Anak Guna AI Untuk Belajar atau Sekadar Cari Jawapan?

Oleh Coach Amirul Iskandar Mannan

AI boleh membantu anak menyiapkan kerja sekolah dengan lebih cepat. Tetapi adakah ia benar-benar membantu anak memahami apa yang dipelajari?

Ini persoalan yang semakin penting untuk ibu bapa, guru dan pelajar.

Hari ini, anak-anak boleh bertanya kepada AI tentang Matematik, Sains, Bahasa Inggeris, Sejarah dan pelbagai subjek lain.

Dalam beberapa saat, jawapan boleh muncul di skrin.

Mudah. Cepat. Menarik.

Tetapi ada satu perkara yang kita tidak boleh abaikan:

Mendapat jawapan bukan bermaksud kita sudah memahami sesuatu.

Apabila AI Menjadi Mesin Jawapan

Bayangkan seorang pelajar sedang membuat latihan Matematik.

Soalannya:

3x + 5 = 20

Dia membuka ChatGPT dan menaip:

“Bagi saya jawapan untuk soalan ini.”

AI memberikan penyelesaian:

3x + 5 = 20
3x = 15
x = 5

Pelajar itu menyalin jawapan dan meneruskan latihan.

Dari sudut menyiapkan tugasan, masalahnya selesai.

Tetapi bagaimana jika soalan berubah?

Bagaimana jika guru bertanya mengapa kita perlu menolak 5 daripada kedua-dua belah persamaan?

Bolehkah pelajar itu menerangkan konsepnya?

Jika tidak, mungkin AI telah membantu menyiapkan kerja, tetapi belum membantu pembelajaran.

Inilah perbezaan yang perlu kita fahami.

3 Cara Menggunakan AI Untuk Belajar Dengan Lebih Bijak

1. Jangan Minta Jawapan Sahaja

Cara kita bertanya mempengaruhi jenis bantuan yang kita terima.

Jika kita meminta jawapan akhir, AI mungkin terus memberikannya.

Sebaliknya, kita boleh meminta AI membantu memahami masalah.

Contohnya:

“Bantu saya memahami soalan ini. Jangan terus berikan jawapan. Tanya saya soalan supaya saya boleh cuba menyelesaikannya sendiri.”

Pendekatan ini menggalakkan pelajar mengambil bahagian dalam proses pembelajaran.

2. Minta AI Menerangkan Langkah Demi Langkah

Pelajar tidak semestinya memahami sesuatu topik selepas membaca satu penjelasan.

Ada yang memerlukan contoh tambahan.

Ada yang perlu menggunakan bahasa lebih mudah.

Ada juga yang perlu melihat bagaimana konsep itu digunakan dalam situasi sebenar.

Di sinilah AI boleh membantu.

Contohnya:

“Jadi tutor Matematik saya. Saya pelajar Tingkatan 1 dan masih keliru tentang algebra. Terangkan konsep ini dengan bahasa mudah. Bimbing saya satu langkah pada satu masa dan semak kefahaman saya sebelum meneruskan.”

Pelajar boleh bertanya semula jika masih tidak faham.

Namun, penjelasan AI juga boleh mengandungi kesilapan. Oleh itu, pelajar perlu belajar menyemak jawapan dan merujuk sumber pembelajaran yang dipercayai apabila perlu.

3. Cuba Sendiri, Kemudian Minta AI Semak

Ini mungkin langkah yang paling penting.

Selepas AI menunjukkan satu contoh, pelajar perlu mencuba soalan lain secara sendiri.

Contohnya:

“Saya sudah cuba menyelesaikan soalan 4x − 8 = 16. Jawapan saya ialah x = 4. Boleh semak langkah saya dan bantu saya mencari kesilapan tanpa terus memberikan jawapan?”

Dalam contoh ini, jawapan yang betul ialah x = 6.

AI boleh membantu pelajar mengenal pasti bahawa mereka perlu menambah 8 kepada kedua-dua belah persamaan sebelum membahagikan dengan 4.

