PAGINA 47 Proceedings Iniic Conference 1 2020

PROCEEDINGS
INTERNATIONAL INVENTION,
INNOVATIVE & CREATIVE
(InIIC) CONFERENCE
SERIES 1/2020
‘Research: Changing Lives

in Brilliant Ways’
TUAN SARIFAH AINI SYED AHMAD, EDITOR

PROCEEDINGS
INTERNATIONAL INVENTION, INNOVATIVE & CREATIVE CONFERENCE
Series 1/2020
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Editor: Tuan Sarifah Aini Syed Ahmad
1
CONTENT
Assistant Professor Suwit Pheerpong’s Successful Operations of Credit 1
Union Limited, Phetchaburi Province
Prasopchai Pasunon, Phitak Siriwong & Arissa Sa-ardnak
Awareness on Copyright among Students 10

Hazlina Mohd Padil, Amylia Fuziana Azmi, Nor Laila Ahmad, Norashikin
Shariffuddin, Noorsaliza Amin Nudin & Farihana Abdul Razak
Community- Based Mosque Tourism Model for Sustainable Socioeconomic 16

Growth: A proposed Conceptual Study
Masrul Hayati Kamarulzaman, Zuliana Zoolkefli, Siti Sara Ibrahim, Aini Hayati
Musa, Farrah Nadia Baharuddin & Alia Nadira Rosle
International Baccalaureatte Learner Profile: Bringing International 22

Mindedness to Life
Miftahuljanah Kamaruddin & Mohd Effendi @ Ewan Mohd Matore
Learn for Life: The Role of IB Assessment in Nurturing IB Learner Profile 27

Smart Buffet Food Tray 31

Muhamad Zuraidi bin Rohani, Mohd Fakhrur Razi Misran & Zikri bin Zakaria
The Relationship between Intrinsic Motivation and Academic Performance 36

among Non-Business Students Enrolling Entrepreneurship Course
Ida Haryanti Binti Mohd Noor
Application of Learning Theories and the Revised Bloom’s Taxonomy in 40

Google Classroom Activities
Tuan Sarifah Aini Syed Ahmad
The Use of Minecraft Education Edition as a Gamification Approach in 44

Teaching and Learning Mathematics among Year Five Students
Goh Kok Ming
Gender & Association among Perceived Privacy, Security & Trust of e- 49

Commerce
Nur Fadhlina Zainal Abedin, Siti Sara Ibrahim, Nur Alia Aminordin & Tuan
Sarifah Aini Syed Ahmad
2
Proceedings: International Invention, Innovative & Creative (InIIC) Conference, Series 1/2020
SERIES 1 eISBN: 978-967-17324-8-9 MNNF Publisher
Assistant Professor Suwit Pheerpong’s Successful

Operations of Credit Union Limited, Phetchaburi
Province1
Prasopchai Pasunon, Phitak Siriwong & Arissa Sa-ardnak
Faculty of Management Science, Silpakorn University, Thailand
prasopchai@ms.su.ac.th, phitak@ms.su.ac.th, arissa@ms.su.ac.th
ABSTRACT
The purposes of this study were the biography and the successful operation of Credit Union Limited,
Phetchaburi Province of Assistant Professor Suwit Pheerpong. The researcher gathered the
information by documenting and interviewing his family, his relatives, local leader, government workers
and other people who know him. Then presented by analysis and description. Suwit Pheerpong was
born on December 20, 1938 at Nongputtha Village, Moo 9, Donyang District, and Meuang in
Phetchaburi Province. He married with Mrs.Sum-ang Pheerpong and he had a son and a daughter.
When he was young, he was a excellent student. He was kids living in temples because his family was
poor. In primary school, he studied in Wat Phriang School. He graduated with Bachelor's Degree,
Bachelor of Education Program in Science-Biology (B.Ed.) from Srinakharinwirot University. His
character is a good person, human relations, selflessness, self-discipline, self-discipline, serious work
and like to plant a tree. His pride awards include: 1) National Cooperative Cooperative 2011
Department of Cooperative Promotion from the Ministry of Agriculture and Cooperatives, 2)
Outstanding Rural Development Member of the Year 1995, 3) The National Elderly of the Year 2015
from the National Association of the Elderly of Thailand In the King's patron. Princess Srinakarin, and
4) Ph.D. Management of Phetchaburi Rajabhat University Academic Year 2015. He used the 4M
management model, including Man, Money, Materials and Management for management of Credit
Union Cooperative in Phetchaburi Province and he organized various activities for member of Credit
Union Cooperative in Phetchaburi Province.
Key Words: Credit Union Limited, The Biography, The Successful Operations, Management
1. INTRODUCTION
Cooperative affairs in Thailand began at the end of the reign of King Rama V. Thailand’s first cooperative
was the Wat Chan Cooperative Unlimited Liability, located in Mueang district, Phitsanulok province and
registered on 26 February 1916 (Nirun Ornnum et al., 2014). With government support, cooperative
affairs in this country have enjoyed gradual development. As of 1 January 2015, there were 8,173
cooperatives in Thailand (Department of Cooperative Promotion, 2016). Thailand has seen a fluctuation
in the growth in the number of nationwide cooperatives. The number of cooperatives across the country
started to decline in 2006, but recovered in 2009. However, from 2010-2011, it went down and from
2012-2013, it increased. From 2014 onwards, has experienced a decline. From 2006-2015, the average
growth in the number of agricultural cooperatives decreased by 0.48 percent and reached its bottom in
2008. Later, from 2009-2010, it increased. However, one year later, in 2011, it became lower, but
1
Research Grant: Faculty of Management Science’s Fund for Research and Creative. (2017)
1
recovered from 2012-2013. Since 2014, it has declined. The growth rate of non-agricultural cooperatives
was 2.92 percent, and reached its peak in 2006. It declined from 2006-2010 and then went up in 2011. In
2012, it went down again but then slightly increased from 2013-2014, and then in 2015 it plunged. This
signaled a problem with cooperatives in Thailand.
The results of studies from cooperative-related academics suggested that some Thais lacked an
awareness of the importance of cooperatives, so the level of their involvement in cooperatives was not
as high as it should have been. There was competition for markets, which were the same target groups
of cooperatives. The mission framework of cooperatives in Thailand was characterized by work in silo
without operational plans to achieve mutual benefits as a whole. In addition, the government’s
cooperative promotion policy had no clear objectives and indicators, with working in silos and without
achievement evaluation. In practice, cooperatives had to rely on the government sector, especially for
funding. This is why they failed to become self-reliant organizations, which resulted in them lacking
independence in management and decision-making. They also suffered from problems derived from
government policies (Doungporn Hatchavanich and Bancha Chalapirom, 2011).
A cooperative movement has been an appropriate approach for the Thai economy and society, as
witnessed through the fact that 2016 marked the 100-year anniversary of cooperative affairs in Thailand.
Cooperatives have been employed to effectively address local problems through different mechanisms,
e.g. lower produce prices and debt among government officials. At present, there are seven types of
cooperatives, namely agricultural cooperative, fishery cooperative, land settlement cooperative,
consumer cooperative, service cooperative, credit and thrift cooperative, and credit union cooperative,
which are governed by the Ministerial Regulations on Types of Cooperatives (The Government Gazette,
Volume 122, Section 63a, 2005: 1). Based on the performance results and financial status of each of the
seven types of cooperatives in Thailand in 2014, they were comprised of approximately 11.58 million
members, with total operating capital of 2,173,966.87 baht, total business value of 1,850,430.42 baht,
and total savings of 1,410,876.81 baht. Most of their members attached the greatest importance to
borrowing power and savings, representing 63.12 percent and 27.95 percent, respectively (Cooperative
Auditing Department, 2015).
As stated, credit union cooperatives are one of the seven types of cooperatives in Thailand. As of
30 June 2015, Thailand had 1,174 credit union cooperatives, with 923,271 ordinary members and
422,496 associate members. Their total assets amounted to 52,734,422,900.62 baht; deposits of
31,949,414,915.97 baht; and capital stock consisting of 24,080,658,559.51 baht (Credit Union League of
Thailand Limited, 2018). They have played a key role in supporting communities and cooperative
members. Set up on the basis of the volunteer spirit of individuals who come from the same relationship
circle, e.g. the same community, the same profession, or the same educational institution, a credit union
cooperative is operated under a democratic principle – ‘one man, one vote.’ Its members collect their
assets together, which will serve as capital for members with a need to borrow money, and its board
members are elected by its members. Any interests will be allocated to its members in the form of
interest, dividends and welfare benefits.
Silpakorn University, Phetchaburi IT Campus, is situated in Sam Phraya Sub-district, Cha-Am
district, Phetchaburi province, which offers educational service, research, academic services, as well as
art and cultural preservation in the western region of Thailand. Credit union cooperatives in this province
are interesting in terms of their number – approximately 70. They consist of 227,113 ordinary members,
6,523 associate members, 1,162 organizational members, and 42 savings groups. Their total assets
amount to 6,319,818,226.38 baht (11.98 percent of the total assets of all credit union cooperatives in
Thailand), with deposits of 3,044,295,202.82 baht (9.53 percent of the total deposits of all credit union
cooperatives in Thailand), and capital stocks of 2,247,154,580.00 baht (9.53 percent of the total capital
stock of all credit union cooperatives in Thailand). It can be concluded that Phetchaburi has a strong
credit union cooperative movement with sustainable operations.
The success of the credit union cooperative movement in this province has resulted from
cooperation from various parties and sectors. A key person contributing to its success and recognition is
Assistant Professor Suwit Piapong, the National Coop of the Year 2011 (Cooperative Technical Branch).
At present, he serves as an advisor to the Credit Union League of Thailand Limited, an advisor to the
2
Phetchaburi Cooperative Network, and an advisor to the Phetchaburi Provincial Cooperative League. In
the past, he acted as the Vice President and the Dean of the Phetchaburi Rajabhat University. He was a
founder and an advisor to more than 60 credit union cooperatives. His academic achievements include
the writing of textbooks and research on cooperatives.
The author was interested in studying his biography and achievements in the credit union
cooperative movement in Phetchaburi. This research involved systematic and academic collection of his
biography and achievements in the credit union cooperative movement. This aimed to facilitate research
of this topic by interested people and to publicize his distinction as a contributor to cooperative affairs in
Phetchaburi. People can apply his approach to the development of other cooperative movements.
1.1. Research Objectives

1) To study the biography of Assistant Professor Suwit Piapong, the National Coop of the Year 2011.
2) To study his achievements in the credit union cooperative movement in Phetchaburi.
1.2. Expected Benefits

1) Systematic collection of information about the biography and achievements in the credit union
cooperative movement of Assistant Professor Suwit Piapong, the National Coop of the Year 2011,
which can be applied by interested public and private organizations for the development of
communities or society as a whole.
2) Publicization of his distinction as the National Coop of the Year 2011, a contributor to the successful
credit union cooperative movement in Phetchaburi, and a practical role model for the next generation
of people.
3) Academics’ awareness of the importance of studying the biography and achievements of important
local people and inspiration to study important people from other sources.
4) The fact that the results of this research can be academically referred to and can be applied as a
guideline for studying similar topics.
1.3. Definitions
Biography – Assistant Professor Suwit Piapong’s history, consisting of different parts, i.e. his
background, early childhood, education, family life, character and personality, and honors he received.
Achievements in the credit union cooperative movement – His works related to the operations of
credit union cooperatives, i.e. credit union cooperative management, roles and responsibilities in credit
union cooperatives, credit union cooperatives-related activities, and credit union cooperative networks in
Phetchaburi.
2. METHODOLOGY
2.1. Research Design

This research involved qualitative research which aimed to study the biography and achievements of
Assistant Professor Suwit Piapong, the National Coop of the Year 2011, relating to the credit union
cooperative movement in Phetchaburi.
2.2. Data Analysis Procedure

1) Studying relevant concepts and theories from books, textbooks, articles, research, and other
publications – This served as a guideline for developing the research conceptual framework and
question guidelines to assist with writing the research outline and carrying out the research.
2) Exploring and gathering data related to the research – Data from documents concerning his
biography and such achievements were collected. The interview process and question guidelines
were designed to acquire the desired information and learn about relevant details.
3) Applying the improved interview guidelines and question guidelines to interview the informants.
4) Collecting data from interviews, observations and photos – Relevant methods included note taking,
sound recording, and filming during the interviews.
3
5) Managing data – Data collected from documents, interviews, and transcriptions of recorded sounds
were studied and summarized to extract their essence, and they were then classified according to the
scope of research content.
6) Verifying and validating the data – In case any data was missing or incomplete according to the scope
of content, additional data was collected.
7) Validating and arranging photos taken during the interviews or observations based on the scope of
content.
2.3. Informants
The informants in the research consisted of his family members, relatives, local leaders, executives,
colleagues, and members of cooperatives, as well as other relevant individuals or those equipped with
some knowledge about his biography and achievements. The research was divided into two parts:
1) Assistant Professor Suwit Piapong’s biography: Background, Early childhood, Education, Work and
family life, Character and personality, and Honors he received.
2) Assistant Professor Suwit Piapong’s achievements in the credit union cooperative movement in
Phetchaburi Province: Management, Roles and responsibilities, Activities, and Credit union
cooperative networks in Phetchaburi.
2.4. Research Duration

This research was carried out from 21 November 2016 to 20 November 2017, which took a year.
2.5. Research Methodology

The research plan was as follows:
1) Collection of data on his biography and achievements were collected from different documents.
2) Study of theories and research related to his biography and achievements.
3) Surveys of areas to study the general conditions of his biography and achievements.
4) Analysis of needs, details, and results of organizing the credit union cooperative movement in the
study areas.
5) Interviews with all individuals associated with him to learn about his biography and achievements.
6) Field work.
7) Presentation of research findings.
8) Preparation of the final report.
The most common technique used for checking data in qualitative research is triangulation
(Supang Chantavanich, 2013), which consists of four methods, as follows:
1) Data triangulation – This aims to identify if data derived from various sources are consistent. In cases
when they are consistent, they are considered to be valid.
2) Researcher triangulation – This aims to determine whether the findings from respective researchers
or data collectors are consistent, and if yes, how. In cases when they show consistency, they are
considered to be valid.
3) Theoretical triangulation – It has the objective to determine the consistency of data acquired by
applying different theories. In cases when they are consistent, they are considered to be valid.
4) Methodological triangulation – This aims to determine the consistency of particular data collected
using different collection methods. In cases when consistency is identified in the data, this shows that
these data are valid.
In this research, the above triangulation methods were applied based on the context of data or findings to
ensure the highest quality of research results.
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3. RESULTS
3.1. Suwit Pheerpong’s biography

The conclusions of the research on Assistant Professor Suwit Piapong’s life history and achievements
related to operations of credit union cooperatives in Phetchaburi are as follows:
1) Background: Mr. Suwit Piapong was born on Tuesday 20 December 1938 at Ban Nong Phutsa, Mu
9, Don Yang sub-district, Mueang Phetchaburi district, Phetchaburi province. His father’s name is Mr.
An Piapong, who was a village headman and a good person. His mother’s name is U Piapong. Both
of them did farming. Suwit is the third child from six children. Originally, his family owned farm land,
but later, they were cheated, so they became a poor family.
2) Early childhood: Mr. Suwit Piapong was a top performer at school. He was helpful, generous, and
sincere. As he was an unhealthy boy, his relatives made a votive prayer. Once he became healthier,
he was sent to stay with a monk at Wiang Temple in Phetchaburi.
3) Education : His education from elementary to undergraduate levels is as follow
Grades 1-2: Wat Thin Pura School: Don Yang sub-district, Mueang Phetchaburi district, Phetchaburi
province
Grades 3-4: Wat Phriang School: Pho Rai Wan sub-district, Mueang Phetchaburi district, Phetchaburi
province
Grades 7-12: Suwanrangsarit School: Khlong Krachaeng sub-district, Mueang Phetchaburi district,
Phetchaburi province
Certificate of Higher Education: Somdet Chaopraya Teachers College Bangkok
Secondary Grade Teachers’ Certificate: Department of Teacher Education, Ministry of Education
Bachelor of Education Program in Science-Biology: Prasarnmit Educational College
4) Work and family life: He started his government teacher service in 1959, which is detailed in the
following table.
Table 1: Suwit Piapong’s Work Experience

Year Work experience
1959 Teacher at Sueksa Panya School, Phetchaburi province
1959 Teacher at Tha Yang School, Tha Yang district, Phetchaburi province(1 September)
1964 Teacher at Wat Nong Chok School (Si Sawan Phanit), Phetchaburi province
1969 Assistant Principal at Wat Nong Chok School (Si Sawan Phanit), Phetchaburi province
1975 Teacher, Pibulsongkram Teachers College, Phitsanulok province
1976 Teacher, Phetchaburi Teachers College, Phetchaburi province
1985-1991 Head of the Faculty of Management Science, Phetchaburi Rajabhat University Phetchaburi
province
1995-1999 Dean of the Faculty of Management Science, Phetchaburi Rajabhat University Phetchaburi
province
2009-2012 Deputy Director, Institute of Arts and Culture Research and Promotion, Phetchaburi
Rajabhat University, Phetchaburi province
2013 Retired government officer
2015 External assessor from the Office for National Education Standards and Quality
Assessment (Public Organization)
Present Advisor to the Credit Union League of Thailand
Advisor to the Phetchaburi Cooperative Network
Advisor to the Phetchaburi Provincial Cooperative League
Member of the Subcommittee on Teacher Civil Service and Educational Personnel
Member of the Subcommittee on Discipline and Mise à la Retraite d' Office Local
Government Officials
In 1963, he moved to Nong Chok sub-district, Tha Yang district, Phetchaburi province. He married
Ms. Sam-ang Piapong, and they had two children together, one son and one daughter. His wife
passed away in 1999.
5) Character and personality: Assistant Professor Suwit Piapong is a kind, generous, friendly, and
helpful person, with a good heart. He is a giver and isn’t self-centric. He always makes sacrifices and
focuses on common interests. He has good human relations skills, a sense of humor, good
personality, a long range vision, self-confidence, and self-esteem. These characters are classified into
Buddhism’s principle of Sangkhahawatthu Si (Four virtues of social solidarity): 1) Donation, 2) Good
speech, 3) Useful conduct, and 4) Consistency.
6) Honors: The following are honors he received: Table 2 Honors Received by Suwit Piapong
5
Table 2 Honors Received by Suwit Piapong

Year Honors
2011 National Coop of the Year 2011 (Cooperative Technical Branch) from the Department of
Cooperative Promotion, Thailand Ministry of Agriculture and Cooperatives
2538 Outstanding Achievement in Rural Development from the Bunthin Atthakorn Foundation
2558 National Outstanding Senior from the Senior Citizens Council of Thailand under the Patronage
of Her Royal Highness Princess Srinagarindra
2558 Honorary Doctorate Degree in Business Administration (Management) from Phetchaburi
Rajabhat University
3.2. Achievements in the credit union cooperative movement in Phetchaburi province.
3.2.1 Management of credit union cooperatives in Phetchaburi

Assistant Professor Suwit Piapong has been a key contributor to the credit union cooperative movement
in Phetchaburi province, to which he has applied the 4 M management model, which consists of man,
money, materials, and management, which are detailed as follows:
1) Man – This deals with management of manpower and credit union cooperative members to get their
involvement in organizational structuring. It also involves the recruitment of people who are
knowledgeable and are capable of providing effective and efficient administration, to serve in
managerial positions in order to acquire credit union cooperative members. This focuses on the
development of human resources, i.e. cooperative members, board members, personnel who
organize training courses for the board members, and local administrative personnel.
2) Money – This deals with collecting a small amount of money from individual members to secure
money for expense management. This aims to provide operational liquidity, allocate money with the
least cost, set up funds to serve different activities of members, pay dividends to members, assist
members throughout a complete human life cycle (being born, growing older, becoming ill and dying),
and provide efficient and effective financial management.
3) Materials – This deals with management of materials, including raw materials, in the operational
process of credit union cooperatives to ensure the maximum benefits and minimize waste in resource
consumption.
4) Management – This is management which relies on a monthly learning system, which involves
meetings to exchange knowledge and experience about management, formulating approaches to
credit union cooperative development and member support systems, establishing criteria for money
borrowing and examination to facilitate their members’ funds access, and controlling loan payment
guarantees between members, which aims to strengthen the cooperatives and increase the number
of their members. This process can ensure effectiveness and efficiency of their work.
3.2.2 Role and responsibilities of credit union cooperatives in Phetchaburi

