ICCCM Journal of Social Sciences and Humanities

The 4K Mokaya: Innovative Seri Kaya for Vegetarians

Kamarul Hazri Ghazali, Norzilah Ismail; Khairul Hafis Hassan Nazri — Sat, 14 Jun 2025 00:00:00 +0000

Abstract: Moringa, also known as drumstick tree, is a plant well-known for its rich nutritional profile and has been the subject of numerous studies exploring its potential health benefits. This study focuses on the innovation of a new food product, Mokaya, a combination of the names Moringa and Seri Kaya, which has been developed to cater to vegetarian diets using entirely plant-based ingredients. The Moringa plant, often referred to as the miracle tree, is incorporated into the Seri Kaya formulation to create Mokaya, which is not only delicious but also packed with nutrients. The main objective of this study is to develop a vegetarian-friendly Seri Kaya that maximizes the nutritional benefits of Moringa. The process involves using Moringa leaves and its fruit as the main ingredients in the production of Mokaya. Other plant-based ingredients are carefully selected to complement Moringa's nutritional profile while ensuring the product meets vegetarian dietary restrictions. The final product undergoes evaluation to assess its acceptability in terms of taste, texture, and overall satisfaction. Furthermore, the innovation of using Moringa as a key ingredient in the making of Seri Kaya not only opens up new culinary possibilities but also provides a functional food product that supports overall health and well-being. This study highlights the potential of incorporating Moringa into various food products to enhance nutrition and promote healthier eating habits among vegetarians.

Keywords: Healthy food, innovation, moringa, seri kaya, vegetarian diet

Exploring Knowledge and Skills of Special Needs Children among Preschool Teacher in Seremban, Negeri Sembilan

Noor Hizami Samsuddin, Lily Muliana Mustafa — Tue, 17 Jun 2025 00:00:00 +0000

This research was conducted to see the level of knowledge and skill faced by KPM preschool teachers in receiving students with special needs or children delay development in KPM preschool classes. Qualitative approaches were conducted, and 5 respondents were selected among KPM preschoolers. The results of the study showed that there were impact factors between the readiness, knowledge, and acceptance of teachers towards children who need special education. The implications of this study are expected so that every teacher can fully accept special education children without any bias to achieve the Malaysian National Objectives. Findings from the interviews showed that support groups are also necessary to help preschool teachers be more prepared in terms of emotions, knowledge and skills in handling special needs students in preschool classes. Preschool teachers also need to be given more exposure and training on modules and pedagogy of special needs students starting as early as when they receive teacher training. This is because the potential of preschool teachers to handle with special needs students is challenging throughout their service.

The Impact of Parental Involvement on Children's Piano Learning Performance

Li Qiushuo, Lily Muliana Mustafa — Tue, 17 Jun 2025 00:00:00 +0000

Through systematic literature Review (SLR) method, this study integrates empirical studies on the impact of parental involvement on children's piano learning performance from 2017 to 2024, and reveals the multi-dimensional mechanism and interaction effects of parental involvement. The study found that parental involvement affected children's learning outcomes through three dimensions of behavioral supervision, emotional support and cognitive guidance, but its effect was regulated by instructional design, cultural context and learner characteristics. Behavioral supervision can improve skill proficiency, but lack of emotional support is easy to cause rebellious psychology. Cognitive guidance depends on parents' professional background and needs to be optimized collaboratively with instructional design. Cultural differences significantly affect the participation pattern. In collectivist culture, parents tend to be authoritative, while in individualist culture, children's autonomy is emphasized. The study further proposes a "parent-teacher-child" tripartite collaboration framework, emphasizing the key role of instructional design in integrating the dimensions of participation. Despite the significant potential of parental involvement in motivation stimulation, skill acquisition and psychological resilience development, over-intervention, cultural conflict and measurement tool heterogeneity are still urgent problems to be solved. Future research needs to deepen cross-cultural comparisons, explore participation models under technology empowerment, and pay attention to ethical issues. This study provides strategy suggestions for educational practitioners to promote the scientific and personalized development of family participation in music education.