Tetapi pelajar itu sendiri perlu berfikir dan memahami mengapa langkah tersebut dilakukan.

Pembelajaran bukan sekadar melihat cara sesuatu masalah diselesaikan. Pembelajaran berlaku apabila kita cuba, membuat kesilapan, menerima maklum balas dan memperbaiki pemahaman.

Ibu Bapa Tidak Perlu Menjadi Pakar Semua Subjek

Saya juga ingin berkongsi satu mesej kepada ibu bapa.

Anda tidak perlu menjadi pakar Matematik, Sains atau teknologi AI untuk membantu anak belajar.

Peranan ibu bapa bukan semestinya memberikan semua jawapan.

Sebaliknya, kita boleh menjadi mentor dan coach.

Cuba tanya anak:

• “Apa yang kamu faham selepas belajar dengan AI?”

• “Boleh terangkan kepada ibu atau ayah dengan bahasa sendiri?”

• “Apa yang kamu masih keliru?”

• “Boleh cuba satu soalan lagi tanpa bantuan AI?”

Soalan-soalan mudah ini membantu kita memberi perhatian kepada proses pembelajaran, bukan sekadar hasil akhir.

Dan yang penting, anak-anak perlu memahami bahawa AI ialah alat sokongan. Mereka masih bertanggungjawab untuk berfikir, menyemak dan belajar.

Gunakan AI Untuk Membina Keupayaan, Bukan Kebergantungan

Dalam latihan AI yang saya kendalikan, saya sering menekankan bahawa AI hanyalah alat.

Tiada satu alat yang sesuai untuk semua perkara.

Yang lebih penting ialah bagaimana kita menggunakan alat tersebut.

Prinsip ini juga terpakai kepada pendidikan.

Kita tidak mahu melahirkan pelajar yang hanya pandai mendapatkan jawapan daripada AI.

Kita mahu membantu mereka menjadi pelajar yang mampu bertanya dengan baik, memahami konsep, mencuba penyelesaian dan membuat pertimbangan sendiri.

AI boleh membantu melakukan sebahagian kerja. Tetapi pemikiran, nilai, usaha dan tanggungjawab pembelajaran mesti kekal pada manusia.

Belajar Lebih Bijak dengan AI — Masterclass Untuk Keluarga

Atas kesedaran inilah saya memperkenalkan satu masterclass ringkas untuk ibu bapa dan anak-anak sekolah menengah.

Belajar Lebih Bijak dengan AI

Jadikan AI Tutor & Mentor Pembelajaran — Bukan Mesin Jawapan

Dalam sesi ini, saya akan berkongsi bagaimana ChatGPT boleh digunakan sebagai tutor pembelajaran, memperkenalkan kaedah PIDO untuk membina arahan yang lebih jelas, dan menunjukkan bagaimana keluarga boleh meneruskan latihan menggunakan Guru AI dalam E-Tuition.

Butiran program:

Tarikh: Sabtu, 28 November 2026
Masa: 11.00–11.30 pagi
Platform: Zoom
Sasaran: Ibu bapa dan pelajar Tingkatan 1–5
Yuran: RM19 sekeluarga

Penyertaan merangkumi masterclass secara langsung, eBook AI Advantage: 300+ Prompt Guru AI, rakaman sesi dan panduan cabaran pembelajaran tujuh hari.

Keluarga juga berpeluang mengaktifkan percubaan percuma E-Tuition selama tujuh hari, tertakluk pada syarat penyedia platform. Langganan berbayar selepas tempoh percubaan adalah berasingan.

Maklumat lanjut dan pendaftaran:

https://belajarlebihbijakdenganai.netlify.app/

Penutup: Daripada Mencari Jawapan Kepada Memahami

AI akan terus menjadi sebahagian daripada kehidupan dan pembelajaran anak-anak kita.

Persoalannya bukan lagi sama ada mereka akan menggunakan AI.