Assistant Professor Piapong’s roles and responsibilities related to the credit union cooperatives are as
follows:
1) Networking - He has formed groups of people, on a voluntary basis, to allow them to stay connected,
share information and news, and conduct activities using the door-to-door technique.
2) Respect - His neighbors, colleagues and supervisors have trusted and praised him because he is a
capable person who has gained achievements and he has given them constructive advice.
3) Local people - He has been friendly to all people, which shows that all they have equal rights. He has
had good human relations skills and has helped other people on an equal basis.
4) Teacher role - He has been open to other people’s opinions and eager to learn and train himself. He
has worked attentively and seriously. He has been a moral and transparent person, as well as a role
model. He has educated and trained people, with a skill to convey difficult content in a way which is
easy to understand in a logical manner so that other can analyze it in later time. He can answer
questions clearly.
6
3.2.3 Activities related to credit Union cooperatives in Phetchaburi

Assistant Professor Piapong established the Community Welfare Fund (One Baht Daily Fund) in different
sub-districts, derived from the savings of credit union cooperative members. The Fund is aimed at
providing comprehensive assistance for its members throughout a complete human life cycle (being
born, growing older, becoming ill and dying) and providing scholarships for children. It is also aimed at
establishing a financial system in localities which is managed by each locality.
The Medical Care Welfare Fund – If a member of the Fund is admitted to a hospital, each of other
members pays 20 baht. The maximum number of the fund members does not exceed 300. Each sick
member will receive 1,000-6,000 baht per visit, depending on the number of fund members.
The Pension Welfare Fund – Once a member of the fund reaches 60 years old, he or she will
receive a monthly pension, derived from the value of his or her shares, for 20 years (240 months). For
example, if one reaches 60 when the value of their shares amounts to 60,000 baht, they will receive 360
baht a month. This gives individual members the opportunity to use money from their shares before they
die. However, to be eligible for this pension benefit, the members have to contribute money to this fund
(one baht a day) for at least five years before.
In cases when any members marry each other, they will receive an amount of money. If they have
a newborn baby, they will be eligible for financial support, for up to three children. If they or their children
get ill, they will receive compensation, which they can reimburse all-year-round. When their children go to
school, they receive educational welfare. When their son wants to be ordained, they will receive financial
support. The amount of the financial support varies according to the financial status of each cooperative.
Once any member passes away, the cooperatives will co-host their funeral. The relatives of the
deceased members will receive financial support, and the deceased members’ debt will be waived – their
loan account will be closed automatically. In the event that the deceased members’ deposits, shares, or
savings are in a cooperative, it will double their value. If any members reach 70, they will be eligible for a
pension, which can be paid on a monthly or yearly basis, depending on the management of each
cooperative. However, to be eligible for this, members must have a good history. They must not have
debt payment default. In cases where they need to make a debt payment late, they can apply for an
extension, which is subject to cooperative regulations.
3.2.4 Credit union cooperative network in Phetchaburi

1) The Phetchaburi Credit Union Club – It is responsible for promoting, publicizing and establishing
cooperatives and improving them in terms of strength and the number of members. The Credit Union
Club convenes a meeting once a month and the venue for their monthly meeting rotates to a different
cooperative.
2) The Cooperative League of Phetchaburi – It convenes a meeting with all cooperatives within
Phetchaburi once a month. In the forum, any cooperatives which lack liquidity or need money for
business investment will be offered assistance by the other cooperatives.
The Phetchaburi Credit Union Club’s slogan is “Phetchaburi promises to provide financial assistance:
Bigger cooperatives assist their smaller counterparts and partner cooperatives will assist each other.”
3.2. Conclusion
Assistant Professor Suwit Piapong was a driving force behind the development of the management
system for credit union cooperatives in Phetchaburi by talking with people in individual households (door-
to-door technique); making people clearly understand about credit union cooperatives, involving local
people in organizational structuring; recruiting board members and members to work together to expand
into a credit union cooperative network in Phetchaburi, which aims to assist individual members and their
family; and carrying out activities, including meetings, among cooperatives in Phetchaburi and among
regional cooperative networks. This is consistent with the research by Pichai Kwanthong et al. (2014) on
the achievements in the management of credit union cooperatives for economic sustainability of
communities in the upper northeastern region. The research revealed that the credit union cooperative
policy clearly aimed to develop community capacity, consisted of systematic development steps, from the
7
individual, family to community level, and was in line with all respects of the government’s socio-
economic development policy.
Assistant Professor Piapong has collected a small amount of money from a large number of
people in order to secure a sufficient amount of money for expense management, operational liquidity,
least-cost spending, the establishment of funds to cover expenditures on member activities, dividend
payment to members, assistance with members throughout their life cycle (born, older, ill, and dying), as
well as efficient and effective financial management. This action is in accordance with the Cooperative
Auditing Department’s 2016 Performance and Financial Status Report of Credit Union Cooperatives
(2016: 45). The report suggested that credit union cooperatives are financial organizations set up within
the same community with the aim to provide members with assistance. They deployed money which they
collected from their members to establish funds, which they managed on their own, and they established
a community financial system, which was managed by the communities. Credit union cooperative
movements expanded in both urban and rural areas.
Assistant Professor Piapong set up the Community Welfare Fund (One Baht Daily Fund) in
different sub-districts to provide assistance for its members throughout a complete human life cycle
(being born, growing older, becoming ill and dying). He also established the Phetchaburi Credit Union
Club, which is responsible for promoting, publicizing and establishing cooperatives and improving them
in terms of strength and the number of members. The Credit Union Club convenes a meeting once a
month and the venue for their monthly meeting rotates to a different cooperative. Its slogan is
“Phetchaburi promises to provide financial assistance: Bigger cooperatives assist their smaller
counterparts and partner cooperatives will assist each other.” This is in line with the research by
Somneuk Wisadsombad and Suwit Piapong (2017) on the strategies for the development of cooperatives
in Phetchaburi to become model cooperatives and make Phetchaburi the city of cooperatives and
welfare for cooperative members under the sufficiency economy philosophy. It revealed that improving
the number of cooperative members and amount of capital involved diverse strategies. To develop model
cooperatives and make Phetchaburi become the city of cooperatives, cooperative networks/clubs held a
monthly meeting among cooperative representatives to provide them with the opportunity to share and
learn about cooperative management-related experiences and they organized seminars and training for
board members and management teams. Cooperatives in this province entered into an agreement on
cooperation pertaining to mutual financial assistance. They had a system called “Bigger cooperatives
assist their smaller counterparts.” Cooperative networks organized workshops on the preparation of
project plans, which consisted of annual action plans, short-term action plans, and medium-term action
plans (3-5 years), e.g. welfare management plans covering the entire life cycle of members. This
included welfare provided by cooperatives free of charge and welfare partially contributed to by
cooperative members, i.e. the Community Welfare Fund (One Baht Daily Fund) and the Medical Care
Welfare Fund (20 baht Fund). These funds received cooperation from cooperatives, the Department of
Local Administration, health promotion hospitals, educational institutions, and other organizations.
The Cooperative League of Phetchaburi convenes a meeting with all cooperatives within
Phetchaburi once a month. In the forum, any cooperatives which lack liquidity or need money for
business investment will be offered assistance by the other cooperatives. This is in line with the research
by Doungporn Hatchavanich and Bancha Chalapirom (2011), which investigated Thai cooperative
movement structures. The research found that the Cooperative League of Thailand was the supreme
cooperative organization for cooperatives in Thailand and that its strength and operational efficiency was
an indicator of the progress and self-reliance of the Thai cooperative movement. It suggested that the
Cooperative League of Thailand should be equipped with true cooperative characteristics, play a
leadership role, and efficiently act as a representative of and mouthpiece for the cooperative movement.
Furthermore, it should be responsible for promoting the establishment of cooperatives, providing advice,
providing education and training, and communicating with government agencies, and cooperative-related
organizations, both domestic and international. More importantly, it should uphold the cooperative
ideology. Despite a lot of legal restrictions, there are channels provided for the Cooperative League of
Thailand to operate as the supreme organization for the cooperative movement, i.e. cooperative
8
networks of different agencies within and outside of the cooperative movement, both the government and
private sectors, to strengthen the Thai cooperative movement and ensure its legitimacy.
3.3. Suggestions
This research project suggested that the achievements in operations of credit union cooperatives in
Phetchaburi province are vital to the improvement of the quality of life of the local people. Thus,
sustainable development should be provided for credit union cooperatives in Phetchaburi, by means of
education, dissemination or presentation of relevant information, and training for local people. This is
because these approaches have led credit union cooperatives in this province to be successful in their
operations and have upgraded local people’s lives. The management teams of credit union cooperatives
should ensure transparent and fair management and adhere to the good governance principle. They
should allow cooperative members to audit them at all times. The Cooperative League of Phetchaburi,
the government, or agencies concerned, can offer financial and operational support for credit union
cooperatives in Phetchaburi to continue their success.
Recommendations for Future Research: There should be further study which aims to improve the
operations of unsuccessful credit union cooperatives in Phetchaburi in order to improve the quality of life
of local residents in a sustainable manner.
REFERENCES
Cooperative Auditing Department. (2015). 2014 Performance and Financial Status Report of Credit Union
Cooperatives. Nonthaburi: Printing House of the Agricultural Cooperative Federation of Thailand, Ltd.
Credit Union League of Thailand, Phetchaburi Branch. (2018). 2017 Statistics of Cooperatives/Credit Union Groups
across Thailand. Phetchaburi: Credit Union League of Thailand, Phetchaburi Branch.
Department of Cooperative Promotion. (2016).
Doungporn Hatchavanich and Bancha Chalapirom. (2011). Thai Cooperative Movement Structures. Academic
Journal, University of the Thai Chamber of Commerce, 31(2), April-June 2011, 99-113.
The Government Gazette. (2005). 122 (63 a). Page 1.
Nirun Ornnum et al. (2014). Service Quality of Mueang Ubon Ratchathani Agricultural Cooperatives. Academic
Journal, Faculty of Business Administration, Rajamangala University of Technology Thanyaburi, 9(2), November
2014, 1-15.
Phetchaburi Rajabhat University. (2015). Honorary Doctorate Degree in Business Administration (Management).
Phetchaburi: Faculty of Management Science, Phetchaburi Rajabhat University (Commemorative Document on
the Occasion of Granting an Honorary Doctorate Degree in Business Administration (Management), Academic
Year 2015).
Pichai Kwanthong, Chamnong Adivadhanasit, Surapon Suyaprom, and Supot Saikaew. (2014). Achievements in the
Credit Union Cooperative Management for Economic Sustainability of Communities in the Upper Northeastern
Region of Thailand. Journal of Graduate Studies, Valaya Alongkorn Rajabhat University, 8(1), January-April
2014, 87-101.
Thailand Development Research Institute. (2009). Sano Unakun’s Biography and Achievements. Bangkok: Thailand
Development Research Institute.
Somneuk Wisadsombad and Suwit Piapong. (2017). Strategies for the Development of Cooperatives in Phetchaburi
to Become Model Cooperatives and Make Phetchaburi the City of Cooperatives and Welfare for Cooperative
Members under the Sufficiency Economy Philosophy. The 7th Phetchaburi Rajabhat University National
Conference for Sustainable Thailand. 15 July 2017, Phetchaburi Rajabhat University.
Supang Chantavanich. (2013). Data Analysis in Qualitative Research. Bangkok: Chulalongkorn University Press.
9
Awareness on Copyright among Students

Hazlina Mohd Padil1, Amylia Fuziana Azmi1, Nor Laila Ahmad1,
Norashikin Shariffuddin2, Noorsaliza Amin Nudin3 & Farihana Abdul Razak4
1
Faculty of Law, Universiti Teknologi MARA, Cawangan Negeri Sembilan,
Kampus Seremban, Seremban, Negeri Sembilan, Malaysia.
2
Faculty of Law, Universiti Teknologi MARA, Cawangan Selangor,
Kampus Dengkil, Dengkil, Selangor, Malaysia
3
Faculty of Law, Universiti Teknologi MARA, Cawangan Pulau Pinang,
Kampus Permatang Pauh, Pulau Pinang, Malaysia
4
Faculty of Law, Universiti Teknologi MARA, Cawangan Perak, Kampus Tapah,
Perak, Malaysia
hazli6749@uitm.edu.my
ABSTRACT
Copyright refers to the rights of the authors over their literary and artistic works. This legal term
protects the owner of their copyrighted work from being infringed by others. Infringement happens
when the work of the original authors being used in verbatim without acknowledging the owner’s right.
University students are exposed to copyright each day especially in their submission of assignments.
Students may directly or indirectly infringed the work of the original authors when they did not properly
quote or acknowledge the work of the original authors. Fair dealing is an exception to the copyright
infringement as well as a defence in the proceedings involving copyright. Lack of awareness on law
relating to copyright among students will lead to plagiarism. This study evaluates whether knowledge of
copyright law, awareness of fair dealing and knowledge of fair dealing have effects on the awareness
on copyright among students. The approach taken was based on the responses received after the
respondents attended a consumer talk focusing on the copyright issues. Findings from the survey
shown that knowledge of fair dealing and knowledge of copyright law contribute to the awareness on
copyright among students. This paper recommends further research on the type of infringements
among students and the causes that leads to such illegal actions.
Key Words: Copyright, fair dealing, knowledge, awareness, students
1. INTRODUCTION
Copyright is a legal term to delineate the creators’ rights over their literary and artistic works which
incorporating books, music, paintings, sculpture, films, computer programs, databases, advertisements,
maps and technical drawings. Unauthorised use of copyright material which violates the creators’
exclusive right to produce or to make derivative that build upon it is known as copyright infringement
(Aboyade et. al, 2015). An example of a copyright infringement is plagiarism in which the original works
of the creator was violated by using all or any part of the works, either verbatim or with trivial changes
(Isiakpona, 2012). Copyright infringement is familiar among undergraduate students where according to
McInnis and Devlin (as cited in Tella & Oyeyemi, 2017), copyright infringement may take place with
different intent and it can range from deliberate fraud to negligence or accidental failure to acknowledge
sources when paraphrasing from original sources and misunderstanding about conventions of academic
reference.
10
However, there are circumstances where the public can use author’s work without infringing it.
One of the exceptions to copyright infringement is fair dealing. Fair dealing should be given liberal
interpretation as it is dealing with user’s right, which is an integral to copyright law as the rights of
copyright owners (Aboyade et. al, 2015). Among the prominent examples in fair dealing is when one
making single copies of published works for personal and private use and the use of works in the media
of articles of broadcasts on current economic, political or religious topics. It is becoming increasingly
difficult to ignore since Malaysia and other countries around the world are facing copyright infringements
in the global rise of digital information. According to Ismail & Zakuan (2019) there are two factors
contribute to the copyright infringements which are quick access to the internet and advancement in
peer-to-peer file sharing systems that caused rampant distribution copyrighted material illegally through
the campus network (Gerlach et. al (2009) as cited in Ismail & Zakuan, 2019).
In Malaysia, the establishment of Intellectual Property Corporation of Malaysia or MyIPO and the
Copyright Act 1987 serve as the avenue to solve the problem as well as raising legal awareness in
educating the students on copyright infringement as mentioned by Dryden (2013) cited in Ismail &
Zakuan (2019). Therefore, in order to avoid copyright infringement, the society must obey the law but not
before they are aware of the law. As copyright is not an emerging issue, students may be aware of the
copyright protection in its conventional forms. They may be aware that it is illegal to photocopy a book or
to buy pirated CDs. With the advancement of information and communication technology, however,
these conventional forms of copyrighted works are also available online. This means that anyone can
access to the copyrighted works in the form of digital contents, such as e-books, e-magazines, music,
film, and computer programs at anytime, anywhere (Ismail & Zakuan, 2019).
Following this critically, one can therefore hypothetically attribute the cause of plagiarism in
academic institutions is due to lack of awareness of copyright among students (Glover et. al, 2016).
Previous studies help to understand what triggers the students to commit copyright infringement. Hence,
this study is meant to evaluate the awareness on copyright among students in relation to their
submission of assignments and tasks to their respective university. Thus, a study on the issues relating
to the awareness of copyright need to be conducted to ensure that a proper legislation on copyright law
could be implemented in education line in resolving the issue of copyright infringement and also to
safeguard the rights of the real owners. In fact, the researchers opine that the awareness on copyright
helps the students to minimize the usage of copyright works and increase the submission of original
works to the university.
2. LITERATURE REVIEW
2.1. Knowledge of Copyright Law

Ahmadi and Sonkar (2015) viewed that copyright is considered as an important intellectual properties by
awarding the exclusive rights to the author of creative work to reproduce the work in any form. Copyright
stands as a protection for the creative labour which belongs to the original author of the subject matter.
Nasir et.al, (2007) mentioned that copyright owners may take a legal action in the event of copyright
infringement. The authors viewed that copyright owners are entitled to seek for a redress mechanism in
cases of the breach of copyright by using a proper legislation. The authors also viewed that most of the
respondents in their studies are confused between copyright, patent and trademark protection as
trademark and patents are more well-known as compared to copyright in digital environment. Further,
according to their studies, many of the respondents describe copyright protection and commercialisation
is still at infancy stage.
According to Tella & Oyeyemi (2017), undergraduate students may infringe on copyright law if
copyrighted works are reproduced, distributed, performed, publicly displayed, or made into a derivative
work without the permission of the copyright owner. This is to show that knowledge about copyright is
important to be understood by the students to avoid them from involving in that illegal act. Tella &
Oyeyemi (2017) further recommended the original author to reduce the cost of their textbooks to help
reducing the rate of piracy in higher institution. Further, all relevant sources must be equipped to the
library to enable the students to get a quick access to all information at any time. This is to ensure that
11
students will be able to access all information needed through a proper avenue without the need to
infringe any copyrighted works.
2.2. Awareness of Fair Dealing

Fair dealing is a predominant concept in copyright law. In Malaysia, the copyright law is governed by the
Copyright Act 1987 and the principle of fair dealing is an exception to the rights of copyright owner which
is particularly stated under section 13 of the aforesaid Act (Abdul Aziz, 2009). Fair dealing allows
reproduction in copyright work but only limited to certain purposes. Abdul Aziz (2009) highlighted that the
right to utilise the copyrighted work such as for academic research and private study will give benefit to
the public as well as to maintain the privileges of the copyright owner. In addition, fair dealing is also
known as a part of defences available in the law of copyright in relation to an action brought against
copyright infringement (Ahmadi & Sonkar, 2015).
In order to avoid any infringement to copyright work, the public must aware of the principle of fair
dealing. Thus, raising awareness of fair dealing among students is very important as it may control them
from leading to plagiarism offences. A study by Ahmadi & Sonkar (2015) found that 66% of the doctoral
students of Babasaheb Bhimrao Ambedkar University, Lucknow are aware about fair use while 10% are
unaware. In keeping with these finding, the researchers reported that 10% of the doctoral students are
aware that the private study is an integral part of fair dealing and it does not fall under infringement of
copyright (Ahmadi & Sonkar, 2015). Hence, if the students are aware of the concept of fair dealing, they
will limit the utilisation of the copyrighted work only for education purposes.
Sritharan & Manickam (2013) found that learners were not aware of the materials that can be used
for private study. This indicates that learners still lack of awareness of fair dealing. Moreover, Marshall
(2005) as cited in Sritharan & Manickam (2013) says that misunderstanding and lack of awareness of the
concept of fair dealing may lead to copyright infringement among students. Since the concept of fair
dealing has been portrayed as a defence against the copyright infringement, the students must be
adequately aware of this principle and therefore the universities must play important role to educate
students on the fair use, copyright and plagiarism in academic works.
2.3. Knowledge of Fair Dealing

