Asian Social Science and Humanities Research Journal (ASHREJ)

Small and Medium Enterprises (SMEs) Readiness towards Halal Food Supply Chain in Malaysia

2025-03-13T15:25:00+08:00

This paper examines the preparedness of Small and Medium Enterprises (SMEs) in Malaysia to participate in the halal food supply chain, focusing on employee acceptance and technology adoption. The halal food supply chain is a network that prioritizes and certifies products and services to maintain halal integrity across the system. SMEs are essential players in the halal industry; they must be involved in sophisticated supply chains to sustain Malaysia's position in the international market for halal products. The findings provide insight into the acceptance among employees and technological readiness, impacts on SMEs, and enable them to effectively compete in the halal food supply chain by offering recommendations that enhance employee engagement and technology integration. In addition, this research provides SMEs, scholars, and policymakers with a roadmap for the industry's future development.

Language Planning in Character & Citizenship Education (Mother Tongue Languages) on Students' Cultural Sensitivity and Heritage Awareness in a Primary School in Singapore: A Case Study

2025-03-13T15:24:46+08:00

This study investigates the role of Character and Citizenship Education in Mother Tongue Languages (CCE MTL) in fostering cultural sensitivity, heritage awareness, and language development among primary school students in Singapore. Through qualitative methods, including interviews and document analysis, the study reveals that the CCE MTL program significantly contributes to cultural sensitivity by integrating cultural narratives and values into the curriculum. Teachers play a pivotal role in adapting teaching strategies to incorporate these elements, thus enhancing language proficiency and artistic appreciation. The findings highlight the program's effectiveness in promoting core values such as Respect, Responsibility, Resilience, Integrity, Care, and Harmony (R3ICH) through a curriculum framework centred on Identity, Relationships, and Choices. However, challenges related to curriculum transitions and the need for continuous professional development for teachers are identified. The study underscores the importance of a holistic approach involving whole-school initiatives and cross-disciplinary integration to reinforce cultural education.

Analysis of the Implementation and Implications of Waqf Projects in Malaysia Based on Maqasid Al-Shariah

2025-03-13T15:24:32+08:00

In the contemporary landscape, waqf institutions, notably the State Islamic Religious Council, are spearheading numerous projects; however, limited studies have explored their significance within the framework of maqasid al-shariah. This paper critically examines whether the ongoing waqf initiatives in Malaysia uphold the principles of maqasid al-shariah. Through a literature review and analysis of current waqf projects, this study assesses their contribution to protecting religion, life, spirit, lineage and property — core components of maqasid al-shariah. The results show that current Malaysian waqf initiatives significantly promote these five objectives. To further enhance the impact of waqf, the study recommends that waqf institutions diversify their projects to encompass economic and social well-being in addition to the religious initiatives that many institutions focus on. By strategically expanding the scope of their initiatives, waqf institutions can play a central role in realizing the fundamental objectives of Islamic law while fostering more holistic and sustainable community development.

A Systematic Literature Review (SLR) on Quranic Memorization: Benefits, Methods, and Innovations

2025-03-13T15:24:17+08:00

Memorizing the Quran has been a fundamental practice in Islam since the time of Prophet Muhammad SAW.M memorizing the Quran not only rewards those who learn it but also offers numerous benefits, including personal development and intellectual advancement. This systematic literature review examines 25 publications using the PRISMA Flow Diagram, with a comprehensive search strategy that includes the Scopus and Web of Science databases to explore the practice of Quranic memorization. The reviewed articles are categorized into three key themes: benefits, methods, and innovations in Quranic memorization. Quranic memorization provides many advantages, including cognitive, physical, and emotional benefits such as improved academic performance, enhanced memory functions, and better overall health. Regarding memorization methods, traditional approaches continue to be highly effective. At the same time, contemporary innovations such as gamification, mobile learning apps, eye-tracking technology, and advanced multimedia tools offer engaging and efficient alternatives that enhance memorization and comprehension. These innovations leverage modern technology to create interactive, personalized learning experiences. By integrating traditional methods and innovative technologies, these approaches form a comprehensive, adaptable framework that supports the Quranic memorization process, catering to diverse learners and ensuring success in Quranic education.

Evaluation of Cambridge Math Series for Grades 4 & 8 in Oman using TIMSS 2019 Standards

2025-03-13T15:24:04+08:00

This study evaluated the Cambridge Mathematics series for grades 4 and 8 in Oman based on the Trends in International Mathematics and Science Study (TIMSS, 2019) standards. A sample of 140 pre-basic education mathematics teachers participated. Using a mixed-method approach (qualitative and quantitative), the researcher analyzed four Omani mathematics textbooks for grades 4 and 8 from the 2022/2023 academic year. Content analysis cards aligned with TIMSS (2019) standards, and the Context, Input, Process, Product (CIPP) Evaluation model was used as a tool. The analysis revealed that TIMSS standards were covered as follows: for grade 4, numbers (50%), geometric shapes and measurements (30%), and data (20%); for grade 8, numbers (30%), algebra (30%), geometry (20%), and data and probability (20%). Cognitive dimensions included knowledge (grade 4: 40%, grade 8: 35%), application (40% for both grades), and reasoning (grade 4: 20%, grade 8: 25%). Teachers and supervisors agreed that the Cambridge curriculum aligns well with the TIMSS cognitive standards.