Persoalan yang lebih penting ialah:

Bagaimana kita membantu mereka menggunakan AI dengan bijak?

Jangan biarkan anak menggunakan AI seperti menggunakan Google sahaja.

Bantu mereka menjadikan AI sebagai tutor yang membimbing, bukan mesin yang sekadar memberikan jawapan.

Kerana matlamat pendidikan bukan untuk menghasilkan pelajar yang sentiasa mempunyai jawapan.

Matlamatnya ialah membantu mereka membina keupayaan untuk terus belajar, berfikir dan berkembang.

Think Better → Work Smarter → Create Impact.

---

Coach Amirul Iskandar Mannan
AI Trainer | Learning Facilitator

Hashtags:
#BelajarLebihBijakDenganAI #AIUntukPendidikan #ChatGPT #ParentingDigital #GuruAI #PembelajaranDigital #CoachAmirul

Komunikasi Visual Spontan: Kemahiran yang Mahasiswa Perlukan Sekarang

Komunikasi Visual Spontan: Kemahiran yang Mahasiswa Perlukan Sekarang

Pada 23 Oktober 2026, Utusan Malaysia menyiarkan artikel Dr. Ruzaimi Mat Rani bertajuk "Komunikasi visual spontan penting dalam pendidikan tinggi". Artikel ini berkongsi pengalaman program Visual Leaders yang kami kendalikan untuk 20 mahasiswa UniSZA pada 20–21 Oktober lalu, anjuran Pusat Pemindahan Ilmu dan Pendidikan Berterusan (P2P) UniSZA.

Masalah yang jarang dibincangkan

Mahasiswa hari ini membaca artikel, menghadiri kuliah dan menyiapkan tugasan. Tetapi memahami sesuatu tidak sama dengan mampu menjelaskannya. Perbincangan projek menjadi panjang, pembentangan kumpulan tidak teratur, dan idea yang baik gagal difahami oleh orang lain.

Apa itu VCTF?

Visual Communication Through Freehand ialah kemahiran menggunakan lakaran ringkas (garisan, bentuk, anak panah dan teks pendek) untuk menyusun dan menyampaikan idea. Yang dinilai bukan kecantikan lukisan, tetapi kejelasan maklumat.

Apa yang mahasiswa lakukan

Hari 1 bersama Dr. Ruzaimi membina asas visual. Hari 2, mereka belajar tiga alat (Bubble Diagram, P.S.T dan Functional Diagram), kemudian terus mengaplikasikannya untuk:

1. FAHAM – menukar nota kuliah yang padat kepada satu visual

2. TERANG – merancang pembentangan tugasan secara berkumpulan

3. YAKINKAN – pitch idea dalam 60 saat

Kata mahasiswa

"Program yang amat menarik dan mengubah cara berfikir dan menzahirkan idea melalui lukisan."

"Sangat berguna kerana membantu menyusun idea dengan lebih mudah."

"Informal knowledge tapi sangat bantu urusan formal."

Langkah seterusnya

Setiap peserta pulang dengan Cabaran 7 Hari: satu visual sehari dalam pengajian sebenar. Kerana kemahiran sebenar bukan dibina dalam bilik latihan, tetapi dalam amalan selepasnya.

Untuk IPT, fakulti atau pusat kerjaya yang berminat membawa program ini kepada pelajar, hubungi saya untuk maklumat lanjut.

Rujukan: Utusan Malaysia, 23 Oktober 2026, ms 20–21. Buku: Profits from Visuals (Dr. Ruzaimi Mat Rani, Amirul Iskandar Mannan, Dr. Izham Abdul Ghani).

KITA MENGAJAR ANAK IKUT "WARNA" KITA SENDIRI

KITA MENGAJAR ANAK IKUT "WARNA" KITA SENDIRI

Satu pengakuan jujur seorang guru, dan pelajaran untuk setiap ibu bapa

Sabtu lalu, saya mengendalikan sesi pertama KPBA (Kenali Personaliti Belajar Anak), satu masterclass ringkas 30 minit untuk ibu bapa dan pendidik.

