Related previous studies have recognized service learning ability to im-prove students’ generic skills during the service learning projects, however strategies for implementing and evaluating the effects of service learning on students’ generic skills in online environment remain limited. Therefore, this study conducted to identify what are the generic skills mentioned in students’ reflections, the differences when the responses compare to stu-dents’ performance in the course, and to analyze students’ perception to-wards the integration of e-Service Learning platform. A learning environ-ment was created using face-to-face with integration of online delivery of service learning. By the end of the course, thirty-five students were required to reflect upon their learning process while using the e-Service Learning platform. Results showed that the design of the learning environment was effective in promoting the development of these generic skills such as Global Citizen, Scholarship, Adaptability and Teamworking. The major contribution of this study is that generic skills can be promoted through the hybrid strategy of service learning that combine both face-to-face and online delivery. Academic success is strengthened both via the use of tech-nologies as well as through the implementation of experiential learning op-portunities such as service learning.

The teaching and learning of Geometry should be meaningful and not merely reacting to the teacher's stimuli. Hence, students should be given opportunities to experiment when learning mathematics through exploration and investigation of geometric shapes by themselves. For that reason, a Learning Strategy for 3-dimensional Geometry using the SketchUp Make dynamic software, called LSPE-SUM was designed through a step-by-step instruction to help students to improve their visual spatial skills and geometric thinking. Visual spatial skills were carefully integrated onto each van Hiele levels of Geometry thinking through specific arrangement of specially crafted learning activities. Such arrangement was vital to ensure that students could achieve better cognitive enhancement in visual spatial skills by communicating and interacting physically and socially according to the hierarchical van Hiele model of Geometry thinking. LSPE-SUM capitalized the dynamic features of SketchUp Make to facilitate the elevation of visual spatial skills and Geometry thinking during the learning processes. The whole process of designing and developing the LSPE-SUM adopted the five cyclic stages of ADDIE instructional design model. The purpose of this article was to report the details of the final two stages, more specifically, implementation and evaluation of LSPE-SUM. This learning strategy was tried out twice upon twelve different students in a classroom setting over a period of 3 weeks each. Besides that, LSPE-SUM was also given to experts to obtain their views and evaluation on its functionality. Quantitative and qualitative approaches were used to collect data as well as to analyze the experts and students' views on the suitability of LSPE-SUM. Analysis of students' views suggested that LSPE-SUM has assisted most of them in ResumoO ensino e a aprendizagem da geometria devem ser significativos para os alunos, não consistindo, apenas, numa reação a estímulos do professor. Por conseguinte, os alunos devem ter oportunidades de experimentação na aprendizagem da matemática, através da exploração e da investigação de formas geométricas. Nesse sentido, uma estratégia de aprendizagem de geometria tridimensional, usando o software dinâmico SketchUp, o LSPE-SUM, foi projetada através de instruções passo a passo para ajudar os alunos a melhorar suas competências visoespaciais e de pensamento geométrico. As competências visoespaciais foram cuidadosamente integradas a cada nível proposto pelo Modelo de van Hiele, relativo ao desenvolvimento do pensamento geométrico, através de atividades especificas de aprendizagem. Esse arranjo foi vital para garantir que os alunos pudessem alcançar maior aperfeiçoamento cognitivo das competências visoespaciais ao comunicar e interagir, demonstrativa e socialmente, de acordo com o modelo hierárquico de pensamento geométrico de van Hiele. O LSPE-SUM capitalizou recursos dinâmicos de SketchUp para facilitar a melhoria das competências e do pensamento geométrico visoespacial durante os processos de aprendizage...

The COVID-19 pandemic led to the implementation of the Work From Home<strong> </strong>(WFH) policy. The impact of this policy is to replace the process of teaching and learning activities by using an online learning system. In this industrial era 4.0, the integration of web applications is very much needed in problem-solving learning. One that can be used to integrate web applications in learning through project-based learning. The focus of this research is to study the effects of online project-based learning applications on mathematics students' visual thinking continuum. Instruments used in the form of rubric virtual mind maps, audio-visual and virtual posters are used to observe students' visual thinking continuum. The instrument was analyzed with the Rasch measurement model software named WINSTEPS. This study used one group pretest-posttest design to see the effect of integrating web applications in learning through project-based learning analyzed using SPSS. The results of instrument analysis for rubric virtual mind maps, audio-visual products, and virtual posters on measure person obtained good person reliability, MNSQ infit, and MNSQ OUTFIT the average rating is very good. For the ZSTD infit and the ZSTD outfit, the average value is close to 0.0 so that the quality of the person's reliability is good. The results of the conformity quality of the items with the model studied from the fit order items obtained the value of Outfit mean square (MNSQ), Outfit Z-standard (ZSTD), and the value of Point Measure Correlation (Pt Mean Corr) for the three instruments met good criteria. The results of the analysis of paired samples test from 54 respondents obtained p &lt;0.05 so that the base learning project has the effect of increasing students' visual thinking continuum. Implementation of online project-based learning in mathematics learning is an alternative that can be used to improve students' creative problem-solving skills in online learning

The teaching and learning process no longer has its focus on the classroom. There are various teaching methods which teachers can use these days. However, the traditional, passive and teacher-oriented methods of teaching Science are still being widely used and this has led to the deterioration of students’ interest in Science. Thus, this study was conducted to examine the effectiveness of Inquiry Based Science Education (IBSE) learning through apps in improving the level of students' mastery and achievement in the Science Process Skills (SPS). The study involved a total of 30 Year-6 students from a school in the district of Johor Bahru selected based on the their achievement in the Primary School Achievement Test. It took 5 weeks to complete the study which used quasi-experimental design of time series design followed by multiple repetitions of assessments before the post-test was given to the students. The results of the paired-samples t-test were found to be significant (t = - 11.119, df = 29, p &lt;.05) which showed that, there was a difference in the level of the students’ performance in the pre- and post-tests. The quasi-experimental study of this series of time design used recurring measurements carried out on dependent variables and one-way ANOVA tests for repeated measures were used for the data analysis. The test results of Mauchly's Test of Sphericity showed that, there were significant differences in the three test scores F(1.63,47.4)=344, p&lt;.05. The mean score values for test 2, test 3 and test 4 outweighed the mean of test 1. In addition, the graphical shape of plots profile shows that, teaching activities through apps enhanced students’ Science Process Skills (SPS). Therefore, it can be concluded that, the integration of Inquiry-Based Science Education (IBSE) in Science learning through Apps is capable of improving students’ mastery and achievement in their Science Process Skills (SPS).

<p class="0abstract">E-Service Learning is a service-learning course when the instruction and/or the service occurs online gains popularity among educators as we are transitioning to online learning platforms. The current study presents a systematic review of papers on the research involved information and communications technology (ICT) in the service-learning project. Studies have noted the growing use of ICT in service-learning projects for various purposes such as for communication and collaboration, data collection, reflection, and instruction delivery. However, very little research analysed students’ engagement in this e-Service Learning environment. Future research should be done to investigate an effective application of technology in service-learning courses, especially to attain the attention of digital natives nowadays and engaging learners instead of merely using technologies in service-learning courses.</p>