EDUCATION 5.0: THE APPLICATION OF G-V-C APPROACH FOR UNDERGRADUATES’ VIRTUAL LEARNING
E- FIQH AL-MUAMALAT
Prof Madya. Dr. Nadhirah Nordin
Universiti Sultan Zainal Abidin (UniSZA), Malaysia. [email protected] Nur Amani Aisyah Samsuddin
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
[email protected] Mahadi Mohammad
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
Prof Madya. Dr. Engku Muhammad Tajuddin Engku Ali Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
[email protected] Dr. Ahmad Faizol Ismail
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
[email protected] Dr. Sumayyah Abdul Aziz
Universiti Sultan Zainal Abidin (UniSZA), Malaysia.
Highlights: E-Fiqh al-Muamalat is a website developed as a reference for Muslims. The discussion in the E-Fiqh al-Muamalat is related to trading/commercial rules such as buying and selling, renting, mortgages, loans, debts, wages, usury issues and others. All economic activities are legally permissible if these activities do not transgress any of the tenets of Shariah. In line with this maxim, all forms of business transactions that transgress any of the tenets of Shariah are considered invalid. Therefore, to give right understanding there is an urgent need to develop an attractive website. The innovation is based on learning through the digital and online technology is concentrating on teaching and learning of Fiqh al-Muamalat for students. To achieve this objective, the researchers focused on benefits from mastering students in the field of modern technology for more effective and fun learning, to implement an education
4.0 which is in line with the 4th Industrial Revolution. A clear awareness and understanding of transactions and contracts in Islamic finance will prevent the Muslim community from engaging in transactions and financial products that are against shariah law.
Key words Fiqh al-muamalat, teaching, learning, innovation
Introduction
The literal meaning of the term “muamalat” (plural of muamalah) is the transactions ‟while its technical idea is any form of mutual dealings held between men to solve their everyday needs,
especially in matters relating to trade and commerce”. The rulings governing commercial transactions between the parties involved. All economic activities are legally permissible as long as these activities do not transgress any of the tenets of shariah. Basic principles that in forming shariah rulings in muamalat is permissibility as a rule. The status of all matters other than rituals is permissible until evidence is given that a certain matter is prohibited.
In line with this maxim, it is the unanimous opinion of all four major Islamic shariah School of thought (Hanafi, Maliki, Shafii and Hanbali) that all forms of business transactions that transgress any of the tenets of shariah are considered invalid. No contract should be made for selling or buying forbidden products such as alcohol or any other forbidden substances. The contract entered by the parties shall be free from any elements of coercion, fraud, misrepresentation, or other illegal means. Likewise, no contract should be made for any financial deal based on usury (riba). Contract involves in gambling (maisir) is also forbidden in Islam.
Contract that involves major uncertainty (gharar fahish) is also forbidden and may make the contract voidable. All financial transactions must be conducted in such a manner that all the parties are clear about all the important facts including the terms and conditions of their dealings.
Content
Encourage active learning via interactive website. To create the learning resources, activities, and assessment through web technology.
Figure 1: Element of teaching and learning in E-Fiqh al-Muamalat
Effective style of learning and teaching by applying an interactive collaboration and flexible learning with two- way text-based online chat, which is widely used in e-learning. To develop an e-learning teaching tool that educate student/public about Islamic rules in transaction and business. To benefit from mastering the skills of students to use modern technology in the process of learning.
References
Nadhirah, N. (2014), Gharar dalam Kontrak Derivatif Komoditi, Kuala Terengganu: Universiti Sultan Zainal Abidin, ISSN 978-967-12613-2-3 (Book).
Aznan, H. (2011). Fundamentals of Shariah in Islamic finance. Institute of Islamic Banking and Finance Malaysia (IBFIM),
141 Kuala Lumpur.
WHERE IS MY CASH?
Noorul Azwin Md Nasir
Universiti Malaysia Kelantan, Kota Bharu, Malaysia [email protected]
Noorshella Che Nawi, Siti Afiqah Zainuddin, Wan Farha Wan Zulkifli, Tahirah Abdullah Universiti Malaysia Kelantan, Kota Bharu, Malaysia
[email protected], [email protected], [email protected], [email protected] Highlights: This is an idea to develop a mobile application named Where is My Cash?. It is as an assignment tool for accounting students. Through this apps the accounting students will be assessed by their lecturer based on their ability to assist and create awareness to informal business owners about the simplicity of recording business financial transactions. This apps works by connecting lecturer, students, and informal business owner. Students will be able to access the cashbook interface that they will work out with informal business owner. The lecturer will be able to see the assignment progress perform by his/her students.