Keesokan harinya, seorang guru yang hadir menghantar mesej kepada saya. Satu ayatnya buat saya berhenti seketika:

"Saya lebih memberi penekanan pada warna hijau kerana itu warna saya dahulu."

Dalam sesi itu, kami berkongsi empat "warna" sebagai bahasa mudah untuk memerhati bagaimana anak terlibat dalam pembelajaran. Hijau mewakili anak yang lebih mudah faham apabila diberi penerangan, ruang bertanya dan perbualan.

Guru ini sedar sesuatu yang ramai antara kita tidak pernah perasan: selama ini, beliau mengajar mengikut cara beliau sendiri belajar, bukan mengikut cara murid-muridnya belajar.

KITA SEMUA PERNAH BUAT PERKARA YANG SAMA

Jujurnya, saya rasa ramai antara kita begitu.

Ibu bapa mengajar anak dengan cara kita dulu diajar.

Guru menerangkan dengan cara yang dulu berkesan untuk diri sendiri.

Bila anak tak faham, kita ulang, dengan cara yang sama, cuma suara lebih kuat dan muka lebih serius.

Lalu kita mula membuat kesimpulan: "Anak ni malas." "Anak ni lambat." "Anak ni tak minat belajar."

Sedangkan mungkin masalahnya bukan pada anak. Mungkin cara kita membantu belum kena dengan dirinya.

EMPAT "WARNA" UNTUK MEMERHATI

Dalam KPBA, kami gunakan empat warna mudah. Ia bukan ujian personaliti, bukan diagnosis, dan bukan label kekal. Ia sekadar cermin untuk membantu kita memerhati:

🔴 MERAH (BUAT): Anak mungkin lebih bersemangat apabila diberi matlamat jelas dan ruang untuk mencuba sendiri.

🟡 KUNING (LIBATKAN): Anak mungkin mendapat tenaga apabila belajar bersama orang lain, berbincang dan berinteraksi.

🟢 HIJAU (DENGAR): Anak mungkin lebih faham apabila ada penerangan, ruang bertanya dan perbualan yang tenang.

🔵 BIRU (ULANG): Anak mungkin membina keyakinan melalui contoh, struktur dan latihan berulang.

Anak boleh menunjukkan lebih daripada satu warna, dan ia boleh berubah mengikut subjek, keadaan dan peringkat umur.

Penting untuk saya jelaskan: KPBA bukan tentang "visual, audio atau kinestetik". Banyak kajian pendidikan mendapati bahawa melabel anak mengikut gaya pembelajaran seperti itu tidak banyak membantu (rujuk: Pashler et al., 2008, "Learning Styles: Concepts and Evidence", Psychological Science in the Public Interest). KPBA lebih kepada memahami watak dan kecenderungan anak: apa yang membuatkan dia bersemangat, apa yang membuatkan dia yakin, dan bagaimana kita boleh menyokongnya.

SOALAN YANG LEBIH PENTING: KITA WARNA APA?

Inilah pelajaran terbesar daripada guru tadi.

Sebelum bertanya "anak saya warna apa?", cuba tanya diri sendiri dahulu:

"Saya selalu membantu anak dengan cara apa?"

Kalau kita "Hijau", kita mungkin banyak bercakap dan menerangkan, sedangkan anak "Merah" kita hanya mahu terus mencuba.

Kalau kita "Biru", kita mungkin memberi banyak latihan berulang, sedangkan anak "Kuning" kita lebih hidup apabila belajar bersama.

Tiada warna yang betul atau salah. Yang ada cuma padanan yang belum dijumpai.

FAHAM → CUBA → PERHATI

Jadi, apa yang boleh kita buat? Kami gunakan tiga langkah mudah:

1. FAHAM

Perhatikan bila anak paling bersemangat belajar. Bila dia buat sendiri? Bila ada kawan? Bila diterangkan? Bila dapat ulang?

