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Relationship Between Perceived Benefit and Perceived Sacrifice towards Behavioral Intention to Implement Virtual Reality Technology in China’s Vocational College Omar, Marlissa; Ling, Yao; Rasul, Mohamad Sattar
EDUTEC : Journal of Education And Technology Vol 8 No 2 (2024): December 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/edu.v8i2.1075

The adoption of virtual reality (VR) technology in English courses at vocational colleges has gained attention for its potential to enhance learning outcomes. Understanding the factors that influence behavioral intention to use VR technology is crucial for successful implementation. Perceived benefit, which reflects the advantages users expect from VR, and perceived sacrifice, encompassing the effort or costs associated with its use, play critical roles in shaping users' intentions. This study explores the relationships between perceived benefit, perceived sacrifice, and behavioral intention to use VR in English courses, providing insights into how these factors impact the acceptance of innovative educational tools. This study use quantitative research which involve 231 English teachers in China’s Vocational Colleges in Jinlin Province. SMART-PLS is used to analyze the data in order to show the path coefficient results for the variables. Results revealed that perceived benefit had a small negative but statistically insignificant correlation with behavioral intention. Similarly, perceived sacrifice exhibited a slight positive yet insignificant relationship with behavioral intention. Both hypotheses were rejected, indicating no significant influence of perceived benefit or perceived sacrifice on behavioral intention to implement VR technology. These findings highlight the need to explore additional factors influencing VR adoption in educational contexts.

Management of action research in school: a bibliometric analysis Moktar, Azlin; Alias, Bity Salwana; Rasul, Mohamad Sattar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 1: February 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i1.31086

This paper employs bibliometric analysis and visualization techniques, including VOS Viewer, to scrutinize trends in managing action research in schools. Utilizing a dataset of 337 articles sourced from Web of Science (WoS) until 2023, the study adheres to PRISMA guidelines to systematically examine authorship patterns, trends, and themes. The analysis reveals a surge in publication rates and a focus on collaborative problem-solving, inclusivity, and global perspectives, with notable contributions from journals like educational action research and authors (such as Wood). Diverse author collaborations and global representation underscore interconnected research themes. Additionally, four distinct clusters—knowledge and leadership, action research and engagement, caring and impact, and empowerment and participation—emerge, encapsulating action research management in schools. However, challenges such as limited discussion platforms, resource constraints, and contextual barriers persist, necessitating enhanced reflective practices and collaborative learning. While bibliometric analysis provides quantitative insights, the study advocates for complementing such approaches with qualitative methods to ensure a comprehensive understanding of action research management in schools, guiding future strategies in educational research.

Institutional Dynamics of Halal Tourism Development in Indonesia and Malaysia Musthofa, Budiman Mahmud; Pranita, Diaz; Rasul, Mohamad Sattar; Haidlir, Banu Muhammad
JAS (Journal of ASEAN Studies) Vol. 11 No. 1 (2023): Journal of ASEAN Studies
Publisher : Centre for Business and Diplomatic Studies (CBDS) Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jas.v11i1.9431

In the context of Southeast Asia, Muslim-majority nations Indonesia and Malaysia had pioneered the development of halal tourism. Nevertheless, Malaysia has outperformed Indonesia in cultivating its halal tourism industry. The research sought to investigate the political economy factors contributing to this discrepancy. The research posited that the emergence of Islamic identity, the intensification of Islam’s politicization, and the varying degrees of capitalizing on Islamic values are three crucial determinants influencing the relative success of Malaysia’s halal tourism industry compared to Indonesia’s. Firstly, the perception of Islamic identity in Malaysia is less threatening compared to that in Indonesia. Secondly, the politicization of Islam is less pronounced in Malaysia than in Indonesia. To examine these assertions, the research utilized a methodological blend of primary and secondary data, incorporating interviews with policymakers and stakeholders of halal tourism in both countries. In addition to identifying the critical factors shaping the development of halal tourism, the research contributed by offering several recommendations concerning the innovative aspect of halal tourism branding. It was argued that within the growth of halal tourism in a nation, debates surrounding the emergence of Islamic identity in aspects of halal tourism can potentially obstruct the advancement of cultural tourism commodities. Consequently, the research enhances our understanding of the complex interplay between political economy factors and the evolution of halal tourism from an academic perspective.

