Malaysian Journal of Action Research https://mjar.marnet.my/index.php/MJAR <p>The Malaysian Journal of Action Research is an open-access and fully peer-reviewed international journal for practitioners, professionals, academics and researchers. The journal has a strong multidisciplinary, interdisciplinary and transdisciplinary focus. It seeks to facilitate discussion and debate that crosses the boundaries of professional contexts and domains, including education, nursing, social work, allied health professions, business and management, computer science and the criminal justice sector.</p> <p>The Malaysian Journal of Action Research promotes professional growth in these fields of study by publishing manuscripts on evidence-based practices, reviews of current policy initiatives, examples of applied theories, and reports of original research in a language that is accessible and practical. It seeks to explore pedagogical practices using a variety of action research paradigms, philosophies and methodologies, including, but not limited to:</p> <p>1. Practical action research<br />2. Technical action research<br />3. Participatory action research<br />4. Critical participatory action research<br />5. Critical action research<br />6. Classroom-based action research<br />7. Action science<br />8. Action learning<br />9. Soft system approaches<br />10. Industrial action research<br />11. Appreciative inquiry<br />12. Collaborative action research<br />13. Self-study action research<br />14. Autoethnography in action research<br />15. Community-based action research<br />16. Community-based participatory action research<br />17. Emancipatory action research<br />18. Living theory research<br />19. Educational living theory research<br />20. Theory of practice architectures research<br />21. Action case</p> The Malaysian Action Research Network en-US Malaysian Journal of Action Research 3009-058X Editorial https://mjar.marnet.my/index.php/MJAR/article/view/4 <div> <p class="Text">We are truly honoured to serve as editors for the inaugural issue of the Malaysian Journal of Action Research. Our journal not only aims to showcase the invaluable contributions of Malaysian action researchers but to also warmly welcomes international perspectives. By doing so, we aim to underscore the significant impact of action research on the broader engagement on teacher development and pedagogical innovation. This inaugural issue features a diverse range of contributions, from university academics as well as dedicated school practitioners, hailing not only from Malaysia but also from Ireland. These nine articles span various action research philosophies and methodologies, including keynotes, conversations, interviews, classroom-based action research, and reflective practice. Four articles are written in Bahasa Melayu, thus showcasing the rich tapestry of perspectives specific to the Malaysian context, and neighbouring countries.</p> <p class="Text"><span style="font-size: 0.875rem;">The first article is written by an invited author, David Coghlan, based on his keynote presentation at ICAR 2022. David describes in depth the evolution of his insider action research framework. He emphasises the importance of the theorising process during this journey, advocating the need for attention to both internal and external data. His central concept, ‘interiority’, refers to the conscious process of self-awareness in our learning journey. His personal experiences led him to challenge traditional views of action research that depict researchers as external agents, emphasising instead the role of insider researchers who lead change from within their organisations. David’s work is a refreshing take on scholarship that emphasises the transformative power of personal inquiry and offers valuable insights for academics and practitioners alike. His narrative serves as an invitation for others to embark on their journey of discovery in the world of research and scholarship.</span></p> <p class="Text"><span style="font-size: 0.875rem;">In the second article, we (Sarimah Shaik-Abdullah and Mohd Syafiq Aiman Mat Noor) engage in a dialogue with Jack Whitehead about Living Educational Theory (LET) research. Whitehead presents LET and underlines the role of educators as the instigators of their research. He introduces the concept of ‘living contradiction’ in LET, explaining how differences between one’s values and practices can initiate a process of reflection aimed at achieving consistency. This concept promotes growth and highlights the influence of LET. He also discusses the use of LET in specific cultural contexts, focusing on the Malaysian education system. He notes its potential to contribute to societal progress and manage power dynamics in research. The dialogue ends with a call to action from Jack, emphasising growth, inclusivity, and flourishing. Through this dialogue, we provide insight into LET research, emphasising its potential to shape education and extend its reach.