2. CUBA

Ubah SATU perkara sahaja dalam cara kita membantu. Bukan sepuluh. Satu.

3. PERHATI

Lihat apa yang berubah dalam seminggu. Kalau ada kemajuan kecil, teruskan. Kalau tidak, cuba pendekatan lain.

Bukan ubah anak. Ubah cara kita membantu.

DI ZAMAN AI, PERANAN KITA BERUBAH

Hari ini, dengan AI dan teknologi, hampir semua maklumat ada di hujung jari anak-anak kita. Mereka boleh bertanya apa sahaja dan mendapat jawapan dalam beberapa saat.

Ini bermakna, sebagai ibu bapa dan guru, kita tidak perlu tahu semua jawapan. Kita tidak perlu menjadi ensiklopedia.

Tetapi anak-anak tetap memerlukan asas yang kukuh, dan seseorang yang mengajar mereka cara bertanya, cara menilai, dan cara memilih yang betul. Teknologi boleh memberi jawapan, tetapi tidak boleh memberi adab.

Peranan kita sedang berubah, daripada "penyuruh" kepada mentor dan coach. Dan dunia berubah dengan cepat, jadi kita juga perlu berubah dengan cepat.

Rasulullah SAW bersabda: "Sesungguhnya aku diutus untuk menyempurnakan akhlak yang mulia."

Fokus kita: akhlak dan adab dahulu. Insya Allah, ilmu akan menyusul.

PENUTUP

Kata guru itu lagi dalam mesejnya:

"Sekarang saya dah boleh terima bahawa anak murid saya ada warna yang berbeza. Jadi pendekatan pun akan berbeza."

Itulah perubahan yang saya harapkan untuk setiap ibu bapa dan guru. Bukan sekadar tahu teori, tetapi mula melihat anak dengan mata yang berbeza.

Lain anak, lain cara belajarnya.

SERTAI SESI KPBA SETERUSNYA

Jika anda ingin mengenali "warna" anak dengan lebih mendalam, saya menjemput anda ke sesi seterusnya:

🌈 KPBA: Kenali Personaliti Belajar Anak

📅 Sabtu, 21 November 2026 ATAU Sabtu, 19 Disember 2026

⏰ 10:30 pagi · LIVE Online · 30 minit

🎥 Rakaman disediakan untuk peserta berdaftar

👨‍👩‍👧‍👦 Untuk ibu bapa / penjaga anak sekolah rendah Tahun 1–6

💰 RM19 sekeluarga (harga biasa RM49), harga promosi sehingga 31 Disember 2026

Termasuk refleksi ibu bapa + anak, profil refleksi melalui e-mel, panduan tindakan ibu bapa dan Cabaran 7 Hari KPBA.

👉 Daftar: https://kenalipersonalitibelajaranak.netlify.app/

— Coach Amirul

Practical AI • Learning • Leadership

#KPBA #LainAnakLainCaraBelajarnya #IbuBapaMalaysia #GuruMalaysia #PendidikanAnak #ParentingMalaysia

 

As Long As I Have Breath, I Have Purpose: A Lesson from Tun Dr Mahathir at 101

By Coach Amirul Iskandar Mannan

What would you do if you knew you had only a little time left to live?

Would you stop working? Spend more time with family? Travel? Rest? Or continue doing the things that give your life meaning?

Recently, I came across a picture of Tun Dr Mahathir Mohamad, now 101 years old, returning to his office.

The image was accompanied by a statement attributed to him about continuing to work even if he had very little time left to live.

Whether or not those were his exact words, the picture and the story behind it made me stop and reflect.

Not about politics.

Not about his achievements.

But about life, purpose, resilience and the desire to keep contributing.

A Man Who Has Just Lost His Life Partner

On 28 September 2026, Tun Dr Mahathir lost his beloved wife, Allahyarhamah Tun Dr Siti Hasmah Mohd Ali, at the age of 100.

They had been married for 70 years.

Seventy years!

Imagine sharing your life with someone for seven decades. The memories, the experiences, the challenges, the victories, the ordinary moments that become extraordinary simply because you shared them.

