
Strengthening STEM Education Through Strategic Collaboration with PPD Maran – Roundtable Discussion
Universiti Malaysia Pahang Al-Sultan Abdullah (UMPSA) STEM Lab today hosted a roundtable discussion with 38 teachers and education officers from schools under the Pejabat Pendidikan Daerah (PPD) Maran and Jabatan Pendidikan Negeri Pahang. The session served as an important platform to explore future collaborations aimed at strengthening STEM education and digital competency development among students in the district.



The discussion brought together educators, school leaders, and STEM practitioners to exchange ideas, identify current educational needs, and explore opportunities for impactful partnerships between UMPSA STEM Lab and schools in the Maran district. The session highlighted a shared commitment to preparing students for a rapidly evolving technological landscape while fostering creativity, innovation, and problem-solving skills.
Several potential collaboration areas were discussed, including the implementation of hands-on STEM programs such as Vibe Coding with Raspberry Pi, Vibe Coding with Arduino Robotics, Dashboard Design and Data Visualization, and Computational Thinking with Artificial Intelligence (AI). These programs are designed to provide students with authentic learning experiences that combine programming, engineering design, data analytics, and emerging technologies.














A special segment of the roundtable focused on sharing evidence-based pedagogical practices developed and researched by the UMPSA STEM Lab. Participants were introduced to a series of research and outreach initiatives that have contributed to the advancement of STEM and engineering education. Among the highlighted works were studies on collaborative STEM outreach programs, game development-based learning for programming education, computational thinking through scaffolded game development activities, digital making skill development using the UMP STEM Cube, IoT-enabled precision agriculture using Raspberry Pi edge devices, and innovative approaches to engineering education. These research outcomes have been published in reputable international journals, including IEEE Transactions on Education, IEEE Potentials, European Journal of Educational Research, International Journal of Evaluation and Research in Education (IJERE), and the Journal of Mechatronics, Electrical Power, and Vehicular Technology.

To illustrate the importance of pedagogy in learning, participants engaged in an interactive activity involving visual communication and instructional scaffolding. In the first exercise, a participant was tasked with describing a house constructed from multiple geometric shapes without showing the image to the audience. Participants attempted to recreate the drawing based solely on verbal instructions, resulting in significant variations and inaccuracies. In the second exercise, participants were first shown the individual geometric shapes before another participant described a more complex image of a car constructed from similar shapes. The resulting drawings demonstrated a marked improvement in accuracy and consistency.

This activity served as a symbolic representation of the educational philosophy practiced by the UMPSA STEM Lab. Rather than immediately introducing complex technologies, the STEM Lab emphasizes structured learning pathways that progressively build learners’ understanding. Through tiered and scaffolded pedagogical approaches, students are first introduced to fundamental concepts before advancing to more sophisticated digital making activities. This methodology has been successfully applied across various STEM outreach programs involving programming, robotics, embedded systems, artificial intelligence, and engineering design.

The discussion also introduced the Lab’s emerging “Vibe Coding AI Structured Pedagogy” framework. While recent advancements in artificial intelligence have made coding more accessible, the framework emphasizes that effective learning requires more than simply generating code. Students must develop computational thinking, problem decomposition, design reasoning, and critical evaluation skills. The structured pedagogy combines AI-assisted development with carefully designed learning scaffolds to ensure that students remain active creators and problem solvers rather than passive users of technology.
A key focus of the discussion was the role of UMPSA STEM Lab in contributing not only technical expertise but also educational content, instructional modules, and tailored pedagogical approaches. Drawing upon its extensive experience in engineering education, the STEM Lab aims to support schools in implementing meaningful STEM learning experiences that are aligned with curriculum requirements while promoting higher-order thinking skills and real-world problem solving.

The collaboration also seeks to create sustainable pathways for teacher professional development, enabling educators to gain confidence in integrating digital technologies and engineering concepts into classroom teaching. Through carefully designed modules and project-based learning activities, students will be exposed to engineering thinking, computational problem solving, and innovative design practices from an early age.


UMPSA STEM Lab remains committed to supporting schools across Pahang in nurturing the next generation of innovators, engineers, and technology leaders. The roundtable discussion with PPD Maran marks an important first step towards establishing long-term partnerships that will enrich STEM education and empower both teachers and students to thrive in the digital era.
The STEM Lab looks forward to working closely with PPD Maran and its schools in transforming ideas discussed during the session into impactful educational programs that benefit learners throughout the district. Through collaboration, innovation, and research-informed educational practices, UMPSA STEM Lab continues its mission of making engineering and technology education accessible, engaging, and meaningful for all learners.

