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Abdul Hafid Hasim
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International Journal of Environment, Engineering, and Education
Published by Three E Science Institute
ISSN : -     EISSN : 26568039     DOI : https://doi.org/10.55151/ijeedu
Core Subject : Science, Education, Social, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Electrical & Electronics Engineering Engineering Environmental Science
The International Journal of Environment, Engineering, and Education [e-ISSN: 2656-8039] is a peer-reviewed, open-access journal that is published three times a year [in April, August, and December]; this journal provides the right platform for authors to update their knowledge, information, and share their research results with the more significant scientific community publishing research articles explaining the ecological, technical, and educational impact of research from various disciplines publishing research articles explaining the environmental, technical, and educational implications of research from multiple disciplines publishing research As an interdisciplinary scientific publication, this journal encourages collaboration between researchers, academics, practitioners, and policymakers in various sectors to develop sustainable solutions to address environmental, engineering, and educational problems and promote sustainable development.
Arjuna Subject : Umum - Umum
Articles 123 Documents
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Map-Derived Agreement Assessment of Landsat-9 OLI-2 for Island-Scale Lithological Discrimination in a Humid Tropical Setting from Langkawi Island, Malaysia Yaokai Du; Ying Jia Teoh; Nur Azwin Ismail; Ismail Ahmad Abir; Haylay Tsegab Gebretsadik
International Journal of Environment, Engineering and Education Vol. 8 No. 2 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i2.512

Abstract

Lithological discrimination in humid tropical islands remains constrained by dense vegetation, deep weathering, regolith cover, mixed pixels, and discontinuous bedrock exposure, which collectively weaken diagnostic spectral responses. This study evaluates the capability and limitations of Landsat-9 OLI-2 for island-scale lithological discrimination in Langkawi Island, Malaysia, using an interpretable optical-only workflow. Atmospherically corrected Landsat-9 imagery was processed through false-color composites, Optimum Index Factor (OIF)-based band selection, band-ratio enhancement, Principal Component Analysis (PCA), Normalized Difference Vegetation Index (NDVI), Jeffries–Matusita separability analysis, and Maximum Likelihood Classification (MLC). The resulting MLC lithological map was assessed pixel-by-pixel against a published geological map; consequently, the reported statistics represent map-derived agreement rather than independent field-validated lithological accuracy. Results show that the OIF-selected RGB 6-5-2 composite, selected band-ratio combinations, and PCA enhanced broad contrasts among Quaternary Alluvium, granitic terrain, and carbonate-bearing formations. The MLC classification achieved an overall map-derived agreement of 51.72% and a kappa coefficient of 0.4177. Qal, Cm-SS/Sh/Md, and OS-Ls/SS showed relatively stronger agreement, whereas PT-Ls/Mb, DP-St/Md, and Tr-Gr were more affected by spectral overlap and class confusion. NDVI-stratified assessment further confirmed that vegetation cover influences classification performance, with low-vegetation areas producing higher agreement than moderate-vegetation areas. This study establishes a reproducible full-island baseline for evaluating optical multispectral lithological mapping under humid tropical conditions. These findings demonstrate that Landsat-9 OLI-2 can support reconnaissance-level lithological discrimination in humid tropical islands but remains insufficient for precise formation-level mapping without field validation and integration with SAR, DEM-derived, or higher-resolution spectral datasets.
The Interplay of Soft Skills, Digital Literacy, and Self-Efficacy in Shaping Work Readiness: A Structural Equation Modeling Study of Vocational High School Students Anas Arfandi; Musdalifah Musdalifah; Sudjani Sudjani; Abdul Haris Setiawan
International Journal of Environment, Engineering and Education Vol. 8 No. 2 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i2.418

Abstract

Work readiness in vocational education is increasingly shaped by transferable competencies and students’ confidence in applying them in technology-rich workplaces. Although soft skills and digital literacy are widely promoted, evidence remains limited in Indonesian VET contexts regarding how these competencies translate into work readiness through self-efficacy. This study tested a structural mediation model in which soft skills and digital literacy predict work readiness both directly and indirectly via self-efficacy among vocational students who participated in MOOC-based upskilling. A cross-sectional survey was administered to 225 students from the Construction and Housing Engineering program across 22 vocational high schools in 16 districts/cities in South Sulawesi, Indonesia. All constructs were measured using five-point Likert scales, and covariance-based SEM was estimated in AMOS using Maximum Likelihood. The model demonstrated excellent fit (CMIN/DF=1.248, RMSEA=0.001, SRMR=0.005, GFI=0.921, CFI=0.996, TLI=0.989, PNFI=0.762). Soft skills positively predicted self-efficacy (β=0.574; p<0.001) and work readiness (β=0.652, p<0.05), while digital literacy also predicted self-efficacy (β=0.274, p<0.05) and work readiness (β = 0.663, p<0.001). Self-efficacy exhibited the strongest direct effect on work readiness (β=0.778, p<0.05) and partially mediated the effects of soft skills (indirect β=0.447, p<0.05) and digital literacy (indirect β=0.213, p<0.001). Overall, these findings propose an integrated competency–belief model for Indonesian vocational students in a MOOC participation context, highlighting self-efficacy as a key mechanism through which competencies contribute to work readiness. This contribution extends SEM-based evidence on vocational competency development by underscoring the importance of confidence-building alongside skills and digital capability training.
Smart Composter for Experiential Learning in Sustainable Agriculture: System Design and Application for a Small-Scale Farm Setting Catherine Molloseau; Ira Woodring; Amy McFarland; Isak Davis; Yunju Lee
International Journal of Environment, Engineering and Education Vol. 8 No. 2 (2026)
Publisher : Three E Science Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55151/ijeedu.v8i2.486

Abstract

Composting offers a practical pathway for recycling organic waste, yet maintaining favorable process conditions and translating composting into structured experiential learning remain challenging. This study designed and conducted a preliminary field evaluation of an automated, sensor-enabled composting system intended to process vegetative waste from a small-scale farm while supporting sustainability education. The prototype combined an aerated static-pile configuration with forced aeration, humidity-triggered irrigation, three vertically distributed temperature and relative-humidity sensors, oxygen and fill-level monitoring, a touchscreen interface, transparent viewing panels, multiple access points, and remote data logging. A 29-day trial was conducted in an unheated tunnel greenhouse using approximately 1 m³ of vegetative waste and wood chips mixed at a reported 1:1 mass ratio. Sensor data were recorded at 10-minute intervals and analyzed descriptively to examine temporal patterns, vertical variation, system performance, and data completeness. Temperatures showed recurrent diurnal fluctuations and clear vertical stratification, reaching maximum values of 54.39°C, 45.83°C, and 35.67°C in the upper, middle, and lower zones, respectively. Lower-zone measurements were incomplete because of a connection failure, while middle-zone relative humidity remained near sensor saturation, limiting interpretation. The observed temperature increases, absence of malodor, and visible material changes were consistent with ongoing aerobic decomposition, although compost maturity and educational outcomes were not directly assessed. These findings demonstrate the feasibility of integrating monitoring, user interaction, visual access, and real-time data communication in a smart composter. Future work should validate sensor placement, quantify actuator performance, assess compost quality, and evaluate learning outcomes aligned with the United Nations Sustainable Development Goals.

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