This study aimed to develop an e-content module for Chemistry Massive Open Online Course (MOOC). It examined the validity, reliability and student’s perceptions on content, usability, design and effectiveness of the module. This is a design and development study and the e-content module was developed based on ADDIE instructional design model. Collaborative learning, Connectivism theory and Interaction Equivalency Theorem are the pillars for the module development. The content validity of the module was estimated by three experts using content validity evaluation form. Questionnaires were distributed to the students in order to determine the reliability (n = 23) and students’ perceptions on the module (n = 129). Findings revealed the e-content module has high content validity (CVI = 1.00) and good reliability index (α = 0.94). The mean scores for students’ perception on module content (M = 3.66, SD = 0.55), usability (M = 3.43, SD = 0.56), design (M = 3.41, SD = 0.59) and effectiveness (M = 3.47, SD = 0.56) constructs were high. This e-content module in Chemistry MOOC is hoped to be a good and useful online resource for both students and lecturers in the teaching and learning of Chemistry in higher education institution.

Two phenoxyherbicide nanocomposites, namely cloprop-layered double hydroxide and cloprop-zinclayered hydroxide nanocomposites, have been synthesized by using co-precipitation and direct reaction method. PXRD pattern showed an expansion of interlayer spacing with the value of 21.0 Å and 22.7 Å for cloprop-layered double hydroxide and cloprop-zinclayered hydroxide nanocomposite, respectively. It is evident from FTIR and elemental analyses that both nanocomposites were successfully intercalated between the interlayers of layered metal hydroxide. Controlled release of cloprop anion from interlayer of nanocomposites for both cloprop-layered double hydroxide and cloprop-zinc-layered hydroxide nanocomposite into phosphate solution was rapid initially and slow thereafter. The percentage of accumulated release of cloprop anion from cloprop-zinc-layered hydroxide nanocomposite was slightly higher than that from cloprop-layered double hydroxide nanocomposite. Kinetic behavior of cloprop release was governed by pseudo-second-order for cloprop-layered double hydroxide nanocomposite while parabolic diffusion for cloprop-zinc-layered hydroxide nanocomposite. Results from this study highlight the potential of both nanocomposites as capsulated material for controlled release of cloprop phenoxyherbicides anion.

As we race against time to save our dying home, it is more important than ever to start doing something that will help us prolong our stay on this planet. One of the efforts is by having a sustainable development (SD). United Nations Educational, Scientific and Cultural Organization (UNESCO) in 2005 have developed ESD programme to reach this goal as part of the Sustainable Development Goals (SDGs) by year 2030. This study aims to identify the level of knowledge, attitude, and behaviour of postgraduate students towards ESD as they are the changing agents and are directly inflicted by the human activities in the present. This quantitative study use questionnaire form that were responded by postgrad­uate students to tally the responses frequencies by using IBM SPSS Statistics 23. The findings show that there is satisfactory level of understanding towards ESD, positive attitudes towards ESD and moderate positive behaviour toward ESD.

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Kajian ini bertujuan mengenal pasti perlakuan metakognitif murid Tingkatan Empat dalam menyelesaikan masalah Matematik. Secara spesifiknya kajian ini mengenal pasti perbezaan tahap perlakuan metakognitif murid dalam menyelesaikan masalah Matematik berdasarkan jantina dan tahap pencapaian Matematik mereka. Kajian ini menggunakan pendekatan kuantitatif dengan reka bentuk kaedah tinjauan. Instrumen yang digunakan ialah borang soal selidik metakognitif yang merangkumi konstruk kesedaran, strategi kognitif, perancangan dan pengesanan kendiri serta menggunakan instrumen ujian. Dapatan menunjukkan tahap perlakuan metakognitif murid Tingkatan Empat dalam menyelesaikan masalah bagi konstruk kesedaran, strategi kognitif, perancangan dan pengesanan kendiri adalah tinggi. Hasil analisis ujian-t menunjukkan bahawa tidak terdapat perbezaan signifikan antara tahap perlakuan metakognitif murid berdasarkan jantina. Kajian juga menunjukkanidak terdapat perbezaan yang signifikan antara tahap perlakuan metakognitif murid dalam menyelesaikan masalah Matematik berdasarkan tahap pencapaian mata pelajaran tersebut.