Welcome to My Website!

I am Dr. Nur Najahatul Huda Binti Saris, a senior lecturer at Division of Communication Engineering, School of Electrical Engineering, Faculty of Engineering, Universiti Teknologi Malaysia Johor Bahru, Johor. My research interest are related to waveguide, device fabrication, optoelectronics, optical communication, integrated optics, optical sensor and water security.

Feel free to contact me at:

Dr. Nur Najahatul Huda Binti Saris
School of Electrical Engineering,
Faculty of Engineering,
Universiti Teknologi Malaysia,
81310 UTM Johor Bahru,
Johor Darul Ta’zim, Malaysia.
Primary Email: nurnajahatulhuda@utm.my
Secondary Email: nurnajahatulhuda@fke.utm.my
Room: P19a-05-06-00

You may find my resume here.

E-MOSFET DC Analysis: Discussion Based on Example

An example MOSFET transistor circuit is shown in the video below. In order to be able to find the vital DC values in this MOSFET circuit, we are now going to perform DC analysis on it. For an analysis of the dc response of a MOSFET circuit, one must know the bias state (saturation or non-saturation).

Let’s watch the video!

2022: Self-Reflection of Teaching Development over Time

When I was a kid, I always want to be a lecturer. For me, education can change the world and with that, I can create a better future not only mine but also the next generation that will lead the world.

As the time goes by, after one year of PhD thesis submission, praise to Allah the almighty, I was offered by First City University College (FCUC) to be a lecturer for teaching several subjects including Computer Architecture and Organization (CAO), System on Silicon (SOS) and also Programming for Engineers (PFE).

As a newbie in academia, I thought teaching is only a lecturer-centred approach. In other words, a lecturer directs students to learn through memorization and recitation techniques thereby not emphasize in enhancing their motivation, developing their critical thinking problem solving and decision-making skills especially in online class setting during Covid’19 pandemic. Everyday, I planned everything for my students to enhance their understanding on the topics thought without implementing a variety of teaching method. As you can see in the next photo, this is an example of my teaching planning. Everything is all about the lecture notes 🙁

I would say, it was very rare for me to allocate some period of times for my students to actively engage in the class; no gamification and or video-based learning during the teaching and learning session.

I was eager to ensure my students understand the topic without realizing that I have to engage with the students to enhance their motivation to study. This is because learning is most effective when students are intrinsically motivated. Not to mention that at the end of the class I asked the students to give me some feedback on my teaching. Nevertheless, the performance of my students was not hit my expectation. At that time, I realized I have to change the teaching approach to grab my students’ attention.

After serving FCUC for several months, I was offered as a part of UTM academic staff as permanent position. The reporting day as a Senior Lecturer (DS51) was the first day of 2nd Semester for 2021-2022 session which was 20th March 2022.

During the first of semester teaching at UTM, I reflect all my strength and weakness in teaching in order to improve myself and learn the art of teaching method. I joined teaching and learning sharing session and training organized by UTM during my free time as many as I could. For instance, Online Assessment Using New Technology (Quizizz) course, Engaging Students Through in Class Cooperative Learning Activities, Empowering Students in Large Online Classes, Creating Online Alternative Assessment course, Alternative and Authentic Assessment Course and many more as shown in Figure below.

After the session, I implemented all the knowledge in my class. Some examples can be referred in the following links:



As a result, almost half of my students in SEEU2012 got A’s and I also got this Feedback and Testimony in e-PPP.

All in all, I do not expect any praise from my students, but for me, at the end of the day, the knowledge from my teaching could prepare my students to be change makers in their professional workforces after graduation besides encourage them to be open minds and creative thinkers who will meet the challenges of their generation.

In the Name of God for Mankind

2022: Belief and Practices of Assessment

In the semester 20212022-2, I have been assigned to teach SEEU2012/SKEU2012 Electronic course as a service course to non-major students with Mechanical Engineering background. I found that my students face some difficulties to cope with the topic thought in the class due to their deficiency in theories and fundamental of Electrical circuit. As a result, it was very challenging for them to implement the basic law, theorems, and methods of analysis of the electronic devices such as diode and Bipolar Junction Transistor (BJT) to solve complex problem related to circuitry. Therefore, I help my students identify their strengths and weaknesses and target areas that need work through the formative assessment.