</span></p> <p class="Text"><span style="font-size: 0.875rem;">In the third article, we (Mohd Syafiq Aiman Mat Noor and Yoon Sook Jhee) and Muhammad Zulfadhli Kamarudin, also drew inspiration from Kathryn Herr and Gary Anderson’s keynote presentation at ICAR 2022. Kathryn and Gary describe the dynamic nature of action research as a transformative methodology that stretches across a broad spectrum of disciplines and approaches, and covers various positions, from full insider to complete outsider. They also underscore the pivotal role of credibility, trustworthiness, and validity in action research, emphasising its robustness amidst widespread scepticism. They acknowledge the hurdles that action researchers encounter, such as its marginalisation within academic and organisational environments. Nevertheless, they passionately advocate for its undeniable value in tackling real-world dilemmas, amplifying marginalised voices, and propelling substantial change. Their discussion emerge as a compelling call to action. Despite the challenges, the capacity for action research to effectuate positive transformation amplifies its perpetual relevance. Kathryn and Gary’s inspiring words encourage academics, practitioners, and community members to harness the power of this dynamic approach, thereby fostering a more inclusive and equitable terrain of knowledge and practice.</span></p> <p class="Text"><span style="font-size: 0.875rem;">The fourth article, written by Mohd Syafiq Aiman Mat Noor and his co-authors, explore action research through the captivating lens of cooking ‘rendang’. Drawing on their personal and professional experiences in the Malaysian context, they highlight commonalities between rendang and action research, focusing on three shared tenets: contextuality, continuity and quality. In their comparison, they demonstrate how the cultural richness and unique preparation methods of rendang mirror the complexity, adaptability, and meticulousness inherent in action research methodologies. By shedding light on the importance of context, iterative learning, and a commitment to quality, they emphasise the need for researchers to view action research as a journey of continuous improvement and exploration. Mohd Syafiq Aiman and his co-authors also highlight the potential for action research to have impacts that extend beyond the immediate participants and influence larger communities and sectors. Thus, the preparation of rendang serves as a potent metaphor for understanding the intricate world of action research.</span></p> <p class="Text"><span style="font-size: 0.875rem;">Selvamalar Selvarajan provides a profound exploration of the challenges involved in English language instruction in the fifth article. She presents three vignettes from the Malaysian polytechnic education context, vividly depicting dilemmas related to student proficiency, motivation for English learning, and the dynamics of online student engagement. The narrative highlights the need for a balance between creating a ‘fun’ learning environment and achieving academic objectives. She emphasises the importance of adaptability, encouraging educators to consider innovative teaching methods to better engage students. Despite the challenges posed by the online learning environment, the narrative highlights the transformative potential of these dilemmas. Selvamalar advocates for continuous reflection and adaptation in teaching methodologies to cater for evolving learning needs and contexts. The narrative serves as a testament to the dynamic, ever-evolving nature of teaching.</span></p> <p class="Text"><span style="font-size: 0.875rem;">As mentioned earlier, this issue includes contributions from authors who have submitted their articles in Bahasa Melayu. Among the four contributions written in Bahasa Melayu is the sixth article by Julianah Ahmad and Mohd Syafiq Aiman Mat Noor explore the challenges deaf pupils face and suggest instructional strategies to facilitate their learning using a classroom-based action research methodology. They introduce the concept of ‘funds of identity’, which incorporates pupils’ lived experiences into learning. This approach aims to create meaningful learning materials, thus improving deaf pupils’ reading skills. The authors emphasise empathy in teaching and advocate for materials reflective of pupils’ abilities and interests. They highlight the effectiveness of face-to-face and group learning settings over individual and virtual settings for deaf pupils. Julianah and Mohd Syafiq Aiman Mat Noor suggest further exploration of a wider range of identity funds to improve educational materials for deaf pupils. The article provides insights into the unique needs of deaf pupils and presents strategies for a more effective learning environment.