BHE3233 BTS4433 – Week 11 Project Design Optimisation
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- Table-Based (ROM/LUT) Approach: This method acts like a cheat sheet, pre-calculating every possible answer and storing it in memory
- While extremely fast (constant time), it consumes significant memory resources and scales poorly. It is highly suited for high-speed cryptographic processor.
- Logic-Based (Boolean) Approach: This method acts like a math formula, calculating Galois Field arithmetic in real-time using layers of logic gates
- It uses very little memory and is highly area-efficient, making it the perfect choice for low-area IoT devices, though it suffers from a longer propagation delay due to the deep logic tree.
- Table-Based (ROM/LUT) Approach: This method acts like a cheat sheet, pre-calculating every possible answer and storing it in memory

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- Sequential (Shift-and-Add) Multiplier: By mimicking manual long multiplication, this architecture reuses a single adder over multiple clock cycles
- It dramatically saves on Logic Elements (LEs), but the cost is high latency, making it ideal for space-constrained, battery-powered handheld devices
- Pipelined Multiplier: To maximize performance, students inserted registers into the combinational logic “fences” to break up the deep mathematical tree
- Like an assembly line, this allows a new multiplication operation to begin every single clock cycle.
- It costs far more registers, but drastically increases throughput and , which is mandatory for applications executing millions of operations per second.
- Sequential (Shift-and-Add) Multiplier: By mimicking manual long multiplication, this architecture reuses a single adder over multiple clock cycles
Project 3: DSP and Sensors (Direct vs. Transposed FIR Filters)
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- Direct Form: The standard approach where all multiplications happen in parallel, and the results are summed up in a large “Adder Tree”. Its major flaw is a massive Critical Path—the signal must traverse a multiplier and the entire chain of adders before the clock cycle ends, severely limiting the maximum frequency.
- Transposed Form: By strategically placing delay registers between the adders, students shortened the critical path so the signal only propagates through one multiplier and one adder per cycle. While this slightly increases Total Registers (FFs), it yields a substantially higher (often a 25% improvement), making it the superior architecture for high-speed 100MHz digital audio processors
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- Binary Encoding: This style uses the absolute minimum number of Flip-Flops (e.g., 2 FFs for 4 states). While it saves physical area on the silicon, it requires heavier combinational logic to decode the states
- One-Hot Encoding: This style assigns exactly one Flip-Flop per state (e.g., 4 FFs for 4 states)
- Despite consuming more physical area, the decoding logic becomes incredibly simple. This translates to better Setup Slack and a much faster , proving that sometimes using more hardware actually makes your system perform better
I look forward to your creativity in executing these projects. Please complete your submissions in KALAM =)
Discussion MSc


BHE3233 BTS4433 – Week 10 Project Semi Completed Programming
Hi everyone,
After successfully navigating code comprehension and hardware debugging in Stages 1 and 2, our journey through digital system design enters its most advanced phases. This week, we focused on Stage 3: Semi-Completed Programming and Stage 4: New Programming Task (Comparative Optimization).
These stages push us beyond merely “making it work” to actually architecting complete systems and evaluating trade-offs like true digital design engineers. Here is a breakdown of our milestones and the core learning outcomes for each project.
Stage 3: Semi-Completed Programming (Architectural Completion)
In Stage 3, we took foundational components and integrated them into complete, functioning architectures.
Project 1: AES Cryptography (The Logic-Optimized S-Box)
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- The Challenge: Transitioning away from a memory-heavy Look-Up Table (LUT) to a logic-optimized approach using Galois Field (GF(2)) composite arithmetic. We had to complete the missing Boolean equations for multiplicative inversion.
- The Challenge: Transitioning away from a memory-heavy Look-Up Table (LUT) to a logic-optimized approach using Galois Field (GF(2)) composite arithmetic. We had to complete the missing Boolean equations for multiplicative inversion.
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- Learning Outcome: Mastering Mathematical Hardware. We learned how complex cryptography math (like Galois Fields) is synthesized into pure Boolean logic (XOR, AND, OR gates), demonstrating how a “calculation” approach saves memory at the cost of logic depth.
- Learning Outcome: Mastering Mathematical Hardware. We learned how complex cryptography math (like Galois Fields) is synthesized into pure Boolean logic (XOR, AND, OR gates), demonstrating how a “calculation” approach saves memory at the cost of logic depth.
Project 2: The Multiplier (Pipelining for Speed)
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- The Challenge: We upgraded a combinational multiplier by inserting registers into the middle of the logic “fences” to create a Pipelined Multiplier.
- Learning Outcome: Increasing Throughput. By breaking a long combinational path into smaller stages, we learned how pipelining allows a new multiplication to start every clock cycle, drastically increasing the system’s Max Frequency (fmax)
- The Challenge: We upgraded a combinational multiplier by inserting registers into the middle of the logic “fences” to create a Pipelined Multiplier.
Project 3: FIR Filter (Structural Integration)
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- The Challenge: We integrated our verified Multiply-Accumulate (MAC) units and Delay Lines to build a complete Direct Form FIR Filter.
- Learning Outcome: Preventing Arithmetic Overflow. The crucial lesson here was calculating exact bit-widths for signal growth. We learned that multiplying two 4-bit inputs yields an 8-bit output, and accumulating three of these 8-bit partial products requires a 10-bit final output to prevent overflow.
Project 4: UART Controller (The Transmitter FSM)
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- The Challenge: Wrapping raw serial data into a standardized UART frame by building a Finite State Machine (FSM) that transitions through IDLE, START, DATA, and STOP states based on precise “ticks” from our Baud Rate Generator.
- Learning Outcome: Protocol Synchronization. We learned how to reliably sequence hardware operations using FSMs, ensuring that communication lines are held HIGH during idle and strictly synchronized to a predetermined baud rate for data integrity.
- The Challenge: Wrapping raw serial data into a standardized UART frame by building a Finite State Machine (FSM) that transitions through IDLE, START, DATA, and STOP states based on precise “ticks” from our Baud Rate Generator.







