Category: Information

InECCE 2025 – An Undergraduate Research Dissemination in UMPSA STEM Lab

Yesterday, I attended InECCE 2025, a conference organized by the Faculty of Electrical and Electronics Engineering at UMPSA. The session was a meaningful platform to showcase the innovative works of our undergraduate students, particularly their final year projects (FYPs).

In total, five papers were presented, each highlighting a unique research direction that combines embedded systems, sensor integration, microcontrollers, microcomputers, and data analytics. The projects not only reflect strong technical execution but also the students’ growing ability to communicate their findings in a professional setting.

1. Design and Implementation of Circularly Polarized Antenna for CubeSat Applications

This project focused on developing a circularly polarized antenna tailored for CubeSat communications. Antennas of this type are essential to ensure reliable signal transmission regardless of satellite orientation. The work demonstrated solid grounding in antenna theory, simulation, and hardware prototyping, bridging theory with practical space communication requirements. IEEExplore

2. Image Recognition System for Pico-Satellite Earth Surface Analysis (50–75 m) – Amin

A pico-satellite imaging system was designed to perform image recognition at resolutions of 50–75 meters. The project involved integrating cameras with processing units, and developing algorithms for Earth surface feature detection and analysis. Such a system has strong potential for applications in environmental monitoring, agriculture, and disaster assessment. IEEExplore

3. Human-Robot Interactive Miniature Robot – Gan

Using the UMP STEMbot, a two-wheel miniature robot, this project explored human-robot interaction. By programming the robot to respond to commands and adapt to environmental feedback, the students highlighted applications in education, assistive robotics, and interactive learning platforms. The work required programming microcontrollers to interface with sensors, actuators, and wireless communication modules. IEEExplore

4. Navigational System for Miniature Robots – Kiren

This project also utilized the STEMbot, focusing on building a navigation system for autonomous mobility. By integrating infrared, ultrasonic, and IMU sensors, students enabled the robot to avoid obstacles, follow paths, and optimize its movement. The project served as a practical example of applying control systems, embedded programming, and robotics algorithms in real-world scenarios. IEEExplore

5. Integrated Data Acquisition and Environmental Analytics in Pico-Satellite Systems – Zharif

In this work, a data acquisition and analytics system was designed for a pico-satellite, the STEM Cube. The system collected environmental parameters (e.g., temperature, humidity, radiation levels), stored them in a database, and processed the data for visualization and decision-making. This project required students to master both hardware sensor integration and software development for analytics and visualization. IEEExplore

Beyond Hardware – Communication Skills Matter

It has always been a practice in UMPSA STEM Lab’s project supervision to develop a tangible projects (involves hardware – circuit design and development), simulation and analysis, as well as the presentation and paper-writing skills. Producing technical hardware (embedded systems, robots, satellites) is one challenge; communicating the work through IEEE-style papers and oral presentations is another. Both are equally critical in preparing students for industry and academic research.

That is why I emphasize to my students:

  • Build the system – design, test, and validate the hardware/software.
  • Code, simulate and analysis – code and program micro controllers / microcomputers / FPGAs
  • Communicate the system – write a paper, prepare figures, and present findings confidently.

Conferences like InECCE 2025 in Kuantan provide exactly this type of exposure, bridging classroom learning with professional dissemination.

I look forward to bringing my current and future FYP / SDP / URP / PG students to similar conferences, providing them opportunities not only to engage in project-based learning but also to present and publish their work. Such experiences shape them into well-rounded engineers who can both design systems and communicate ideas effectively to wider communities.

Roundtable Discussion – Program Duta Guru: STEM Education as Opportunity

Today, I had the privilege of attending a roundtable discussion on STEM education, organized by Yayasan PETRONAS in collaboration with Teach for Malaysia. Thank you Tuan Hj Ahmad Bushra from JPN Pahang for looping me in the roundtable discussion today. The session brought together educators, practitioners, and advocates with a shared vision: ensuring that education opens doors of opportunity for every child.