And then, one day, that person is no longer there.

I cannot imagine how difficult that must be.

Yet, on 13 October, reports showed Tun Dr Mahathir returning to his office, attending a tahlil for his late wife and resuming his familiar routine.

We cannot know exactly what he is feeling or how he is coping with his loss.

But the image reminded me of something deeply meaningful.

Even in difficult seasons of life, having a sense of purpose can give us a reason to keep moving forward.

What Is My Excuse?

I looked at that picture and started thinking about myself.

Like everyone else, I sometimes feel tired.

There are days when things don't go according to plan.

There are challenges in business, training, leadership, and life.

Sometimes opportunities don't materialise. Sometimes people don't respond. Sometimes the effort seems greater than the results.

And yes, sometimes I wonder whether I should just slow down.

But seeing a 101-year-old man returning to his desk reminded me to ask myself a simple question:

Amirul, what is your excuse?

Not because everyone must continue working until they are 101.

Not because rest is a weakness.

But because I still have the ability, the opportunity and the desire to contribute.

And that is something I should never take for granted.

I Don't Want to Stop Learning

Throughout my journey as a trainer, coach and speaker, I have always believed that learning is a lifelong responsibility.

It doesn't stop when we leave school.

It doesn't stop when we graduate.

It doesn't stop when we become managers, directors or CEOs.

And it certainly doesn't have to stop when we retire.

Today, I spend much of my time helping people understand AI, improve communication, develop leadership capabilities, and become more confident in applying what they learn.

But here's something important.

Every time I teach, I learn too.

Every participant brings a different experience.

Every question challenges my thinking.

Every training session allows me to improve.

That is what keeps me excited.

I don't want to become someone who believes he already knows everything.

I want to remain curious.

I want to keep discovering.

I want to keep growing.

Because every master was once a disaster.

And regardless of our age or experience, there is always something new to learn.

AI Can Make Us Faster. But Purpose Makes Us Human.

We are living through an extraordinary period of technological change.

Artificial intelligence is transforming how we learn, work, communicate and create.

I often tell my participants that AI is a tool.

A powerful tool, yes.

But still a tool.

It can help us organise information, prepare presentations, analyse data and generate ideas.

But it cannot decide what gives our lives meaning.

That responsibility belongs to us.

In my training, I often explain this through the idea of Bits vs Bricks.

AI can help us with many of the Bits — the tasks, processes, and execution.

But humans must own the Bricks — our purpose, values, judgement, relationships and accountability.

And perhaps the most important Brick of all is our desire to make a positive difference.

Technology may extend our capabilities. But purpose gives those capabilities direction.

Retirement from Work Is Not Retirement from Life

I believe we need to rethink what retirement means.

For some people, retirement means spending more time with family.

For others, it means travelling, volunteering, mentoring, teaching or pursuing a passion.

And for some, it means continuing to work because they genuinely enjoy what they do.

There is no single right answer.

What matters is that we continue finding meaning in the life we have been given.

You may no longer hold an official position.

You may no longer run a company.

You may no longer have a classroom full of students.

But your knowledge, experience, and wisdom can still help someone.

A young entrepreneur may need your advice.

A student may need your encouragement.

A colleague may need your guidance.

A community may benefit from your experience.

You don't need a title to make a difference.

You just need the willingness to contribute.

My Personal Commitment

I don't know how many more years Allah has planned for me.

None of us does.

But I know what I want to do with the time I have.

I want to continue learning.

I want to continue teaching.

I want to continue sharing.

I want to help people think better, work smarter and create impact.

I want to spend meaningful time with my family and the people I love.

I want to take care of my health so that I can continue doing the things that matter.

And most importantly, I want to leave something useful behind.

Not necessarily wealth.

Not necessarily recognition.

But knowledge, values, encouragement, and opportunities that help others become better versions of themselves.

If one person becomes more confident because of something I taught, that matters.

If one leader becomes more compassionate because of a conversation we had, that matters.

