The minbar is an important mosque element found in the prayer hall. A range of height, width and length is available. The proportion of the minbar to the prayer hall is sometimes overlooked, diminishing the interior aesthetic value. The golden ratio is a design choice that is vital in developing the optimum product design. It is often recognised that using this ratio effectively is a terrific method to create. Thus, this study aims to apply the Golden Ratio principle to the minbar by describing the aesthetic value and interior proportion mathematically. This study determined the appropriate ratio of anthropometric elements via golden spiral template made in AutoCAD programme. When a/b equals a+b/a, the ratios equal 1.618. A total of 27 extant minbars from mosques in Johor were studied. The study's conclusions focused on the front and side elevations of the minbar's width, height, and depth. 11.1% (3 minbar) had the best proportion among the 27 components. 1.5 and 1.7 are close to the golden spiral ratio's ideal ratios. In general, the 88.9% minbar does not meet the golden ratio requirements for height, width, and weight. The Golden Ratio is used to make beautiful minbars. The proportion of mathematics related to user comfort and aesthetic appeal. The elegant design creates a safe and comfortable minbar.

Flipped Classroom enables instructors to spend more time for hands-on problem-solving instruction compared to the traditional pedagogical model which involves lectures. The purpose of this study is to determine the need for a problem-solving flipped classroom module to be designed for the STM3023: Internet of Things (IoT) subject offered at the Certificate level at Malaysian Community Colleges. A structured interview was conducted with 16 lecturers from 14 Community Colleges offering the subject to obtain their views on current teaching practices along with the challenges faced in the teaching and learning of IoT to entry level students. Participants were also asked about their readiness towards the flipped classroom following an orientation session on Flipped Classroom approach. The findings showed that lecturers mostly used traditional pedagogical models in the TVET settings such as lectures. Students usually followed instructions and merely replicate the hands-on tasks as demonstrated by their lecturers in class. It was also found that students were struggling with the subject due to their lack of competency in programming and grasping electrical and electronics concepts. Students were also found to be weak in mathematics and reasoning skills, thus making it a challenge to teach IoT to them. Therefore, a myriad of media, materials and application of real-world concepts may be required to aid lecturers to improve students’ achievement in the subject. The flipped classroom approach for teaching which gives more time for hands-on problem-solving instruction may be appropriate to support lecturers to overcome the challenges in teaching IoT.