Copyright law was established to protect the work of the authors and fair dealing is a defence to justify
the usage of the author’s work. However, copyright violation and misunderstanding of fair dealing could
lead to copyright infringement by the learners (Krishnaveni Sritharan & Manickam, 2013). According to
the research conducted by Henderson et al. (2019), fair dealing was an integral part of copyright law.
The defence of fair dealing is permitted for the purposes of private study, non-profit research, criticism,
review and reporting for current events and apparently no other (Tee, 2004).
The Malaysian Copyright Act 1987 was amended in the year 2012 to extend the exception of ‘fair
dealing’ in research purposes (Wahid, Madieha, & Ghani, 2020). Based on the findings from the research
conducted by San (2015), the practice by instructors of selecting only those parts of the resources which
are relevant and then saving into their respective files is legally permissible as it would fall within
the fair dealing provision in Section 13(2)(a) of the Copyright Act 1987. Further, fair dealing for the
purposes of research, private study, criticism or review or reporting of news or current events does not
tantamount to an infringement of copyright as long as the usage of the author’s work is accompanied by
acknowledgement of the title of the work and its authorship in the proviso to the section 13(2)(a) of the
Copyright Act 1987.
2.4. Awareness on Copyright

High cost of textbooks, lack of awareness of the principle of plagiarism, free copying from internet,
academic research pressure, peer pressure, easier access to the information needed, lack of awareness
about what is correct or wrong on the Internet, and misconception about copyright law as it applies to
internet content were the factors that lead to copyright infringement (Igudia & Hamzat, 2016). Education
institution did not have an expert in copyright which further contributes to the lack of awareness among
12
students (Charbonneau & Priehs, 2014). Dutta & Paul (2014) suggested that any form of awareness-
raising campaign can help to increase interests in copyright.
In a study done by Sritharan et. al (2015) they found that the respondents' statements about
awareness of copyright law were not in line with the actual results of the survey conducted. They
suggested that institution and educators need to be more vigilant in inculcating appropriate attitudes to
copyright law in order to avoid widespread infringements when students are in the process of producing
their own work. The increasing awareness on copyright law and possible punishment for violating the law
was rated as the most fundamental way of reducing copyright infringement (Tella & Oyeyemi, 2017).
3. RESEARCH METHODOLOGY
This study was purely quantitative where an online survey instrument was given to students of Universiti
Teknologi MARA, Cawangan Negeri Sembilan, Kampus Seremban, Negeri Sembilan who attended a
Consumer Talk 3.0 on 28 November 2019. A total of 170 students from 200 students responded to the
survey given after the talk which discussed on issues relating to copyright law. The questionnaires which
were adapted from the study done by Sritharan & Manickam (2013) were was divided into two sections
where section A consists of the demographics of the students such as gender, age, and the program
attended.
In section B of the questionnaires, a total of 18 items were divided into categories such as
knowledge of copyright law, awareness of fair dealing, knowledge of fair dealing, and awareness on
copyright. All the items in Section B were assessed using 4-points Likert Scale (1=Strongly disagree,
2=Disagree, 3=Agree, 4=Strongly agree). Statistical Package for Social Science (SPSS) version 24 was
used to analyse the data. The following hypothesis have been formulated for this study:
H1: There is a significant relationship between knowledge of copyright law and awareness on copyright.
H2: There is a significant relationship between awareness of fair dealing and awareness on copyright.
H3: There is a significant relationship between knowledge of fair dealing and awareness on copyright.
4. RESULTS & DISCUSSION
Table 1 shown the profiles of respondents which involved 26 male (15.3%) and 144 female (84.7%)
respondents. All of the male respondents were from aged 18-20 years (n=26, 100%) while within the
female respondents mostly aged 18-20 years (n=134, 93.1%), followed by aged 21-23 years (n=8, 5.6%)
and only two female respondents aged below 18 years (n=2, 1.4%). In this study, majority of the
respondents were diploma students where within the male population, the diploma students (n=22,
84.6%) were more than degree students (n=4, 15.4%). As for the female population, the number of
diploma students (n=108, 75%) were also more than the degree students (n=36, 25%).
Table 1: Profile of Respondents

Profile Male Female
Frequency Percentage Frequency Percentage
(n) (%) (n) (%)
Total Respondent 26 15.3 144 84.7
Age
Below 18 years 0 0 2 1.4
18 – 20 years 26 100 134 93.1
21 – 23 years 0 0 8 5.6
Program
Diploma 22 84.6 108 75
Degree 4 15.4 36 25
The data was further analysed using Cronbach Alpha in order to test the reliability of the questionnaires.
The widely accepted cut-off score is that Alpha should be 0.60 or higher (Sekaran & Bougie, 2016).
Hence, based on the Table 2 below, it can be concluded that all the variables in this study were found to
be good and reliable.
13
Table 2: Reliability Test Result

Variables Cronbach’s Alpha No. of Items
Independent Variables:
Knowledge of copyright law 0.790 4
Awareness of fair dealing 0.673 4
Knowledge of fair dealing 0.771 4
Dependent Variable
Awareness on copyright 0.889 4
Pearson correlation is used to examine the relationship between the three independent variables
(knowledge of copyright law, awareness of fair dealing, knowledge of fair dealing) with the dependent
variable (awareness on copyright). Table 3 below shows relationship between the variables and its
relationship with deterrence.
Table 3: Pearson Correlation Analysis

Variables Awareness on Significant
copyright
Awareness on copyright 1.000 .000
Knowledge of copyright law -0.311 0.000
Awareness of fair dealing -0.038 0.621
Knowledge of fair dealing 0.526 0.000
Significant (p-value 0.05)
Source: SPSS Analysis
The variable knowledge of copyright law (-0.311) and awareness of fair dealing (-0.038) shown that
those variables were negatively related to the variable awareness on copyright. However, the variable of
awareness of fair dealing is not significantly related to awareness on copyright. Thus, based on the
above table 3, the independent variable of knowledge of copyright law is negatively significant to the
dependent variable of awareness on copyright and the independent variable of knowledge of fair dealing
(0.526) is positively and significantly related to the dependent variable awareness on copyright.
A regression analysis was conducted to identify which variables have impact on dependent
variable of awareness on copyright. Based on the Table 4 below, only the independent variables
knowledge of copyright law and knowledge of fair dealing have impact on the on the dependent variable
of awareness on copyright. The model was significant, p<.000 with the independent variables explained
29.6% of the variance. The standardised coefficient beta for variable knowledge of fair dealing (.476)
indicate that this factor make the largest contribution to the dependent variable awareness on copyright,
followed by the independent variable of knowledge of copyright law (-.148).
Table 4: Regression Analysis
Adjusted R Std. Error of
Model R R Square Square the Estimate F Sig.
1 .544a .296 .284 .53051 23.295 .000
Coefficientsa
Model Unstandardised Standardised
Coefficients Coefficients
B Std. Error Beta T Sig. Results
(Constant) 2.428 .416 5.835 .000
H1 Knowledge of copyright law -.173 .082 -.148 -.2.012 .037 Accept
H2 Awareness of Fair Dealing .004 .094 .0.003 .041 .968 Reject
H3 Knowledge of Fair Dealing .499 .073 .476 .476 .000 Accept
a. Dependent Variable: Awareness on copyright
Source: SPSS
Students are exposed to day to day copyright infringements particularly involving submission of
assignments. Special session should be conducted on the writing skills which will not infringe the work of
others. Students should be informed of the Copyright Act 1987 particularly on the acts which may lead to
infringement. In fact the results of the data analysed shown that knowledge of copyright law affects the
awareness of copyright among students.
14
The other predictor which has a significant positive effect of the awareness of copyright among
students is the knowledge of fair dealing. Students should also be informed of the acts that tantamount to
fair dealing which is the exception to the copyright infringement. Sufficient information on the fair dealing
which include the characters, natures and other dealings in accordance with the Copyright Act 1987
should be disseminated to students at the beginning of semester. Students will be more vigilance in their
submission of works for fear of punishment arising from contravening the legislation.
5. CONCLUSION AND RECOMMENDATION
Early dissemination of information on copyright is a good method of creating awareness among students
on infringement of copyright. Introduction on copyright law, fair dealing and sanctions on contravention of
legislation is sufficient to make the students aware of their conduct. A good implementation by education
institution on copyright legislation helps authors to preserve their copyrighted works from being infringed.
The paper recommends further research on the type of infringements among students and the causes
that leads to such illegal actions.
REFERENCES
Abdul Aziz, S. B. (2009). An Assessment of Fair Dealing in Malaysian Copyright Law in comparison with the
Limitation Provisions of Japanese Copyright Law-Within the Current Technology Background. Hosei Riron, 41(3),
4.
Aboyade, W. A. et. al. (2015). Copyright Infringement and Photocopy Services Among University Students and
Teachers in Nigeria. International Journal of Arts & Sciences, 08(01), 463–472.
Ahmadi, A., & Sonkar, S. K. (2015). Awareness regarding plagiarism and fair use of copyrighted work: a survey
amongst Doctoral Students of Babasaheb Bhimrao Ambedkar University, Lucknow. Journal of Information
Management, 2(2), 98–110. Retrieved from http://www.splp
Charbonneau, D. H., & Priehs, M. (2014). Copyright Awareness, Partnerships, and Training Issues in Academic
Libraries. Journal of Academic Librarianship, 40(3–4), 228–233. https://doi.org/10.1016/j.acalib.2014.03.009
Dutta, G., & Paul, D. (2014). Awareness on institutional repositories-related issues by faculty of University of
Calcutta. DESIDOC Journal of Library and Information Technology, 34(4), 293–297.
https://doi.org/10.14429/djlit.34.5138
Glover, Reuben K. A., K. J. T. and, & Kpodo, C. S. (2016). Fighting plagiarism among students through copyright
awareness and policy: a focus on kwame nkrumah university of science and technology. European Journal of
Research in Social Sciences, 4(3), 23–37.
Henderson, S., McGreal, R., & Vladimirschi, V. (2019). Access Copyright and Fair Dealing Guidelines in Higher
Educational Institutions in Canada: A Survey. Partnership: The Canadian Journal of Library and Information
Practice and Research, 13(2). https://doi.org/10.21083/partnership.v13i2.4147
Igudia, O. E., & Hamzat, O. (2016). Awareness and indulgence in copyright Infringement of Internet Information
Contents among Distance Learning Undergraduates of University of Ibadan , Nigeria. Ijes, 16(2), 198–209.
Isiakpona, C. D. (2012). Undergraduate students’ perception of copyright infringement: A case study of the university
of Ibadan, Oyo State, Nigeria. Library Philosophy and Practice, 2012(FEB), 1.
Ismail, I. R., & Zakuan, Z. Z. M. (2019). Legal Awareness on Copyright Protection Among Tertiary Students in
Malaysia. Proceedings of the Regional Conference on Science, Technology and Social Sciences (RCSTSS
2016), (Rcstss), 495–505. https://doi.org/10.1007/978-981-13-0203-9_46
Rosniwati Nasir, Ponnusamy, V., & Lee, K. M. (2007). Copyright Protection In The Digital Era: A Malaysian
Perspective. Munich Personal RePEc Archive, (8253), 1–16. Retrieved from https://mpra.ub.uni-
muenchen.de/8253/1/Copyright_in_the_Digital_Age.pdf
San, T. P. (2015). Aggregating digital resources in an e-learning platform: A case study of a Malaysian public
university’s compliance with copyright. Malaysian Journal of Library and Information Science, 20(1), 1–18.
Sekaran, U., & Bougie, R. (2016). Research methods for business : a skill-building approach. John Wiley & Sons.
Sritharan, K, Wee, V., Chin, R., & Jong, E. (2015). A case study: the knowledge and awareness levels of copyright
infringement among learners utilising digital technologies in Sunway College Johor Bahru, 1902, 33–37.
Retrieved from http://eprints.sunway.edu.my/292/
Sritharan, Krishnaveni, & Manickam, M. K. (2013). Concept Paper on the Awareness of “Fair Dealing” Among
Learners of Sunway College Johor, Johor Bahru, 10–21.
Tee, K. L. (2004). Copyright law in Malaysia: Does the balance hold. Journal of Malaysian and Comparative Law.
Tella, A., & Oyeyemi, F. (2017). Undergraduate Students’ Knowledge of Copyright Infringement. Brazilian Journal of
Information Science, 11(2), 38–53. https://doi.org/10.36311/1981-1640.2017.v11n2.05.p38
Wahid, R., Madieha, I., & Ghani, A. (2020). Comparative study on copyright exception for teaching purposes:
Australia, Malaysia and the United Kingdom. Journal of International Studies, 8, 31–45.
15
Community- Based Mosque Tourism Model for

Sustainable Socioeconomic Growth: A proposed
Conceptual Study
Masrul Hayati Kamarulzaman1, Zuliana Zoolkefli1, Siti Sara Ibrahim1, Aini Hayati
Musa1, Farrah Nadia Baharuddin & Alia Nadira Rosle2
1
Faculty of Business and Management, UiTM Rembau
2
Faculty of Computer Science and Mathematics, UiTM Rembau
masrulhayati@uitm.edu.my
ABSTRACT
Malaysia’s Islamic tourism sector has increasingly shown its credibility in the global Islamic trade and
tourism industry as a tourist destination. Through this, mosques in Malaysia e.g; Seri Sendayan
Mosque, Putra Mosque, Kristal mosque and many more were having a unique architecture of design
and value to potentially attract the tourists’ to come and visit this country. However, does the mosques
able to enhance the socioeconomic activities of the local community “qariah”? Even they are receiving
many tourists nowadays, the sustainable impact to local community is still require an action from this
industry. It is a loss when the country has a valuable assets (mosques) with a unique structure and
design that has successfully attract the tourist but no action is taken to enhance the socioeconomic of
local community that contribute to realizing a few of the national SDGS that focuses on sustainable
community’s socioeconomic growth. In response to this issue, this study is done to provide detailed
study on the background of Islamic tourism that focuses to mosque tourism and proposed a
sustainable community based model within the mosque tourism activities. This study contributes the
relevant conceptual evidence which establishing a model of sustainability for community to implement
following to the three element of economic, society and environment.
Key Words: Local Community, Mosque Tourism, Sustainability, Socioeconomic Growth
1. INTRODUCTION
Tourism if often referred to as the world’s largest industry and regarded as a means of achieving
community development (Sharpley, 2002). According to the world tourism organization (2009),
tourism is one of the world’s fastest growing industry and one of the global engines of
development. This industry is also closely linked to religion which has acted as a powerful motive
for traveling, religious buildings, rituals, festivals and religious events are important tourist
attractions for those are the followers of the particular systems of belief represented (Henderson,
2003).
Islamic tourism is a new tourism destination in the world today. There are 54 Muslim
countries in the world (figure 1). Most of the countries situated in an important nerve point of the
world. Due to the geographical and economic importance of muslim countries, this tourism
increases day by day. Same goes to the development of mosques as a tourist attraction in the
tourism industry. Mosque has the potential to play a significant role in the economic development of
the ummah. The prophet has given examples that the mosque does not only serve as the centre of
worship, but mosque is also a centre of economic and other activities. during the time of the
prophet Muhammad (pbuh), the mosques were represented as a place for communal gathering of
Muslim society, as well as a centre for worship, education and training, social activities, society
development centre, information centre, judicial centre, communication centre, society interaction
centre, treatment and emergency, rehabilitation centre and art centre (Ariff, 2009). In the present
time, mosques should be able to manage potential for the benefit of the Ummah.
16
Figure 1: World Muslim Population
However, even they are receiving many tourists nowadays, the sustainable impact to local
community is still require an action from this industry (Aref, Redzuan, & Gill, 2017). It is a loss when
the country has a valuable assets (mosques) with a unique structure and design that has
successfully attract the tourist but no action is taken to enhance the socioeconomic of local
community that contribute to realizing a few of the national SDGS (Figure 2) that focuses on
sustainable community’s socioeconomic growth. In addition to that, understanding and assessing
tourism impacts in local communities is important in order to maintain sustainability and long-term
success of the tourism industry (Diedrich & Garcı´a-Buades, 2008). To date, very little research has
examined residents’ perceived impacts of tourism toward the local communities in developing
countries (Zamani & Musa, 2018)
Figure 2: National SDGS 2030
Responding to this issue, it is important for a researcher to study on the perception and
awareness of the local communities as well as the qariah within the mosque toward the potential
impact of the mosques to enhance social and economic activities of the community for a
sustainable socioeconomic growth despite the potential of those mosque in attracting a tourist for
nation’s economic development. As there is limited understanding of residents’ perceptions of
tourism impacts toward local communities and also very few research has been done here on the
process of tourism in Malaysia. Hence the purpose of this study is to examine community
perceptions toward social and economic impacts of mosque tourism to the local community
socioeconomic growth.
Furthermore, in order to be an outstanding mosque, the institutions should be well managed
and administered so that it can give a benefit to the local communities within the qariah (Alim &
Abdullah, 2010). Thus, a comprehensive model of community based mosque tourism also need to
be establish so that the implementation of this idea can be realize by the community and qariah of
the mosque itself effectively and efficiently. However, to provide economic contribution to the
people, it requires a commitment of takmir mosque and supported by the jamaah. In addition,
17
studies and da’wah in the field of Islamic economics are required, so that people understand that
Islam teaching has the aspect of muamalah and commerce. After the people already have an
understanding then they will have the awareness to participate in mosque-based economic
activities (Riwajanti, Muwidha & Candrawati, 2018).
2. MOSQUE AND ITS INITIAL ROLE IN ISLAM
Malaysia is a moderate Muslim country of south-east Asia. There are a lot of Islamic
infrastructures, mosques, Islamic heritage sites in Malaysia. This country also has attractive Muslim
cultures and customs. So, the country may be an Islamic tourism destination in the world. Tourism
Malaysia has sold the country as a safe destination with a familiar culture which is able to cater to
Islamic travellers in the country (the straits times, 2002).
The word mosque or al-masjid (figure 3) is literally means a place of prostration. Al-masjid
comes from the Arabic word sajada, yasjudu, sajdan or sujudan. It means devoted, loyal and with
bowed heads with full respect and reverence (Wahab, 2008). In the early history of the Islamic
development, mosque is the centre of Islamic civilization which has two functions. First, mosque
has religious functions as a place of worship, prayer, dhikr and i'tikaf, and social functions as
centres of education, education and teaching, central government administration. Second, it has
socio-economic function with the establishment of baitul maal which manages zakat, infaq and
alms giving to help the poor; a tradition continued by khulafaur rashidin and his successor caliph
(Astari & Puji, 2014; Basid & Abdul. 2009; Dalmeri. 2014).
Figure 3: Quba Mosque, Madinah (Oldest Mosque around the World)
Thus Razak, Hussin, Muhammad and Mahjom (2014) in their study has critically mentioned
that mosque institutions must be administered and managed effectively on the spirit of sincerity and
trust from Allah SWT. Most importantly, a good management must be translated into action so that
the mosque would be fully functional as recommended by the prophet Muhammad (pbuh). Mosque
is a place for establishing communication with the god and expressing servitude and nothingness
before the divinity and magnificence of the creator of the universe (Hayati, Ra’ouf, & Karavani,
2019). It has been quoted from the great apostle of Islam (May Allah bestow him and his sacred
progeny the best of his regards) that “say prayers wherever it was time for praying, do it
immediately because the earth is your mosque”.
3. THE IDEAL ROLE OF MOSQUE IN SOCIAL AND ECONOMIC DEVELOPMENT
The function of mosque as a centre for the development of the Ummah becomes an important
thing, as stated by all informants. As a place of worship, the mosque is used in a variety of
activities directly related to worship and spiritual development. In addition, the mosque also serves
as a centre of civilization where all the problems of the Ummah are discussed, for example issues
related to economics, education, politics, culture etc.
Some mosques already have a variety of economic activities in the form of mosque owned
enterprises, but the number is very limited (Hamdani & Muhammad Ibrahim, 2016). Several studies
related to the community empowerment through mosque have been done in several cities and all
found that the mosque has the potential to improve the welfare of the people who live around the
18
mosque. In addition, mosque's function as a development and empowerment of Muslims as a