Key words: assignment tool, cashbook accounting, informal business Introduction
For accounting students in higher education institutions, it is common for lecturer to designate assignment on creating a full set of account to real business operations. This assessment method is aligned with Malaysia Education Blueprint: Higher Education 2015-2025, where students are required to experience learning from the community or known as Community Based Learning (CBL).
All these years, we identify one common issue among informal business owners that is the reluctancy of keeping financial transaction records of their business. Although accounting can be too complicated for some, leaving the business owners ignoring the importance of financial recording can be perceived as irresponsible especially if you have got the knowledge. Thus, we aim to propose an apps that allow students to teach informal business owner basic knowledge to record financial transactions and at the same time create awareness to informal business owners about the simplicity in keeping business financial records. At the same time, their lecturer also able to monitor the students progress while the students are still on the field work.
The term informal business means that the business is not registered with Companies Commission of Malaysia. Informal business owner in this proposal referring to small-scale businesses that rely on the owner's competencies. In many cases, if the business able to generate revenue from what they are selling today, they will assume that is their income and it will be then used to purchase materials to make the items that will be sold the next day. Because it is a small business for daily survival, almost all transactions are performed using cash only.
Nevertheless, if the informal business owner is asked what the profit per product or daily are, it is difficult for them to provide the answer.
Through accounting students, who are now learning in higher education institution, they can help the informal business owners by showing how simple the process of financial recordings can be and shares the advantages the owner can get from the process. Where is My Cash? app is for accounting students to deliver and share their theoretical knowledge and use it to assist informal business owner making a basic financial recording, and this is done under the lecturers’
supervisions.
143 Content
Description of your innovation / product development / design / process.
This is an idea to develop a mobile application named Where is My Cash?. It is as an assignment tool for accounting lecturers and students. Through this apps the accounting students will be assessed by their lecturer based on their ability to assist and create awareness to informal business owners about the simplicity of financial transaction recording.
What is the context or background of the innovation / product development / design / process?
Where is My Cash? app works by connecting lecturers, students, and informal business owners.
First, the lecturer will register to use the apps. Then, the lecturer needs to create at least a class in the app. By sharing the class code, the students will then sign up for the class. Students will be able to access the cashbook interface that they will work out with informal business owner.
The lecturer will be able to see the assignment progress perform by his/her students.
Why are they important to education?
Among 9 HIEPs elements, Service/ Community Based learning (SBL) has been made compulsory as mentioned in Malaysia Education Blueprint: Higher Education 2015-2025.
Where is My Cash? app idea supports SBL. This app will empower students to learn by doing in helping and contribute their accounting knowledge to the community. The lecturers, who owns the apps will be able to assess students while they are on the field by referring to the Where is My Cash? app.
Please write any advantages of your innovation / product development / design / process towards education and community.
Where is My Cash? will assist lecturers in assessing their students who are learning accounting via the process of sharing knowledge on keeping financial transaction records of informal business. This sharing will create awareness to the informal business owners on how proper financial transaction record will enhance their ability to make better business decision especially in sustaining the business. For students, this is a lifelong learning experience. For lecturers, this app will enable them to monitor the progress of their students during field assignment.
Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any.
Once commercialized, Where is My Cash? app can be used by educational providers that offers accounting programs. The lecturers will be the grateful to the existence of the app and the user- friendly features especially in assisting the lecturers making assessment to students even when students are on a field assignment. It is a win-win product where it benefits lecturer, students, and informal business owners. Accounting education is massive in Malaysia, and it is still a profession that is highly demand. The numbers of informal business are also not small in Malaysia, and they contribute to the economy as well. Thus, it is important to accommodate informal business owners’ need of sustaining their business via higher education students who can learn by doing concept through the features offers by Where is My Cash? app.
Acknowledgement (if any)
We are grateful for the encouragement by Centre of Academic Excellence and Development, Universiti Malaysia Kelantan.
RELATIVE MOTION ANALYSIS SOFTWARE FOR ENGINEERING EDUCATION Ts. Dr. Lee Chen Kang
Universiti Tunku Abdul Rahman (UTAR), Kampar, Perak, Malaysia [email protected]
Ts. Dr. Manjit Singh Sidhu
Universiti Tenaga Nasional (UNITEN), Putrajaya, Malaysia. [email protected] Highlights: This innovation focused on the problem solving and simulation of an engineering software tool by incorporating multimedia and new pedagogical concepts to support the interactive 2-D and 3- D environment. The empirical results indicated that the interactive engineering problem solving software could assist the Mechanical Engineering students in the topic of relative motion analysis. The system is fully integrated to be independent of the textbook, to supplement the teaching and learning process. The questions, objectives, formulas, diagrams and charts are presented in sequential order within the simulation tool. 2-D model and 3-D model are integrated with virtual realities to support the visualization of the dynamic motion of the engineering model. Interactivity features (25 patterns of interactions) are available to ease the visualization process and engage the students better with deeper learning experience. Best instructor knowledge is transferred to students through the interaction process with the software.
