KERANA TUHAN UNTUK MANUSIA

My pursuit of knowledge culminated in a Ph.D. in Electrical Engineering, focusing on advanced research in Pulsed Electric Field Technology for Food Pasteurization. Throughout my academic career, I have been committed to pushing the boundaries of what is possible, contributing to both theoretical advancements and practical innovations in the field.

As a Senior Lecturer, I have been responsible for teaching and mentoring students in the Faculty of Electrical Engineering. My primary focus areas include power electronics, PCB design, and inverter technology. I have also led several research projects and published numerous papers in these fields.

During my Ph.D. tenure, I conducted in-depth research on Pulsed Electric Field (PEF) technology as a novel method for food pasteurization. My research focused on developing a system that utilizes high-intensity electric pulses to disrupt the cell membranes of microorganisms, thereby rendering them inactive. This innovative approach offers several advantages over traditional pasteurization methods, including shorter processing times, reduced energy consumption, and the preservation of product quality attributes. Through my research, I successfully demonstrated the efficacy of PEF technology in inactivating a wide range of foodborne pathogens while maintaining the sensory and nutritional properties of the treated products.

During my Master’s tenure, I conducted in-depth research on Polarization and Depolarization Current (PDC) Measurement Techniques as a novel method for assessing the condition of high-voltage insulators. My research focused on developing a reliable and accurate PDC measurement system that could be used to diagnose the presence of internal defects, such as cracks or water contamination, in insulators. Through extensive experimentation and data analysis, I successfully developed a PDC measurement system that demonstrated high sensitivity and accuracy in detecting insulator degradation. This innovative system is now being adopted by UTM and USM for their research on insulator diagnostics, contributing to the advancement of power grid reliability and safety.

Pillar 1: Knowing Who You Are

As an educator, I firmly believe in the importance of passion for teaching and learning (T&L). Teaching is the process of transferring knowledge, skills, values, and attitudes to others. With extensive industrial experience in electric and electronic engineering, including food technology, I bring practical insights to my role. Before joining academia, I gained years of experience in the industry. These experiences have equipped me with real-world problem-solving abilities that go beyond what is written in textbooks. I am passionate about sharing this expertise with my students, guiding them to become future-ready electrical engineers.

Pillar 2: Knowing What You Do

In my teaching practice, I prioritize critical thinking and problem-solving to prepare students for success beyond the classroom. I firmly believe in the transformative power of education and the importance of knowledge transfer. Teaching keeps me engaged with the subjects I love and helps me stay updated with emerging science and technology. For instance, I utilize a student-centered learning approach and create interactive learning engagements. By combining these methods, I aim to foster a learning environment where students are actively involved and deeply engaged, making their learning experience more effective and enjoyable. I ensure my teaching extends beyond classical textbooks, incorporating practical insights and real-world problem-solving abilities.

Pillar 3: Knowing What You Need to Learn

Honestly, as someone new to the academic world, I acknowledge the need for improvement in my effective teaching delivery. Using a student-centered approach, I must understand student behavior and tailor my lessons based on their performance and engagement levels. For instance, when working with tech-savvy Gen-Z students, I need to effectively communicate and facilitate their learning using technical and digital methods to keep them engaged in the teaching and learning process. I employ the PDCA strategy in teaching to systematically identify learning needs, create a structured learning plan, reflect weekly, and adjust my T&L strategies accordingly.

Pillar 4: Using What You Know

By adopting a student-centered approach with interactive learning engagements, I am confident that I can create a conducive learning environment. This approach allows me to maintain effective classroom management and foster a positive learning atmosphere. Additionally, by incorporating real-world examples, I can guide students in developing their professional career paths and bridging the gap between industry expectations and academic practice. By integrating my professional experiences and expertise into the teaching and learning process, I can provide valuable, real-world insights that enhance the learning experience for future-ready electrical and electronic engineers.

