I teach and have written articles published in several scientific journals. However, I am still learning how to teach like a scientist—the same as written in Science Magazine by a professor emeritus.

The best way to teach is to have no philosophy *

— Richard P. Feynman

Teaching Subjects at Universiti Teknologi Malaysia (since semester 2 2003/2004)

  • Research Methodology (USCP 0010/MSCK 1303/MSCN 1303/MFSC 1303 – Sem 1 – 2021/2022)
  • Chemical Reactions Process (SSCC 4443 – Sem 1 – 2021/2022)
  • Research Methodology & Information Retrieval (SSCU 3623 – Sem 2 – 2020/2021) |FB|WEB|GD|VID|
  • Solid State Chemistry (SSCC 4473 – Sem 2 – 2020/2021) |FB|WEB|GD|
  • Green Chemistry (SSCC 4363 – Sem 1 – 2020/2021) |FB|WA|GD|
  • Solid State Chemistry (SSCC 4473 – Sem 2 – 2019/2020) |FB|WA|
  • Chemical Reactions Process (SSCC 4443 – Sem 1 – 2019/2020) |FB|GD|
  • Molecular Spectroscopy (SSCC 2473 – Sem 2 – 2018/2019) |FB|GD|
  • Green Chemistry (SSCC 4363 – Sem 1 – 2018/2019) |FB|
  • Chemical Reactions Process (SSCC 3423 – Sem 2 – 2017/2018)
  • Quantum Chemistry (SSCC 3463 – Sem 2 – 2017/2018) |VID1|VID2|
  • Research Methodology (MSCK 1303 – Sem 1 2017/2018) |PIC|
  • Green Chemistry (SSCC 4363 – Sem 1 – 2017/2018)
  • Chemical Reactions Process (SSCC 3423 – Sem 2 – 2016/2017) |GD|
  • Quantum Chemistry (SSCC 3463 – Sem 2 – 2016/2017)
  • Physical Chemistry Laboratory  (SSCC 2841  – Sem 1 – 2016/2017)
  • Surface and Colloid Chemistry (SSCC 4493 – Sem 2 – 2015/2016)
  • Quantum Chemistry (SSCC 3463 – Sem 2 – 2015/2016)
  • Chemical Reactions Process (SSCC 4443 – Sem 2 – 2015/2016) |PIC|
  • Solid State Chemistry (SSCC 4473 – Sem 2 – 2014/2015) |PIC1|PIC2|PIC3|
  • Chemical Reactions Process (SSCC 4443 – Sem 1 – 2014/2015)
  • Quantum Chemistry (SSCC 3463 – Sem 2 – 2013/2014) |PIC1|PIC2|PIC3|
  • Chemical Reactions Process (SSC 4443 – Sem 1 – 2013/2014) |PIC|
  • Molecular symmetry and spectroscopy (SSC 2433 – Sem 2 – 2011/2012) |PIC|
  • Molecular symmetry and spectroscopy (SSC 2433 – Sem 1 – 2010/2011) |GD|
  • Surface and Colloid Chemistry (MSK 1433 – Sem 1 – 2012/2013) |GD|PIC1|PIC2|
  • Surface and Colloid Chemistry (MSK 1433 – Sem 1 – 2011/2012)
  • Advanced Physical Chemistry (MSK 1413 – Sem 3 – 2010/2011)
  • Advanced Spectroscopy (MSK 1453 – Sem 2 – 2010/2011) |GD|PIC1|PIC2|PIC3|
  • Molecular Symmetry and Spectroscopy (SSC 2433 – Sem 1 – 2010/2011)
  • Solid State Chemistry (SSC 3473 – Sem 2 – 2009/2010) |PIC|GD|
  • Quantum Chemistry and Spectroscopy (SSC 2463 – Sem 1 – 2009/2010) |GD|
  • Solid State Chemistry (SSC 3473 – Sem 2 – 2008/2009) |GD|
  • Quantum Chemistry and Spectroscopy (SSC 2463 – Sem 1 – 2008/2009) |GD|
  • Industrial Chemical Process (SSC 2423 – Sem 2 2007/2008) |PIC|GD|
  • Quantum Chemistry and Spectroscopy (SSK 2463 Sem 1 – 2007/2008) |PIC1|PIC2|
  • Physical Chemistry II (SSC 2413 – Sem 1 2006/2007) |GD|
  • Materials Chemistry (SSK 3752 – Sem 1 2005/2006) |PIC1|PIC2|PIC3|
  • Materials Chemistry (SSK 3752 – Sem 2 2004/2005)
  • Quantum Chemistry and Spectroscopy (SSK 3443 – Sem 1 – 2004/2005) |GD|
  • Advanced Spectroscopy (SSK 3423/MSK 1453 – Sem 2 – 2003/2004)