Key words: Engineering Education 4.0, Problem Solving Software, Computer-aided Learning Introduction
In the era of 4th Industrial Revolution, digital media technologies have become one of the most attractive and promising technologies in education. For engineering education, one of the common problems faced by the students is the difficulty in visualizing some of the engineering concepts that involved dynamic motions, complex calculations particularly in z-axis. The problems posed to these students usually needs to be solved by using appropriate formulas and may lead to a series of working steps before obtaining the answer. Present commercial problem- solving software for engineering is incapable of doing so because most of the available educational software in engineering (mechanics dynamics domain) do not show all the steps as how the problem was solved. This provides evidence that the student may not learn and visualize the engineering problem. This invention focused on the problem solving and simulation of an engineering software tool by incorporating multimedia and new pedagogical concepts from interactive 2-D to 3-D environments. The software tool was tested with Mechanical Engineering students and instructors from the College of Engineering (UNITEN) and the result showed that the interactive simulated multimedia engineering learning tool could assist the Mechanical Engineering students especially the slow learners by enhancing their learning motivation and improved the visualization ability in the topic of relative motion analysis.
Content
Please include as many of the following sections as possible in your paper, as relevant.
Description of your innovation / product development / design / process. The innovation is an interactive multimedia problem solving tool that guides the user step by step to solve the problem. The product was design using various multimedia software tools and designed based on the ISO 9126 software engineering standards. The ADDIE model was used as the methodology for the software development life cycle. The software has been tested with over 240 engineering
145 students and validated by the HCI domain expert.
What is the context or background of the innovation / product development / design / process? User interfaces are important means of communication between user and the product.
Effective user interface integrated with proper learning pedagogy ensures transfer of learning has taken place successfully. The innovation has been designed in such a way that it achieved high usability score (SUS score) and has effective patterns of interactions. Each pattern of interaction has been carefully design based on the needs of the problem and users to solve the particular engineering problem. Our design process has helped in simplifying the engineering problem better and aid in visualization of the engineering models.
Why are they important to education? Because the present education system demands higher level of technological tools to be used by students to enhance their learning process (better engagement and higher interactivity) especially in the education 4.0. This software tool has significantly benefited engineering students to visualize the engineering problem presented in the software. The students are able to comprehend the problem better and apply the right equations which are otherwise difficult to learn from the static media such as textbook and linear presentation through PPT slides and video presentation. Our design process has helped in simplifying the engineering problem better. The software tool and its usability were tested using both the usability instruments of SUS (System Usability Scale) and PSSUQ (Post-Study System Usability Questionnaire) with engineering students and instructors. The software can act as a quick revision tool for problem solving exercises (in line with Bloom’s taxonomy – Levels 4 (Analyze) & 5 (Evaluate)) and also support individualized learning and control in response to education 4.0
Please write any advantages of your innovation / product development / design / process towards education and community. From the educational perspective, this engineering problem solving software has significantly benefited engineering students especially those students experiencing difficulty in understanding of the Engineering Mechanics Dynamics course in some situations (the 3-D dimensions that involved x, y and z-axis) to visualize the engineering problem. The results of the study indicated that the engineering problem solving software has potential in promoting engineering education in terms of visualization, navigation and interactivity. It provides essential & tested tools for solving engineering problems and also act as supplementary tool for slow learners (in term of learning science and mathematics).
Please add any commercial value in terms of marketability or profitability of your innovation / product development / design / process if any. The engineering problem solving software integrating innovative approach by incorporating digital media technologies with virtual realities and new pedagogical concepts through interactive 3-D environment representation in aiding the teaching of Engineering Mechanics Dynamics course in response to the education 4.0. The work is one of the pioneering efforts in Malaysia to address the need for computer-based problem-solving software packages for the domain of teaching Engineering in Malaysia especially in the mechanics dynamics domain and has high value to be commercialized together with textbook, direct sales or through secured website / mobile apps / software as a service (SaaS) to the tertiary institutions. The engineering problem solving software was copyrighted in 2017 (no: CRLY00006077) and applied the patent filing in 2018 (no:
PI2018002183).
Figure 1: Project Development Flow Diagrams
Acknowledgement
We are grateful to College of Engineering (Mechanical Dept.) UNITEN students for participating in the user evaluation. Special thanks to Universiti Tenaga Nasional (UNITEN) and Universiti Tunku Abdul Rahman (UTAR) for the proactive support throughout the research journey.
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