whole should not be neglected (Dalmeri, 2014). As a place of worship, the mosque is used in a
variety of activities directly related to worship and spiritual development. in addition, the mosque
also serves as a centre of civilization where all the problems of the Ummah are discussed, for
example issues related to economics, education, politics, culture etc. currently, the function of
worship has been implemented well, unfortunately the function as civilization development still get
less attention from the society.
Therefore, mosques need to be encouraged so that these two functions can run well by
improving creativity of mosque board to serve the Ummah, to increase the welfare. Jemaah
mosques need to be fostered to have a balance of religious ethos and strong work ethic. Thus
creativity recognizing economic opportunities and opening up businesses to capture this
opportunities is important (Riwajanti, Muwidha & Candrawati, 2018).
4. PROPOSED COMMUNITY BASED MOSQUE TOURISM MODEL FOR SUSTAINABILITY
Since the 17 Sustainable Development Goals (SDGs) came into force on September 2015, all
countries will mobilize efforts to end all forms of poverty, fight inequalities and tackle climate
change, while ensuring that no one is left behind. Malaysia has taken one step further in realising
these goals. As noble as the vision can be, realising these ambitions in achieving the SDGs and
eliminating poverty will require mobilising the right scale and mix of financing, including
incorporating all resources – public and private, domestic and international. As one of Muslim-
populated country in the world, Malaysia has the upper hand in accessing and mobilising Islamic
instruments.
“Sustainability” as defined in commerce is derived from the term “sustainable development”
used in the “Triple Bottom Line” and the Social Sustainability Index (Elkington, 1997). Next Alhaddi
(2015) and Joseph (2013) have all posited that sustainability exists within the structure of social,
environmental, and economic pillars. This is also echoed by Elkington's triple bottom line of
sustainability, the former of which has been discussed within the research on sustainability (Das &
Rangarajan, 2017; Delai & Takahashi, 2011; Drennan, 2003; Elkington, 1997; Joseph, 2013).
Thus, in proposing a sustainable model of community based mosque tourism, an element of
sustainability that derived from the theory of Elkington is being adapted. Figure 4 below has
illustrated how the sustainability element is being integrated within the community in operatizing the
mosque tourism so that it may sustainably enhance the socioeconomic growth of the industry as
well as local community.
Figure 3: Sustainable model in Community Based Mosque Tourism
19
Sustainable development is high potential for any community within economic, social, cultural, ecologic
and physical constraints. Tourism can be sustainable if development meets the needs of tourists and
local residents while protecting future opportunities. Tourism activity would give a huge impact on
sustainable development. There is a higher chance for the development of sustainable tourism and the
preservation of its competitiveness in the quality of the environment to preserve the natural heritage and
fascinating culture and values of other goods and resources. The fundamental strategy to enhance the
sustainability of tourism is fully utilized of taxes and subsidies to improve the facilities of economic,
environmental and social infrastructure. Drumm and Moore (2005) highlighted a few key considerations
for ecotourism development at the community level. The key considerations also called as a fundamental
principle that should be considered in planning for community involvement in ecotourism activities
comprised with creating a partnership, avoid putting all eggs in the ecotourism basket and link the
ecotourism benefit to conservation. At the same time, society should be considered as value added for
their participation leading to ecotourism products and the interests of the involvement for the
development of sustainable communities as active community participation in ecotourism is good for
business and environmental conservation. Thus an adaptation of sustainability model within the
community based mosque tourism activities need to be considered. However, future study need to be
done empirically so that the study may contribute to the facts on the proposed conceptual framework.
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21
International Baccalaureatte Learner Profile: Bringing

International Mindedness to Life
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
effendi@ukm.edu.my
ABSTRACT
The international mindedness concept has received considerable attention from stakeholders thanks to
a growingly global interconnectedness and interdependence. International mindedness refers to having
an understanding and respect of one’s own and other's culture, identity, and ways of life. Education is
expected to play a significant role in nurturing unity among students by developing an understanding
and respect towards other cultures and identities. Thus, the international mindedness education has
become crucial in promoting harmony and world peace by removing ethnic, religious and socio class
barriers as schools around the world become more diverse. Despite the natural state of plurality and
diversity among the communities in Malaysia, there is a major challenge for the government to develop
a harmonious nation that is parallel to the Malaysian identity and values – even though the government
puts paramount attention on fostering national unity through education. The government has gone the
extra mile to explore the International Baccalaureate Middle Years Program as an alternative learning
model to nurture 21st-century skills, values, and unity among students. As a result, the program has
succeeded in developing internationally-minded students through the International Baccalaureate (IB)
Learning Profile. This study will impact how integrated values and unity among students can be
promoted to achieve harmony and world peace using a holistic model of teaching and learning that is
congruent and aligned with curriculum, assessment, and teachers’ belief and practice.
Key Words: International Mindedness, IB Learner Profile, Middle Years Program International
Baccalaureate
1. INTRODUCTION
Globalisation has resulted in more interconnectedness, interdependence, and multiculturalism among the
countries across the globe, than ever before. It is also associated with rapid changes and growing
complexity in politics, economy, and culture. Inevitably, the impact has created a pressure to transform
the worldview on education - one that can help achieve a sustainable future by developing
internationally-minded students (Harrison, 2014; Hill, 2002) as schools around the world grow more
diverse (Sánchez-Martí & Ramírez-Iñiguez, 2012). The United Nations in its Agenda of Sustainable
Development Goals (SDG) put great importance on the role of education to develop global citizenship
(which is often used interchangeably with international mindedness) among students to achieve a
sustainable future (Hicks, 2003; Singh & Qi, 2013). On that note, international mindedness means
understanding and respecting one own and other people’s cultures, identities, and ways of life (Hill,
2007; Merryfield, Lo, & Kasai, 2008). Students in an ethnically pluralist society, one like Malaysia, must
learn to function as a solid unit in society to maintain sustainability and stability. Thus, international
mindedness education is crucial in promoting harmony and world peace by removing ethnic, religious,
and socio class barriers (Walker, 2011).
Malaysia is a multi-ethnic, multi-religious, and multilingual country as a result of British colonisation
with Malay, Chinese, and Indian making up the major ethnic group while the minority ethnic groups e.g.
indigenous people and others, commonly originate from Sabah and Sarawak. The plural and diverse
communities in Malaysia have indeed posed a major challenge for the government in developing a
harmonious nation based on Malaysian identity and values (Abdul Talib et al., 2015; Hazri & Santhiram,
2012). As a result, the government has placed national unity as one of the key concerns in the national
education policy. The National Philosophy of Education formulated in 1988 aims to produce not only a
holistic human capital that is intellectually, spiritually, emotionally and physically balanced and harmonic,
but also one that is able to contribute to the harmonious society and nation as read:
22
“Education in Malaysia is an on-going effort towards further developing the potential of individuals
in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonious, based on a firm belief in and devotion to
God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and
competent, who possess high moral standards, and who are responsible and capable of achieving
a high level of personal well-being as well as being able to contribute to the harmony and
betterment of the family, the society and the nation at large.”
(Source: Education Act 1996)
However, studies show that teachers are struggling to integrate values and foster national unity
through the curriculum. The incongruence between the curriculum, classroom instruction, and
assessment has become an obstacle in integrating values and unity across the education system
(Saharia, 2015). This is due to the fact that teachers are less competence in mastering the pedagogical
techniques that are needed to integrate values and unity in classroom activities (Ab. Halim & Jaafary,
2005; Habsah et al., 2007; Wan Hasmah, 2002). Not to mention, the failure to translate the core values
embedded in the National Education Philosophy into teaching and learning due to low level of
understanding and appreciation of the National Education Philosophy (Sapie et al., 2017). Additionally,
teachers felt that the instructional time should primarily focus on academic achievement as the intangible
outcome of education such as unity and integrated values are not assessed in national examinations
(Anita, Mohd Isa, & Mohd Mahzan, 2014). The strive to nurture unity has pushed the Ministry of
Education to explore an alternative pedagogical approach, namely the International Baccalaureate
Middle Years Program to foster a national unity through education in 2015 which complements the
Malaysia Education Blueprint 2013-2025 aspiration (Ministry of Education, 2013) as read:
“……students to have leadership skills, but strong universal values such as integrity, compassion,
justice, and altruism, to guide them in making ethical decisions. At the same time, it is important to
balance the development of global citizenship with a strong national identity”
(Ministry of Education, 2013, p.34)
2. INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM
Ministry of Education introduced the International Baccalaureate Middle Years Program (IB MYP) to
enculturate critical thinking skills, and nurture values and unity among students. The program is
implemented in ten selected secondary schools consisting of various levels of academic achievements,
geographical location, and school type, known as International Baccalaureate World School (IBWS)
Ministry of Education (Ministry of Education, 2013). The implementation of IB MYP requires each IBWS
across the globe to adhere to the Program Standards and Practice and the IB MYP Learning Model to
ensure the program’s sustainability. The Program Standards and Practices consist of three sections and
seven standards. Section A emphasises the school's vision, mission, and policies, which are in line with
the IB Philosophy. Section B consists of Standard B1 and B2 stresses the crucial role of management and
school leadership to provide resources and support to ensure the effectiveness of this program. The third
section, Section C comprises of four standards, Standard C 1, C2, C3, and C4,with a focus on teaching and
learning such as soft skills, unit plan, IB toolkits and assessment (International Baccalaureate
Organisation, 2014b). The IB MYP Learning Model as shown in Figure 1 consists of three rings that are
interconnected with each other to nurture international mindedness as outlined in the IB Mission
Statement:
“The IB aims to develop inquiring, knowledgeable and caring young people who help to create a
better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right”
(International Baccalaureatte Organisation, 2014a, vi.)
23
Figure 1: The IB MYP Learning Model

Source: International Baccalaureate Organisation (2014a)
The primary aim of this program is to inculcate IB Learner Profile and develop international
mindedness among students by providing meaningful experience to them (International Baccalaureate
Organisation, 2014). The Program Standards and Practice the IB MYP Learning Model represent the
holistic approach of teaching and learning in the IB MYP that would develop internationally-minded
individuals (International Baccalaureate Organisation, 2015). The fundamental concept of this program
emphasis on “holistic learning, intercultural awareness, and communication” (International Baccalaureate
Organisation, 2014a, p. 4) provide balance in students’ learning experience and inculcate IB Learner
Profile (International Baccalaureate Organisation, 2008, 2014a). Moreover, global context as one of the
key concepts in the IB MYP Model provides an opportunity for students to experience their
responsibilities as active global citizens through interdisciplinary themes applied in classroom activities.
The eight subject groups as shown in Figure 1 emphasises on “the understanding of concepts, the
mastery of skills and the development of attitudes that can lead to considered and appropriate action”
(Hayden & Thompson, 2011, p. 15).
As discussed earlier, teachers are feeling vague about how to inculcate unity and values within
classroom instruction due to lack of teaching competency, low level of understanding and belief, lack of
support and resources, and misalignment between curriculum, pedagogical process, and assessment.
Research on inculcation of international mindedness in IBWS provides evidence that international
mindedness can be nurtured among students when curriculum, classroom instruction, assessment and
teachers’ belief and understanding on international mindedness are aligned and congruent with each
other (Cause, 2009; Hacking et al., 2017; Lai, Shum, & Zhang, 2014). Moreover, teaching students to
understand unity and values means more than just delivering curriculum, implying the latest pedagogical
technique and planning assessment but teachers need to provide the opportunity for students to “explore
the grounds upon which people hold them, their meaning for the people involved, and how they are
similar to, and different from, comparable beliefs in our own cultures” (Hreha, 2012, p. 4) which is
believed to most likely be achievable through IB MYP as this program provides meaningful learning
(Singh & Qi, 2013). Thus, the interwoven between the elements in the three rings of the IB MYP Model
and standards in the Program Standard and Practice as well as the adherence to the IB MYP Model and
the Program Standard and Practice would help in nurturing international mindedness among IBWS
students. As a result, national unity among students can be fostered as they can comprehend and
tolerate other cultures and beliefs (Hacking et al., 2017; Sriprakash, Singh, & Jing, 2014).
3. FOSTERING INTERNATIONAL MINDEDNESS THROUGH THE 10 ATTRIBUTES OF IB LEARNER

PROFILE
The inevitable challenge of globalisation has established a demand to shift a pedagogy that incorporates
critical thinking, 21st-century skills, and prepares students to be internationally-minded (Harrison, 2014).
According to Gigliotti-Labay (2010), students need to learn to understand, appreciate and tolerate other
cultures and ways of life before they are able to face 21st-century challenges and global issues. This is
because the rapid changes across the globe such as political uncertainties and economic crises could
create conflict among individuals and eventually, shift the way they think and perceive. Thus, developing
local and global conciousness or internationally-minded individuals is crucial to instill unity and create
24
world peace (Singh & Qi, 2013). International mindedness refers to individuals that have the ability to
think from different perspectives and acquire the attributes of IB Learner Profile such as being open-
minded, empathetic, and reflective. In other words, an internationally minded individual would have a
better understanding, appreciation and respect for other cultures and opinions (Sriprakash et al., 2014).
The IB Learner Profile provides an important indication of the characteristics that internationally-
minded individuals are likely to acquire (Bullock, 2011). According to Singh & Qi (2013), the 10 IB
Learner Profile attributes, namely, (1) inquirers, (2) knowledgeable, (3) thinkers, (4) communicators, (5)
principled, (6) open-minded, (7) caring, (8) risk-takers, (9) balanced and (10) reflective, focus on
students’ outcomes and translate the IB Mission Statement into a set of attributes that express the values
and goals of IB (Sriprakash et al., 2014). The IB Learner Profile is also associated with the three key
concepts of international mindedness, namely (1) global engagement, (2) multilingualism and (3)
intercultural understanding. Knowledge is one of the IB Learner Profile that is associated with global
engagement as it encourages students to explore local and global issues. Multilingualism, on the other
hand, encourages students to be communicators. Students who acquire communicator attributes would
likely master more than one language and develop an understanding of other cultures. Finally, students
with open-mindedness are more likely to develop an intercultural understanding of other cultures and
accept diversity. Other attributes, namely, inquirers, knowledgeable, principled, caring, risk-takers,
balanced, and reflective served as supportive attributes to instill international mindedness in students
(Singh & Qi, 2013).
4. CONCLUSION
With the increasing global interconnectedness and interdependence, the international-mindedness

concept has received considerable attention from stakeholders e.g. teachers. Teaching in a global era
requires a shift in pedagogy that incorporates critical thinking and stressess on international mindedness.
Teaching students to understand unity and values is beyond reforming the curriculum, like implementing
the latest classroom activities and planning assessments. Instead, teachers need to provide
opportunities for students to experience meaningful learning in order to develop an understanding and
appreciation of other cultures and ways of life. Moreover, the congruence between curriculum, teaching
and learning, assessment, and teachers’ understanding and belief on unity and values play a significant
role in inculcating internationally-minded students that would contribute to a harmonious society, nation
and world.
ACKNOWLEDGMENT
We gratefully acknowledge the financial support from Universiti Kebangsaan Malaysia (UKM) under
Dana Penyelidikan FPEND (Grant number: GG-2019-034). We thank everyone who provided insights
and expertise that greatly assisted the research. We thank all the experts for sharing constructive
comments that greatly improved the manuscript.
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Walker, G. (Ed.). (2011). The changing face of international education: Challenges for the IB. Cardiff, England:
Peterson House.
Wan Hasmah Wan Mamat. (2002). A qualitative investigation on the teaching of values education in Malaysian
schools: Expectations and realities. Jurnal Pendidikan, 22, 137-154.
26
Learn for Life: The Role of IB Assessment in