Capita Selecta Lecture for Master and Doctoral Programs at Department of Chemistry, Universitas Negeri Malang, Indonesia (2021)

  • Capita Selecta on Materials Science Research |WEB|

Special Lecture on Heterogeneous Catalysis at Department of Chemistry, Institut Teknologi Bandung, Indonesia (16 – 20 November 2009)

  • Chemical Design of Heterogeneous Catalysis |GD|PIC|

Teaching Philosophy

After obtained my Ph.D. degree in 1998, I was a postdoctoral researcher for 4.5 years at Universiti Teknologi Malaysia and Hokkaido University, Japan. In 2003, Ibnu Sina Institute for Fundamental Science Studies, Universiti Teknologi Malaysia, was hired as a lecturer. As a researcher, I published papers in refereed journals. I have chosen to teach because of the profound impact that teaching can have on others’ lives. I once read somewhere that teaching and research are multiplicative and not additive factors in one’s stature as a scientist. It means that you are zero as a scientist if you cannot teach. Of course, it also means that you are zero as a scientist if you do not do research. While working as a postdoctoral researcher, I took every opportunity to teach in informal “training” sessions. I find no greater job satisfaction than in assisting others to learn.

I believe that teaching is a noble profession. By teaching, we can see the impact of what we teach on the positive development of students. My motivation in teaching is to be happy to see students’ excitement when they learn new concepts. As a young lecturer, I recognize that I have a lot to learn about good pedagogy. I hope to be a lifelong learner on how to be a better lecturer. I began this process by participating in the “Teaching Certificate for Higher Education” courses at Universiti Teknologi Malaysia. From my perspective, teaching is finding ways to present the material to engage the very best students. But the lesson is also finding ways to reach the less talented students. One of the beautiful things about Universiti Teknologi Malaysia is the beautiful diversity of its students. It certainly applies to race and religion.

In the class, I tell my students repeatedly that memorizing the definition of a concept is worse than worthless because it limits understanding. They can only see the idea from one perspective. I explain the idea in several ways, using various visual aids and multiple analogies. I tell the students, “don’t write anything in your notes until you see it.” I try to create an image of the concept that they can see as they see a three-dimensional picture. Just as you can see a picture from any angle and it looks different yet the same, students using multiple learning tools can understand the concept from various perspectives allowing them to apply their understanding of various problems. I believe, is approaching the ultimate goal of teaching: to teach students to learn, understand, and think. I think that students must be interested in a subject to learn it well, and a primary source for that interest comes from the lecturer’s enthusiasm. I believe a lecturer’s passion for the subject is contagious if it is channeled correctly.

Enthusiasm can motivate students to learn the material. Since I worked at Universiti Teknologi Malaysia as a lecturer, I am supervising or have supervised several postgraduate and undergraduate students. It is realized that teaching is a lot more than the time spends formally standing in front of a classroom. In the next short period, I need to improve my teaching and write material for my classroom, where suitable material lacks and evaluates my classes’ performance to determine whether my teaching is valid. My long-term goal is to make efficient and effective teaching by using technology. I need to improve my pedagogy through short courses and conferences and read more books and journals on education.

Tools for Teaching

I use WordPress, Google Drive, Google Calendar, Facebook (since 2018), and YouTube in carrying out my teaching activities. All data and activities can be recorded and collected regularly by using these platforms. Click here for my presentation on how to teach using several tools at the Teaching and Learning in Chemistry Symposium on 25 May 2021.

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