Raspberry Pi Programming 2025/3 – SMK Indera Shahbandar, Pekan

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

In the Raspberry Pi IoT session, 35 students and teachers from SMK Indera Shahbandar 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 Adzrul from SMK Indera Shahbandar for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

Raspberry Pi Programming 2025/2 – SMK Tuanku Abdullah Pekan

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

In the Raspberry Pi IoT session, 60 students and teachers from SMK Tuanku Abdullah 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 Zulkarnain and Cikgu Zaiti from SMK TA for coordination in facilitating communication between the participants and the UMPSA STEM Lab :).

STEM – Co-curriculum – Entrepreneurship

Today, I had the honour of being invited to officiate the launch of the STEM-CO Curriculum-Entrepreneurship Program at SMK Tuanku Abdullah. The event was more than just a launch — it was a meaningful milestone in how we approach STEM education, entrepreneurship, and student empowerment.

The STEM-CO (STEM + Co-curriculum + Entrepreneurship) framework is a forward-thinking initiative designed to integrate STEM learning with real-world entrepreneurial experiences. At its core, this curriculum encourages students to go beyond textbooks, empowering them to identify opportunities (or simply said as “menghidu peluang keusahawanan”), solve community problems, and develop STEM-based innovations with commercial potential.

What makes this program exciting is its interconnectedness. STEM teaches students to think critically and solve problems. Entrepreneurship teaches them to act on those ideas and create value. Together, they form a powerful ecosystem that cultivates STEM leadership — nurturing a generation of thinkers, doers, and changemakers.

Throughout the event, I was inspired by the energy and vision of the students and teachers. Their enthusiasm reaffirmed my belief that when students are given the right platforms and guidance, they can thrive as future technopreneurs and leaders of innovation.

Kudos to SMK Tuanku Abdullah and all stakeholders for championing this initiative. May this be the spark that ignites many more innovations to come.

 

 

YIC 2025 TTT Workshop

Brain – Buddy – Boss – is an interesting technique adopted in today’s Young Innovate TTT session.

Today marked another milestone in our journey to nurture Malaysia’s next generation of tech innovators through the Train-the-Trainer (TTT) session for YIC 2025. This session is part of an ongoing initiative under the matching grant collaboration between UMPSA STEM Lab and Chumbaka, focused on developing future-ready skills in embedded systems, hardware programming, and AI.

What We Covered

The session focused on two core areas:

        • Hardware Programming: using Arduino and ESP32 microcontrollers

        • AI and Machine Learning: via PictoBlox, a block-based visual programming platform

The goal was not only to build technical capacity among the trainers but also to model a pedagogical approach that encourages independent problem-solving, peer collaboration, and guided mentorship.

One of the most unique aspects of today’s TTT was our instructional delivery method: the Brain-Buddy-Boss model.

This scaffolding technique encourages participants to follow a structured support sequence:

      1. Brain – Try to understand and solve the problem independently.

      2. Buddy – Discuss and troubleshoot with a peer.

      3. Boss – Seek help from the facilitator (teacher) only if the issue still persists.

This method promotes learner autonomy, critical thinking, and collaborative problem solving—key attributes for any tech innovator.

At the heart of the Brain-Buddy-Boss scaffolding strategy lies Lev Vygotsky’s Sociocultural Theory, especially the concept of the Zone of Proximal Development (ZPD). According to this theory, learning occurs most effectively in the “zone” between what a learner can do alone and what they can do with help from peers or instructors.

1. Zone of Proximal Development (ZPD)

      • Brain: The learner works independently, activating prior knowledge and attempting to solve problems. This encourages self-regulation, cognitive engagement, and resilience—skills crucial in engineering.

      • Buddy: The learner collaborates with a peer, engaging in social learning. They explain, question, and support one another, reinforcing concepts through dialogue.

      • Boss: Only after these steps does the instructor (as the More Knowledgeable Other, or MKO) step in with targeted feedback, ensuring that the learner crosses the ZPD with just enough support.

This strategy transforms the instructor from a content deliverer to a facilitator of learning, a critical shift in 21st-century STEM education.

2. Constructivist Learning Theory

The strategy also draws from constructivist pedagogy, which asserts that Learners actively construct their own understanding based on experiences, prior knowledge, and reflection.