</span></p> <p class="Text"><span style="font-size: 0.875rem;">In the seventh article, Nor Naimmah Othman and her co-authors explore the ‘sight word’ approach in special education, focusing on pupils with Down Syndrome. The study is rooted in a classroom-based action research methodology, emphasising the need for individualised teaching strategies. The authors present the unique challenges that pupils with Down Syndrome face and discuss how the sight word approach can aid them. Through the presentation of three vignettes, they illustrate the process by which the sight word approach can support students with Down Syndrome in developing their reading skills. Naimmah and her co-authors stress the importance of patience, creativity, and understanding pupils’ needs. The research contributes to special education practices and discusses the role of action research in education. Through their approach, they demonstrate the need to refine teaching methods to cater to the diverse needs of pupils. The improvements observed in the pupils’ learning experiences validate their approach.</span></p> <p class="Text"><span style="font-size: 0.875rem;">The eight article in this issue, penned by Daniel Lu Yew Ching and his co-author, explores the integration of mobile learning (M-Learning) into a communication skills course during the COVID-19 pandemic. Their study highlights the role of M-Learning in maintaining educational continuity among a peer-mentoring group (guidance and counselling). They present a classroom-based action research study in a secondary school context in Sarawak, Malaysia, detailing the use of a WhatsApp group, Google Forms, and TikTok as part of the course. The action research process was adapted in their study, so that it consisted of three main phases: reflection, action, and assessment. Daniel and his co-author argue that the flexible nature of M-Learning enhances the educational experience and promotes communication skills and peer mentorship. This study emphasises the potential of M-Learning as an engaging platform for education, particularly in challenging times, and invites educators to explore innovative digital strategies.</span></p> <p class="Text"><span style="font-size: 0.875rem;">Zainoriza Zainun shares her personal journey as a Special Education Teacher in Perak, Malaysia during the period of Home-based Teaching and Learning (PdPR) in the final article of this issue. Throughout this experience, she encountered various dilemmas, particularly when it came to parents’ involvement as facilitators and intermediaries in assessing their children's skill tasks. It became evident to her that effective and consistent communication, as well as nurturing relationships among pupils, parents, and teachers, play a pivotal role in implementing meaningful PdPR. Furthermore, the creation of a comprehensive PdPR manual for parents is indispensable, emphasising the importance of consulting them regarding their roles and responsibilities in supporting their children’s assignments at home. This valuable experience serves as a profound lesson for teachers who will be implementing PdPR and assigning homework to their pupils in the future.</span></p> <p class="Text"><span style="font-size: 0.875rem;">This issue presents a wide array of articles that explore various facets of action research, teaching, and learning. From innovative frameworks, philosophies and methodologies in action research to tackling challenges in language instruction, special education, and guidance and counselling, each article offers valuable insights and practical strategies applicable to educators, researchers and practitioners. The inclusion of contributions in Bahasa Melayu further enriches the discourse, underscoring the importance of cultural context in educational practices within Malaysia. These articles serve as a reminder of education’s transformative potential, emphasising the need for personalised approaches and ongoing reflection and adaptation. Overall, this issue stands as a testament to the continuous pursuit of knowledge and improvement in education, with the hope of contributing to the advancement of action research scholarship in Malaysia and beyond.</span></p> </div> Sarimah Shaik-Abdullah Yoon Sook Jhee Mohd Syafiq Aiman Mat Noor Copyright (c) 2023 S. Shaik-Abdullah et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 1 3 10.61388/mjar.v1i1.1 Developing the practice of scholarship: The case of insider action research https://mjar.marnet.my/index.php/MJAR/article/view/8 <p><span style="font-weight: 400;">In this address I will recount and explore the development of my framework of insider action research as an exercise in developing a theoretical framework.