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This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia's new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.

This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student's perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students' perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index ([alpha] = 0.94). The mean scores for students' perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both lecturers and students in the teaching and learning of Chemistry in higher education institution.

Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to: (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC; (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC; and (3) gauge undergraduate students' perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliability of the modules during the pilot study. A total of 129 undergraduate students participated in the real study as the respondents for the perception questionnaire. The content validity index for both the e-content and e-assessment module is 1.00, meanwhile, the reliability index for the e-content module and e-assessment module is 0.94 and 0.97, respectively. The overall mean score on the perception, instructional design elements, acceptance and usage barrier is 3.87 (SD = 0.53), 3.91 (SD = 0.62), 3.83 (SD = 0.52) and 2.80 (SD = 0.92) respectively. In conclusion, the results show that Chemistry MOOC is valid and reliable for self-learning online material for chemistry concepts. Students' perception mean scores on the Chemistry MOOC are moderately high, indicating that they positively perceive the MOOC developed. Improvement can be made to ensure a better quality of MOOC before carrying out the summative evaluation on the effectiveness of the Chemistry MOOC.

Chromone hydrazone ligand namely AFCTSC was synthesised and fully characterised using spectroscopy method of FT-IR, UV-Vis, 13C & ¹H NMR. The fluorescence emission of free AFCTSC ligand was observed to be weak at 460 nm. The ligand showed high selectivity to Zn2+ by giving remarkable red shift of the emission to 505 nm, while other metal ions such as Ca2+, Co2+, Cu2+, Fe2+, Mn2+ and Ni2+ quenched the fluorescence intensity of the ligand. Furthermore, Zn2+ addition into AFCTSC solution caused fluorescent colour change from blue to green when the solution is illuminated with a UV lamp (λ=365nm). The limit of detection obtained was 4.5×10-7 M making AFCTSC a promising fluorescent probe that could be an alternative to existing analytical methods for determination of Zn2+. The binding study revealed each molecule of AFCTSC was coordinated to Zn2+ in mononegative tridentate manner via ONS donor atoms. [ABSTRACT FROM AUTHOR]

Students' mastery of the Three Representation Levels of Chemistry Concept (macroscopic, microscopic, and symbolic) is still weak and this has affected their academic performance in Chemistry subject. This has resulted from the poor engagement of students in the teaching and learning process. The current teaching practice is teachercentered learning and does not encourage self-directed learning. Therefore, there is a need to implement Blended Problem-Based Learning (BPBL) which encourages students’ self-directed learning in face-to-face and online learning mode. This study is aimed at: (i) identifying how self-directed learning skills are being applied in the BPBL, and (ii) identifying how BPBL enhances Chemistry learning. This study employed a qualitative approach through a case study research design (exploratory and explanatory). Two teachers and 20 students were selected using purposive sampling, which became the sample for this study. Data were collected from observations, students’ documents, and semi-structured interviews and analysed thematically. Generally, the findings indicated that the BPBL approach was able to enhance students’ ability to: (i) plan a problem-solving process, (ii) analyze, assess understanding and provide justification as well as (iii) evaluate references and information. These skills have contributed to mastery of the Three Representation Levels of Chemistry Concept and they were able to avoid the formation of alternative concepts. The findings of this study can serve as a reference to effectively implement BPBL in the context of Chemistry learning in Malaysia. [ABSTRACT FROM AUTHOR]

Massive Open Online Course (MOOC) is a new trend in flexible education due to its flexibility to study anything, anywhere and anytime. It has the potential to attract a huge number of learners to study courses unlimitedly via the online platform. This is a design and development study where a Chemistry MOOC was developed in an OpenLearning platform using ADDIE Instructional Design Model. The purpose of this study is to (1) identify the validity of the e-content module and e-assessment module in the Chemistry MOOC, (2) identify the reliability of the e-content module and e-assessment module in the Chemistry MOOC and (3) gauge undergraduate students' perceptions on the MOOC, especially the instructional design elements, the acceptance and usage barrier. Instruments involved in the study are content validity evaluation form, module reliability questionnaire and perception questionnaire. Four content experts and 23 undergraduate students were involved in evaluating the validity and reliability of the modules during the pilot study. A total of 129 undergraduate students participated in the real study as the respondents for the perception questionnaire. The content validity index for both the e-content and eassessment module is 1.00, meanwhile, the reliability index for the e-content module and e-assessment module is 0.94 and 0.97, respectively. The overall mean score on the perception, instructional design elements, acceptance and usage barrier is 3.87 (SD = 0.53), 3.91 (SD = 0.62), 3.83 (SD = 0.52) and 2.80 (SD = 0.92) respectively. In conclusion, the results show that Chemistry MOOC is valid and reliable for selflearning online material for chemistry concepts. Students' perception mean scores on the Chemistry MOOC are moderately high, indicating that they positively perceive the MOOC developed. Improvement can be made to ensure a better quality of MOOC before carrying out the summative evaluation on the effectiveness of the Chemistry MOOC. [ABSTRACT FROM AUTHOR]

Upon realising the importance of early childhood education for the nation's development, Malaysian government began to enhance the quality of the ECCE curriculum through policies and legislation. Such developments are evident in the government agenda and several initiatives, including the National Key Result Areas (NKRA) in the 11th Malaysia Plan, the Government Transformation Programme (GTP) and the Education Blueprint 2013-2025. The quality of the ECCE curriculum in Malaysia has not yet received the required attention, as the focus continues to remain largely on achieving quantitative academic targets. This qualitative study examined educationists' perspectives on the quality of current Malaysian Early Childcare and Childhood Education (ECCE) curriculum. The study employed a semi-structured interview protocols to probe the views from 11 Malaysian educationists. It concludes that educationists believe the documented Malaysian ECCE curriculum today is already aligned with the holistic child development philosophy, but the country may need a higher impact programs of teacher education and training, to produce qualified and competent teachers who would implement the curriculum effectively. [ABSTRACT FROM AUTHOR]