Seorang guru atau pensyarah adalah pendidik yang berdedikasi untuk menyampaikan ilmu, membimbing, mendidik, dan melatih individu atau kumpulan tertentu. Profesi ini adalah salah satu yang tertua di dunia. Dalam konteks semasa, peranan guru melangkaui bidang pengajaran khusus dan juga melibatkan pembentukan akhlak dan sahsiah pelajar. Pembentukan akhlak yang baik perlu disemai melalui jiwa dan rohani yang baik. Oleh itu, adab dan etika adalah elemen penting bagi profesion pensyarah universiti.

Untuk mewujudkan ekosistem akademik yang sihat dan produktif, konsep Quadruple Helix boleh diterapkan. Adab dan etika memainkan peranan penting dalam mengeratkan hubungan bukan sahaja antara pelajar dan rakan sekerja di universiti, tetapi juga dengan ibu bapa, industri, dan komuniti. Pensyarah perlu menunjukkan dedikasi terhadap tanggungjawab yang dipikul, mengamalkan profesionalisme yang tinggi dalam penyeliaan pelajar, dan memastikan pengajaran relevan dan terkini untuk memenangi kepercayaan serta meningkatkan prestasi pelajar dan kredibiliti. Pensyarah yang bersikap positif dalam pedagogi, bertindak adil dan telus dalam penilaian, serta sering berinteraksi dengan pelajar akan menyumbang kepada persekitaran pembelajaran yang lebih kondusif.

Pengalaman industri telah membekalkan saya dengan kemahiran dan pengetahuan yang unik dan berharga, yang melangkaui teori-teori dalam buku teks. Ilmu yang terkumpul ini bukan sahaja meningkatkan kredibiliti saya sebagai pensyarah tetapi juga membolehkan saya menyampaikan pengajaran yang lebih mendalam, relevan, dan bermakna kepada pelajar. Saya percaya pengalaman ini adalah aset profesionalisme yang sangat berharga dalam dunia akademia dan membantu universiti untuk melahirkan profesional masa depan yang hebat.

Walaupun baru menyertai dunia akademia, saya telah memerhatikan bahawa salah satu cabaran utama berkaitan adab dan etika adalah kepelbagaian latar belakang pelajar. Oleh itu, pensyarah yang profesional, mempunyai pendekatan pedagogi yang positif, adil dan telus dalam penilaian, serta kerap berinteraksi dengan pelajar akan menyumbang kepada persekitaran yang lebih kondusif untuk pembelajaran. Logiknya, kita tidak akan dapat menghasilkan pelajar yang serupa walaupun menggunakan acuan yang sama atau menilai mereka hanya berdasarkan rubrik atau skema jawapan. Pelajar datang dari pelbagai latar belakang budaya, sosial, dan ekonomi, yang membawa kepada perbezaan dalam nilai dan persepsi etika.

Sebagai pensyarah, kita perlu memahami keupayaan dan tahap adaptasi setiap pelajar. Ini memerlukan pendekatan yang komprehensif dan berterusan seperti melaksanakan strategi PDCA (Plan-Do-Check-Act). Strategi PDCA adalah pendekatan berstruktur yang digunakan untuk meningkatkan proses pengajaran dan pembelajaran secara berterusan. Melalui strategi ini, saya dapat mengenal pasti keperluan pembelajaran, merancang pelan pembelajaran yang terstruktur, melakukan refleksi pelajar secara berkala, dan menyesuaikan strategi pengajaran dan pembelajaran (T&L) agar lebih efektif dan kondusif.

Dalam usaha melahirkan profesional masa depan yang bersedia, saya perlu memberi keutamaan kepada pemikiran kritis dan penyelesaian masalah. Pendekatan ini bukan sahaja membantu pelajar menguasai kandungan akademik tetapi juga membekalkan mereka dengan kemahiran yang diperlukan untuk menghadapi cabaran dunia sebenar kelak.