If one student discovers their potential because someone believed in them, that matters.

That is the legacy I want to build.

A Question for All of Us

When I look at Tun Dr Mahathir's picture, I don't see a message that everyone should work until their last breath.

I see a reminder that our lives can continue to have meaning at every stage.

We don't all have to live to 101.

We don't all have to achieve extraordinary things.

But while we are here, we can choose to make our time count.

So perhaps the question is not:

"When can I stop working?"

Perhaps the better question is:

"What meaningful contribution can I still make with the life I have?"

As for me, my answer is simple.

As long as Allah grants me the health, ability, and opportunity, I want to continue learning, sharing and making a difference.

As long as I have breath, I have purpose.

Selagi ada nafas, selagi itu ada tujuan.

And if you are reading this, I invite you to reflect on one question:

What knowledge, experience, or kindness can you share with someone today?

Don't wait until everything is perfect.

Start with what you have.

Start where you are.

Make today meaningful.

---

Coach Amirul Iskandar Mannan

Trainer | Coach | Speaker | Author

Helping people THINK BETTER → WORK SMARTER → CREATE IMPACT.

#CoachAmirul #LifelongLearning #PurposeDrivenLife #Leadership #NeverStopLearning #PersonalGrowth #Mentorship #HumanCentredAI #MakeADifference #SelagiAdaNafas

 

Beyond Drawing: Helping Teachers Turn Knowledge into Visual Learning

Reflections from the Visual Teachers programme with Jabatan Agama Islam Perak, 13–14 October 2026

By Coach Amirul Iskandar Mannan

Teachers Are More Than Deliverers of Information

Every day, teachers face an important challenge.

They may understand their subjects extremely well. They may have years of classroom experience and a genuine passion for teaching.

But understanding something ourselves and helping someone else understand it are two very different things.

A concept that seems straightforward to a teacher may be confusing to a student.

A lengthy explanation may contain all the right information, yet still fail to create understanding.

This is where visual communication can make a difference.

The objective is not to turn every teacher into an artist. It is to help teachers become more effective communicators of knowledge.

That was an important focus of the Visual Teachers programme conducted with teachers from Jabatan Agama Islam Perak (JAIPk) on 13 and 14 October 2026, through a collaboration involving Yayasan Wiba Prima.

From Visual Thinking to Classroom Application

I had the opportunity to work alongside my friend and training partner, Dr Ruzaimi Mat Rani, whose work in visual thinking and Visualization Through Freehand (VTF) has helped shape the programme's methodology.

Dr Ruzaimi focused on developing participants' visualisation capabilities through VTF and Design Thinking.

My responsibility was to help participants connect those capabilities to their daily teaching responsibilities.

For me, three questions mattered most:

When can teachers use visualisation?

Where can it support the teaching and learning process?

How can teachers develop useful visuals for their actual lessons?

These questions are important because learning a technique is only the beginning.

The real value comes when that technique becomes part of everyday practice.

A Practical Workflow Teachers Can Reuse

During the application component, we introduced a six-step approach designed to help teachers prepare visual explanations.

1. PILIH — Choose

Identify one specific learning outcome. What should students understand, remember or be able to do?

2. PECAH — Break It Down

Identify the essential information students need. Remove unnecessary complexity without losing accuracy.

3. SUSUN — Organise

Consider the structure of the information. Is it a sequence, comparison, process, timeline, hierarchy or relationship?

4. VISUALKAN — Visualise

Use simple shapes, symbols, arrows, keywords, and freehand sketches to make the information visible.

5. SEMAK — Verify

Check that the content is accurate, the visual is clear, and the explanation is appropriate for the students.

6. GUNAKAN — Apply

Decide how to use the visual during teaching, discussion, revision, or assessment.

The strength of this workflow is its simplicity.

Teachers can use it repeatedly, regardless of the topic being taught.

Where AI Fits into the Process

We also explored the potential role of artificial intelligence in preparing visual teaching materials.