Nurturing IB Learner Profile
Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia
effendi@ukm.edu.my
ABSTRACT
Malaysia has always planted a goal to develop a holistic human capital that is intellectually, spiritually,
emotionally, and physically balanced and harmonic – which was centred in The National Philosophy of
Education. However, along the way, Malaysia’s education system seems to have focused more on students’
academic achievement. This is reflected by the results of public examinations that consistently show a steady
increase every year due to the dominance of teacher-centred learning that focuses on memorising facts.
Despite the fact that public examination results increase yearly, there are still students who are unable to
master key skills, such as literacy and numeracy, as well as high-level thinking skills. Many factors that are
critical to the quality of education, such as the spiritual, emotional, and physical development of a student,
should also be taken into account in shaping well-rounded learners. The implementation of holistic
assessments is, therefore, crucial in preparing students for 21 st-century challenges. The Ministry of Education
has since introduced the Middle Years Program International Baccalaureate (MYPIB) to facilitate meaningful
learning through holistic assessments. The assessment practices in the 10 International Baccalaureate World
School Kementerian Pendidikan Malaysia BWS KPM are in accordance with the Standard Program and
Practices, and the MYPIB Learning Model would develop holistic individuals through the inculcation of the IB
Learner Profile.
Key Words: Assessment, International Baccalaureate Middle Years Programme, IB Learner Profile
1. INTRODUCTION
Malaysia has long been concerned with the development of a holistic human capital that is intellectually,
spiritually, emotionally, and physically balanced and harmonic - which has been captured in The National
Philosophy of Education. In line with the philisophy, the Malaysia Education Blueprint 2013-2025
highlights the six students' aspirations, which include students' knowledge, thinking skills, bilingual skills,
leadership skills, national identity, as well as ethics and spirituality. Promoting students' aspirations is
crucial in ensuring students’ success and inclusiveness so that they are ready to face global challenges
and make significant contributions to families, communities, and the country (Curriculum Development
Division, 2016).
However, the focus on academic achievements has significantly pressured the teachers and
students. As a result, teachers are more likely to practice teacher-centred classroom learning and
neglect meaningful learning in order to prepare students for national exams as school performance is
usually measured based on students’ achievement in public examinations (Biesta, 2015). Meanwhile,
students with low learning skills felt left behind and demotivated because they cannot measure up to their
peers in academics. Given the fact that the results of public examinations are steadily increasing every
year, some students still have difficulties mastering basic literacy and numeracy skills as well as higher-
order thinking skills.
27
Moreover, Malaysia is still lagging behind other Asian countries, such as Singapore, in international
assessments, e.g., Trends in International Mathematics and Science (TIMSS) and the Program for
International Student Assessment (PISA). Many aspects of quality education, such as the financial,
emotional and physical development of a student must be taken into account in equipping students with
21st-century skills as rapid economic change requires students to possess a wide range of knowledge,
skills, and values in order to remain relevant and be a fit for future job opportunities. The implementation
of a holistic assessment is, therefore, critical in preparing students for the 21st-century challenges.
In order to achieve this goal, the curriculum and assessment have been strengthened to ensure
that students acquire knowledge, skills, and values in order to remain responsive to global changes and
to keep pace with lifelong learning (Education Performance and Delivery Unit, 2012). As a result, a new
curriculum has been developed as an effort to increase students’ performance. For instance, the
reformation of curriculum content and pedagogy practices to focus on meaningful learning through
inquiry-based approaches, problem-solving, collaborative, and context-based project-based learning.
Meanwhile, the implementation of assessments has shifted its focus from academic achievement to
student’s holistic development where teachers need to assess the degree to which students master the
learning standards based on the standard performance (Curriculum Development Division, 2016).
2. TYPE OF ASSESSMENTS
Assessment for learning is a formative assessment that is implemented during the teaching and learning
process. Black et al. (2004) defined assessment for learning as giving priority to prompt students’
learning by sharing of objectives and learning outcomes with the students. As a result, students are more
aware and committed to their learning and are more prepared for the task assigned by the teacher.
Formative assessment is seen as a more effective method of assessment to increase student motivation
and thus provides the opportunity for students to achieve meaningful learning (MacPhail, Halbert, &
O'Neill, 2018) through in-depth exploration and application for life.
Through assessment for learning, teachers could set learning goals more clearly based on the
relevant information that students have acquired and absorbed from previous class session (Chin et al.,
2019). Next, teachers should use the information they have gathered to make decisions about the
approaches and activities that are relevant to their students' abilities. A wide range of activities, assisted
by interesting teaching aids, will keep students inspired and focused on their learning. Sharing teachers’
input on the current development of their learning can also improve the students’ interest in learning
through the clear and transparent help of the teacher.
Assessment as learning focuses on the active role of students in their learning. This type of
assessment would enhance students' understanding of the learning content before the teaching and
learning processes begin. It would help students understand their purpose of learning and be more
responsible of their education progress. Assessment as learning is also closely related to the
metacognitive process of thinking or the management of cognitive processes (Kuhn, 2000). Students
with metacognitive thinking could analyse and evaluate critically and creatively when solving problems or
making decisions.
Assessment of learning is a common form of assessment because it offers clear and
understandable information to stakeholders, e.g., parents, about students’ achievement after a period of
time (Earl, 2013). Such summative assessments may also provide knowledge that is of high validity and
reliability (Chong, 2018) and is more specific to examinations either at the national (central) or school
level (Huot, 2002).
Summative assessments, e.g., final year examinations, are administered by teachers, and
hasbecome the preferred method because it saves time and costs. Students' cognitive skills are
represented by examination marks that are easier to understand by stakeholders, e.g., parents. The
written examinations, however, are unable to assess the skills and principles that students have
acquired. Thus, summative assessments must also comprise project-based assessments to allow
students to exercise both cognitive and non-cognitive skills at the same time - allowing teachers to
evaluate students holistically.
28
3. HOW IB ASSESSMENT DEVELOP THE IB LEARNER PROFILE?
The nurturing of the IB Learner Profile is the main aim of the International Baccalaureate Middle Years
Programme (IB MYP). In fact, the effectiveness of IB MYP can be measured through the inculcation level
of the IB Learner Profile among students. Students who acquire the IB Learner Profile are individuals
who are responsible and be concerned with local and global community, respect differences and
contribute to world peace. The ten attributes of the IB Learner Profile are (1) inquirers, (2)
knowledgeable, (3) thinkers, (4) skilled communicators, (5) principled ( principled), (6) open-minded, (7)
concerned, (8) risk-takers, (9) balanced and (10) reflective (International Baccalaureate Organisation,
2008).
The implementation of IB MYP is one of the extra efforts exercised by the Ministry of Education to
inculcate higher-order thinking skills among students and to uplift the national standard of education to
an international level. The program has been implemented for students ages 13 to 17 based on the IB
MYP learning model design that focuses on student-centered learning and provides meaningful learning
experiences for students (Education Performance and Delivery Unit, 2018).
The implementation of IB MYP requires each IBWS to adhere to the Program Standards and
Practice and the IB MYP Learning Model to ensure its sustainability. The Program Standards and
Practices consist of three sections and seven standards. Section A emphasises on school's vision,
mission, and policies in line with the IB Philosophy. Section B consists of Standard B 1 while B2 stresses
on the crucial role of management and school leadership in providing resources and support to ensure
the effectiveness of this program. The third section, Section C comprises of four standards, Standard C 1,
C2, C3, and C4 which focus on teaching and learning such as soft skills, unit plan, IB toolkits, and
assessment (International Baccalaureate Organisation, 2014).
Based on Standard C2, the Written Curriculum, teachers share the knowledge, skills, and
experience to prepare unit plans as lesson plan documents. Unit plans serve as the complete lesson
plans document to guide teachers on inquiry-based learning and to replace daily teaching plans. The unit
plans emphasis on interdisciplinary units to reinforce concept-based learning among students. Moreover,
teachers must include the list of summative assessments that they have planned out to assess students’
mastery level based on the learning objectives. The evaluation of summative assessments in IB MYP is
conducted through presentations, essay writing, and project-based approach. The summative
assessments in IB MYP are designed based on inquiry statements to assess students' ability and
understanding of the concepts being applied and usually associated with real-life situations for students
to experience meaningful learning (International Baccalaureate Organisation, 2014).
The student assessment is based on a standardised rubric known as task-specific clarification for
each subject group. The task-specific clarification consists of four objectives or assessment criteria that
are defined by the standards and should be assessed at least twice a year. Teachers use professional
judgment in designing assessment methods and instruments to assess students’ performance and to
determine their final grade based on all of their summative assessment results. The assessment policy
states that students can be given the opportunity to improve their performance through improved work
and final products for their summative assessment (International Baccalaureate Organisation, 2014).
Formative assessments are also carried out in the IB MYP to inform teachers on students learning
progress. Teachers can assess students’ understanding as students engage in classroom activities.
Teachers’ observations are accurate information that can be used for teachers in making decisions in
teaching and learning, and when it comes to students’ development. Thus, teachers in International
Baccalaureate World Schools (IBWS) need to be creative in diversifying pedagogical techniques and
approaches to ensure students have the opportunity to develop both cognitive and non-cognitive skills
(International Baccalaureate Organisation, 2014).
4. CONCLUSION
The implementation of holistic IB assessment practices in the IBWS, which is based on the Standard
Program and Practices and the IB MYP learning model, could nurture the ten attributes of the IB Learner
29
Profile among students (Education Policy Planning and Research Division, 2015). Students who
acquired the IB Learner Profile would be able to embody the aspirations presented in the Malaysia
Education Blueprint 2013-2025, namely, knowledge, thinking skills, leadership skills, bilingual skills,
ethics and spirituality, and national identity. Thus, teachers should continuously strive to enhance their
competency and skills to successfully implement holistic assessment in schools. The changes do not
only have a significant impact on teachers’ professionalism, but they also expand students’ potential and
enhances their ability in all aspects of life.
ACKNOWLEDGMENT
We gratefully acknowledge the financial support from Universiti Kebangsaan Malaysia (UKM) under
Dana Penyelidikan FPEND (Grant number: GG-2019-034). We thank everyone who provided insights
and expertise that greatly assisted the research. We thank all the experts for sharing constructive
comments that greatly improved the manuscript.
REFERENCES
Biesta, G. (2015). What is education for? On good education, teacher judgement, and educational professionalism.
European Journal of Education, 50(1), 75-87.
Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). The nature and value of formative assessment for
learning (Unpublished manuscript). Educational Testing Service, Princeton, NJ.
Chin, H., Thien, L. M., & Chiew, C. M. (2019). The reforms of national assessments in malaysian education system.
Journal of Nusantara Studies (JONUS), 4(1), 93-111.
Chong, S. W. (2018). Three paradigms of classroom assessment: Implications for written feedback research.
Language Assessment Quarterly, 15(4), 330-347.
Curriculum Development Division. (2016). Buku Penerangan Kurikulum Standard Sekolah Menengah. Putrajaya:
Kementerian Pendidikan Malaysia.
Earl, L. (2013). Assessment as learning: Using classroom assessment to maximize student learning (2nd ed.). [E-
reader version]. Thousand Oaks, CA: Corwin Press.
Education Performance and Delivery Unit. (2012). Pelan Pembangunan Pendidikan Malaysia 2013-2025
(Pendidikan prasekolah hingga lepas menengah). Putrajaya: Kementerian Pendidikan Malaysia.
Education Performance and Delivery Unit. (2018). Laporan tahunan 2017 Pelan Pembangunan Pendidikan Malaysia
2013-2025. Putrajaya: Kementerian Pendidikan Malaysia.
Educational Planning and Research Division. (2015). Kajian keberkesanan pendekatan Middle Years Programme
International Baccalaureate (MYPIB) Tahun 2014-2015. Putrajaya: Kementerian Pendidikan Malaysia.
Huot, B. (2002). (Re)-Articulating writing assessment for teaching and learning. Logan, UT: Utah State University
Press.
International Baccalaureate Organisation. (2014). Program Standards and Practices. Cardiff: International
Baccalaureate Organisation.
Kuhn, D. (2000). Metacognitive development. Current directions in psychological science, 9(5), 178-181.
MacPhail, A., Halbert, J., & O’Neill, H. (2018). The development of assessment policy in Ireland: A story of junior
cycle reform. Assessment in Education: Principles, Policy & Practice, 25(3), 310-326.
30
Smart Buffet Food Tray

Muhamad Zuraidi bin Rohani, Mohd Fakhrur Razi Misran & Zikri bin Zakaria
Jab. Kej. Mekanikal, KM 22 Jalan Matang, Politeknik Kuching Sarawak, 93050

Kuching, Sarawak, Malaysia.
zuraidi90v@gmail.com
ABSTRACT
Food and beverage services are synonymous with excellent hygiene during the handling process. Most
service providers are fully committed to reducing any contamination factors. Unfortunately, the variable
in this case, which involves the human element, is unpredictable. A problem revealed by a case study
stressed on the application of the food tray. Improper management of food during an event can expose
it to potential hazards. Therefore, this research project addressed the implementation of a smart buffet
food tray with a sensing element. This project was aimed at reducing any direct contact between
humans and the lids of the trays as well as the period of exposure of food to the surroundings.
Key Words: Smart Food Tray, Food Handling
1. INTRODUCTION
Safety is a common issue of discussion in various fields of activities, including food servicing and
management. It is essential to provide a solution to improve food safety and hygiene practices. One of
the approaches is the development of an automatic food tray. Currently, the research trend is towards
designing and developing a smart device related to automation and electronics. The latest on the Internet
of Things (IoT) is directed at increasing work efficiency in comparison with human production. The food
servicing industry is not excluded from technological adaptations. Therefore, this research project
presented a cost-effective smart food tray, where the opening and closing of the lid is controlled in the
system by sensing the weight of ladle. A literature review was carried out on the effects of contaminated
food, the significant factors of food poisoning, and typical products that have adopted sensing elements.
Food poisoning or food-borne diseases have become one of the grave concerns around the world as
about 30% of the majority of illnesses are related to the food industry, as announced by the World Health
Organization in 2014. Contaminated food is due to the spread of various microorganisms, such as
bacteria and viruses, which are a potential source of hundreds of illnesses, as experienced in the United
States, where thousands of people are hospitalized due to contaminated food. Many variables should be
considered in managing the processing and servicing of food (Kamala & Kumar, 2018). The prestigious
and exciting food servicing that is provided by many companies has attracted people, especially urban
residents, to have their meals outside instead of eating home-cooked meals (Angulo, Jones, & Angulo,
2006). It has been recorded that 52% of food poisoning cases is caused by eating in restaurants.
The increase in the number of customers in the food industry has had a positive impact in terms of
employment. The demand for employees has resulted in migrant workers coming in to fill the vacancies.
However, food poisoning cases from a single cluster keep increasing every year, where food poisoning in
schools reached 8000 cases in 2015 from 3822 cases in 2005 (New et al., 2017). One of the most
significant factors that contribute to food contamination is the improper handling of equipment during food
processing and servicing. For example, there is a high chance of insects crossing over and spreading
pathogens to food that is exposed for long periods in the open without careful observation. Apart from
that, the lack of knowledge about food hygiene and food is another factor that contributes to food-borne
diseases. In response to this situation, it is necessary to apply technology to food servicing, such as the
application of a smart trash bin (Girdhar, Raval, Pathan, Patidar, & Gurjwar, 2019) by using Arduino to
provide a solution.
31
3. METHODOLOGY
In the development of product innovation in food servicing and management, several elements in Quick
Service Restaurant Chain (QSRC) product innovation steps (Cooper & Edgett, 2010) was adapted.
These steps are applied in research methodology framework as described by (Hemant M. Patil, Saurabh
S. Sirsikar, & Nitin N. Gholap, 2017). The study begins by defining the problem, generating the idea and
concept from a single case study at a restaurant in Kuching Sarawak and overall flow process is shown
in Figure 1.
Figure 1: Overall Methodology Process
Design of Case Study

The case study was conducted with an open-ended questionnaire and site observation, where it allows
the flexibility in responding to any kind of question from the respondent while gaining in-depth knowledge
related to the restaurant operation. The questionnaire applied during the case study is shown in Table 1.
Due to the mutual agreement and confidential issue, the company is named as Company A.
Table 1: Case Study Open-ended Questionnaire

No. Questions
1 How long have you been in the food servicing industry?
2 How many employees work at your company?
3 What is your core or primary business activity in the service industry?
4 What is the main challenges in current practice?
5 What would be your suggestion for the improvement?
4. RESULTS AND DISCUSSION
4.1 Case Study: Company A

Company A is an enterprise company in the food servicing industry in Kuching with twenty employees
includes full time and part-time position. The main activity of the company is serving varieties of food with
buffet style. During the case study, the manager has mentioned that the main challenge is handling the
food during the event. The food was longer exposed to the surrounding and it could not maintain the
warm condition as well as increase the chances of insect crossing the food in the tray. It was suggested
by the owner to have an automatic food tray by means the lid can be open and closed automatically.
32
Therefore, this study was proposing a smart buffet food tray which using electronic and sensors such as
an Arduino and weight sensor as part of the operating system as explained in section 4.2.
4.2 Product Design and Development

Arduino was applied as the control unit and was attached to the hardware. The basic Arduino code logic
was an “if-then” structure that could be divided into a few blocks as the setup. It will usually be written in
the setup section of the Arduino code and performs what needs to be done only once, such as with a
motor. The input was required at the beginning of the loop, and this input would be read. Values, such as
the ambient light reading from an LDR using the analogue Read (), was used as the conditions (“if”). The
output was defined as the final outcome of the logic (“then”) according to the data calculated in the
previous step. Looking at the example of the LDR and PWM, the LED was only turned on when the
ambient light level went below a certain threshold. Figure 2 shows the Arduino circuit diagram that was
applied in this project, while Figure 3 shows the 3D drawing design.
The Arduino board is connected to a computer via a USB, which then links it to the Arduino
development environment (IDE). The user writes the Arduino code in the IDE, which then uploads it to
the microcontroller to execute the code, thereby interacting with the input and output of the motor.
Arduino provides a better solution since it is ready to use as its structure comes with a complete
package. Furthermore, the precision-based limit can be controlled with DE software on any operating
system (Verma, 2017). Despite its advantages, the Arduino libraries are not very efficient in certain parts.
Figure 2: Arduino Circuit Diagram
The system requires programming an Arduino UNO as an ECU unit connecting both the hardware
and sensor. Upon activation of the smart food tray, the sensor will measure and record the weight of a
ladle placed outside the food tray. Once the sensor indicates that the weight of the scoop on the plate
has been reduced, the lid of the food tray will automatically open until the ladle is placed back in its
position. Then, the cover will close automatically. The essential operation of this system is shown in
Figure 4.
33
Figure 3: 3D Product CAD Drawing
Figure 4: Decision Programming Flow Process
Upon completing the fabrication process, the functionality of the smart food tray was tested at a
real event. The system worked successfully according to what it was programmed to do. The cover of the
food tray opened to a 90-degree position within 10 seconds, and the same went for the closing operation.
In terms of power consumption, the system was able to operate for a full day before having to be
recharged for 1 hour since it only used a 2200 mAh Li-po battery. In terms of cost, the system consumed
around RM274.25 for its original equipment. However, the cost invested in this technology for one food
tray would be for at least six days of operation, which is equivalent to RM50 for a part-time worker’s
salary. The final product is shown in Figure 5, while, Table 2 shows the overall cost to develop the
system, including the cost of a complete stainless-steel food tray set.
Figure 5: Smart Buffet Food Tray
34
Table 2: Overall Development Cost

Cost/item Total
No List of parts Quantity
(RM) (RM)
1 Arduino UNO 1 20.00 20.00
2 Linear Actuator 1 86.95 86.95
3 Rivet 1 14.00 14.00
4 Rivet pop bolt 2 packets 1.20 2.40
5 Stainless Steel Food Tray (Full set) 1 109.00 109.00
6 Aluminium Frame 1 18.00 18.00
7 Light Glass 1 30.00 30.00
8 Ladle 1 5.70 5.70
9 Rechargeable battery 11.1V 1 65.90 65.90
10 OMRON Limit Switch 1 18.00 18.00
11 Hinges 2 2.50 5.00
12 Ladle plate 1 2.50 2.50
13 Screw 2 packets 1.50 3.00
14 Button switch on/off 1 2.00 2.00
15 Bush 2 0.60 1.20
16 Arduino casing 1 13.00 13.00
17 L shape metal bracket 3 0.50 1.50
18 Silicon rubber 1 7.50 7.50
19 Jumper 1 packet 3.00 3.00
20 Wire 1 meter 0.80 0.80
383.25
Total
5. CONCLUSION & RECOMMENDATION
This project is focused on redesigned the manually-operated chafing dish into a smart lid food tray. The
primary purpose is to reduce the direct contact between human with the lid of the food tray in order to
maintain food hygiene. The proposed concept and design was successful fabricated and it provides
caterers with an effective way of managing the operation of buffet food trays. The lid of the tray is
automatically open and closed depending on the weight sensor applied in the system. Therefore, the
objective of this project has been successfully achieved.
However, there are several improvements that can be made in future research projects. A sensitive
weight measurement should be applied since the current system is unable to detect lighter weights such
as a spoon or fork on the plate. In addition, the product should be designed so that it can be easily
disassembled from electronic devices for cleaning purposes.
REFERENCES
Angulo, F. J., Jones, T. F., & Angulo, F. J. (2006). Eating in Restaurants: A Risk Factor for Foodborne Disease?
Clinical Infectious Diseases, 43(10), 1324–1328. https://doi.org/10.1086/508540
Cooper, R. G., & Edgett, S. J. (2010). Developing a product innovation and technology strategy for your business.
Research Technology Management, 53(3), 33–40. https://doi.org/10.1080/08956308.2010.11657629
Girdhar, S., Raval, A., Pathan, S., Patidar, R., & Gurjwar, R. K. (2019). Smart Trash Can Using IoT. International
Research Journal of Engineering and Management Studies, 3(4), 1–5.
Hemant M. Patil, Saurabh S. Sirsikar, & Nitin N. Gholap. (2017). Product Design and Development: Phases and
Approach. International Journal of Engineering Research And, V6(07). https://doi.org/10.17577/ijertv6is070136
Kamala, K., & Kumar, V. P. (2018). Food Products and Food Contamination. In Microbial Contamination and Food
Degradation. https://doi.org/10.1016/b978-0-12-811515-2.00001-9
New, C. Y., Ubong, A., Premarathne, J. M. K. J. K., Thung, T. Y., Lee, E., Chang, W. S., … Son, R. (2017).
Microbiological food safety in Malaysia from the academician’s perspective. Food Research, 1(6), 183–202.
https://doi.org/10.26656/fr.2017.6.013
35
The Relationship between Intrinsic Motivation and

