4 research outputs found
Enhancing High Aptitude TVET Technological Assistance (HATTA) Framework of a Digital Competence Model for TVET Educator\u27s Satisfaction by Using Linear Regression Approaches
No full textThe integration of digital technologies in education has transformed conventional teaching methodologies, particularly within Technical and Vocational Education and Training (TVET) institutions, which play a crucial role in preparing students for the evolving workforce. As digital transformation accelerates, TVET educators must develop robust digital competencies to integrate technology into vocational training effectively. However, existing literature lacks a structured framework that addresses the challenges and opportunities associated with digital competency among TVET educators. This study aims to bridge this gap by developing the High Aptitude TVET Technology Assistance (HATTA) framework to enhance TVET educators’ digital proficiency and improve educational satisfaction. The research investigates how digital competency is incorporated into practical training, how educators adapt to technological advancements, and how digital tools enhance hands-on skill development for students. A subjective assessment method was employed, focusing on user satisfaction within the Malaysia Technical University Network (MTUN). The study collected Mean Opinion Score (MOS) data through a user acceptability review, followed by linear regression analysis to determine the relationship between user acceptability and factors influencing educator satisfaction. Findings from this study provide critical insights for policymakers, educators, and technology developers in designing effective digital competency frameworks for TVET. The HATTA framework offers a structured approach to integrating digital tools into vocational education, ensuring sustainable digital transformation in TVET institutions
Assessing TVET Leadership Development Programmes: Implications to TVET Leaders
No full textLeadership is a pivotal element in advancing the objectives of Technical and Vocational Education and Training (TVET), especially in the context of higher education institutions tasked with driving workforce readiness and institutional transformation. Despite increased investments in leadership development, many training programmes lack comprehensive evaluation mechanisms beyond initial participant satisfaction. This study assesses the effectiveness of leadership development programmes at Universiti Tun Hussein Onn Malaysia (UTHM), guided by the Kirkpatrick Four-Level Training Evaluation Model. The evaluation focused on Levels 1 (Reaction), 2 (Learning), and 3 (Behavior), encompassing 12 leadership programmes under three clusters: ULead, Hi-Lead, and Hi-Per. A descriptive quantitative approach was used, involving post-training surveys, pre- and post-tests, and supervisor feedback three months post-programme. Findings reveal high participant satisfaction (mean scores between 4.30–4.90), statistically significant learning gains across all tested modules (p < 0.05), and varying degrees of behavioral application, with reported workplace transfer rates ranging from 7.14% to 53.33%. However, inconsistent data collection at Level 3 and in some coaching-based programmes indicates the need for improved follow-up mechanisms. The study underscores the importance of integrating comprehensive evaluation practices within TVET leadership initiatives to ensure programme impact and sustainability
Development of e-Pocket Musafir (e-PM) an Android Mobile App for Muslim Travelers: Pembangunan e-Pocket Musafir (e-PM) Aplikasi Mudah Alih Android untuk Pengembara Muslim
No full textMusafir (?????) is a word in Arabic meaning ‘traveler’ which refers to a person who is on a long journey. According to Quran Verse 6:11 “Say (unto them, O Muhammad): Travel through the earth, and see what was the end of those who rejected it.”. This verse encourages Muslims to travel while observing what is the end for the people who lie to Allah SWT. Even if a person is on a journey, in Islam prayer is obligatory and a person must perform religious obligation. Therefore, Allah SWT has given privileges to Muslims while traveling to perform prayers. Since this way of praying is rarely performed, people who travel must have a reference before performing this prayer, and most references nowadays are in the form of non-interactive documents and are difficult to carry anywhere. Therefore, this project aims to develop a mobile application for Muslim travelers which will guide them to perform prayers with privilege. We are using the incremental model methodology to develop this project. In addition, the application will also provide several important features for Muslims to use such as tasbih, Qasar, and Jamaq prayer guidance, Hadith, and prayer times. A selected group of people a chosen to confirm the project\u27s usability. At the end of the research, we found that this project is successfully helping Muslim travelers to perform prayers whether it is in Qasar or Jamaq prayer states. In conclusion, the effectiveness of this application is likely to be extended into the study of other topic areas
Kertas Konsep Pembangunan Model Kompetensi Digital Pendidik TVET ke Arah Transformasi Digital
No full textPendigitalan dalam pendidikan memberikan cabaran baharu kepada
pendidik bidang Pendidikan dan Latihan Teknikal dan Vokasional
(TVET) di Malaysia seiring dengan Revolusi Perindustrian Keempat (IR
4.0) dan transformasi digital. Pendidik TVET perlu berdaya saing
mendepani transformasi digital dengan mengintegrasikan teknologi
dalam pengajaran agar penyampaiannya berkesan untuk melahirkan
pelajar yang kalis masa depan. Kemajuan teknologi digital dan ICT telah
menjadikan kompetensi digital pendidik begitu penting dalam
pembangunan profesional dan kapasiti pendidik TVET. Walaupun
terdapat beberapa kerangka kompetensi digital antarabangsa, namun
model khusus untuk pedagogi TVET masih belum dibangunkan. Kajian
ini bertujuan membangunkan model kompetensi digital untuk pendidik
TVET menggunakan pendekatan kaedah campuran (mix-method)
dengan rekabentuk Kaedah Bercampur Penerokaan Berjujukan
(Exploratory Sequential Mix-Method) melalui fasa pertama secara
kualitatif (temu bual) dan fasa kedua secara kuantitatif (soal selidik).
Fasa pertama melibatkan analisis dokumen dan temu bual dengan 11
pakar, manakala fasa kedua menggunakan soal selidik dengan 85
pendidik TVET di Rangkaian Universiti Teknikal Malaysia (MTUN). Data
dianalisis menggunakan analisis tema, Fuzzy Delphi (FDM), dan
Permodelan Kuasa Dua Separa Terkecil (PLS-SEM). Dapatan kajian
mengenal pasti domain, elemen, dan sub-elemen kompetensi digital,
menghasilkan model kompetensi digital untuk pendidik TVET. Model ini
diharapkan dapat menjadi panduan bagi melahirkan pendidik TVET
yang kompeten dan berkualiti pada masa hadapa
