Article Per Year (5 Year)
p-Index From 2020 - 2025
0.702
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Journal of Applied Science, Engineering, Technology, and Education
Mohd Matore, Mohd Effendi Ewan
Unknown Affiliation
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Library & Information Science Social Sciences Other

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
A Bibliometric Analysis of Complex Problem-Solving Approaches in Engineering Education Azizan, Mohd Fikri; Mohd Matore, Mohd Effendi Ewan; Omar, Marlissa
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 1 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3846

Abstract

The evolving landscape of engineering education requires the development of advanced cognitive skills, particularly complex problem-solving (CPS). As engineering challenges grow in complexity, CPS has become a vital competency. However, research on CPS in engineering education remains scattered. This study presents a systematic bibliometric analysis to uncover trends, key contributors, and thematic focuses in CPS-related research. Using the Scopus database and VOSviewer 1.6.20, the study analyzed publications based on co-authorship, co-citation, and keyword co-occurrence. The five-stage bibliometric approach by Masitoh et al. (2021) and Bukar et al. (2023) was adopted, encompassing keyword selection, data retrieval, screening, analysis, and visualization. Findings show a notable rise in CPS publications after 2010, peaking between 2022 and 2024. Dominant keywords include “active learning,” “simulation,” “artificial intelligence,” and “project-based learning,” indicating a shift toward AI-driven, technology-enhanced approaches. China, the United States, and India lead in research output, reflecting global efforts in reforming engineering education. The study highlights the growing emphasis on interdisciplinary and problem-based learning. Despite this momentum, regional disparities remain. Insights from this analysis are valuable for curriculum developers, educators, and policymakers to enhance CPS integration and guide future research toward more holistic and inclusive approaches
The Validity of the Malaysian Teachers’ Global Competency Level Instrument Using Cohen Kappa, Content Validity Ratio and Content Validity Index Analyses Ibrahim, Siti Nurul Aqiedah; Mohd Matore, Mohd Effendi Ewan
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 1 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3848

Abstract

Highly competent teachers are vital in developing globally competent individuals. There is a lack of empirical evidence supporting the validity aspect of the Malaysian Teachers' Global Competency Level Instrument. This study aims to evaluate face and content validity. A survey research design with a quantitative approach was conducted. It involves two experts for face validity and eight experts for content validity using purposive sampling techniques. For face validity, the two experts appointed were Malay language teachers with more than five years of teaching experience. To assess content validity, eight experts, including four professionals in measurement, evaluation, and global competency, and four field practitioners: teacher educators, and outstanding teachers. The instrument consists of 73 items with four constructs: self-awareness, global awareness, attitudes & values, and skills. The analysis involved Cohen’s Kappa for face validity, while content validity involved CVR and CVI. The results showed that face validity was (N=2, k=0.640), while for content validity, (N=8, CVI=0.95, and CVR=2 items refined). This instrument demonstrates strong validity as a measurement tool for the global competency level of Malaysian teachers. Further studies are recommended to be conducted: employing an advanced statistical analysis, like the Rasch Model, to enhance higher-quality items.
Trends in the development of Fink’s taxonomy: a systematic literature review Yaw, Patronella William; Mohd Matore, Mohd Effendi Ewan; Handayani, Trikinasih; Handayani, Lina
Journal of Education and Learning (EduLearn) Vol 19, No 4: November 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i4.22007

Abstract

Fink’s taxonomy is a learning model of six interrelated elements that can be used for the development of learning goals and create significant learning. However, there has been limited discussion about the development trend of Fink’s taxonomy systematically. This study aims to identify trends in previous research that employed Fink’s taxonomy based on countries and current years, as well as the diversity of definitions of Fink’s taxonomy. This systematic review follows systematic reviews and meta-analyses (PRISMA) criteria and utilizes three main databases: Scopus, Web of Science, and ERIC. A total of 16 articles met the given criteria, and empirical results report that most studies on Fink’s taxonomy were conducted in the United States, with the highest number of articles published in 2020. Furthermore, the diversity of definitions of Fink’s taxonomy identified three themes which are producing significant learning, an approach that creates permanent changes in students, and focusing on the affective domain. The findings have significant implications through the introduction and understanding of Fink’s taxonomy. This trend can serve as a reference for the ministry of education and other stakeholders in the empowerment of Fink’s taxonomy in education. The study can be expanded by introducing new constructs for Fink’s taxonomy in the local context.
Programming Evolution through Computational Thinking Using The Bibliometrics Analysis Mohd Rosli, Nurbaya; Mohd Matore, Mohd Effendi Ewan; Husnin, Hazrati
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 2 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci3863

Abstract

The increasing significance of programming in various fields has made understanding its evolution a crucial academic pursuit. Despite the growing importance of programming, there is a lack of comprehensive analysis that integrates programming evolution with the nuances of computational thinking. This study explores an in-depth examination of the developmental trajectory of programming, contextualized within the broader framework of computational thinking. The aim of the paper is to decode the patterns, trends, and shifts in programming paradigms, tools, and education, contributing to the academic discourse on the subject. Using bibliometric analysis, the study examines a broad array of academic publications and data from the past decade. Advanced data mining in Scopus database and VOSviewer 1.6.20 are employed to trace the progression of programming concepts and their educational implications. Findings indicate a major transition from traditional paradigms to more inclusive, intuitive approaches that emphasize real-world problem-solving and interdisciplinary applications. The analysis reveals a significant shift from traditional programming paradigms towards more inclusive and intuitive approaches, emphasizing real-world problem-solving and interdisciplinary applications. While, educational trends show a gradual integration of computational thinking into curricula, reflecting the need to equip learners with relevant programming skills.
Co-Authors Azizan, Mohd Fikri Husnin, Hazrati Ibrahim, Siti Nurul Aqiedah Lina Handayani Mohd Rosli, Nurbaya Omar, Marlissa Yaw, Patronella William