Concept of circular economy in technical and vocational education: a systematic literature review Ab Hamid, Norzaharah; Kamaruzaman, Fathiyah Mohd; Rasul, Mohamad Sattar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28125

Circular economy emphasizes the principles of reduce, reuse, and recycle. By adopting circular economy concepts in the food system, we can ensure a more resilient and sustainable food supply. Aligned with this, technical and vocational education (TVET) plays an important role in bridging environmental education and the circular economy. Within the realm of TVET, students receive comprehensive training and skill development encompassing subjects related to food preparation and production. Additionally, TVET extends its purview to cover essential areas, including sustainable resource management, renewable energy technology, waste management, and the implementation of environmentally friendly production processes. However, the lack of clear understanding of the circular economy in the education sector requires this to be explored more deeply. Therefore, this study was conducted to identify the nature of published scientific literature on this topic and what are the emerging themes of circular economy of food system in TVET education. A systematic literature review (SLR) was conducted using Scopus, Web of Science (WoS), Education Resources Information Center (ERIC) and Dimensions databases. The result from this analysis revealed that four themes emerged: i) skills and competency; ii) implementation in food system; iii) economy, social, and environmental (ESE) impact; and iv) delivery of content. Based on the derived theme, the concept of circular economy is discussed consisting of four pillars in order to provide a clear understanding about the relation of circular economy in TVET education. The findings of this study expand knowledge and the literature on the circular economy within the context of TVET.

Challenges, strengths, and relevance of integrating classroombased assessment in technical and vocational education training M. Yusop, Siti Raudhah; Rasul, Mohamad Sattar; Mohamad Yasin, Ruhizan
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.27900

Technical and vocational education training (TVET) assessment is critical to determine the intended learning outcomes for students. However, the TVET assessment presents several essential obstacles, such as assessing occupational skills disconnected from lesson-learning results. Assessment methods are another contentious topic among academics and other professionals because teachers’ different methods of evaluating students’ work are incompatible with assessment objectives and are a significant issue in TVET assessment. Consequently, this research investigates the challenges and strengths of classroom assessment practices and the relevance of implementing vocational skills. This research uses a quantitative survey methodology to assess the degree of participants agree using descriptive analysis. The study’s findings indicate several challenges associated with administering classroom-based assessment (CA) within the context of TVET. CA is an excellent venue for assessing the students’ acquired knowledge and abilities in education. The TVET assessment must include, in addition to technical skills, generic skills related to Industry 4.0 and career adaptability skills as a student’s learning outcomes. These skills serve as the basis for the development of skills and competencies. Cognitive, psychomotor, and interpersonal qualities are vital in the TVET assessment as a student learning outcome.

Challenges in engaging students with learning disabilities in food industry Nik Othman, Nik Norlaili Jamilah; Mohd Kamaruzaman, Fathiyah; Rasul, Mohamad Sattar
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 4: August 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i4.28124

Students with learning disabilities (SLD) with potential for independent living and economic contribution can thrive by participating in technical and vocational programs tailored to the food industry. To ensure that SLDs do not lag behind a thorough comprehension of the challenges they confront is imperative for all stakeholders, including parents, instructors, and the government. Thus, the study investigated the challenges of engaging in vocational education for SLD. This study utilized systematic literature review (SLR) methodology, which synthesizes research findings to generate new insights and understandings. This study identified six challenges that students with learning disabilities must overcome before entering the workforce. The challenges are i) employment difficulties; ii) lack of resilience; iii) mismatch between special educational institution and industry needs; iv) curriculum deficiency for students with learning disabilities; v) lack of parental involvement and employer support; and vi) insufficient understanding of job descriptions in the food industry. Findings from this study provide valuable insights into the challenges faced by SLDs seeking to be part of the food industry. This knowledge can facilitate further research to develop job profiles that align with their unique abilities, ultimately fostering their success in careers and enriching their lives.