In engineering contexts—where problem-solving, iteration, and design thinking are key—constructivist approaches are ideal. The Brain-Buddy-Boss model:

      • Promotes active learning through trial and error (Brain)

      • Reinforces learning through peer discussion and reflection (Buddy)

      • Consolidates understanding via guided intervention (Boss)

It Fits Engineering Education Perfectly as Engineering is not memorization—it’s systematic problem-solving, critical analysis, and applied design thinking. The Brain-Buddy-Boss model naturally complements these elements:

Engineering Education Need How Brain-Buddy-Boss Supports It
Complex problem-solving Encourages learners to attempt solutions independently (Brain)
Collaboration & communication Uses peer learning to promote teamwork (Buddy)
Guided exploration of new tools/concepts Offers just-in-time support from instructors (Boss)
Scaffolded mastery of technical content Matches support to learner readiness within the ZPD
Application of theory into practice Through hands-on digital making and debugging using real-world tools
Lifelong learning mindset Builds self-efficacy and help-seeking behavior in structured ways
      • Brain: A participant tries to connect an LED with an ESP32 and write code to blink it.

      • Buddy: If it doesn’t work, they discuss with a peer—checking wiring or code syntax together.

      • Boss: If still unresolved, the instructor helps debug using questions to guide—not give—the answer.

By engaging at cognitive, social, and instructional levels, this approach ensures deep learning and conceptual understanding in even the most technical of engineering subjects.

For me,  engineering education concept the involves scaffolded learning like Brain-Buddy-Boss ensures that students are not passive recipients of information but active problem-solvers, capable of transferring learning across contexts. It nurtures confidence, collaboration, and competence—the very foundations of future-ready engineers and innovators.

 

Arduino Robotics 2025/2 – PPD Maran Day 2

*UMPSA STEM Lab Arduino Robotics Programming Synopsis can be found here.

The Arduino robotics programming session focused on introducing 84 students and teacher, from the district of Maran Pahang, to the fundamentals of coding and robotics using Arduino microcontrollers. The content covered basic coding concepts and gradually progressed to advanced topics such as line following algorithms. Through hands-on exercises and projects, students gained practical experience in programming Arduino boards to control a miniature 2-wheel robotic systems. The session successfully engaged students in interactive learning activities, fostering their understanding of robotics principles and enhancing their coding skills.

A special appreciation is extended to Tuan Hailmey for his exceptional coordination in facilitating communication between the participants and the UMPSA STEM Lab.

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Arduino Robotics 2025/1 – PPD Maran Day 1

*UMPSA STEM Lab Arduino Robotics Programming Synopsis can be found here.

The Arduino robotics programming session focused on introducing 76  students and teacher, from the district of Maran Pahang, to the fundamentals of coding and robotics using Arduino microcontrollers. The content covered basic coding concepts and gradually progressed to advanced topics such as line following algorithms. Through hands-on exercises and projects, students gained practical experience in programming Arduino boards to control a miniature 2-wheel robotic systems. The session successfully engaged students in interactive learning activities, fostering their understanding of robotics principles and enhancing their coding skills.

A special appreciation is extended to Tuan Hailmey for his exceptional coordination in facilitating communication between the participants and the UMPSA STEM Lab.

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From Passion to Profession: Women Navigating STEM, AI, and Entrepreneurial Pathways

Today, I had the honor of being invited as one of the panelists in a session titled “From Passion to Profession: Women Navigating STEM, AI, and Entrepreneurial Pathways.” It was an inspiring space where stories, struggles, and successes intersected—and where we celebrated the growing role of women in shaping tomorrow’s technology. This event is part of PIE Cardiff Mett, British Council, UMPSA, UMK program.

I represented Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) and UMPSA STEM Lab, where I currently serve the Faculty of Electrical and Electronics Engineering. I also lead the UMPSA STEM Lab, a collaborative hub where we design STEM outreach and digital making programs in partnership with schools, agencies, and industry players. Our mission is simple – open access, ignite curiosity, and empower communities with real technical skills.

Below were the questions in the seminar:-

Who Am I—And What Got Me Here?

Beyond the academic classroom, my passion lies in giving young people, especially in underserved communities, the chance to interact with real-world technology—whether it’s building miniature robots or learning to program embedded systems. These aren’t luxuries; they are opportunities. And for some communities, they are still out of reach due to high costs or lack of resources.

As a child, I had dreams too. I used to stargaze with my family, and I remember one magical night catching a meteor shower. At the age of 10, I proudly declared I wanted to be an astronaut—yes, it was written in my report card! Though I didn’t end up in space, my journey led me to the stars in a different way—through engineering, innovation, and education.

What Sparked My STEM Journey?

It started with a phone.