<a href="applewebdata://F2696C45-11FF-44D6-9005-3682EE01D922#_ftn1" name="_ftnref1">[1]</a> Beginning from a practical dilemma in a seminar room and subsequent shared inquiry to the publication of a framework in five editions of a successful book, numerous articles and book chapters which have formed the basis of multiple doctoral and masters dissertations, I will ground my story in the process of interiority. I will use the address as an invitation for the conference participants to engage in the same process for themselves.</span></p> <p><a href="applewebdata://F2696C45-11FF-44D6-9005-3682EE01D922#_ftnref1" name="_ftn1">[1]</a> This article is a development of a keynote address to the International Conference on Action Research (ICAR 2022), delivered online on 5th September 2022.</p> David Coghlan Copyright (c) 2023 D. Coghlan https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 4 10 10.61388/mjar.v1i1.2 Delving into Living Educational Theory (LET) research: A conversation with Jack Whitehead https://mjar.marnet.my/index.php/MJAR/article/view/7 <p>This article presents an overview of Living Educational Theory (LET) research and its potential to contribute to human flourishing. Through an exploration of key features and examples of this research approach, we demonstrate its unique contribution to the field of education. LET research places the individual at the centre of the research process, encouraging them to reflect on their own practices and develop ways to improve what they are doing in personally meaningful ways. This approach differs from conventional research methodologies that primarily focus on generating and analysing research data. In this article, we draw on insights from the work of Jack Whitehead, a leading LET researcher, to provide a comprehensive overview of the approach. Jack explores the concepts of valid explanation and video recording and their role in capturing and validating actions. Jack also discusses the relationship between LET and research theories and offers insights into how the research approach can contribute to human flourishing. Jack concludes with a discussion of the impact of published articles on others’ learning and how research impact can be evaluated. Overall, we provide an informative and valuable resource for researchers, educators, and practitioners seeking to understand and utilise LET research in their own context.</p> Sarimah Shaik-Abdullah Mohd Syafiq Aiman Mat Noor Jack Whitehead Copyright (c) 2023 S. Shaik-Abdullah et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 11 22 10.61388/mjar.v1i1.3 An ongoing discussion about validity and quality in action research https://mjar.marnet.my/index.php/MJAR/article/view/9 <div> <p class="Abstract">This article unfolds a discourse on action research, illustrating its multifaceted perspectives, and engaging with the persistent debate about its validity and quality. Drawing on insights from a keynote presentation given by Kathryn Herr and Gary Anderson, renowned scholars in the field, at ICAR 2022, the article describes six possible positions within action research, from full insider to complete outsider, illuminating the potential for collaboration and transformation at each level of insider-outsider involvement. The article underscores the importance of establishing credibility, trustworthiness, and validity within action research, despite the scepticism it is often met with. It acknowledges the marginalisation of action research in academia and other organisational contexts and calls for its recognition as a rigorous methodology capable of generating context-specific knowledge and fostering change. This article serves as a critical examination of the unique dynamics of action research, its potential for impact, and the ongoing discourse surrounding its validity and quality.</p> </div> Mohd Syafiq Aiman Mat Noor Yoon Sook Jhee Muhammad Zulfadhli Kamarudin Copyright (c) 2023 M. S. A. Mat Noor et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 23 34 10.61388/mjar.v1i1.4 Action research through the lens of the ‘rendang’ analogy https://mjar.marnet.my/index.php/MJAR/article/view/10 <p>This article explores similarities between the preparation of rendang –a rich, concentrated curry that’s sweet, spicy, and savoury– and the practice of action research, with a focus on examples of action research studies conducted by Malaysian academics. Drawing upon our personal and professional experiences in the Malaysian context, we illustrate the philosophy and methodology of action research through the process of making rendang. The three central tenets observed in both domains are contextuality, continuity and quality. Through the lens of these shared attributes and culturally rich practices, our aim is to facilitate an understanding of action research among novice researchers, particularly in the Malaysian context.