Moving on
Stage 4: Comparative Optimization (New Programming Tasks)
Stage 4 is where engineering design trade-offs shine. We escalated our designs and used Quartus tools (like the Timing Analyzer and Resource utilization reports) to scientifically compare competing architectures.
Project 1: AES Cryptography (LUT vs. Logic Trade-offs)
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- The Challenge: We integrated both the Stage 1 (Table-based) and Stage 3 (Logic-based) architectures onto the DE10-Lite FPGA, using a hardware switch to “toggle” between them.
- Learning Outcome: Resource vs. Speed Optimization. By running a Static Timing Analysis (STA), we learned to scientifically deduce which architecture to use depending on the application—evaluating why a LUT is better for a high-speed cryptographic processor while Boolean logic is superior for a low-area IoT device.
- The Challenge: We integrated both the Stage 1 (Table-based) and Stage 3 (Logic-based) architectures onto the DE10-Lite FPGA, using a hardware switch to “toggle” between them.
Project 2: The Multiplier (16-bit Escalation)
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- The Challenge: We escalated our multiplier from 4-bit to 16-bit and compared all three architectures: Behavioral, Sequential, and Pipelined.
- Learning Outcome: Evaluating Complex Architectural Trade-offs. We learned how expanding bit-widths exponentially deepens the logic tree. The outcome was understanding how to choose an architecture based on strict constraints (e.g., choosing sequential for space-constrained handhelds vs. pipelined for high-performance CPU ALUs).
- The Challenge: We escalated our multiplier from 4-bit to 16-bit and compared all three architectures: Behavioral, Sequential, and Pipelined.
Project 3: FIR Filter (Direct vs. Transposed Form)
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- The Challenge: We redesigned our filter into the Transposed Form, a mathematically identical structure that places delay registers between the adders rather than at the input.
- Learning Outcome: Shortening the Critical Path. We learned a major DSP optimization technique: by separating combinational adders with registers, we shortened the critical path delay. Even though this uses slightly more Logic Elements, it dramatically boosts the f max making it ideal for high-speed audio/sensor processing.
- The Challenge: We redesigned our filter into the Transposed Form, a mathematically identical structure that places delay registers between the adders rather than at the input.
Project 4: UART Controller (FSM Encoding & Parity)
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- The Challenge: We expanded the UART to 16-bit with Even Parity error checking and compared two FSM architectures: Binary Encoding versus One-Hot Encoding.
- Learning Outcome: FSM Encoding Trade-offs. We gained hands-on experience in how the Quartus compiler assigns flip-flops. We discovered that Binary Encoding saves area (fewer flip-flops) but requires heavier decoding logic, whereas One-Hot Encoding uses more flip-flops but simplifies decoding, resulting in better setup slack and a faster maximum frequency.
- The Challenge: We expanded the UART to 16-bit with Even Parity error checking and compared two FSM architectures: Binary Encoding versus One-Hot Encoding.

BHE3233 BTS4433 – Week 9 Project Workout Simulation
This week in the lab, we move forward in our hardware design journey by executing Stage 1: Workout Programming and Stage 2: Debugging Specific Malfunctions across four highly distinct FPGA projects. These stages forced us to transition from merely reading code to actively troubleshooting real-world hardware logic errors.


Completion of Stage 1 & 2 activities






Joint Supervision – Uni Veteran Indonesia










UMPSA STEM Lab: Artificial Intelligence (Classification) Program Synopsis
UMPSA STEM Lab: Artificial Intelligence (Decision Making) Program Synopsis
Arduino Programming 2026/2 – KV Tawau, Sabah
UMPSA STEM Lab Arduino Programming can be found here.
Throughout the course, 30 participants from Kolej Vokasional Tawau Sabah were introduced to the concepts of programming loops, conditional statements, and sequential execution. Activities include controlling multiple LEDs, understanding the concept of digital output, using a photoresistor to expand their understanding of sensor interfacing, integrating analog sensors with Arduino and controlling digital outputs based on sensor readings. Towards the end, participants visualize data and messages using an OLED display.
Thank you En Shufi for coordinating the communication between UMPSA STEM Lab and the participants.


























