Excellent communication skills among graduates are very crucial for their future and career development. WhatsApp application is seen to have the potential to develop these skills since it has robust functions and features, easy to use, and free. However, there are still issues in implementing this application as a tool in developing communication skills by utilizing this application for educational purposes among UTM students. Hence, this study was aiming to investigate the level of WhatsApp usage in education, the level of communication skills by utilizing WhatsApp for educational purposes among students, and their correlations. Student’s perception of using WhatsApp in education was also investigated. This study was based on quantitative research conducted using a survey design, where online questionnaires were distributed randomly among 400 UTM students based on simple random method. Findings showed that there is a high level of WhatsApp usage in education among UTM students and also a high level of communication skills by utilizing this application for educational purposes among UTM students. It was supported by a strong positive linear correlation that existed between these two variables. Students also showed positive perceptions of utilizing WhatsApp in education to develop their communication skills. Therefore, lecturers and students are encouraged to utilize WhatsApp application in education as it can help in fortifying communication skills among students who later become competent graduates that can meet the demand from the industries.

Results from international assessments focusing on the use of Higher Order Thinking Skills (HOTS) show that Malaysian students perform poorly in Data Handling. At the same time, the Malaysian education system is undergoing a dramatic change in which information and communications technology (ICT) is integrated into the education system in order to enhance the overall quality of education. Smart board has become one of the interactive technology tools that are widely used in schools to facilitate teaching and learning practices. Therefore, this study aims to design and develop an active learning instruction using smart board (ALuSB program) to enhance HOTS in Data Handling among students in Malaysian primary schools. The research was divided into two stages. In the first stage, the ALuSB program was developed by using the ADDIE model which integrated five phases, i.e., analysis, design, development, implement, and evaluate. Then, in the second stage, the quasi-experimental design, a non-equivalent control group design with a pre-test and a post-test, was used to evaluate the effectiveness of the ALuSB program on students’ HOTS. The students were split into three groups equally, i.e., two experimental groups and one control group. Various instruments, including an ALuSB program evaluation form as well as pre-test and post-test rubrics, were used. The results of the analysis suggest that there is a statistically significant difference between the ALuSB program, an active learning instruction and a conventional learning method in enhancing each level of HOTS in Data Handling among students. Although all students from each group show improvements in enhancing HOTS in Data Handling, the ALuSB program is the most effective method compared to the active learning instruction and the conventional learning method. Therefore, the ALuSB program promotes students’ active learning and ownership of learning, supports learning by doing, as well as encourages HOTS and peer sharing.

Motivation is an aspect heavily emphasized in a mathematics class to produce a quality human capital. However, students’ motivation towards mathematics is still low while students’ performance in mathematics is declining. The students' lack of motivation toward mathematics could be attributed to ineffective learning strategies in mathematics classrooms. In addition, many previous studies have only focused on an inductive reasoning strategy and the separate use of GeoGebra. Therefore, this study aims to identify the effects of learning through an inductive reasoning strategy assisted by GeoGebra on students’ motivation for the Functional Graph II topic. The research design was quasi-experimental which involved 94 Form 4 students from a secondary school in Johor. The research sample was divided into three groups: (1) Study Group 1 (an inductive reasoning strategy assisted by GeoGebra); (2) Study Group 2 (an inductive reasoning strategy without GeoGebra); and (3) Control Group (a conventional strategy). The research instruments consisted of a motivational questionnaire set and an inductive reasoning strategy assisted by GeoGebra and without GeoGebra. The inductive reasoning strategy was guided by the Marzano’s Inductive Reasoning Model consisting of an observation process on specific examples and patterns that determined if a generalization was true. The MANOVA test results show that the overall motivation level for Study Group 1 is high in terms of attention and relevance. With regard to confidence, the results indicate that Control Group and Study Group 1 show the same motivation level. As for satisfaction, the motivation level for Control Group is the highest compared to other groups. In conclusion, learning through an inductive reasoning strategy assisted by GeoGebra can increase the students’ motivation in mathematics specifically for the Functional Graph II topic.

This study aims to develop and identify the effect of SMART-P training on parenting knowledge and children's cognitive development. This research is included as Mix Method research with an ADDIE development model and experimental quantitative research approach. The research method used is explanatory research with a non-equivalent control group design research involving the control and experimental classes. This research is carried out for three weeks, with the stages covering: analysis, design, development, research instrument development, implementation, and evaluation. The population in this study are 714 parents with children aged four years from posyandu/KB in five sub-districts of Malang City, with a research sample of 150 parents with children aged four years and six experts. Data collection techniques in this study used questionnaires and observation checklists. Data analysis in this study used descriptive percentage analysis and SPSS analysis. The results show that 1) SMART-P application is declared valid and acceptable to be implemented as a training medium, 2) a significant effect of parenting knowledge in parents before and after being given parenting training using SMART-P is identified, 3) a significant effect on the development cognitive development of children before and after parents re given care using SMART-P application is identified, 4) a significant difference in the effect of parenting knowledge on parents between the control group and the experimental group is shown, and 5) a significant difference in the effect on children's cognitive development between the control group and the experimental group is slightly identified. Therefore, parenting research using SMART-P needs to be carried out continuously so that parenting knowledge and children's cognitive development can be maximized

This study was carried out to evaluate the effectiveness of mobile learning app based on collaborative learning in authentic environment (known as AKSES) and its impact on the preschool students’ basic scientific process skills competency namely; observation, classification and communication. In addition, the study also investigated competency patterns of the students’ skills. This study was a quantitative study which used two sets of instruments which looked into AKSES application and marking rubrics of the students’ basic scientific process skills. Based on quasi-experimental study, the duration of the study was seven weeks and six learning activities were implemented. Two rural preschools were selected based on quota sample selection and 25 students were in each controlled and treatment groups. Analysis of the survey data was carried out in the form of descriptive and inferential analysis involving Mann-Whitney U test. The Mann-Whitney U test analysis found significant differences in competency patterns of basic scientific process skills in both groups. Meanwhile, the competency patterns of basic scientific process skills indicated positive increase among all preschool students after the utilization of AKSES application in learning activities based on collaborative learning strategy in an authentic environment.

Child social-emotional development is improved by parental locus of control. Parents with a healthy locus of control can teach children about social-emotional development. Parents require training to improve their parenting skills. This study will create, administer, and evaluate the seamless mobile-assisted real training for parent (SMART-P) application on parental locus of control and children’s social and emotional development. The mixmethod study used an analysis, design, development, implementation, and evaluation (ADDIE) model and experimental quantification research strategy. An explanatory study with a non-equivalent control group design and control-experiment classes is used. This study includes analysis, design, development, research instrument development, implementation, and assessment. This study sampled 150 parents of 4-year-olds and 6 experts, including 714 from Posyandu (Integrated Service Post) in five Malang City areas. The data was collected via questionnaires and observation checklists. This study analyzes data using descriptive percentages and SPSS. The findings showed that i) SMART-P is valid and acceptable as a training medium; ii) parental locus of parental control is significantly influenced before and after receiving SMART-P parenting training; iii) children’s social and emotional development is significantly impacted before and after parents receive care using the program; and iv) there is a significant difference between the experimental and control groups in the influence on parental continuous. SMART-P parenting research is needed to enhance parental locus of control and children’s social-emotional development