</p> Mohd Syafiq Aiman Mat Noor Satirah Ahmad Zailah Zainudin Copyright (c) 2023 M. S. A. Mat Noor et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 35 44 10.61388/mjar.v1i1.5 Exploring my dilemmas as an educator teaching English to speakers of other languages https://mjar.marnet.my/index.php/MJAR/article/view/11 <p>Teaching the English language to students from various programmes at tertiary level remains a challenging task. Most students perceive Communicative English, a compulsory course that needs to be passed to graduate, as a threat. This reflective paper aims to discuss three dilemmas that I have experienced with my English language students in this context. First, students expect that English language learning should be as fun as it was in primary school. However, the tertiary level demands that attention be paid to career development, which is somewhat discordant with this ideal. Second, students participate in class activities without engaging themselves in the learning process. Last but not least, motivating demotivated students to develop an interest in English language learning is not an easy task, especially for those students who do not enjoy learning English. The paper ultimately highlights the need for educators to constantly reflect on their practice and changing learning contexts.</p> Selvamalar Selvarajan Copyright (c) 2023 S. Selvarajan et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 45 53 10.61388/mjar.v1i1.6 ‘It’s not fantasy storybooks’: The funds of identity approach in creating storybooks for deaf pupils https://mjar.marnet.my/index.php/MJAR/article/view/12 <p>As a Special Education Teacher, the lack of language learning materials for deaf pupils is a challenge. Storybooks are a crucial resource for helping pupils understand the world and connect it to their real-life experiences. The ‘funds of identity’ approach has been used across a range of research studies to create storybooks for deaf pupils. To further probe its potential, an action research study involving a ‘self-reflection’ cycle process was conducted in a primary school in Sabah, Malaysia involving eight deaf students. The qualitative and narrative findings of the study indicate that storybooks based on the funds of identity have increased pupils’ interest in reading and helped them connect the story with their reality. In short, these books are important in improving the reading skills of deaf pupils.</p> <p><strong>Abstrak</strong></p> <p><em>Sebagai Guru Pendidikan Khas, kekurangan bahan pembelajaran bahasa untuk murid-murid pekak masih menjadi cabaran. Buku cerita adalah penting untuk membantu murid memahami dunia dan mengaitkannya dengan pengalaman hidup sebenar. Maka, pendekatan ‘identiti dana’ telah diadaptasikan dalam membina buku cerita yang bersesuaian dengan keperluan murid pekak. Kajian Tindakan menggunakan proses kitaran ‘refleksi-kendiri’ telah dijalankan di sebuah sekolah rendah di Sabah, Malaysia melibatkan lapan orang murid pekak. Dapatan kajian kualitatif dan naratif menunjukkan bahawa buku cerita berasaskan identiti dana telah meningkatkan minat murid dalam membaca, membantu murid membuat perkaitan dengan cerita sekali gus menambah baik penguasaan kemahiran membaca mereka.</em></p> Julianah Ahmad Mohd Syafiq Aiman Mat Noor Copyright (c) 2023 J. Ahmad & M. S. A. Mat Noor https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 54 81 10.61388/mjar.v1i1.7 The development of the sight word approach among pupils with Down syndrome https://mjar.marnet.my/index.php/MJAR/article/view/13 <p>In <span lang="MS">this action research study, a sight word approach was developed for teaching English to pupils with Down syndrome </span><span lang="MS">in a Special Education Integrated Programme (PPKI) in Perak, Malaysia, during the pandemic. This approach integrated contextual picture sight words, sign language prompts, enrichment activities using word wheels, and a reward system through a word bank. The research methodology harnessed qualitative data collection techniques, and the acquired data was meticulously subjected to narrative analysis. This process yielded three distinct vignettes, each representing the unique learning journey of the three pupils involved in the study. The success of this approach hinged on repeated application, adequate pause intervals, and clear, succinct teacher instructions.</span></p> <p><strong><span lang="MS">Abstrak </span></strong></p> <p><em style="font-size: 0.875rem;"><span lang="MS">Kajian tindakan ini membangunkan pendekatan kata pandang untuk kaedah pengajaran bahasa Inggeris terhadap m</span>urid <span lang="MS">sindrom Down </span><span lang="MS">di Program Pendidikan Khas Integrasi Pembelajaran (PPKI) di Perak, Malaysia semasa pandemik. Pendekatan ini menggabungkan kata pandang kad bergambar kontekstual, kata pandang bahasa isyarat, aktiviti </span>pengayaan dengan menggunakan roda perkataan, dan sistem ganjaran melalui bank perkataan. Metodologi kajian melibatkan teknik pengumpulan data kualitatif, dan data yang diperoleh dianalisis dengan menggunakan analisis naratif. Proses ini menghasilkan tiga vignet yang utama, setiap satu mewakili perjalanan pembelajaran unik bagi tiga murid yang terlibat dalam kajian. Pelaksanaan pendekatan ini bergantung pada proses pengulangan, selang waktu yang sesuai, serta arahan guru yang jelas dan ringkas.