Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
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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.
Co-Authors Sam Hermansyah