Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal JTH: Journal of Technology and Health Satmata: Journal or Historical Education Studies
M. Khairi Mahyudin
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Education Health Professions Medicine & Pharmacology Nursing Social Sciences Other

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DEVELOPMENT OF A WEB-BASED GEOGRAPHIC INFORMATION SYSTEM (GIS) FOR DISASTER RISK MANAGEMENT IN MALAYSIA M. Khairi Mahyudin
JTH: Journal of Technology and Health Vol. 2 No. 2 (2024): October: JTH: Journal of Technology and Health
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/jth.v2i2.59

Abstract

Gaps in access to spatial data and digital tools continue to hinder disaster risk management systems in Malaysia, particularly at the community level. This study aims to design and develop a web-based Geographic Information System (GIS) that serves as a decision-support tool for disaster response and preparedness. Using a Design Science Research (DSR) methodology, the system was built through stages of needs assessment, participatory design, open-source modular development, and both qualitative and quantitative evaluation. The results show high usability scores (average SUS >80), an average system response time of 1.2 seconds, and stable performance for up to 150 concurrent users. The platform effectively visualizes flood risk zones, evacuation routes, and shelter capacities in real time. The findings demonstrate that participatory web-based GIS tools can significantly enhance local disaster readiness and community empowerment. This research contributes to the advancement of inclusive disaster technology and offers a scalable model for implementation in other high-risk regions.
ENHANCING HISTORICAL THINKING SKILLS THROUGH DIGITAL LEARNING MODULES: A STUDY OF SECONDARY SCHOOL HISTORY EDUCATION IN MALAYSIA M. Khairi Mahyudin; Sam Hermansyah
Satmata: Journal of Historical Education Studies Vol. 3 No. 2 (2025): October: Satmata: Journal of Historical Education Studies
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/satmata.v3i2.449

Abstract

In the context of 21st-century education, history as a subject faces the challenge of remaining relevant, engaging, and pedagogically effective. This study aims to develop a technology-integrated history curriculum and digital learning module for Malaysian secondary schools, addressing the gap between conventional teaching methods and the technological competencies required by modern learners. Using the Design-Based Research (DBR) methodology, the study was conducted through four main phases: needs analysis, design and development, implementation, and evaluation. The curriculum and digital module were designed to align with the national syllabus, incorporating multimedia tools such as videos, augmented reality (AR), interactive infographics, and online quizzes to support student-centered learning. The module was validated by curriculum and educational technology experts, followed by implementation in six secondary schools involving 700 students and history teachers. Quantitative data were collected through surveys and pre-post tests, while qualitative feedback was obtained from teacher interviews and classroom observations. The results showed high acceptance across all participating schools, with average ratings above 4.5 out of 5 in key areas such as engagement, content clarity, usability, and alignment with curriculum objectives. Statistical analysis using ANOVA confirmed that the module was consistently effective across diverse educational contexts. The novelty of this research lies in its systematic integration of technology not as an accessory, but as a central component of curricular design. The findings offer a replicable model for history education reform, particularly in Southeast Asian or other developing country contexts. This study contributes to the global discourse on digital pedagogy by demonstrating how thoughtful curriculum planning and technology use can transform traditional classrooms into dynamic, interactive, and inclusive learning environments.
THE ROLE OF INFORMATION TECHNOLOGY IN MALAYSIA’S DIGITAL EDUCATION POST-PANDEMIC M. Khairi Mahyudin; Sam Hermansyah
JTH: Journal of Technology and Health Vol. 3 No. 2 (2025): October: JTH: Journal of Technology and Health
Publisher : CV. Fahr Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61677/jth.v3i2.282

Abstract

This study explores the evolving role of digital technology in Malaysia’s education system in the aftermath of the COVID-19 pandemic. The primary objective is to assess how information and communication technologies (ICT) have been integrated into teaching and learning practices across different educational levels, and to evaluate the effectiveness, challenges, and equity implications of digital transformation in Malaysian schools. Employing a qualitative research approach through a systematic literature review (SLR), this study synthesizes findings from recent academic research, policy documents, and empirical reports published between 2020 and 2025. Data were analyzed using thematic content analysis to identify patterns related to access, pedagogy, institutional readiness, and policy direction. The findings reveal that while Malaysia has made significant strides in digital infrastructure development and teacher ICT readiness, issues such as the digital divide, unequal access in rural areas, and gaps in digital pedagogy persist. Teachers generally report increased digital competency, but many still face challenges in implementing student-centered, technology-enhanced instruction due to limited resources and institutional support. Leadership and policy alignment play a critical role in the success or stagnation of digital initiatives. The novelty of this study lies in its integrated, multi-level analysis of Malaysia’s digital education transformation, incorporating recent developments in leadership, AI integration, and equity-focused policy. It offers a forward-looking perspective on building a sustainable, inclusive digital learning ecosystem. The study concludes that meaningful progress depends not only on technology availability but also on systemic reforms that prioritize equity, innovation, and capacity building at all levels of education.
Co-Authors Sam Hermansyah