Identifying challenges of cultivating creativity in product design Suradin, Salwa; Rasul, Mohamad Sattar; Omar, Marlissa
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 2: April 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i2.29568

Creativity, a crucial skill in the fourth industrial revolution (IR4.0) is highly demanded in the workforce to drive innovation in product design. Therefore, it is important to cultivate creativity in product design through design and technology (D&T) education. However, many past studies encountered challenges regarding D&T teachers’ teaching creativity which might affect creativity cultivation among students. Thus, this article aims to identify the challenges faced by D&T teachers in cultivating student creativity within product design development. Utilizing the systematic literature review (SLR) method using reporting standards for systematic evidence syntheses (ROSES) in three databases, Web of Science, Scopus, and Google Scholar. Based on thematic analysis, this SLR leads to three themes: i) lack of pedagogical competence; ii) different thinking styles; and iii) lack of motivation. Addressing these challenges highlights the importance for educational institutions to align their curricula with current industry demands, ensuring students are well-prepared to tackle the complexities of contemporary product design. This effort requires collaboration among educators, industry leaders, and policymakers to update teaching methods, incorporate practical experiences, and enhance an environment that cultivates creativity.

Research hotspots and trends between open education and vocational education Yang, You; Rasul, Mohamad Sattar; Omar, Marlissa
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.22256

Open education and vocational education are crucial for building a learning society and promoting national development. This study uses CiteSpace software to conduct an in-depth analysis of keywords visual timelines for research hotspots, and keywords with the strongest citation bursts in China and other countries. Given the rapid global development of open and vocational education, it is essential for policymakers, educators, and researchers to stay abreast of emerging trends and critical areas to formulate and implement effective educational policies and strategies. Therefore, analyzing these research hotspots and trends holds significant importance. The results indicate that in China, the integration and development of open and vocational education are key trends, with a strong emphasis on coordinated development and innovative educational models. In other countries, the focus shifts towards enhancing adult learners' vocational skills and online learning capabilities. These insights offer concrete guidance for resource allocation, curriculum development, and future research directions. They assist policymakers in optimizing resource distribution, educators in creating innovative curricula, and researchers in identifying new research areas. Thus, this comprehensive understanding of the dynamic evolution of open and vocational education can lead to more effective educational practices and policies worldwide.

Modeling English teachers’ intention to use ICT: technology acceptance and TPACK Cao, Li; Rasul, Mohamad Sattar; Omar, Marlissa; Zulnaidi, Hutkemri
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 3: June 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i3.30444

Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.

Does cognitive load moderate students’ learning engagement mechanism in blended learning? Zidi, Chen; Jalaludin, Nur Atiqah; Rasul, Mohamad Sattar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 5: October 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i5.34333

With the popularity of technology-supported blended learning (BL) in vocational colleges, students’ cognitive load (CL) caused by the increasing complexity of BL environments potentially impact the overall learning satisfaction (LS). In order to explore the effects of CL on students’ BL, this study investigates how different dimensions of learning engagement (LE) (emotional, cognitive, and behavioral) impact on students’ LS and whether CL can moderate these relationships. This quantitative study was conducted among 615 Chinese vocational students. Survey research was carried out by questionnaires that have been well-established that were taken and modified from previous studies. Structural equation modeling (SEM) was used to analyze the relationships among these variables. Findings revealed that emotional, cognitive, and behavioral engagement (BE) can positively predict LS. Additionally, BE mediates the relationship between psychological engagement (emotional and cognitive) and LS when CL is not at a low level. CL moderates the pathways from psychological engagement to BE and in turn changes the LE influence mechanism on LS. This study provides valuable insights for educators to stimulate students’ engagement by satisfying their psychological needs, and optimize teaching design to balance CL in order to maintain active LE and satisfaction levels.

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