutions.
Many studies focus on the students’ motivation and perception towards blended learning, but least studies on teachers’ perception toward the design. Nevertheless, a study is carried out by Tiell (2017) demonstrates the teachers show a positive remark on the blended learning as e-learning makes their job more relaxed, less additional duties and most importantly, they have more time with students. Despite the additional ICT in the teaching and learning process, the teachers remain unwavering to the changes and retain their profession as educators.
In agreement with, another qualitative study Mei et al. (2006) reveal that 60 Malaysian secondary school teachers acknowledged the FROG VLE in making their job more manageable, and the system also helps them to organise their teaching and learning materials.11 of them, however, find it unnecessary in their subjects taught. Some of them explain that sometimes the workload they have in school stopped from exploring and mastering the system. Such, many of them find it hard to be used. In another word, they need more training and exposure to the system.
Several studies mentioned earlier denote the effectiveness of blended learning and its positive effects towards the ESL and English as a foreign language (EFL) learners (Huang 2016; Ja’ashan 2015; Poulova & Simonova 2015). Likewise, in Malaysia,  Mei et al. 2006) emphasise the FROG VLE has piqued the interest of the students. Moreover, the teachers believe that the students will be more prepared to seize the opportunities in the near future as they are exposed with the use of ICT since in schools.
In conclusion, blended learning does pique the interest of many. It also promotes language learning regardless of individual characteristics. The blended learning is flexible and interactive for English learning or any of courses and subjects. Later, the feedback received from the students show a positive viewpoint. Moreover, blended learning is recognised by the teachers as a useful tool for teaching and suggest there is a need for in-depth training and exposure. With the help of ICT, learning can be held anywhere. Consequently, teachers can use classroom time to conduct traditional homework, collaborative activities, and project-based learning. Later, the teachers can send traditional lecture materials online in which the students can access them on-the-go. The learning then becomes more enjoyable, useful, interactive, practical and eye-opening for them.

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Amalan Kepimpinan Distributif Dalam Pengurusan HE

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Amalan Kepimpinan Distributif Dalam Pengurusan HE

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Haslinda Mat Nasir
Sarjana Pendidikan

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Abu Bakar bin Yahya
PhD
Fakulti Sains dan Teknologi
Development o upper limb rehabilitation device for post stroke patients via EMG signal biofeedback and biomechanics modeling

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Master/ Fakulti Pendidikan
Penilaian rubrik amali sains murid tingkatan 1Sekolah Middle Year Program International Baccalaureate (MYPIB)

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Natrah Noor-FSSK

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Terry Yap - FPend (PhD Candidate) My Conceptual Framework 

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Terry Yap - FPend (PhD Candidate) My Conceptual Framework 

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taxes in malaysia
fep

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Natrah-FSSK

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Anwer Al-Aasam
Ghaith Yahya

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Ghaith yahya

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Titanium dioxide and graphene aerogel as supporting catalyst supporting in direct methanol fuel cell

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Titanium dioxide and graphene aerogel as supporting catalyst supporting in direct methanol fuel cell

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Amalan Pengurusan Keselamatan PK Kokurikulum di sek men NS

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Amalan Pengurusan Keselamatan PK Kokurikulum di sek men NS

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Master fakulti Pendidikan
Norhayati Ka

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Model

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Amalan kepimpinan  distributif dan keberkesanannya dalam pengurusan HEM.

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Amalan kepimpinan  distributif dan keberkesanannya dalam pengurusan HEM.

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Haslinda Binti Mat Nasir
Fakulti Pendidikan

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Rosnizam PhD, F

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Baddeley Model of Workin Memory

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Haslinda binti Mat Nasir
Fakulti Pendidikan

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Pentaksiran dan Penilaian Pokok Merbahaya di dalam UKM kampus Bangi

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Nur Fatin Amira binti Mohamad
Master student/ FSSK/ Anthropology and Sociology

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PhD student/ FKAB/Electrical & Electronic Engineering Department

Intelligent Energy Management Robust Wireless Sensor Network for Smart Buildings

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Domestic Violence: Comparative Social Legal Studies in Brunei Darussalam and Malaysia

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PhD Lestari
Pemantauan Keselamatan Nitrit dalam Makanan melalui Pembangunan Biosensor Elektrokimia dan Optik

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PhD Candidate at FSSK
The construction of Muslim Femininity in hijab advertisements in Malaysia: Critical Discourse Analysis Studies

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PhD
Faculty of Engineering& Built Environment (FKAB)
double anchoring metal impregnation on activated carbon surface for hydrogen sulphide adsorption in mimic biogas system

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Innovation in Public Sector

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Msc
Faculty of Engineering& Built Environment (FKAB)
Sintesis & Reka Bentuk Proses Penghasilan Vaksin Patuh Syariah

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Penentuan asid lemak dalam meningkatkan sistem imun inat E.fuscoguttatus terhadap jangkitan vibrio

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Penentuan asid lemak dalam meningkatkan sistem imun inat E.fuscoguttatus terhadap jangkitan vibrio

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Maya Erna Natnan (PhD INBIOSIS,UKM)

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amalan kepimpinan tranformasional dalam kalangan pengetua daerah jelebu

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Optimization of pineapple leaf fiber/PLA biocomposites for lightweight automotive application
Afiqah,FST

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Pembentukan Indeks Perkhidmatan Ekosistem Bandar bagi Kawasan Bandaraya Melaka

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Pembentukan Indeks Perkhidmatan Ekosistem Bandar bagi Kawasan Bandaraya Melaka

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NUR SHAZWANIE BINTI ROSEHAN(PhD, FSSK, UKM)

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Fakulti Pendidikan
Analisis item Model Rasch

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Intervention

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PhD/Solar-hybrid ejector cooling system/SERI/MechanicalEngineering

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Ummul Syafiqah
Master's Degree
Inbiosis

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Optimization of pineapple leaf fiber/PLA composites for light automotive application
Afiqah,F

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Kecekapan Guru-Guru Matematik Dalam Pengajaran STEM Besepadu

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Kecekapan Guru-Guru Matematik Dalam Pengajaran STEM Besepadu

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Noor Anita bt Rahman (PhD, FPen, UKM)

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Siti Nurhazirah (FEP)

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Rabeah Adawiyah Baharudin (Phd, Fssk, UKM

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Rabeah Adawiyah Baharudin (Phd, Fssk, UKM

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"Persepsi dan Adaptasi Belia Terhadap Perubahan Iklim di Malaysia

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Model kurikulum pendidikan alam sekitar berorientasikan sosio-budaya masyarakat Malaysia

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Innovation in Public Sector

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Pembinaan modul art terapi dalam penerokaan masalah klien dalam sesi kaunseling

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faculty pendidikan

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PhD Lestari
Penentuan Keselamatan Nitrit dalam Makanan melalui Pembangunan Biosensor Elektrokimia dan Optik

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Fatin Mohamad

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Amalan transformational pentadbi

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Does Ownership Structure and Corporate Social Respinsibilty Affect Earnings Management
FEP

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Aplikasi analysis persekitaran usahawan bumiputera Muslim - syuhada

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Aplikasi analysis persekitaran usahawan bumiputera Muslim - syuhada