For this course, there were two formative assessment practices that I applied in the SEEU2012/SKEU2012 Electronic course. As a first step, I use no hands up strategies to identify where students are in their learning, other than to promote student thinking, and to elicit evidence of student learning, and to point out errors and misconceptions. Using this formative assessment, I asked several questions and then allocate thinking time. Then, calls the student’s name by using randomize dice app on website. It is crucial that students engage in the lesson. I believe this practice allows me as a lecturer to better meet my student’s learning needs in-the-moment.

Using Quizziz or Kahoot on top of the eLearning quiz is another formative assessment practice I have used in class. I researched the handouts online and figured out how to do it by trial and error (googled it and figured it out myself). I did it on several courses. Like quiz in the eLearning, I found that Quizziz or Kahoot are easier and more attractive and interactive for the students to engage with.

For the quiz, I have prepared several sets of quiz with multiple and variety of questions that focus more on the theories and fundamental of this subject with multiple attempt to improve their performance and understanding. Then, I also implemented it in different platform and tools such as Quizziz, Kahoot and eLearning. In the final exam, I could say that the students who were done all the quizzes manage to score flying colors for the CLO1. Among the students, several did not take the quiz with multiple attempts. Students were reminded in class and via WhatsApp group to repeat the attempt of all the especially in the eLearning. The reminder does not even matter to them. As a lecturer, I have tried my best to give them the chance and opportunity to improve their knowledge and performance. Hopefully, they can realize their mistakes and purify their intention to come to university.

2022: Personal Teaching Philosophy

As a lecturer, I am not only emphasizing the transfer of information and knowledge alone, in fact, I will give my priority to educating my students to be balance and holistic as excellent human beings that can be a change maker in their professional workforces after graduation besides encourage them to be open minds and creative thinkers who will meet the challenges of their generation. I do believe that learning is most effective when students are intrinsically motivated and inspired. Therefore, I aim to create the dynamic learning lessons that are engaging, relevant to my students’ real lives, and encourage active discovery according to the cooperative learning so they can grow to reach much higher level of maturity, affective, cognitive, psychomotor, and socially. Besides that, I work hard to motivate students by modelling an inspired, positive outlook to education every day for lifelong learning. I would like to diverge their perspective from “I want to learn” rather than “I have to learn”. Hence, I encourage them by sharing my own experiences during my undergraduate studies at UTM. For me, while it is wise to learn from experience, it is wiser to learn from the experiences of others.

My goal as a lecturer is I always want to see my students succeed even more than I did. As someone who comes from a low-income family where my late father worked as a rubber tapper and my mother was a housewife, I can sum up that education teaches me the value of hard work, helps us gain a better job, lets us develop, and makes our parents proud of us. Poverty may be a disadvantage but is not really an obstacle to our success. I can say that coming from a poor family has contributed a big part to my success and was an advantage to me to become the person who I am today. Today, most of my students bring their own iPad or tablet to take notes, especially those born in a silver spoon. Because of this, I motivate to my students especially from underprivilege family that the amount of effort they put in will directly affect the knowledge and gains they will achieve no matter where they come from. On the other hand, as an educator, I am committed to assist my students acquire a wide range of general skills on top of the knowledge of specific subjects they have learnt in the class. It is very important for the students to be balanced between technical skills, soft skills, and knowledge. For this reason, I provide a forum platform in eLearning where students can share their ideas and take risks. In addition to improving their ability to explain and provide reasons, this activity can also encourage them to listen to opinions and suggestions from others. On top of that, I will embrace the different students’ learning preferences. I will create a dynamic active learning to attract the students’ interest in class.

As a lecturer, I cannot deny the fact that every student is unique, have different learning preferences and different level of understanding. As we all know, learning takes various forms. Some prefer watching the educational videos, listening, or hands-on, while others prefer reading the lecture notes and also recommended textbook or asking questions during the lecture session. Hence, as a lecturer, I will try to embrace their differences. I apply various method in the classroom to engage with my students. Sometimes, I implement different teaching and learning delivery method such as gamification using Quiziz, Kahoot, Padlet and so on to attract their interest towards the topic. Other than that, I also will create the video-based learning through YouTube so that my students could watch the content according to their own pace. Then, there will be the time that I will write the content on my Blog on the examples and summarize the topic of certain subjects.

Besides that, I will schedule for consultation session after each class session. I am always available for discussion with students. Taking this approach, I can get to know my students better and this allows me to reflect on my teaching method so that I can improve it from time to time besides improving my knowledge by attending several teachings and learning training organized by UTM and outside organization.