As a student, I was fascinated by how communication technologies work. During school recess, you’d often find me in the library, flipping through encyclopedias with colourful graphics. One story that left an impression was Alexander Graham Bell’s journey in inventing the telephone. That story steered me toward communication engineering, and later, into telecommunication systems and antenna design.

As technology rapidly shifted from analog to digital, I became even more intrigued. Eventually, my path led me to embedded systems and FPGA (Field-Programmable Gate Array)—the very hardware that drives robots. It all came full circle.

Facing Bias in the Field

Working in a male-dominated field comes with its own unique challenges. At times, I was the only woman in the room during technical discussions or project meetings. Sometimes, assumptions were made before I even said a word.

I learned that the best response is to show up, speak up, and deliver results. I focused on building credibility—not just for myself, but for the next generation of women watching quietly from the sidelines. Visibility matters.

The Skill That Matters Most? Resilience.

If you ask me the one mindset that truly matters in STEM today, it’s resilience.

Let me explain with a personal story. I loved music growing up, but music classes were expensive. When our school introduced music into the curriculum using affordable instruments like the recorder, it gave us all a chance to learn music theory and notation. That shaped how I think about access today.

Now, with tools like YouTube, Arduino kits, online simulators, and budget-friendly electronics, access to learning is no longer a luxury. My kids, for example, learn rollerblading tricks from online videos—something unimaginable when I was their age.

So, the challenge has shifted. It’s no longer just about access. It’s about perseverance. In a world where everyone can learn anything, those who keep learning, unlearning, and relearning will thrive.

That’s why at UMPSA STEM Lab, we design platforms that are affordable, replicable, and meaningful. A miniature robot can represent a whole world of technical possibilities. The goal is to open windows—and maybe even doors—for those who never knew such a world existed.

STEM isn’t just about coding or circuits. It’s about curiosity, courage, and community. I’m grateful for the opportunity to share this journey and to be part of a growing movement of women pushing boundaries, challenging norms, and creating inclusive tech futures.

If you’re reading this and thinking about your own path—don’t wait for permission to explore. The future is wide open =)

 

 

Enngineering Design Process and Robot Innovation and Application (Citrex 2025 Workshop)

Today, we had the opportunity to host a hands-on innovation workshop for students from 21 schools in the Pekan District, in collaboration with Pejabat Pendidikan Daerah Pekan. The workshop, held at UMPSA STEM Lab, aimed to equip students with the tools and thinking frameworks needed to kickstart their journey toward the CITREX Innovation Competition 2025.

At the heart of this session was the Engineering Design Process (EDP)—a proven method used by engineers and innovators to solve real-world problems. But we added a modern twist – Generative AI, the new study buddy ChatGPT =).

The Engineering Design Process (EDP)

Students were guided through the six stages of EDP:-

  1. Ask – Define a real problem

  2. Research – Explore what’s already out there

  3. Imagine – Brainstorm multiple ideas

  4. Plan – Choose the best idea and sketch a solution

  5. Create – Build a model or mock-up

  6. Improve – Evaluate and enhance the design

Using the EDP worksheet, students documented their thinking and structured their innovation journey.

Many students in the session were already familiar with line-following miniature robots. We explored how these robots could be repurposed to solve problems aligned with CITREX themes such as:

  1. Smart Cities – A robot that patrols school zones for safety

  2. Environment – A robot that detects energy waste in classrooms

  3. Health – A robot that simulates delivery of emergency medical supplies

By rethinking what they already had, students realized how innovation is often about new context, not just new tech.

Students were introduced to the power of prompting ChatGPT effectively to support their ideation. We explored how to:

  1. Ask the right questions

  2. Frame problems clearly

  3. Use follow-up prompts to refine and improve ideas

For example:

“What problems can a line-following robot solve in a school environment related to water safety?”

Students then tried these prompts themselves and saw how AI could boost the ‘Ask’ and ‘Research’ stages of the EDP.

Hands-On Practice

With their EDP worksheets in hand, students crafted project ideas guided by both human creativity and AI support. They were encouraged to:

  1. Explore one of the nine CITREX themes

  2. Develop an innovation using or modifying existing classroom tools

  3. Prepare for submission with A1 posters and working models

Looking Ahead

This session was just the beginning. As we move toward CITREX 2025, we hope to see these young innovators continue developing their ideas into real solutions that can make a difference—in schools, communities, and beyond.

We thank all the participating schools and Pejabat Pendidikan Daerah Pekan for their commitment to fostering creativity and innovation among students.

Stay tuned for more workshops and updates from UMPSA STEM Lab =) !