At the beginnings of 2020, the COVID-19 pandemic altered the traditional teaching in order for the most school kids all across the globe, and online learning at homes has emerged as a growing phenomenon. This article investigates the link between both the interpersonal referential, considered proximity, and perceptions of control, as well as the educational involvement of Universities Learners, using the stimuli–organism–responses (S-O-R) type as a framework. According to the findings of this research, which was based on information from 378 university learners who participated in online learning, reported proximity, subjective norm, and interpersonal referential are all beneficial to learners' self-oriented and well-being, hence increasing their excitement for instruction. The goal is to help surveyors, teachers, developers, and others in the identification of effectiveness approaches to conceive and assess learners’ participation in e-learning courses and programs.

Purpose of Study: Silat is one of the primary school co-curricular activities. This co-curricular activity is informal in nature and learned outside school hours. Normally these silat activities are taught by the association of silat which is within the confines of the community. In this regard, the syllabus taught is non-standard because it could not assess the level of competency of students for their psychomotor, cognitive and affective domain. Methodology: This study is to establish a curriculum module silatolahraga in primary school by using development curriculum (DACUM) approach Results: This study developed a curriculum module that can be used in primary school that capable of measuring student competency in ‘silatolahraga’. Implications/Applications: The formation of this module considered the establishment of effective content and meeting the competency of primary school students mainly in terms of psychomotor, affective and cognitive.

Developing a sustainable co-curricular syllabus incorporating competency elements across all three learning domains -cognitive, psychomotor, and affective is challenging. However, this paper focuses on the affective domain, crucial in shaping students' personalities and forming positive values. The study presented here aims to identify the competency elements required for the affective domain in developing the co-curricular Silat syllabus. Thisstudy employed a qualitative research method and gathered data through interview sessions with six Silat experts from PESAKA Malaysia. The experts were asked open-ended questions to guide their opinions on the competency elements in the affective domain. The interview sessions were conducted in an organised workshop where the experts were briefed on the purpose of the interview. The information revealed by the experts was recorded, transformed into transcripts, and analysed using the thematic method. The study's findings revealed that the competency elements required for the affective domain in the co-curricular Silat syllabus are good values, civility, athletic abilities, respect, and morality. These elements are vital in the affective learning domains that shape the personality and competencyof the students in their co-curricular subjects. Theidentified competency elements for the affective domain in the co-curricular Silat syllabuswill aid in shaping students' personalities, forming positive values, and improving their abilities. It is recommended that further studies be conducted to identify competency elements in the cognitive and psychomotor domains, which will contribute to developing a comprehensive and sustainable co-curricular syllabus.