Research shows that the number of Malaysian upper secondary school students electing geography as a study choice and their achievement level in the subject has declined. One reason appears to be a lack of motivation to study geography. However, limited research has been conducted to explore the impact of geographic information system (GIS) integrated teaching on underachieving geography students’ intrinsic motivation. The current study applied a mixed-method model to investigate this issue. Quantitative data were gathered through a quasi-experimental design, while qualitative data were collected through interviews with students. The treatment group included 44 students, with a control group of 40 students. A unit on type and distribution of world vegetation with GIS-integrated lesson material was given to the treatment group students. The same material was presented to the control group using conventional teaching methods. The quantitative data analysis revealed that the post-test mean score for intrinsic motivation among the experimental group student participants was significantly higher than that of the control group. The interview analysis results were consistent with the quantitative findings. The triangulation of the quantitative and qualitative data revealed that GIS-integrated teaching had a significantly positive impact compared to conventional teaching methods in enhancing participants’ intrinsic motivation.

E-waste is any refuse created by discarded electronic devices and components as well as substances involved in their manufacture or use. Minimising the production of e-waste helps preserve resources and reducing the amount of energy drawn from the earth. One of the strategies to address this problem is raising e-waste disposal awareness in a sustainable manner among the community. This article aims to identify the level of e-waste disposal awareness among the Malaysia community. This study involved 500 people from nine districts in Selangor, Malaysia by using stratified random sampling method. A questionnaire instrument was used to obtain feedback. The three variables of e-waste disposal awareness studied were e-waste disposal knowledge, e-waste disposal attitudes and e-waste disposal practices. Each variable was divided into three sub-variables; environmental, social and economic. The results showed that the respondents’ e-waste disposal knowledge and e-waste disposal attitudes were at a high level, while their e-waste disposal practice were at a medium level. The findings and issues studied can be used as a reference for the government, non-governmental organisations, the authorities and the community when seeking to develop a more sustainable community life. https://doi.org/10.34105/j.kmel.2019.11.021

Kaedah pengajaran tradisional sepenuhnya dalam menyampaikan isi kandungan mata pelajaran Geografi akan menyukarkan kefahaman dan seterusnya memberi kesan terhadap minat pelajar dalam mata pelajaran Geografi. Atas asas permasalahan ini, kajian ini bertujuan meneliti penggunaan bahan bantu mengajar (BBM) multimedia dalam pembelajaran Geografi Tingkatan Enam di Malaysia. Penelitian melibatkan tiga pemboleh ubah kajian iaitu penggunaan elemen BBM multimedia, penerimaan pelajar terhadap reka bentuk BBM multimedia, dan keberkesanan penggunaan BBM multimedia. Pendekatan kuantitatif digunakan dalam kajian ini dengan menggunakan soal selidik sebagai instrumen kajian. Pemilihan responden menggunakan teknik pensampelan rawak mudah yang melibatkan seramai 500 orang pelajar Tingkatan Enam yang mengambil subjek Geografi di beberapa buah sekolah yang terpilih di Malaysia. Analisis korelasi Pearson digunakan dalam kajian ini bagi meneliti hubungan antara pemboleh ubah manakala analisis regresi berganda dijalankan bagi menjelaskan pengaruh antara pemboleh ubah dalam kajian. Dapatan kajian menunjukkan pelajar mempunyai tahap yang sederhana bagi penggunaan elemen BBM multimedia, tahap tinggi bagi penerimaan pelajar terhadap reka bentuk BBM multimedia dan tahap tinggi terhadap keberkesanan penggunaan BBM multimedia. Dapatan analisis korelasi Pearson pula menunjukkan, terdapat hubungan positif yang signifikan antara keberkesanan penggunaan BBM multimedia terhadap penggunaan elemen BBM multimedia, dan penerimaan pelajar terhadap reka bentuk BBM multimedia. Selain itu, hasil analisis regresi berganda menunjukkan penerimaan elemen BBM multimedia dan penggunaan BBM multimedia memberi pengaruh terhadap keberkesanan penggunaan BBM multimedia. Kesimpulannya, kajian ini menunjukkan bahawa keberkesanan pembelajaran geografi terhadap pelajar dipengaruhi oleh penggunaan elemen BBM multimedia dan reka bentuk BBM multimedia yang menarik dan berkesan. Implikasi kajian ini secara tidak langsung dapat dijadikan sebagai panduan dan hala tuju kepada guru dalam merancang perubahan teknik dan strategi pengajaran dan pembelajaran Geografi yang lebih mudah, menarik dan menyeronokkan seterusnya dapat memberi kesan terhadap peningkatan pencapaian maksimum akademik dan sikap pelajar. Kata kunci: elemen BBM multimedia, keberkesanan penggunaan BBM Multimedia, reka bentuk BBM multimedia Fully traditional teaching methods in presenting the contents of Geography subjects will complicate the understanding and affect the interest of students in the subject of Geography. On the basis of these issues, this study aims to examine the use of multimedia teaching aids (BBM) in Malaysia’s Sixth Form Geography learning. The research involved three variables of study namely the use of multimedia BBM elements, student acceptance of multimedia BBM design, and the effectiveness of multimedia BBM used. Quantitative approach was used in this study using questionnaire as a research instrument. The selection of respondents used a simple random sampling technique involving 500 Form Six students who took Geography subjects at selected schools in Malaysia. Pearson correlation analysis was used in this study to examine the relationship between variables while multiple regression analysis was performed to explain the influence of variables in the study. The findings showed that students had a moderate level of use of multimedia BBM elements, high levels of student acceptance of multimedia BBM design and high levels of effectiveness of multimedia BBM used. The Pearson correlation analysis showed that there was a significant positive relationship between the effectiveness of multimedia BBM use towards multimedia BBM elements, and student acceptance of multimedia BBM design. In addition, multiple regression analysis showed that the acceptance of multimedia BBM elements and the use of multimedia BBM had an impact towards effective use of multimedia BBM. In conclusion, this study shows that the effectiveness of geographic learning on students wass influenced by the use of multimedia BBM elements and the attractive and effective design of multimedia BBM. The indirect implications of this study can serve as a guide and direction for teachers in designing simpler, interesting and fun geographic teaching and learning strategies and changes that can lead to improved academic achievement and student attitude. Keywords: multimedia teaching aids element, efficient use of Multimedia teaching aids, multimedia teaching aids design

The study aimed to examine the knowledge, attitude and practices of environmental sustainability of pre-school students in Malaysia. This study applied a quantitative method comprising questionnaires with 500 pre-school students. Research variables were knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices. Most variables including knowledge of recyclable and non-recyclable materials, sustainability knowledge, sustainability attitudes and sustainability Reuse-Reduce-Recycle (3R) practices were at high levels. While, the analysis of correlation test explained that there was a significant relationship between every variables. It can be concluded that a high level of knowledge does not give effect in increasing the sustainability practices of students. Therefore, a strong commitment from teachers are requires to improve the knowledge, attitude and practice of sustainability in the early stages of education. The readiness of early childhood education teachers in respect of continuous training in various sustainability activities is a vital requirement to systematically and effectively apply sustainability practices.