Observation, communication, team working, judgment, and decision making are important teaches reflective thinking skills that are required for teachers if they want to be reflective thinker. This paper proposes two instruments which are Reflective Thinking Open-Ended Questionnaire and Interview Questionnaire to measure teachers’ reflective thinking skills. The Reflective Thinking Open-Ended Questionnaire allows teachers to answer the questions in their own words in explaining the meaning of reflective thinking and understanding the gaps if there are between teachers’ reflective thinking skills and the reflective thinking skills that they need in their teaching. The Interview Questionnaire is used to support depth understanding the skills that teachers use in their teaching. Measuring teachers’ reflective thinking skills by these instrument help to identify teachers’ reflective thinking weakness and strength and find the ways for improving their reflecting thinking

One of the goals of Sustainable Development Goals (SDG) is to conserve natural resources, such as water, soil, air, and others. Poorly treated industrial effluents discharged into nearby water streams contribute to water pollution. This problem is notably worse among small- and medium-scale industries, such as the local batik industry, which cannot afford proper and costly wastewater treatment facilities in their premises. Batik entrepreneurs should adopt environmentally friendly methods by using currently available technologies. Therefore, this phenomenological study investigated the environmental awareness of three batik entrepreneurs in Malaysia via interviews. The data was analyzed using thematic analysis. The batik entrepreneurs have adopted different batik making processes but employed almost similar batik waste disposal methods. Despite some level of environmental awareness among the batik entrepreneurs, they still practiced poor environmental batik making and disposal methods due to the lack of affordable technology. The lack of exposure to environmental education, open mindset, the socio-cultural practice of batik making, and production cost influences environmental awareness among batik entrepreneurs. Authorities should advocate green batik making and regulate rules for any malpractice. Future studies should explore the effective technologies used to dispose of batik waste effluents to enable batik entrepreneurs to adopt environmentally friendly batik making and waste disposal methods.

Future engineers shall not only good at knowledge and technology but also good at other attributes such ethical, professional as well as managing people and emotion. Service learning is an effective education model to develop more holistic engineers. However, there is a lack of service learning framework that integrates technology, in order to achieve the acquisition of the above attributes. This paper describes how drone technology is disseminated by engineering students to the public through a service learning programme. Document analysis of the course information, project reports, and students’ reflections were employed in this study to identify the learning process and attributes developed by the students. the students went through 6 phases of service learning implementation. Results show that the service learning has enhanced the students’ learning, sense of responsibility, accountability, and international exposure. These are essential to develop good engineers in the future.

“Forces and Motion” is a topic that requires students to relate contents to re-al life applications but most of them have difficulties in connecting physics concepts to its corresponding representations and the connections of the rep-resentations to the real world. This contributes to poor conceptual under-standing among the students. Conventional teaching approaches also create poor interest among the students in studying Physics. Some school laborato-ries are not equipped sufficiently and some apparatus are broken or out dat-ed. Therefore, a Mobile Science Laboratory (MSL) is applied in the research to provide an alternative to better functioning laboratory which also uses Microcomputer-Based Laboratory (MBL) in providing up-to-date apparatus in data acquisition. This research investigates the impact of Mobile Com-puter-based Physics Laboratory (MCPL) which is a combination of the use of MSL and MBL in teaching and learning “Forces and Motion” called PotGo (Physics on the Go) using semi-structured interview. The data was analysed using thematic analysis. The result shows that MCPL improves the students’ understanding in Forces and Motion because the students can see and expe-rience the concepts in real life and getting the data in real time. MCPL is in-teresting for students because they can conduct Physics experiments using computers and technology, it is fun and the students can explore the Physics concepts with little time for setting up the experiments. Therefore, the use of PoTGo in MCPL affects students’ learning in “Forces and Motion” and interest towards Physics.

Cooperative problem based learning (CPBL) integrates cooperative learning principles into the problem based learning (PBL) cycle. To successfully support students in attaining the desired outcomes, the CPBL learning environment must be properly designed and planned. This paper explains the philosophies and principles in designing CPBL learning environment for implementation in a typical course. The concepts is useful in deciding essential scaffolding and assistance to be given, and avoid cutting corners that can be detrimental in attaining the desired outcomes. These concepts also provide the compass for facilitators in guiding students to successfully undergo CPBL

Observation, communication, team working, judgment, and decision making skills are important reflective thinking skills for teachers. The main purpose of the present paper is to identify the ways of improving teachers’ reflective thinking skills. To achieve this goal reflective thinking skills between experienced and inexperienced teachers are compared in different levels of reflective thinking. The Profile of Reflective Thinking Attributes (PRTA) Instrument and Reflective Thinking Attributes (RTA) Instrument are introduced to identify teachers’ reflective thinking levels