ASSESSING PRE-SERVICE SCIENCE TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN THE HYBRID LEARNING ENVIRONMENT Muhamad Furkan Mat Salleh, Ahmad Syamil Mohd Basri, Mohamad Hisyam Ismail, Zulinda Ayu Zulkipli, Nabilah Abdullah, et al. Jurnal Pendidikan IPA Indonesia, 2025 The integration of hybrid learning in science education presents both opportunities and challenges for pre-service teachers, particularly in balancing technological, pedagogical, and content knowledge (TPACK) while embedding 21st-century skills. This study examines pre-service science teachers’ perceptions of their TPACK competencies and ability to integrate critical thinking, creativity, communication, and collaboration in hybrid learning environments. Semi-structured interviews were conducted with twelve purposefully selected pre-service teachers using a basic interpretive qualitative approach. Thematic analysis identified one theme - Teaching in a Hybrid Environment, with two sub-themes: delivering science lessons and integrating 21st-century skills. The participants demonstrated adaptability in using digital tools for instruction; however, inconsistencies in technological proficiency and challenges in pedagogical application suggested more structured training. The findings highlight the importance of professional development programmes that provide targeted support, hands-on digital tool training, and instructional strategies tailored to hybrid science education. This study contributes to educational research on TPACK implementation and enlightens teacher preparation programmes with evidence-based recommendations by addressing these gaps. Aligning with the United Nations Sustainable Development Goal (SDG) 4: Quality Education, it underscores the urgency of equipping future educators with the digital competencies and pedagogical expertise required for evolving teaching environments.
STEAM-ing Criteria: Best Criteria for Integrating Science Module with Visual Art Siti Soraya, Ramli, S. Maaruf, Nabilah Abdullah Asian Journal of University Education, 2025 : STEM subjects (Science, Technology, Engineering and Mathematics) are widely recognised for a country's development. In Malaysia, integrating arts into STEM education started over 20 years ago with the introduction of KBSR and KBSM. However, some worried that art could divert focus from core STEM skills. This research aims to develop an effective Science module by consulting experts. The module to be developed has gone through the need analysis phase from secondary students and teachers. They faced challenges teaching and learning about energy and sustainability. However, they agreed that arts could aid understanding. In this study, the researcher interviewed six science lecturers, visual art lecturers and curriculum developers in the design and development phase. The semi-structured interview consists of six main questions: Demographics of respondents, Visual Arts Aids, supporting materials, Teaching techniques, Activities, and Exercises suitable to design and develop the Science module. This phase is intended to gather the aspects to be considered in selecting a suitable teaching technique, genre, level, context, the ability of the students, duration of the lesson, and teacher’s experience. The experts shared information on the curriculum aspect, such as evaluation, learning outcome, duration of the implementation, and other resources. Other than that, the experts also offered pieces of information on the design and technical aspects of the module. These interviews are transcribed, and the themes that arise from the interview are used to design the Fuzzy Delphi Method (FDM) instrument. The experts said that thoughtfully integrating visual arts can help students comprehend complex concepts. However, they stressed that art must directly connect to scientific principles. It should complement, not obscure, the STEM focus. With this guidance, the module can leverage the arts to engage students while maintaining rigour. Experts emphasised striking the right balance - using art to reinforce STEM, not displace it. Their insights will shape an integrated curriculum to equip students for the future.