Academic Performance among Non-Business
Students Enrolling Entrepreneurship Course
Ida Haryanti Binti Mohd Noor
Universiti Teknologi MARA Negeri Sembilan (Seremban Campus)
idaharyanti@uitm.edu.my
ABSTRACT
Motivation is one of the most important factors behind any achievement and plays significant role in
education. With this motivation, it will stimulate the students’ desire to engage in a teaching and
learning process, increase their understanding, accountable in completing the task given and
subsequently strive for success and towards better performance. The purpose of this study was to
investigate the level of intrinsic motivation and also the relationship between intrinsic motivation and
academic performance among students who enrolled basic entrepreneurship course. According to the
theory of humanistic, learning motivation is fall under intrinsic motivation, hence, intrinsic motivation
was chosen as one of the variable in this study. The study found that students were having lower level
of intrinsic motivation after completing basic entrepreneurship course. The correlation results also
revealed that students’ intrinsic motivation has a positive effect towards their academic performance.
Key Words: Intrinsic motivation, academic performance, entrepreneurship course, non-business

students
1. INTRODUCTION
Experiential Entrepreneurial Learning (EEL) syllabus has been introduced in basic entrepreneurship
course for all diploma students in Universiti Teknologi MARA (UiTM) starting from September 2017. EEL
is an effective practical methodology of teaching and learning entrepreneurship where students get the
opportunity to learn how to start a business project, how to strategize the business and how to plan and
execute all the business functions such as marketing, finance, operations and administration through
undertaking real business projects/activities.
The EEL covers 100% of the whole assessment for basic entrepreneurship course. Those
components consist of live projects (20%), case study (20%), carnival/small business projects (30%) and
social entrepreneurship reports (30%).
Since basic entrepreneurship course has adopted EEL as a new syllabus recently, therefore, the
purpose of having this study is to investigate the effects of basic entrepreneurship course on students’
level of intrinsic motivation. According to the theory of humanistic, learning motivation is fall under
intrinsic motivation, hence, intrinsic motivation was chosen as dependent variable. Moreover, cognitive
theories consider intrinsic incentives to be more significant than extrinsic ones.
Besides that, this study was conducted to examine the relationship between students’ intrinsic
motivation on their academic performance after completing basic entrepreneurship course.
According to Hytti et. al (2010), educators must be mindful about factors that motivate students to
learn entrepreneurship education and how this motivation can be connected to academic performance.
Thus, students who enrolled basic entrepreneurship course were chosen as respondents for this study in
order to have more exposure and clear understanding on students’ level of intrinsic motivation and the
relationship between students’ intrinsic motivation on their academic performance after completing basic
entrepreneurship course.
Motivation is one of the most important factors behind any achievement. Motivation is a psychological
process which leads anyone to act in a way that helps him/her to fulfil unsatisfied needs (Locke &
36
Latham, 2011). Furthermore, motivation drives the individual to act in a certain way either to engage in a
specific activity (Loewen and Reinders, 2011) or as an effort to enhance performance (Bukhari et. al,
2014).
According to experts, motivation can be classify into two types which are intrinsic motivation and
extrinsic motivation. Intrinsic motivation refers to motivation that is derived when a person enjoys or
satisfied while participated in an activity. On the other hand, extrinsic motivation is a state when of
cognitive or emotional arousal to earn a reward or to avoid negative outcomes.
Obviously, motivation plays a significant role in education. Previous studies have shown that
motivation could affect students’ academic performance. For instance, study by Sharma and Sharma
(2018) concluded that motivation play an important role towards students’ academic achievement.
Similarly, study by Sukor et. al (2017) also found that motivation did influenced students’ academic
performance.
On the other side, there were also previous studies that analyse impact of both type of motivation
(intrinsic and extrinsic) on students’ academic performance. Study by Erten (2014) reported that extrinsic
and intrinsic motivation was positively related with students’ academic achievement. In another hand,
results by Arbabisarjou et. al (2016) demonstrated that intrinsic motivation has direct relationship with
students’ academic performance while extrinsic motivation has no relationship with students’ academic
performance.
Nevertheless, study by Hytti et. al (2010) found that intrinsic motivation has a negative effect on
students’ learning outcome while extrinsic motivation had a positive one. The study based on survey data
collected among university students enrolling in basic entrepreneurship course.
Even though Deci and Ryan (1985) stated that intrinsic motivation denoted a more positive
approach than extrinsic motivation, however later studies found mixed results related to the relationship
between motivation and students’ academic performance. Furthermore, Guiffrida et. al (2013) suggested
that the effects of intrinsic motivation on students’ academic performance need to be tested especially
at tertiary level. According to the theory of humanistic, learning motivation is fall under intrinsic
motivation, hence, intrinsic motivation was chosen as one of the variable in this study.
Learning motivation is critical, particularly among university students and knowledge-seekers
(Arbabisarjou et. al, 2016). It is consistent with Lens and Vansteenkiste (2008) who mentioned that
students’ motivation was considered as a crucial factor in teaching and learning process at all level of
education. Moreover, students’ motivation is a key factor that influences the rate and success of learning
(Sukor et. al, 2017). With this motivation, it will stimulate the students’ desire to engage in a teaching
and learning process, increase their understanding, accountable in completing the task given and
subsequently strive for success and towards better performance. Hence, the objectives of this study
were:
1) To investigate the effects of basic entrepreneurship course on students’ level of intrinsic motivation.
2) To investigate the relationship between intrinsic motivation and academic performance among
students who enrolled basic entrepreneurship course.
3. METHODOLOGY
This research adopted the survey method in its approach. 7 items out of 22 items of Intrinsic Motivation
Inventory (IMI) developed by Deci and Ryan (2010) were used in the questionnaire. These items which
represent subscale interest/enjoyment were used to assess the level of students’ intrinsic motivation after
completing their basic entrepreneurship course.
Moreover, the interest/enjoyment subscale is the only one subscale that assesses intrinsic
motivation, per se. It can be seen through more items that is categorize under interest/enjoyment
subscale comparing to other subscales (Deci and Ryan, 2010). Each item on the IMI was given a score
from 1 to 5 (a Likert-type scale).
While students’ academic performance were measured through final exam marks scored by
students at the end of semester. Students who are able to score 75% and above are considered to have
high level of academic performance while students who scored below 75% are considered to have low
level of academic performance.
The data collection method was carried out by using online survey. The questionnaires were
distributed among non-business students who enrolled basic entrepreneurship course in Universiti
Teknologi MARA Negeri Sembilan (Kampus Seremban).
Of the 105 questionnaires distributed, 67 questionnaires were returned, yielding a response rate of
63.8%. All 67 questionnaires were completed and were further analysed.
37
4. RESULTS AND DISCUSSION
The results of the survey are summarized according to a) students’ demographics, b) students’ level of
intrinsic motivation and c) relationship between students’ intrinsic motivation and academic performance.
4.1 Students’ Demographics

Out of the 67 students, (6%) 4 students are male while the other (94%) 63 are female students.
Responses are received mainly from Part 4 students which contribute 98.5% while another 1.5%
responses derived from Part 5 students.
4.2 Students’ Level of Intrinsic Motivation

Each of the 7 items of IMI related to interest/enjoyment subscales were shown in Table 1. The (R)
symbol indicates reversed scores, thus, there is a need to subtract the numerical value from six when
calculating the item’s score.
Table 1: The relationship between interest/enjoyment subscale and IMI items

Subscale IMI items
Interest/enjoyment 1,5,8,10,14(R),17,20
The results obtained from questionnaire returned were calculated by finding out the average score
of each item. Then, the final scores of each item were averaged for the subscales. The students’ IMI
scores depending on their experienced while learning basic entrepreneurship course during the
semester.
Table 2 demonstrates the results of the students’ IMI scores after completing basic
Table 2: Students’ IMI scores

Subscale Students’ IMI scores (Mean)
Interest/enjoyment 2.3
Deci and Ryan (2010) stated that the interest/enjoyment subscales is considered the self-report
measure of intrinsic motivation. Thus, a higher score on interest/enjoyment subscale state that the
person felt enjoyable and have more interest in completing the task given. The interest/enjoyment
subscale showed mean scores by 2.3. It demonstrates that mostly students are not really enjoyed or lack
of interest in doing this course. Some of the reasons that lead to this lower score are:
1. Time consuming whereby students need to produce two reports within five weeks.
2. Heavy workload that lead to confusion among students especially when producing reports.
3. The students felt down when some of the entrepreneurs did not give cooperation in completing
their live projects.
4. Selection of entrepreneur does not meet the requirement which has led to the rejection.
Consequently, the students need to find another entrepreneur, thus, has made them felt
frustrated.
5. Lack of participation among group members.
The interest/enjoyment subscale is the only one subscale that assesses intrinsic motivation, per se
(Deci and Ryan, 2010). The interest/enjoyment subscale showed mean scores by 2.3. Therefore, we can
conclude that the students have lower level of intrinsic motivation in learning basic entrepreneurship
course.
4.3 Relationship between Students’ Intrinsic Motivation and Academic Performance

Table 1 below shows a correlation between students’ intrinsic motivation and academic performance.
The correlation results of .173 revealed that the students’ intrinsic motivation and academic performance
are positively correlated.
It indicates that student with high level of intrinsic motivation were able to perform well and gain
higher mark in their assessment. Meanwhile, student with lower level of intrinsic motivation tend to get
lower mark in their assessment. However, the magnitude of the association is approximately weak (.1 < |
r | < .3).
38
Table 1: Correlation between students’ intrinsic motivation and academic performance

Intrinsic_Motivation Academic_Performance
Intrinsic_Motivation Pearson Correlation 1 .173
Sig. (2-tailed) .161
N 67 67
Academic_Performance Pearson Correlation .173 1
Sig. (2-tailed) .161
N 67 67
The purpose of this study was to investigate the level of intrinsic motivation and also the relationship
between intrinsic motivation and academic performance among students who enrolled basic
The study found that students were having lower level of intrinsic motivation after completing basic
entrepreneurship course. The correlation results also revealed that students’ intrinsic motivation has a
positive effect towards their academic performance.
It indicates that student with high level of intrinsic motivation were able to perform well and gain
higher mark in their assessment. Meanwhile, student with lower level of intrinsic motivation tend to get
lower mark in their assessment.
The findings of the present study will provide the educators additional knowledge and better
understanding on the effects of students' intrinsic motivation towards their academic performance.
Hence, it is importance for the educators to identify the factors that can stimulate students' motivation in
learning entrepreneurship course as it will assist the student in achieving excellent results in that subject.
REFERENCES
Arbabisarjou, A., Zare, S., Shahrakipour, M. & Ghoreishinia, G. (2016). The relationship between academic
achievement motivation and academic performance among medical students. International Journal of Pharmacy
& Technology, 8(2), 12272-12280.
Bukhari, T. Z., Khan, J., Shahzadi, I. & Khalid, A. ( 2014). Mediating role of motivation to learn in determining e-
learning outcomes: a conceptual study. Business and Management, 6(2), 179-189.
Deci E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E. L. & Ryan, R. M. (2010). Self-Determination. New York, NY: John Wiley & Sons, Inc.
http;//dx.doi.org/10.1002/9780470479216.corpsy0834
Sharma, D. and Sharma, S. (2018). Relationship between motivation and academic achievement . International
Journal of Advances in Scientific Research, 4(1), 1-5.
Locke, E. A. & Latham, G. P. ( 2011). Building a practically usefull theory of goal setting and task motivation. Journal
of Experimental Social Psychology, 48, 811-818.
Erten, I. H. (2014) . Understanding the reasons behind choosing to teach English as a foreign language. Novitas-
ROYAL (Research on Youth and Language), 8(1), 30-44
Guiffrida, D. A., Lynch, M. F., Wall, A. & Abel, D. S. (2013). Do reasons for attending college affect academic
outcomes?: A test of a motivational model from a self-determination theory perspective. Journal of College
Student Development, 54(2), 121-139.
Hytti, U., Stenholm, P., Heinonen, J. & Seikkula‐Leino, J. (2010). Perceived learning outcomes in entrepreneurship
education: The impact of student motivation and team behaviour. Education and Training, 52(8/9), 587- 606.
Lens, W. & Vansteenkiste, M. (2008) Promoting self-regulated learning: A motivational analysis. In D. H. Schunk
and B. J. Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp.
141-168). Mahwah, NJ: Lawrence Erlbaum Associates.
Loewen, S. and Reinders, H. (2011) Key Concepts in Second Language Acquisition. Hampshire: Palgrave
Macmillan.
Sukor, R., Mohd Ayub, A. F., Norhasnida, Z. & Nor Khaizura, A. R. (2017). Influence of students’ motivation on
academic performance among non-food science students taking food science course. International Journal of
Academic Research in Progressive Education and Development, 6(4), 104–112.
39
Application of Learning Theories and The Revised

Bloom’s Taxonomy in Designing Google Classroom
Activities
Tuan Sarifah Aini Syed Ahmad
Academy of Language Studies, Universiti Teknologi MARA, Negeri Sembilan Branch,

Seremban Campus, Persiaran Seremban Tiga/1, 70300 Seremban 3, Negeri Sembilan,
Malaysia
tsyaini@uitm.edu.my
ABSTRACT
The rapid development of educational technology in the 21st century has created numerous online
learning platforms and digital applications to support learning. One of the common online learning
platforms that is currently used is Google Classroom (GC). The use of Google applications such as
Google Docs, Google Slides and Google Quiz enables the instructors to design different types of
learning activities in GC. However, having a great platform and tools is inadequate to ensure learning
can take place effectively. Therefore, the application of learning theories such as Behaviourism,
Cognitivism and Constructivism, and a framework, the revised Bloom’s Taxonomy, is essential for
designing learning activities in GC using the Google applications. Therefore, this paper explores how
the learning theories and the revised Bloom’s Taxonomy can be applied in the design of learning
activities in GC using Google applications.
Key Words: Google Classroom, Google applications, the revised Bloom’s Taxonomy, learning theories
1. INTRODUCTION
Online learning has become a phenomenon in the 21st century. It enables learning to take place from
anywhere and at any time (Urh, Vukovic, Jereb, & Pintar, 2015), and increases participation in learning
(Heggart & Yoo, 2018). The popular practice of conducting online learning is by combining learning
platforms and web-based applications because it allows students to access information directly via the
Internet (Zamfiroiu & Sbora, 2014). Google Docs, Google Slides and Google Quiz are web-based
applications that use the cloud system, Google Drive. Therefore, it is easy to use them with GC.
There are many online applications for teaching and learning purposes. Online applications for
learning can be divided into two types: (1) the applications that are used as the platform of online
learning activities and (2) the applications that are used to design online learning activities. This paper
suggests the use of GC as a platform of online learning, and three Google applications known as Google
Docs, Google Slides and Google Slides as tools for designing learning activities. Although the Google
applications offer many advantages, they cannot promise learning to take place effectively unless they
are used appropriately. Therefore, this paper explores how learning theories and the revised Bloom’s
Taxonomy can be applied in the design of learning activities on GC by using the Google applications. By
understanding how the learning theories and the revised Bloom’s Taxonomy support the design of the
learning activities, instructors may be facilitated to design effective learning activities that may enhance
their students’ learning.
40
2. GOOGLE APPLICATIONS
GC is chosen as the online learning platform because of several reasons. First, it is a free application.
Second, it is also user-friendly. Third, it offers flexible access. It is accessible through several digital
devices such as smartphones, tablets and personal computers. It can also be accessed as a phone app
that is supported in the android and IOS systems. Moreover, it can be accessed as a windows app by
using the main browsers such as Chrome, Microsoft Edge, Firefox, Safari and Internet Explorer. Finally,
it supports many types of files that enable the sharing of documents, presentation slides, worksheets,
images, audios and videos (GFC Global, 2020). Prior research demonstrated that GC had positive
impacts on ease of access, perceived usefulness, communication and interaction, instruction delivery
and students’ satisfaction (Al-Maroof & Al-Emran, 2018; Shaharanee, Jamil, & Rodzi, 2016), was easy to
understand, learn and operate (Ventayen, Estira, Guzman, Cabaluna, & Espinosa, 2018), was attractive
(Ventayen et al., 2018), and was easy to keep track and assess the submission of assignments, solved
the problem of bad handwriting and violation of deadline issues (Bhat, Raju, Bikramjit, & Souza, 2018).
Three Google applications (Google Docs, Google Slides and Google Quiz) are chosen as tools for
designing online learning activities on GC because of several reasons. First, the applications allow the
creation of files on Google Drive for easy access, sharing and uploading in GC. Second, files created by
using Google Docs and Google Slides can be used for collaborative learning when the files are shared
with the setting that everyone can edit. Thus, students can participate in the tasks at real time by
choosing “editing” for writing their ideas or “suggesting” for giving opinions on other students’ writing.
Instructors can also provide feedback instantly in the shared file. Finally, Google Quiz permits the design
of quizzes with automatic or manual grading. The quizzes with automatic grading allows students to
assess their performance instantly so that they can access their learning progress and their attainment of
learning objectives. Immediate feedback can also be provided in quizzes which allows students to do
reflections on their learning that may promotes deep learning (Tärning, 2018). As a result, immediate
feedback is apparently meaningful to help learning to progress.
3. LEARNING THEORIES
The application of tools alone cannot promise learning to occur. Therefore, the design of online learning
activities using the tools must consider certain learning theories and frameworks that can explain how
learning can take place. Therefore, the design of online learning activities using the Google applications
applies three learning theories namely Behaviourism, Cognitivism and Constructivism. The learning
theories are explained as follow:
a. Behaviourism: It notes that learning occurs when there is a change in behaviours that can measured
and observed (Brown, 2006). Another important notion is that learning can be conditioned by
providing positive and negative reinforcements, and punishment (Brown, 2006).
b. Cognitivism: It describes that learning should occur in stages as it involves mental activities (Brown,
2006). Therefore, learning activities should start from simple to complex tasks in term of cognitive
difficulty levels.
c. Constructivism: It explains that learning occurs when meaning can be constructed by connecting
previous knowledge with the new knowledge (Brown, 2006). In order to ensure learning occurs
effectively, students have to be offered with authentic learning activities by using a meaningful
context (Brown, 2006).
4. REVISED BLOOM’S TAXONOMY
The design of online learning activities using the Google applications also applies a framework namely
the revised Bloom’s Taxonomy (Krathwohl, 2002). The taxonomy has six cognitive difficulty levels which
are Remember, Understand, Apply, Analyse, Evaluate and Create. The revised taxonomy is
recommended for designing digital learning activities (Munzenmaier & Rubin, 2013) because of its
breadth and depth to each cognitive level since it has two dimensions which are cognitive process and
41
knowledge (Krathwohl, 2002) compared to the original Bloom’s Taxonomy that only has one dimension
which is knowledge (Bloom et al., 1956).
The taxonomy has been commonly used in the design of curriculums ad assessments since its
introduction in 1956. It allows the design of curriculums and assessments systematically by guiding in the
writing of learning objectives (Bloom et al., 1956; Krathwohl, 2002; Munzenmaier & Rubin, 2013). There
are specific action verbs provided for each cognitive levels that can be obtained from many sources. The
taxonomy also emphasizes that learning mastery occurs in progress that starts from simple to complex
levels (Bloom et al., 1956; Krathwohl, 2002). The simple level is prerequisite for the complex levels.
Therefore, learning tasks should be provided from easy to difficult in term of cognitive levels.
5. APPLICATION OF LEARNING THEORIES AND THE BLOOM’S TAXONOMY IN THE DESIGN OF