Abu Hurairah, may Allah be pleased with him, narrated that the Messenger of Allah (ﷺ) said:

“When a person dies, his deeds are cut off except for three: Continuing charity, knowledge that others benefited from, and a righteous son who supplicates for him”.

— Jami` at-Tirmidhi 1376

In the Name of God for Mankind

2022: Goal of Student Learning

As a lecturer, it is my goal to ensure that my students can be a better-quality intellectuals, professionals, and scholars by integrating the qualities of faith, knowledge, and good character to serve as agents of comprehensive and balanced progress as well as sustainable development in Malaysia and the world. Therefore, I believe knowledge and education is the foundation for them to meet the challenges of their generation. Hence, in order to achieve this goal, there are several elements and values that I want to inculcate and impart to them including (1) Think positive to stay focus and (2) Build good study habits.

  • Think positive to stay focus

To maintain a positive mindset toward learning while striving for excellence, it is important to focus on tasks that need to be done and learn new information. Therefore, as lecturer, I always encourage my students to manage time their properly to avoid any stress by setting and tracking their own goal. Even though I really want my students excel in their examination, I also prioritize their mental health. I motivate them not to fear mistakes so that they can learn and that’s how they grow. In fact, I will schedule 20 minutes for consultation session after each class session every day. I am always available for discussion with my students and always available to communicate with them effectively. Taking this approach, I can get to know my students better and at the end of the day, I believe the chemistry between lecturer and students can benefits students performance.

  • Build good study habits

As a lecturer, I am committed to helping my students express themselves and accept themselves as they are as well as embrace the differences of others. The student in my class is first divided into groups of six to eight learners for group learning. For me, group learning is important because I believe it helps students express, challenge, and refine their thoughts. Students can also gain insight from their peers by listening to new perspectives and discuss to improve their knowledge. This can help expand their horizons and enrich their own knowledge. At the same time, I want to inspire my students to think outside the box, challenge their everyday assumptions, and leave them with more questions than answers. Within their group learning, my students are required to solve the complex tutorials questions that have been assigned in the lecture notes. Concurrently, I asked my students to produce a video presentation to show the calculation and solution BRIEFLY. Then, they have to upload in YouTube. At this point, the other groups could learn a different variety of questions through YouTube in effective way without spending a lot of time for all tutorial questions.

Overall, as a lecturer, my success is the success of my students. I will always have high expectations for my students. While teaching, I believe in their potential to succeed, and I will make sure I push them to their limits. Even when they fail, I will keep motivating them to try again and to work harder. This goal of students learning will help me to pull them out of their comfort zones. They can pursue success knowing that I am there to pick them up each time they fail.

In the Name of God for Mankind

UTM Graduate Attributes – UKQE 3001

Hello and good day everyone!

Have you heard about the “UTM Graduates Attributes”? As an alumni and currently lecturer at UTM, let me share the aspects included in UTM Graduates Attributes.

  • Communication Skills
  • Thinking Skills
  • Scholarship
  • Leadership and Teamworking Skills
  • Adaptability
  • Global Citizen
  • Enterprising Skills

During my degree and PhD studies, UTM encourage me to participate in many activities in and out of classrooms, in co-curricular activities and through various informal contacts. For instance the University Social Responsibility Program in Palembang, Indonesia, Global Outreach Program in Taiwan, Robotics Competition in Fukuoka, Japan, the academic exchange program, student club society and others.

Photos below show several moments of mine captured participating national and international programs as an UTM students.

As alumni, I would say those were really worth experience and those similar opportunities perhaps will be grabbed by my students from UKQE3001.

Hence, I asked 10 groups of my students from UKQE/UKQT 3001 Extra-Curricular Experiential Learning (ExCEL) – Section 10 to share their video proposal of an extracurricular activity/programme that can enhance UTM graduate attributes among students based on their experience and also case study.

The group project-based learning approaches in the learning and teaching process is utilized in order to graduating competent, creative and versatile professionals who are guided by high moral and ethical values in the service of God and mankind.

At the end of the day, I hope our future generation to function effectively in a wide range of social and professional contexts.

Here are several video proposal that have been created by my students to enhance the graduate attributes among UTM students based on the case study projects.

What about your experience on the activities have you participated to enhance your graduate attributes at UTM during your study?