Examining the Influential Factors and Challenges of Modern Apprenticeship Programs from the Enterprise Perspective: A Comprehensive Analysis International Journal of Instructional Cases, 2025
Problem-based learning module of organic insecticide for the aborigine students in Malaysia Low Suan Ee, Liang Yun Chinn, Zhao Zhifeng, Nor Hasniza Ibrahim, Johari Surif, et al. International Journal of Evaluation and Research in Education, 2023 <span lang="EN-US">Problem-based learning (PBL) is a teaching model that uses real-world problems to lead students toward the learning objective of a course. It has been widely adopted in Malaysian education. However, PBL module for aboriginal people is scarce. This study aimed to provide suitable PBL activities in learning environmental problems by developing a PBL teaching module for the aborigine community and accessing its suitability. In this study, data was collected through an online validation form that was given to four validators, all of them have science or chemistry education backgrounds. The online questionnaires collected were further analyzed to investigate their responses to the module. The result has shown positive feedback (95.83%) as the responses are very encouraging. All respondents give approbation to the objectives of the module which are clearly stated and are parallel with the content. Many of them also strongly agree that the PBL model and the language used are suitable in this module. There is no doubt that PBL is a valuable tool to teach chemistry to improve students’ critical thinking and problem-solving skills effectively.</span>
Sound E-Learning of STEM in Malaysian Higher Education Institutions Educational Administration Theory and Practice, 2023
STEAM-ing: Preliminary Insights in Consolidating Arts with STEM Siti Soraya Ramli, Siti Zuraida Maaruf, Syamsul Nor Azlan Mohamad, Nabilah Abdullah, Nurshamshida Md Shamsudin, et al. Asian Journal of University Education, 2022 Science, mathematics, technology, and engineering (STEM) have long been acknowledged as subjects that are fundamental for national progress and growth. Efforts to integrate the “arts” component in the teaching and learning of STEM subjects have begun over two decades ago through the introduction of KBSR and KBSM in the Malaysian school curriculum; however, its implementation received mixed reactions. The reason is that although “art” can and does make STEM subjects interesting and engaging, it could also distract and remove the focus away from STEM components. Realizing the importance of Arts in complementing the learning of science-based subjects in terms of creativity and collaborative focus, this study aims to uncover the views schoolteachers encounter as they try to integrate Arts in STEM teaching. Using a qualitative approach, the study involved teachers currently teaching STEM subjects in local public and private schools. Data was collected via a semi-structured interview with four experienced Science teachers. Findings revealed all Science teachers unanimously agree the integration of Visual Arts elements in STEM could ease various pedagogical challenges which include students’ thinking ability, practical knowledge, and ability in technology; constraints related to teaching aid and ensuring student understanding of “difficult” topics in the lower secondary Science syllabus.
 
 Keywords: STEM Education, Visual Art
E-Learning of STEM in Malaysian Higher Education Institutions: Status and challenges Sheiladevi Sukumaran, Nadiatul Syima Mohd Shahid, Nabilah Abdullah, Sharmanee Thiagarajah Asian Journal of University Education, 2021 The 4th Industrial Revolution and COVID-19 pandemic have globally impacted the economy, livelihood and organizations. With digitalization, many programs including STEM-based courses that require hands-on approach have gone online. This research was carried out to analyze the status of STEM Education in Malaysian higher education institutions and to explore challenges of e-learning integration with STEM subjects. A concurrent triangulation mixed-methods design was employed whereby quantitative and qualitative approaches took place simultaneously. The qualitative data were gathered via questionnaire while qualitative approach used semi-structured interviews. Respondents were STEM educators who teach and/or manage STEM programs in HEIs within the Klang Valley. Junior lecturers are found comparatively better using different software programs, exploring websites and handling multimedia tools for e-learning purposes. 83% survey respondents claimed their institution has no STEM e-learning policy, contributing to further challenge in STEM Education development. Respondents agreed sound e-learning implementation of STEM requires lecturers with subject specialization, able to approach application of knowledge, skills and values to problem solving, can collaborate with others and adept at integrating technology. Meanwhile, the HEIs must engage stakeholders to counter resistance plan to change, and to measure the effectiveness of integrating e-learning in meeting the strategic goals in STEM education.