For me, education is opportunity. But opportunity is never equal, just as life is never equal. Some are privileged with access to high-quality education, while others face limitations. Yet, this disparity should never prevent anyone from striving toward learning, nor should it limit society’s responsibility to build pathways that make education more accessible.

I believe that education is not just about access, it is about the ecosystem that makes learning possible. An ecosystem where teachers, resources, communities, and policies come together to shape meaningful learning experiences.

I am often asked why I am deeply involved in STEM education. There are many reasons, but one has always been personal. Growing up in the 1990s, I witnessed how music education was expensive. Not only did it require specialized teachers, but it also demanded instruments, resources not everyone could afford. That personal experience I uphold till today, access to learning opportunities should never be limited by privilege or wealth.

I am inspired by how music education eventually became more accessible. As I mentioned earlier, while instruments such as the piano were costly and out of reach for me, the introduction of the recorder, a relatively affordable instrument, opened the door to learning music for many students, myself included. Through the recorder, I was introduced to musical theory, note reading, and the basics of instrumentation. Later, during my secondary school years, I had the opportunity to join the school marching band and orchestra, where I learned to play the saxophone. Eventually, I was even able to buy my own keyboard, fulfilling my dream of learning and playing the piano. That smooth transition was possible because of the foundation and platform built through earlier, more accessible entry points.

I see a similar story in STEM education. Robotics, programming, and coding often require costly resources, making them inaccessible for many students. However, with affordable kits and platforms, we can open the door for students—just as the recorder once did for me in music. These entry points can spark lifelong learning, creativity, and opportunities.

The roundtable today reminded me of the inspiring teachers who constantly strive to enhance their teaching and bring accessibility into their classrooms. Thank you, Cikgu. And thank you to Yayasan Petronas as well as Teach For Malaysia for this session. I look forward to carrying this spirit forward—not only in my STEM outreach programs but also in my undergraduate classes.

STEM education, in particular, provides a space where creativity, problem-solving, and innovation can flourish. It is not just about science or technology, it is about equipping learners with skills to navigate the future. And most importantly, it is about ensuring no one is left behind, regardless of their background.

Walking away from today’s discussion, I feel encouraged. With collective commitment from organizations like Yayasan PETRONAS and Teach for Malaysia, alongside the voices of passionate educators, I believe we are steadily moving toward an education ecosystem that truly empowers.

mBlock Programming 2025/3 – SK Tanjung Batu

A synopsis of the program can be retrieved via the following link.

In today’s program, 65 participants from SK Tanjung Batu Pekan were introduced to mBlock programming, learning to use its graphical interface to create sequences of instructions. They explored sequential programming, conditional statements, and loops through hands-on tutorials. These foundational skills were applied in two projects: a Snake game and a Pac-Man game. In the Snake game, they programmed the snake’s movement, growth, and collision detection, while in the Pac-Man game, they navigated a maze, collected points, and avoided ghosts. This approach provided a comprehensive understanding of programming concepts and their practical applications.

Appreciation to Cikgu Zurina for coordinating the communication between the participants and UMPSA STEM Lab.

Raspberry Pi Programming 2025/5 – MRSM TAR Pekan

*UMPSA STEM Lab Raspberry Pi Programming Synopsis can be found here.

In the Raspberry Pi IoT session, 35 students and teachers from MRSM Tun Abdul Razak Pekan were introduced to the concept of the Internet of Things (IoT) using Raspberry Pi on the UMP STEM Cube, a pico-satellite learning kit specifically designed to facilitate engineering learning.

The content covered basic digital input/output operations on onboard LEDs, as well as topics such as dashboard design using gyro meter and BMU280 sensor data, including collecting and storing data in a cloud database. Participants learned to interface sensors with Raspberry Pi boards and develop IoT applications for real-world scenarios. The session provided students with valuable insights into IoT technology and its applications in various domains.

A special appreciation is extended to Cikgu Ismadey and Cikgu Fadilah from MRSM TAR for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Aug 13th, 2025