In realising the development of ethics and values among Malaysian school-going students, depicted in Shift 3 Aspirations of the Malaysian Educational Blueprint 2013-3025, the study examined how the pedagogy of philosophical inquiry helped in the development of a community of inquiry (CI) in the Civics and Citizenship Education classroom. The study employed a qualitative action research design, where the researcher used the observational method, which is based on the Lipman’s CI checklist, to identify seven elements of CI in the classroom; namely, participation, quest for meaning, shared cognition, challenging as a procedure, deliberation, impartiality and thinking for oneself. Findings of the study showed that the philosophical inquiry pedagogy and the community of inquiry assisted in the effective teaching of CCE as students discovered a more meaningful learning experience, became more empowered in their thinking and views, and more sensitive to the current issues, paving the way to become good citizens of the nation.

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This study aimed to get an agreement and expert views on the development Al-Quran and Fardhu Ain Mastery Model of the Orang Asli in the Pahang state region of Malaysia. This study employs the Fuzzy Delphi method using a 7 Likert scale to collect responses from 7 experts in various fields in Malaysia. A total of 21-item fuzzy questionnaire was given to experts for evaluation. Fuzzy Delphi Method was used for data analysis. Data were analyzed using triangular fuzzy numbering (triangular fuzzy number) and the position (ranking) of each variable is determined using the "defuzzification" process. The findings show that response and expert consensus on model elements are at a good level. The overall findings of the expert consensus agreement exceed 75%, the overall value of the threshold (d) < 0.2 and an α-cut exceeds 0.5. The priority factors were sorted by priority and were refined by adding and dropping items as recommended by experts.