Share and do comment in this Facebook page!


Bipolar Junction Transistor (BJT): DC and AC Analysis

The invention of the transistor was the beginning of a technological revolution that is still continuing. All of the complex electronic devices and systems today are an outgrowth of early developments in semiconductor transistors. Two basic types of transistors are the bipolar junction transistor (BJT), and the field-effect transistor (FET), which we will cover later.

The BJT is used in two broad areas—as a linear amplifier to boost or amplify an electrical signal and as an electronic switch.

Type of BJT Analysis

Bipolar Junction Transistor (BJT) Structure

The BJT is constructed with three doped semiconductor regions separated by two pn junctions, as shown in the epitaxial planar structure in Figure 1(a). The three regions are called emitter, base, and collector. Physical representations of the two types of BJTs are shown in Figure 1(b) and 1(c). One type consists of two n regions separated by a p region (npn), and the other type consists of two p regions separated by an n region (pnp). The term bipolar refers to the use of both holes and electrons as current carriers in the transistor structure.

Figure 1: BJT construction. The substrate is a physical supporting material for the transistor [1]

The pn junction joining the base region and the emitter region is called the base-emitter junction. The pn junction joining the base region and the collector region is called the base-collector junction, as indicated in Figure 2(b). A lead connects to each of the three regions, as shown. These leads are labeled E, B, and C for emitter, base, and collector, respectively. The base region is lightly doped and very thin compared to the heavily doped emitter and the moderately doped collector regions. Because of this difference in doping levels, the emitter and collector are not interchangeable. (The reason for this is discussed in the next section.) Figure 2 shows the schematic symbols for the npn and pnp bipolar junction transistors.

Figure 2: Standard BJT (bipolar junction
transistor) symbols [1]

BJT Basic Operation Region

Hereby, I share the lecture notes on BJT Basic Operation Region for you to understand before I further discuss the example and circuit analysis of BJT.

BJT Biasing Circuit: Common Emitter Configuration

Bear in mind, the current will flow in a conductor as long as voltage, the electrical pressure, is applied to the conductor. For the case of BJT CE configuration circuit as shown in figure below, the current will flow from positive terminal of VCC to the ground in two different paths according to the Kirchhoff’s Current Law (KCL) namely IB; the current that flow through the base of the BJT and IC; the current that flow through the collector of the BJT

Notes: To solve the circuit analysis of BJT, the capacitors need to be relocated and replaced with an open circuit.

Example 1

Here, you can locate two (2) main loops which are the base to emitter (BE) loop and collector to emitter loop (CE) by using the Kirchhoff’s Voltage Law (known as KVL).

From BE loop (1), we can deduce an equation as follows:

(A) VCC – IBRB – VBE = 0 —> Rearrange the equation to calculate IB

Meanwhile, from CE loop (2) using the KVL the equation will be like this:

VCC – ICRC – VCE = 0 —> Rearrange the equation to calculate VCE

(B) IC = BIB

Substituting (A) with (B) to get (C):

Now, lets try on this example!





Do send to me your answer through my email at nurnajahatulhuda@utm.my You can earn KFC voucher as a reward if you get all correct answer. All the best!

BJT AC analysis

Now, lets move on the other type of BJT analysis which is AC analysis. Hereby, I share the lecture notes on BJT AC analysis for you to revise.

After doing some revision on the attached material, you are required to solve the tutorials below in group. Concurrently, I ask my students to produce a video presentation to show the calculation and solution BRIEFLY.

Some of my students asked me…

” Why we need to work in group?”

“I think I can do it alone”

Study groups encourage members to think creatively and build strong communication skills which also help in refining understanding of the material. It has been proven that those who participate in study groups feel more confident and comfortable about reaching their academic goals.

From time to time, I will update the solutions solved by my students. Stay tuned!

Solutions Question 1, 2 and 11

Correction on the answer, the first one is not the saturation region. It is cut off region. This is because for silicon, the value is 0.7V. Since the VBE is not reach 0.7 V which is only 0.3 V, therefore it is considered reverse bias, NOT forward bias. Hence, the answer is cut off region. Make sure you know the operating region of BJT.

But, if the type of BJT is Germanium, it is saturation region.

Solutions Question 3, 4 and 5
Solutions Question 6, 7 and 8
Solutions Question 9 and 10

Now, what you have learnt from this topic?

Let’s click on the to test your knowledge through Quiz!