ONLINE LEARNING ACTIVITIES
Behaviourism emphasizes on measurable and observable behaviours. Therefore, every learning activity
should have measurable learning objectives that are provided at the beginning of the activities. Learning
objectives are used by instructors and students to evaluate learning progress. Learning objectives should
be written by using the Bloom’s action verbs.
Cognitivism emphasizes learning activities should be provided from simple to complex tasks.
Therefore, learning activities can be provided according to cognitive difficulty levels. The revised Bloom’s
Taxonomy can be applied to guide the instructor in designing online learning activities that has six
cognitive levels: Remember, Understand, Apply, Analyse, Evaluate and Create. The simple cognitive
levels must be completed first before going up to the next level.
Constructivism emphasizes on providing authentic learning materials as to allow students to
construct meaning. Therefore, the instructor needs to ensure that learning activities are design by using
authentic materials and in meaningful context that are related to real life situations, and provides the
means that students can construct understanding based on their previous and new knowledge.
Another crucial element in designing learning activities is immediate feedback. It is important to
inform students’ progress by knowing their response is correct or wrong (corrective feedback), make
them feel good (praise feedback) or explain their mistakes (explanatory feedback) (Tärning, 2018).
Corrective and praise feedback are positive reinforcements which support Behaviourism. Whereas,
explanatory feedback supports Constructivism since it allows students to construct new understanding
based on their mistakes and the explanation provided.
Table 1 Application of learning theories and the framework in the design of online learning activities using Google
Docs, google Sheets and Google Quiz
Learning Theory Element Explanation Google
Application
Behaviourism Learning Provide learning objectives at the beginning of Google Docs
objectives learning activities. Use Bloom’s action verbs to Google Slides
writing learning objectives. Google Quiz
Positive Points can be awarded for a task in GC when the Google Docs
reinforcement task is posted as an assignment in Classwork Google Slides
Award positive points for correct answers.
Google Quiz
Cognitivism Cognitive Use the revised Bloom’s Taxonomy in arranging Google Docs
difficulty levels learning activities into six he cognitive difficulty levels: Google Slides
Remember, Understand, Apply, Analyse, Evaluate Google Quiz
and Create.
Constructivism Authentic Select learning materials that have a meaningful Google Docs
learning context. Google Slides
materials Google Quiz
Construction of Write in comments in the files or in GC. Google Docs
meaning Set explanatory feedback in Feedback in the quiz. Google Slides
Google Quiz
42
The application of Behaviourism, Cognitivism and Constructivism and the revised Bloom’s
Taxonomy in designing online learning activities using Google Docs, Google Slides and Google Quiz on
GC are tabulated in Table 1.
6. CONCLUSION
Designing online learning activities requires a lot of efforts and time-consuming. Hence, it is important to
understand how learning takes place by the explanation provided by the learning theories (Behaviourism,
Cognitivism and Constructivism) and the framework (the revised Bloom’s Taxonomy. Table 1 can
facilitate the instructors to design online learning activities systematically and consistently by considering
to include the elements in design of learning activities. By understanding the functions of the elements in
supporting learning, the instructors may select only the elements required to meet their students’ learning
needs.
REFERENCES
Al-Maroof, R. A. S., & Al-Emran, M. (2018). Students acceptance of google classroom: An exploratory study using
PLS-SEM approach. International Journal of Emerging Technologies in Learning, 13(6), 112–123.
https://doi.org/10.3991/ijet.v13i06.8275
Bhat, S., Raju, R., Bikramjit, A., & Souza, R. D. ’. (2018). Leveraging E-Learning through Google Classroom: A
Usability Study. Journal OfEngineering Education Transformations, 31(3), 1–7.
Bloom, B. S., Englehard, M. D., Furst, E. J., Hill, W. H., Krathwohl, D. R., & Committee of College and University
Examiners. (1956). Taxonomy of educational objectives: The classification of educational goals: Handbook I,
cognitive domain. New York, 16, 207. https://doi.org/10.1300/J104v03n01_03
Brown, H. D. (2006). Principles of Language Learning and Teaching. Language (5th ed.). Sans Francisco: Pearson
Education. https://doi.org/10.2307/414380
GFC Global. (2020, May 10) Google Drive Retrieved from https://edu.gcfglobal.org/en/googledriveanddocs/
Krathwohl, D. R. (2002). A Revision of Bloom ’ s Taxonomy : An Overview. Theory Into Practice, 41(4), 212–218.
https://doi.org/10.1207/s15430421tip4104
Munzenmaier, C., & Rubin, N. (2013). Bloom’s Taxonomy: What’s Old Is New Again. The eLearning Guild. Santa
Rosa: Thw eLearning Guild. Retrieved from
http://www.elearningguild.com/research/archives/index.cfm?id=164&action=viewonly&utm_campaign=research-
blm13&utm_medium=email&utm_source=elg-insider
Shaharanee, I. N. M., Jamil, J. M., & Rodzi, A. S. S. M. (2016). The application of Google Classroom as a tool for
teaching and learning. Journal of Telecommunication, Electronic and Computer Engineering, 8(10), 5–8.
Tärning, B. (2018). Review of feedback in digital applications – Does the feedback provide support learning? Journal
of Information Technology Education: Research, 17, 247–283.
Ventayen, R. J., Estira, K. L. A., Guzman, M. J. De, Cabaluna, C. M., & Espinosa, N. N. (2018). Usability Evaluation
of Google Classroom: Basis for the Adaptation of GSuite E-Learning Platform. Asia Pacific Journal of Education,
Arts and Sciences, (October). Retrieved from https://www.researchgate.net/publication/322036218
Zamfiroiu, A., & Sbora, C. (2014). Statistical analysis of the behavior for mobile E-learning. Procedia Economics and
Finance, 10, 237–243. http://doi.org/10.1016/s2212-5671(14)00298-6
43
The Use of Minecraft Education Edition as a

Gamification Approach in Teaching and Learning
Mathematics among Year Five Students
Goh Kok Ming
SJKC Chi Sheng 2, Malaysia
kokming888@gmail.com
ABSTRACT
The purpose of this study is to test the effectiveness of using Minecraft Education Edition as a
gamification approach in improving Year Five students' understanding and skills in learning the topic of
probability. Minecraft Education Edition is integrated into teaching and learning process to help
students understand and determine the probability correctly. Using the Minecraft Education Edition is
one of the gamification approaches to make learning delivery more interesting. The selection of the
respondents was based on the analysis of the document and the results of the diagnostic test for the
lowest scores of students. This study respondents were consisted of three male and a female student
of Year Five. This study instruments were consisted of the Pre and Post-Test, observations, and topical
exercises used to collect data. The data obtained is presented in the form of tables, graphs and
performance improvements for data analysis purposes. The findings show that the use of Minecraft
Education Edition successfully enhances Year Five students' understanding of the topic of Probability
through gamification. The aim of the next study is to make improvement by conducting a quasi-
experimental study.
Key Words: Minecraft Education Edition, Gamification, Mathematics, Probability
1. INTRODUCTION
Basic mathematical operating skills are lifelong learning skills that are important for children to face in the
future. There are researchers who claim that basic mathematical operations can be easily solved using
calculators. However, these computational tools do not provide children with the confidence and basic
skills to deal with future challenges.
Hamizi and Pumadevi (2010) state that there are researchers who use concrete materials to
ensure that children master the probability concept correctly. However, it is found that some children
cannot solve the add-on questions without using concrete materials. This learning problem becomes
serious when children are required to answer additional questions that are High Order Thinking Skills
(HOTS) involving probability concept. Hence, this issue caught my attention and prompted me to conduct
an action research on the learning probability with Minecraft. As such, I took the initiative to create a
learning world to help my students to learn probability effectively through gamification process.
Students are now in the learning era known as Edutainment era when the advent of various
gamesbased learning such as SimCityEDU, Math Blaster and Minecraft (Farber, 2015). Toppo (2015)
states that Minecraft is a popular game-based learning among pupils as well as parents' choice
(Asselstine et al., 2015). In this regard, the study of Rohwati (2012), Sayed Yussof, Tan and Muhammad
Zaffwan (2013), Farozi (2016) and Prasetyo (2016) has shown that the gamification approach has a
positive and positive effect on student learning. Therefore, researchers have taken the initiative to use
44
the Minecraft gamification application as an alternative learning approach to enhance students’

understandings of probability..
2. PROBLEM STATEMENT
This learning about problems concerning probability contributes to the quality of mathematical reasoning,
encourages students to think mathematically about everyday problems, stimulates pupils’ interest and
desire for study mathematics, and increases their attention and concentration. Based on teaching
experience, the researcher was entrusted to teach the topic of Probability for Year 5 students. Five
students were identified who have problems with their focused skills through observation and review of
the students’ worksheets. Students could not be able to apply the probability concept in answering daily
life questions. There were different opinions among researchers about early learning of probability. Some
of them had opinion that it is important for children learn and master probability concept in early school
years, while others do not share such opinion (Tsakiridou & Vavyla, 2015). Hence, this situation
prompted me to integrate Minecraft as a gamification tool in teaching and learning probability among
Year Five students.
3. RESEARCH OBJECTIVE
Enhance understanding of Year Five students in probability through the use of the Minecraft gamification
application
Probability is a particular measure, a function that maps set of events into a real interval [0,1], which
means that it assigns a number to the event. It is difficult to explain appropriately to children in primary
school. Many students in secondary school find it difficult to understand concept of probability. If they
have basics knowledge about probability in primary school, they would have strong mathematical
foundations and they will understand complex concepts in probability. As we can see, probability
connects many areas of mathematics for example algebra, set theory and functions and so on. Thus,
with strong mathematical foundation, children will have strong learning capacity to learn complex
mathematics. Clements, et al. (2013) stated that mathematical thinking is cognitively foundational, and
children;s early knowledge of math strongly predicts their later success in math.
The importance of introducing probability at an earlier age is recognised by Bryant and Nunes
(2012). In their research, they conclude that research on learning probability in primary school requires
attention and time. Gurbuz, et al. (2010) show that children who were provided with discussion between
pupils and teachers performed better than those children who were provided with traditional approach.
The concrete experience helps children understand probability concept if they gain experience via
experiment (Andrew, 2009). HodnikCadez and Skrbe (2011) support that concrete experience helps
children to develop their understandings of probability and apply it in real-life situation.
Booth and Newton (2012) and Huinker (2002) state that learning methods need to be modified.
The application of Minecraft gamification has been proven to be one of the most effective digital games-
based learning in student academic achievement (Ellison, Evans & Pike, 2016). Integration of ICTs
based on gamification in this method can structure ideas and strengthen students' conceptual and
procedural understanding of probability. students need to be given the opportunity to learn the volume
topic by using the Minecraft gamification app to build visuals before the calculations are translated into
abstract forms (Hodges & Hunger, 2011; Shin & Diane, 2013). Based on the situation, the researcher
took the initiative to develop a gamification-based method to create an exciting and enjoyable PdPc
process for students in the school. Therefore, students' knowledge and skills can be improved through
this method.
45
5. METHODOLOGY
This study is an action research and it cannot be fully generalized as it is limited to specific contexts. This
study was based on Kurt Lewin's model (1946) which consists of four phases in a cycle. The phases
introduced in this model have been implemented. In this study, the application of Minecraft gamification
was used as an intervention to help respondents improve their understanding and skills in probability
during the action phase. The data collection process is done after the action phase with the study
instrument including paper and pencil tests, observation checklists and document analysis checklists.
The data collected has been analyzed and interpreted in graphical form. Thus, the objectives of the study
can be determined whether or not it is achieved based on the findings of the study.
6. FINDINGS
Paper and Pencil Test

The first research instrument used was the paper and pencil test which included the Pre and Post
Examination to assess the respondents' achievement in understanding Probability. The results obtained
are as shown in Table 1:
Table 1: Comparison of the results of the Pre and Post-test

Pre-Test Post-Test Different Between
No. Respondent No. Question Grade No. Question Grade Pre-Test and Post-
Correct ( /10) Correct ( /10) Test ( /10)
A 3 C 10 A 7
B 2 D 9 A 7
C 2 D 7 B 5
D 0 E 6 B 6
E 1 E 9 A 8
The analysis showed that there was an increase in respondents' performance in terms of the
number of questions answered correctly. In the Pre Test, it was found that most of the respondents
achieved poor performance with less than 4 questions answered correctly. Only 1 respondent answered
3 questions correctly and 2 respondents answered 2 questions correctly. Followed by 1 respondent
answered 1 question correctly and 1 respondent did not answer any questions correctly. For the Post
Examination, respondents were found to achieve better performance and showed significant
improvement in the number of questions answered correctly. Based on Table 1, it was found that
Respondent E was the most successful respondent, with 8 questions answered correctly. Respondent A
and Respondent B showed the difference between the same Pre and Post-Examination of which 7
questions were answered correctly. Respondent D and Respondent C answered 6 questions and 5
answered correctly.
Analysis of Topical Exercises

During the intervention, the researcher also conducted a document analysis of the respondents 'topical
training with the aim of reviewing and examining the respondents' remedial measures after the
intervention. The analysis of this document is intended to enable the researcher to identify the patterns of
achievement of the respondents throughout the duration of the intervention and to assist the researcher
to better understand the mastery of the respondents' skills. The results obtained are shown in Figure 1.
46
No. Questions
Answered
Correct (/10)
Topical Exercise 1
Topical Exercise 2
Topical Exercise 3
Respondent
Based on Figure 1, it is found that Respondent A and Respondent B are showing best
achievement by answering 9 topical training questions correctly and right. The other respondents also
showed positive performance and gradual increase in scores. Improvement in Respondent E's
achievement. Respondent C and Respondent D can be shown in Figure 1, which is eight (8)
questions,seven (7) questions followed by six (6) questions (Topical Exercise 3). Overall, the
improvement in the performance of all the respondents was positive and showed that they were further
understanding of the probability concept with Minecraft.
7. DISCUSSION AND CONCLUSION
The implementation of systematic teaching and learning sessions will bring a positive effect on learning
of probability concept. Minecraft is one of the most popular gamification games used to support the
teaching and learning process (Makuch, 2014). Based on the findings of the study, it can be concluded
that the use of the Minecraft gamification approach can assist low-achieving students in learning
probability concept effectively. The findings of the study also support and achieve the objective of the
study. Minecraft helps teacher to convey mathematical concepts easily and helps respondents learn
(Braithwaite et al., 2017; Wu, 2011). Their researches have shown that gameplay such as Minecraft can
positively impact students' abilities to master mathematical concepts and skills. The use of these
gamification elements can help students cope with the difficulties they face as well as facilitate and
speed up their task of solving. Minecraft can enhance students' confidence and curiosity as they work
hard to complete the tasks provided in the Minecraft virtual world. In conclusion, the use of Minecraft
Education Edition as a gamification approach can enhance Year Five students in learning mathematics.
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48
Gender & Association among Perceived Privacy,

Security & Trust of e-Commerce
Nur Fadhlina Zainal Abedin1, Siti Sara Ibrahim2, Nur Alia Aminordin1 & Tuan
Sarifah Aini Syed Ahmad3
1
Faculty of Business Management, Universiti Teknologi MARA,
Negeri Sembilan Branch, Seremban Campus.
2
Faculty of Business Management, Universiti Teknologi MARA,
Negeri Sembilan Branch, Rembau Campus.
3
Academy of Language Studies, Universiti Teknologi MARA,
Negeri Sembilan Branch, Seremban Campus.
nurfadhlina@uitm.edu.my
ABSTRACT
Online purchasing behaviour has increased due to the upsizing usage of smartphones, tablets
and personal computers. Moreover, the explosion of technology has also impacted consumer
shopping habits or behaviours drastically over the last few years. Consequently, there is a
growing concern regarding security issues and the use of information given online in terms of
the privacy of personal information and the unintended uses of it. Therefore, the paper aimed
to examine whether there is any significant difference in the trust of e-commerce between
genders, and analyse the association of the perceived trust based on perceived privacy and
security. The results demonstrated that gender difference did not support alternative
hypotheses, there is no relative difference in trust of male and female customers, and a
significant negative association was obtained between perceived privacy and security. Hence,
the more perceived privacy and security of the e-commerce that the customers felt, the higher
the trustiness level towards the e-commerce platforms.
Keywords: e-commerce, online shopping, perceived trust, security, privacy
1. INTRODUCTION
The rapid development of businesses in diverting the conventional interface to online platform has shown
that businesses are going global. The change from the traditional face-to-face to online platform gives
impact on the increasing number of potential customers towards products or services. This is because
consumers have changed their shopping behaviours from the conventional method to the electronic
commerce (e-commerce) mode. The upsizing usage of smartphones, tablets and personal computers
have contributed to the increase of online purchasing behaviour. This shifting behaviour has many
distinctive advantages. For instance, purchasing convenience (time saving), diversity of searchable
production, economy of consumption (cost saving) are some of the attributes that are associated with the
electronic commerce (e-commerce) revolution. E-commerce can be characterized as transactions on the
Internet which are conducted between firms to individuals (business to customers) and firms to firms
(business to business). In Malaysia, Lazada and Shopee are international e-commerce platforms that
was established in 2012 (Lazada, 2020), and 2015 (Shopee, 2020) respectively. These two online
players are aggressively highlighting their existence in the market by offering diversity of products and
services to the consumer.
Conventional shopping is characterized by the physical contact. Lack of physical clues in the
online market makes it difficult for potential customers to feel comfortable and safe as they are constantly
49
faced with situations where they have to establish the credibility and trustworthiness of the vendor before
they can make any buying decision. There are various problems associated with online shopping
including customers fear that their personal information will be passed on to thirds parties, or their credit
card information may not be safe from hackers. Transaction security and data privacy are the major
concerns among Malaysian customers in terms of their readiness to adopt e-commerce. (Wei, Osman, &
Zakaria, 2010). One important reasons why online consumers are reluctant to shop online is because of
lack of faith that currently exists between most businesses and consumers on the web. It is difficult to
help people to build up their trust in online shopping. Previous literature indicates that trust between
buyer and seller is one of the conditions to ensure that the communications well. Because of the
insecurity existing in transactions over the Internet, many researchers suggest that trust is an important
factor affecting the success of transactions in e-commerce. (Harsandi, Purnama, & Soetomo, 2013). This
study was conducted in order to to examine whether there is any significant difference in the trust of e-
commerce between genders and to analyse the association of the perceived trust based on perceived
privacy and security.
2.1 Online Shopping Scenario of Development

Consumer shopping habits or behaviours have changed drastically over the last few years due to the
explosion of internet technology. Shopping in physical stores previously was once the predominant way
to shop, but now online shopping is becoming a preferred way to shop by consumers around the world
(Katawetawaraks, 2011). Moreover, Katawetawaraks states that online shopping has been widely
accepted as a way of purchasing products and services as it has become a more popular means in the
internet world (Katawetawaraks, 2011).
Despite consumers’ continuation to buy from a physical store, the users or buyers feel very
convenient to shop online. It is due to online shopping saves crucial time for modern people because
they get so busy that they cannot or unwilling to spend much time shopping in the physical store
(Rahman, Islam, Esha, Sultana & Chakravorty, 2018). This shifting behaviour has many distinctive
advantages. For instance, purchasing convenience (time saving) and diversity of searchable products
and services. Thus, online shopping has introduced e-commerce (electronic commerce) as one of the
platforms for a consumer to purchase products or services directly from the seller through the internet.
The Internet-based or Click and Order business model has replaced the traditional business model.
Globally, e-commerce constituted about 2.29 trillion-dollar market (John, 2018). This is due to the fact
that more people than before are using the web to shop for a wide variety of items such as shoes,
clothing, bags and many more. Now people have multiple options to choose their products and services
while they are shopping through an online platform (Rahman, Islam, Esha, Sultana & Chakravorty,
2018).
Initially to define e-commerce, Downing and Liu (2014) highlighted e-commerce as a buying and
selling platform that became the regular way of conducting business. The popularity of e-commerce is
evident with the success of leading companies such as Amazon and Alibaba. With more consumers
become increasingly familiar with the internet and its benefits, e-commerce is becoming popular and
getting preference among a group of consumers seeking the better value proposition regarding
information, convenience, cost and choice.
Then, Chaffey (2015) furthers defines electronic commerce as a social and economic activities
between participants, while computer devices and the internet are used. It is in line with a study by
Turban, King, Lee, Liang, and Turban (2015) that defines e-commerce as a form of business that is
conducted in the online environment, while the internet behaves as a unified platform that connects
buyers and sellers. In short, e-commerce can be characterized as transactions on the Internet which are
conducted between firms to individuals (business to customers) and firms to firms (business to
business).
Recently, Tekin, İnce, Etlioğlu, Koyuncuoğlu, and Tekin (2018) in their studies further refer e-
commerce as the activities of buying or selling of goods or services via the internet, and the transfer of
money and data to execute the said transactions. However, with the rapid development and penetration
of mobile devices, despite all the changes and upgrades, the concept of e-commerce in definition
remains essentially the same (Kakalejcik, Bucko & Ferencova, 2018).
2.2 Perceive Trust in Online Shopping