 
 Keywords: E-learning, Higher education, STEM Education
Students’ perception of their English lecturer’s interpersonal behaviour and achievement in English as a subject Pertanika Journal of Social Sciences and Humanities, 2019
Uncovering Malaysian students' motivation to learning science European Journal of Social Sciences, 2009
Using systematic animation to teach dynamic science concepts Learning by Effective Utilization of Technologies Facilitating Intercultural Understanding Proceeding of the 14th International Conference on Computers in Education Icce 2006, 2006
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The association of gender and education field factors with the employment pattern of degree alumni: a case study of a Malaysian public university H Hairuddin, A Md Ab Malik, SC Chuah, N Abdullah, N Mohamad, ... Advances in Business Research International Journal 10 (1), 35-49 , 2024 2024
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of Integrated Guided Inquiry Model with Science, Technology, Engineering S Sutoyo¹, IGM Sanjaya¹, E Susantini, E Cahyono, N Abdullah, S Allamin¹ Proceedings of the 1st Lawang Sewu International Symposium on Humanities and … , 2023 2023
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MOST CITED SCHOLAR PUBLICATIONS
Strategies of teaching science using an inquiry based science education (IBSE) by novice chemistry teachers NM Shamsudin, N Abdullah, N Yaamat Procedia-Social and Behavioral Sciences 90, 583-592 , 2013 2013 Citations: 127
A nationwide comparative study between private and public university students’ soft skills AM Abdul Karim, N Abdullah, AM Abdul Rahman, SM Noah, ... Asia Pacific Education Review 13 (3), 541-548 , 2012 2012 Citations: 97
Uncovering Malaysian students’ motivation to learning science O Talib 2009 Citations: 92
Science Teachers‟ Continuous Professional Development: Nature Of School Based Teacher Training And Its Implementation MS Yahya, MH Ismail, MFM Salleh, N Abdullah Proceedings MISG 1, 94-106 , 2015 2015 Citations: 27
The influencing factors and incentive measures of college students’ online English learning motivation X Qunfei, N Abdullah, SM Mustapha Journal of Education and Social Sciences 15 (2), 74-81 , 2020 2020 Citations: 26
The relationship of school students’ environmental knowledge, attitude, behavior, and awareness toward the environment: a systematic review MI Firmanshah, N Abdullah, MN Fariduddin International Journal of Academic Research in Progressive Education and … , 2023 2023 Citations: 25
Embracing Internationalization in Gearing Malaysian Higher Education towards Global Education. SM Mustapha, N Abdullah, K Devarajoo, F Ibrahim, SH Suid, S Amirrudin Asian Journal of University Education 17 (4), 132-147 , 2021 2021 Citations: 22
Pre-service teachers’ conceptions of the nature of science J Jain, BK Lim, N Abdullah Procedia-Social and Behavioral Sciences 90, 203-210 , 2013 2013 Citations: 22
Language anxiety among university students: Causal factors and coping strategies SF Kamaruddin Universiti Teknologi MARA , 2015 2015 Citations: 21
Ciri-Ciri Penyelidikan Kualitatif. Dalam Noraini Idris. Penyelidikan dalam Pendidikan N Abdullah, RA Wahab, G Ghazali, SBA Rahman, N Nordin Kuala Lumpur: McGraw Hill , 2010 2010 Citations: 19
E-Learning of STEM in Malaysian Higher Education Institutions: Status and Challenges. S Sukumaran, NSM Shahid, N Abdullah, S Thiagarajah Asian Journal of University Education 17 (4), 259-271 , 2021 2021 Citations: 16
Self-Efficacy and Language Learning Strategies as Determinants of Students’ English Language Proficiency MI Ahamat @ Ahamad, N Abdullah International Journal of Academic Research in Business and Social Sciences 9 … , 2019 2019 Citations: 16
Higher order thinking skills (HOTS): Teacher training and skills in assessing science learning MH Ismail, N Abdullah, MFM Salleh, M Ismail Advanced Science Letters 23 (4), 3259-3262 , 2017 2017 Citations: 16
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Secondary school students’ knowledge and awareness on environmental issues MFM Salleh, NHM Zuki, MH Ismail, N Abdullah 7th International Conference on University Learning and Teaching (InCULT … , 2016 2016 Citations: 14
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Structural Equation Modeling Multi-group of Science Process Skills and Cognitive in PjBL Integrated STEAM Learning HM Anik Anekawati, Jefri Nur Hidayat, Nabila Abdullah Jurnal Pendidikan Sains Indonesia 9 (3), 512-527 , 2021 2021 Citations: 12
Constructing and Validating University Students' Blended Learning Acceptance Scale. W Lu, SM Mustapha, N Abdullah Int. J. Interact. Mob. Technol. 15 (4), 101-108 , 2021 2021 Citations: 12
Developing an effective online based training questionnaire for higher education training provider N Abdullah, AM Ab Malik, N Shaadan, A Mohd Lokman Asian Journal of University Education (AJUE) 18 (4), 1010-1023 , 2022 2022 Citations: 11
Activities and issues of career transition program for students with learning disabilities (SLD): An initial review R Ibrahim, N Abdullah, MHM Yassin, C Handrianto, AS Uçar, AK Kenedi International Journal of Education, Information Technology, and Others 4 (2 … , 2021 2021 Citations: 11