</em></p> Nor Naimmah Othman Mohd Syafiq Aiman Mat Noor Satirah Ahmad Copyright (c) 2023 N. N. Othman et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 82 104 10.61388/mjar.v1i1.8 The integration of M-Learning in a communication skills course for Peer Mentoring Group (PRS) https://mjar.marnet.my/index.php/MJAR/article/view/14 <p>This classroom-based action research study in the Malaysian secondary school context outlines the integrative approach used to incorporate mobile learning (M-Learning) into the delivery of a communication skills course for Peer Mentoring Group (PRS) participants during the Covid-19 pandemic. M-Learning refers to the use of mobile devices for the purpose of delivering educational content or learning experiences. Apps such as WhatsApp and Google Forms were harnessed as part of the strategy. Guided by Hendricks’ (2016) action research process, the study incorporated reflection, action, and evaluation phases. Data were qualitatively accrued from course presentation documents, student notebooks, and video recordings, then analysed and presented in a narrative format. This study not only enhanced PRS participants’ verbal and non-verbal communication skills but also provided a unique opportunity for educators to enhance their technology skills in a novel context.</p> <p><strong>Abstrak</strong></p> <p><em>Kajian tindakan berasaskan bilik darjah dalam konteks Sekolah Menengah di Malaysia ini menggariskan pendekatan integrasi untuk melaksanakan M-Pembelajaran bagi menjalankan kursus kemahiran komunikasi kepada Pembimbing Rakan Sebaya (PRS) sewaktu pandemik COVID-19. M-Pembelajaran merujuk kepada penggunaan peranti mudah alih untuk tujuan penyampaian kandungan pendidikan atau pengalaman pembelajaran. Aplikasi seperti WhatsApp dan Google Forms telah digunakan sebagai strategi M-Pembelajaran. Proses kajian tindakan Hendricks (2016) telah diadaptasi dengan merangkumi fasa refleksi, tindakan dan penilaian. Data dikumpulkan secara kualitatif melalui dokumen penyampaian kursus komunikasi, buku catatan murid, dan rakaman video. Kemudian, data tersebut dianalisis dan dipersembahkan secara naratif. Kajian ini bukan sahaja meningkatkan kemahiran komunikasi verbal dan bukan verbal PRS, tetapi juga memberikan peluang kepada guru untuk meningkatkan kemahiran teknologi mereka dalam konteks baharu.</em></p> Daniel Lu Yew Ching Zailah Zainudin Copyright (c) 2023 D. L. Y. Ching & Z. Zainudin et al. https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 105 121 10.61388/mjar.v1i1.9 The dilemma of home-based learning and teaching (PdPR) https://mjar.marnet.my/index.php/MJAR/article/view/15 <p>This article narrates my experience as a Special Education Teacher in Perak, Malaysia throughout the period of Home-based Teaching and Learning (PdPR). I faced dilemmas involving parents as facilitators and intermediaries in helping to assess their children’s skills and tasks. I realised that good and continuous communication as well as maintaining positive relationships among pupils, parents, and teachers are very important in implementing meaningful PdPR. In addition, the preparation of a PdPR manual for parents is essential, and they need to be consulted about their roles and responsibilities when helping to complete their children’s assignments at home. This experience can serve as a lesson for teachers implementing PdPR and when giving homework assignments to pupils in the future.</p> <p><strong>Abstrak</strong></p> <p><em>Nukilan ini menceritakan pengalaman saya sebagai Guru Pendidikan Khas sepanjang tempoh pengajaran dan pembelajaran di rumah (PdPR) yang lalu. Saya menghadapi dilema semasa melibatkan ibu bapa sebagai fasilitator dan pemudah cara bagi membantu saya untuk membuat penilaian tugasan kemahiran pembuatan roti anak mereka. Saya menyedari bahawa komunikasi yang baik dan berterusan serta menjaga hubungan sesama murid, ibu bapa, dan guru amat penting bagi menjayakan PdPR yang bermakna. Selain itu, penyediaan manual PdPR kepada ibu bapa juga amat mustahak serta mereka perlu dirunding tentang peranan dan tanggungjawab untuk membantu menyempurnakan tugasan anak-anak di rumah. Pengalaman ini boleh dijadikan sebagai pengajaran untuk guru bagi melaksanakan PdPR pada masa hadapan dan semasa memberikan tugasan kerja rumah untuk murid.</em></p> Zainoriza Zainun Copyright (c) 2023 Z. Zainun https://creativecommons.org/licenses/by/4.0/ 2023-09-02 2023-09-02 1 1 122 127 10.61388/mjar.v1i1.10