According to the Oxford English Dictionary, trust is defined as follow: (1) to rely on or have conviction
about the quality or attribute of a person or an object; (2) to accept or approve of something without
50
investigation or evidence;(3) an expectation about something;(4) attribute of reliable value; honey,

credibility, loyalty (Oxford, 2020).
Initially, many studies have been conducted in the past in the area of trust in relation to e-
commerce. The concept of trust has been widely conceptualized by numerous researchers in the past.
However, a consensus has not yet been agreed among researchers as to the most universally
acceptable definition of trust. For example, a study by Mayer, Davis, and Schoorman (1995) defined trust
as “the willingness of a party to be vulnerable to the actions of another party based on the expectation
that the other will perform a particular action important to the trust. Then, Jarvenpaa and Sha (1998)
further define trust as one of the elements or factors that pose a threat to the establishment as well as
the successful operation of e-commerce. Moreover, it is hard to help people to build up their trust in
online shopping. People purchase products and services mostly based on their level of trust in the
products or services, and sellers either in the physical store or online shops. Online trust is the basic and
essential element for building a relationship with customers (Mittal, 2013).
Different from online shopping, conventional shopping is characterized by the physical contact
such as seeing, touching the product and also a direct face-to-face interaction with sales persons and
agents. This enhances and promotes consumer trust as the buyer feels more comfortable with the
buying process or transaction than online shopping. Thus, it is not easy to build up consumer trust over
e-commerce business activities. Therefore, trust and perceived benefits seem to be the critical
conjectures of consumer behaviour toward online shopping (AlDebei, Akroush, & Ashouri, 2015). This
atmosphere of uncertainty poses a serious challenge for online vendors as they need to acquaint
themselves with the factors that establish and promote consumer trust in e-commerce.
Thus, in conclusion relating to this study, trust is measured as a set of beliefs held by a consumer
as to certain characteristics of the supplier, as well as the possible behaviour of the supplier in the future.
In line with this reasoning, the literature has identified various dimensions in trust. Of these dimensions,
perceived honesty and benevolence have most often been associated with consumer trust.
2.3 Security in Online Shopping

Security is one of the fundamental factors that influence consumers’ willingness to purchase from online
vendors (Inegbedion, Obadiaru, & Bello, 2016). The security of online systems and technology is
definitely a concern for both consumers and vendors.
Meanwhile, perceived security has been defined as the protection against the threat that creates
“circumstances, condition, or event with the potential to cause economic hardship to the data or network
resources in the form of destruction, disclosure, modification of data, service denial, fraud, waste as well
as abuse (Solove & Citron, 2017). As to date, Bhatt and Parmar (2020) has defined perceived security as
the subjective probability with which consumers believe that their personal information (private and
monetary) will not be viewed, stored, and manipulated during the transit and storage by inappropriate
parties in a manner consistent with their confident expectations. Thus, the study will basically focuses on
the technical aspects of perceived security that ensure the integrity, confidentiality, authentication and
non-recognition of transactions.
In e-commerce business activities, due to the internet technology developed, internet payment has
recently become the prevalent way for purchasing goods from the internet. Internet payment increases
consumptive efficiency, at the same time, as its virtual property has reduced internet security (Mittal,
2013). However, internet shopping may bring potential risks for the customers, such as payment safety
which includes the integrity, confidentiality, authentication and non-recognition of transactions. It is also
highlighted in the study by Katawetawaraks (2011) who mentions that the major reason that impede
consumers from online shopping include unsecured payment, unwanted products, spam or virus,
bothersome emails and technology problems. Moreover, security seems to be a big concern that prevent
customers from shopping online (Laudon and Traver, 2009). This is due to their worries that the online
store will cheat them or misuse their personal information, especially their credit card (Comegys et al.,
2009).
Therefore, as mentioned above that the web merchant can provide third-party verification to e-
commerce web site. While this privacy and security strategies are used, business should be aware of
such major problems which lead to dissatisfaction in online shopping. Since the payment modes in online
shopping are most likely made with a credit card, customers sometime pay attention to the seller’s
information in order to protect themselves. Besides that, if the e-commerce website can provide the
information about the customer services, location of the office, contact telephone number, and a help
button on the website, customers could also increase their trustiness as they can feel that the online
retailers truly exist (Mittal, 2013).
51
2.4 Privacy in Online Shopping

Perceived privacy is defined as the possibility that online companies collect data about individuals and
use them inappropriately (Jarvenpaa and Toad, 1996). Thus, with regard to the definition of perceived
privacy, personal information is always of great concern. This is because, in comparing with traditional
offline privacy, online privacy is more difficult to protect.
Furthermore, privacy in online shopping has been defined as an individual’s ability to control the
terms by which his personal information is acquired and used. Specifically, privacy is linked to a set of
legal requirements and good practices with regard to the handling of personal data, such as the need to
inform the consumer at the time of accepting the contract what data are going to be collected and how
they will be used (Flavián & Guinalíu, 2006). The concept of privacy is in itself not new and it has
generally been defined as an individual’s ability to control the terms by which his personal information is
acquired and used (Westin, 1967; Galanxhi-Janaqi and Fui-Hoon Nah, 2004).
The challenges in perceived privacy in online shopping or e-commerce business activities is when
the customers are reluctant to enter their personal information when the sites ask for it. It is because they
are concerned about the interception and misuse of information sent over the internet and how their data
is used. That is also the reason why many consumers still refuse to accept online shopping. Consumers
are worried that their private information may be abused or stolen after shopping online (Jun & Jaafar,
2011).
There is a growing concern regarding security issues and the use of information given online in
terms of the privacy of personal information and the unintended uses of it. People who are worried about
online privacy are more likely to decide not to purchase products and services online for privacy reasons
(Zviran, 2008). Where the internet is concerned, privacy affects aspects such as the obtaining,
distribution or the non-authorized use of personal information (Wang et al., 1998). New technologies
growing capacity for information processing and its complexity, have made privacy an increasingly
important issue (Heylighen, 2002). Consequently, consumer distrust is increasing according to how their
personal data is being gathered and processed. If vendors can guarantee that consumer private
information will be kept with utmost secrecy, as well as not disclosing it to any third party, this will go the
extra mile in building sustainable trusting relationships.
3. METHODOLOGY
The survey sample comprised a set of students from Universiti Teknologi MARA, Seremban Campus.
The collected questionnaires were 149. 42 were invalid questionnaires resulting in 107 usable
questionnaires (23 males and 84 females). The questionnaire contained four sections which were
respondent’s background on personal and e-commerce experience, perceived privacy, perceived
security and perceived trust. The 5-Likert scale items for the perceived privacy, security and trust were
selected from Flavian & Guinaliu (2006) as display in Appendix 1. However, the questionnaire was
modified specifically on the trustiness of the e-commerce of two popular online shopping platforms in
Malaysia which are Lazada and Shopee.
Data were analysed by using IBM SPSS version 20. The reliability of the items in the
measurement by the Cronbach alpha test was conducted. Values of α above 0.7 indicates an
appropriate internal consistency (Abraham & Barker, 2014). The background on personal and e-
commerce experience of the respondents were analysed in terms of frequency and percentage. To
examine whether there is any significant difference in the trust of e-commerce between genders, the
non-parametric two independent samples which is the Mann-Whitney U test was used. Kolmogorov-
Smirnov Z test was also applied for the robustness of the results.
The ordinal logistic regression (Polytomous Universal Model (PLUM) procedure) was used to
examine the association of the perceived trust based on perceived privacy and security. Ordinal
regression is a statistical technique that is used to predict the behaviour of ordinal level dependent
variables with a set of independent variables. Goodness-of-Fit in ordinal regression applies a Pearson's
chi-square statistic. It is to test whether the observed data were consistent with the fitted model. The null
hypothesis was that the data is fit. This paper relied on chi-square even though it is sensitive to empty
cells, yet it is a very useful for models with a small number of categorical explanatory variables. Pseudo
R2 is suitable when estimating models with a large number of categorical predictors, as there are often
many empty cells exist.
4. RESULTS
The results for the normality tests by Kolmogorov-Smirnov and Shapiro-Wilk were consistent. The
significant p-values show that the data were not normally distributed. They are common normality results
52
for Likert-scale types of data. Table 1 shows the frequency and percentage of e-commerce experience
background by the respondents. Half of the respondents (54.2 percent) did not do online shopping once
to twice a year. It is followed by Moderate shoppers who shopped 3 to 4 times annually (22.4 percent)
and active shoppers who shopped 5 times onwards (16.8 percent). Most of the respondents spent in
average below RM100 a month (62.6 percent).
Table 1: Frequency and Percentage of e-Commerce Experience Background
Items Frequency Percentage
How many times you do shopping in a month?
1 -2 58 54.2
3-4 24 22.4
5 and above 18 16.8
How many times do you shopping in a year?
1-2 20 18.7
3-4 31 29.0
5 and above 56 52.3
Approximate budget in a month?
Below RM100 67 62.6
RM101-RM200 31 29.0
RM201-RM300 7 6.5
RM301 and above 2 1.9
The Mann-Whitney U test is 911.5 with p-value 0.655 concludes that there is no significant
difference in e-commerce trustiness between males and females. The result is also supported by
Kolmogorov-Smirnov Z test which indicates insignificant p-value (Z=0.255, p-value= 0.96).
Reliability Statistics provided by Cronbach alpha is 0.811. This reflects high reliability of the
measuring instrument in the Likert scale items. Table 2 shows a model fitting information for the
ordinal regression. It provides -2 log-likelihood values for the baseline and the final model, and a chi-
square to test the difference between the -2LL for the two models. The statistically significant chi-
square statistic (p<.000) indicates that the final model gives a significant improvement over the baseline
intercept-only model.
Table 2: Model Fitting Information

Model -2 Log Chi-Square df Sig.
Likelihood
Intercept Only 91.079
Final 54.709 36.370 8 .000
Table 3: Parameter Estimates

Estimate Std. Error Wald df Sig. 95% Confidence Interval
Lower Bound Upper Bound
[Trust = 1] -8.017 1.612 24.726 1 .000 -11.177 -4.857
[Trust = 2] -7.021 1.471 22.775 1 .000 -9.904 -4.138
Threshold
[Trust = 3] -2.812 1.263 4.954 1 .026 -5.288 -.336
[Trust = 4] 1.918 1.217 2.483 1 .115 -.467 4.303
[Privacy=1] -3.433 1.914 3.217 1 .073 -7.184 .319
[Privacy=2] -3.697 1.236 8.950 1 .003 -6.120 -1.275
[Privacy=3] -1.539 .840 3.354 1 .067 -3.187 .108
[Privacy=4] -.155 .865 .032 1 .858 -1.850 1.540
[Privacy=5] 0a . . 0 . . .
Location
[Security=1] -.292 2.920 .010 1 .920 -6.016 5.432
[Security=2] -4.575 1.538 8.845 1 .003 -7.590 -1.560
[Security=3] -1.356 1.275 1.132 1 .287 -3.854 1.142
[Security=4] -1.611 1.297 1.543 1 .214 -4.152 .931
[Security=5] 0a . . 0 . . .
Link function: Logit.
a. This parameter is set to zero because it is redundant.
53
Goodness-of-Fit by the Pearson's chi-square statistic is 35.006 with p-value 0.996 (deviance
χ²=31.003, p-value=0.999) indicates that the observed data are consistent with the fitted model. The null
hypothesis is that the data is fit. Pseudo R2 in Cox and Snell, Nagelkerke, and McFadden are 0.288,
0.342 and 0.183 respectively. For instance, the Nagelkerke pseudo R2 values indicates that perceived
privacy and security explain a 34.2 percent proportion of the variation of trust.
The Parameter estimates are shown in Table 3. The threshold coefficients are just the intercepts.
There are only two statistically significant p-values at 95 percent confidence level. The coefficient for
privacy=2(disagree) is -3.697, which means a negative association between disagree item in privacy and
trust. In other words, for every one-unit increase in privacy=2(disagree), the trustiness in e-commerce
decreases 3.697 unit. This association is adjusted for security. The coefficient for security=2(disagree) is
-4.575, indicates a negative association between security=2(disagree) and trust. Every one-unit increase
in security=2(disagree), the trustiness in e-commerce decreases 4.575 unit.
The test of the parallel lines assumption was fulfilled as the p-value is above 0.05, which means
the test is statistically non-significant and the assumption has not been violated. The details statistic is
shown in Table 5.
Table 5: Test of Parallel Lines

Model -2 Log Likelihood Chi-Square df Sig.
Null Hypothesis 58.522
General 46.163b 12.359 24 .976
5. CONCLUSION
This study was motivated by the need to have a clear understanding whether gender differences in the
trustiness of e-commerce exist, and whether there are associations among perceived privacy, security
and trust. The results of the gender difference did not support the alternative hypotheses, but the results
do provide the evidence that there is no relative difference in trust of male and female customers.
Perceived Privacy and security were hypothesized to have an association on consumer trust in e-
commerce. Elements that were found to have a significant negative association on consumer trust in e-
commerce are disagree items in both perceived privacy and security. To simplify the understanding, it
can also be concluded as the more perceived privacy and security of the e-commerce that the customers
felt, the higher the trustiness level towards the e-commerce platforms. Thus, each individual e-commerce
or retailers should contribute in improving customer’s trust by providing a high security and privacy
platform. This study has attempted to shed some light on the psychological-based of the consumer trust
in e-retailing. It is believed that the findings of this study form the basis of trust in e-commerce and are
thus applicable to all e-retailers. However, additional factors such as quality of the product or service,
and customer service may come into play for building higher trustiness bridge of the customers, and
therefore, recommended for future research.
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Systems.
(2020). Retrieved from Lazada: http://www.lazada.com.my/
(2020). Retrieved from Shopee: http://careers.shopee.com.my/about
55
Appendix 1: Questionnaire Items for Perceived Privacy, Security and Trust

Label Items
PP1 1. I think this web site shows concern for the privacy of its users
PP2 2. I feel safe when I send personal information to this web site
PP3 3. I think this web site abides by personal data protection laws
PP4 4. I think this web site only collects user personal data that are necessary for its activity
PP5 5. I think this web site respects the user’s rights when obtaining personal information
PP6 6. I think that this web site will not provide my personal information to other companies
without my consent
PP7 7. This web site does not send e-mail advertising without the user’s consent
PS1 1. I think this web site has mechanisms to ensure the safe transmission of its users’
information
PS2 2. I think this web site shows great concern for the security of any transactions
PS3 3. I think this web site has sufficient technical capacity to ensure that no other organization
will supplant its identity on the internet
PS4 4. I am sure of the identity of this web site when I establish contact via the internet
PS5 5. When I send data to this web site, I am sure that they will not be intercepted by
unauthorized third parties
PS6 6. I think this web site has sufficient technical capacity to ensure that the data I send will
not be intercepted by hackers
PS7 7. When I send data to this web site, I am sure they cannot be modified by a third party
PS8 8. I think this web site has sufficient technical capacity to ensure that the data I send
cannot be modified by a third party
PT1 1. This web site does not make false statements

PT2 2. This web site is characterized by the frankness and clarity of the services that it offers to
the consumer
PT3 3. I think that the advice and recommendations given on this web site are made in search
of mutual benefit
PT4 4. I think that this web site is concerned with the present and future interests of its users
PT5 5. I think that the design and commercial offer of this web site take into account the
desires and needs of its users
PT6 6. I think that this web site knows its users well enough to offer them products and
services adapted to their needs
56

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PROCEEDINGS

‘Research: Changing Lives

TUAN SARIFAH AINI SYED AHMAD, EDITOR

Published by MNNF Publisher

Copyright © 2020 by MNNF Publisher

Perpustakaan Negara Malaysia

Editor: Tuan Sarifah Aini Syed Ahmad

Awareness on Copyright among Students 10

Community- Based Mosque Tourism Model for Sustainable Socioeconomic 16

International Baccalaureatte Learner Profile: Bringing International 22

Learn for Life: The Role of IB Assessment in Nurturing IB Learner Profile 27

Smart Buffet Food Tray 31

The Relationship between Intrinsic Motivation and Academic Performance 36

Application of Learning Theories and the Revised Bloom’s Taxonomy in 40

The Use of Minecraft Education Edition as a Gamification Approach in 44

Gender & Association among Perceived Privacy, Security & Trust of e- 49

Assistant Professor Suwit Pheerpong’s Successful

Faculty of Management Science, Silpakorn University, Thailand

prasopchai@ms.su.ac.th, phitak@ms.su.ac.th, arissa@ms.su.ac.th

1.1. Research Objectives

1.2. Expected Benefits

2.1. Research Design

2.2. Data Analysis Procedure

2.4. Research Duration

2.5. Research Methodology

3.1. Suwit Pheerpong’s biography

Table 1: Suwit Piapong’s Work Experience

Table 2 Honors Received by Suwit Piapong

3.2. Achievements in the credit union cooperative movement in Phetchaburi province.

3.2.1 Management of credit union cooperatives in Phetchaburi

3.2.2 Role and responsibilities of credit union cooperatives in Phetchaburi

3.2.3 Activities related to credit Union cooperatives in Phetchaburi

3.2.4 Credit union cooperative network in Phetchaburi

Awareness on Copyright among Students

Key Words: Copyright, fair dealing, knowledge, awareness, students

2.1. Knowledge of Copyright Law

2.2. Awareness of Fair Dealing

2.3. Knowledge of Fair Dealing

2.4. Awareness on Copyright

4. RESULTS & DISCUSSION

Table 1: Profile of Respondents

Table 2: Reliability Test Result

Table 3: Pearson Correlation Analysis

5. CONCLUSION AND RECOMMENDATION

Community- Based Mosque Tourism Model for

Key Words: Local Community, Mosque Tourism, Sustainability, Socioeconomic Growth

Figure 1: World Muslim Population

Figure 2: National SDGS 2030

2. MOSQUE AND ITS INITIAL ROLE IN ISLAM

Figure 3: Quba Mosque, Madinah (Oldest Mosque around the World)

3. THE IDEAL ROLE OF MOSQUE IN SOCIAL AND ECONOMIC DEVELOPMENT

mosque. In addition, mosque's function as a development and empowerment of Muslims as a

4. PROPOSED COMMUNITY BASED MOSQUE TOURISM MODEL FOR SUSTAINABILITY

Figure 3: Sustainable model in Community Based Mosque Tourism

4. CONCLUSION AND RECOMMENDATION

International Baccalaureatte Learner Profile: Bringing

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

2. INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

Figure 1: The IB MYP Learning Model

3. FOSTERING INTERNATIONAL MINDEDNESS THROUGH THE 10 ATTRIBUTES OF IB LEARNER

With the increasing global interconnectedness and interdependence, the international-mindedness

Learn for Life: The Role of IB Assessment in

Faculty of Education, Universiti Kebangsaan Malaysia, 43600 Bangi, Selangor, Malaysia

3. HOW IB ASSESSMENT DEVELOP THE IB LEARNER PROFILE?