AI can assist educators in breaking down complex information, organising key points and suggesting different ways to represent a concept visually.

For example, a teacher might ask AI to organise an approved lesson topic into a simple sequence or comparison that can be drawn on a whiteboard.

But AI should never become the final authority on what is taught.

This is particularly important in Islamic education, where religious accuracy and appropriate references are essential.

The principle is straightforward:

AI boleh cadang. Guru wajib semak. Guru yang menentukan.

AI supports the preparation. The teacher retains professional judgement, responsibility and accountability.

I often describe this distinction as using AI for the Bits while humans remain responsible for the Bricks.

Technology can assist with execution, but purpose, values, decisions and accountability belong to people.

The Real Test Happens After Training

One of the challenges in professional development is ensuring that participants can apply what they have learned.

A workshop may be engaging. The activities may be enjoyable. Participants may leave feeling motivated.

But what happens when they return to work?

For teachers, the question becomes:

“Can I use this in my next lesson?”

That is why I believe practical training should help participants produce something usable.

In Visual Teachers, the aim is to connect visualisation techniques to authentic teaching needs.

A teacher might use a timeline to explain a historical event, a flow diagram to illustrate a process, or a comparison chart to clarify differences between concepts.

The format should serve the learning objective, not the other way around.

Better Visuals, Better Conversations

Visual communication also creates opportunities for students to participate.

Instead of simply watching the teacher draw, students can be invited to complete a diagram, identify missing steps, explain relationships, or produce their own visual summaries.

The drawing becomes a tool for thinking, discussion and checking understanding.

And perhaps that is the most important point.

Visual Teachers is not just about drawing. It is about making thinking visible.

Moving Forward

My appreciation goes to Jabatan Agama Islam Perak, the participating teachers, Dr Ruzaimi Mat Rani and Yayasan Wiba Prima for the opportunity to contribute to this professional learning programme.

I hope the ideas and techniques shared will continue to find their way into classrooms, helping teachers communicate more clearly and giving students more ways to understand what they learn.

Because ultimately, the value of training is not measured by how much information we present.

It is reflected in what people can do differently afterwards.

THINK BETTER → WORK SMARTER → CREATE IMPACT.

---

Watch the Programme Highlights

🎥 Visual Teachers — 13 October 2026:
https://www.youtube.com/watch?v=pwe3QWueGcs

🎥 Visual Teachers — 14 October 2026:
https://www.youtube.com/watch?v=WiLY8b9IzFQ

Interested in Visual Teachers?

Schools, education institutions and organisations interested in exploring practical visual communication and teacher development programmes are welcome to connect with Yayasan Wiba Prima.

Let's help more educators turn knowledge into understanding.

#VisualTeachers #VisualThinking #VTF #DesignThinking #TeacherDevelopment #PendidikanMalaysia #PendidikanIslam #AIinEducation #YayasanWibaPrima #CoachAmirul

 

Which AI Is the Best? Why the Top-Ranked AI May Not Be the Best for Your Work

By Coach Amirul Iskandar Mannan

ChatGPT, Claude, Gemini, Grok — which AI should you use?

It's a question I often receive when conducting AI training programmes.

With so many AI tools available today, it's understandable that people want to know which one is the best.

Some people look for the smartest AI. Others want the fastest, the cheapest or the one that produces the most impressive answers.

But here's something I always encourage my participants to consider:

The best AI isn't necessarily the one sitting at the top of the leaderboard. The best AI is the one that helps you do your work better.

Understanding AI Rankings

Just like universities, cars or smartphones, AI models can be compared using different performance measures.

In the AI world, these comparisons often involve benchmarks — standardised tests designed to evaluate particular capabilities.

For example, AI models may be assessed for reasoning, coding, knowledge, mathematical problem-solving, instruction-following, and other capabilities.

However, different benchmarks measure different things.

Being number one in one benchmark doesn't automatically mean being number one in everything.

This brings us to two useful websites I want to share.

1. BenchLM — Explore the AI Leaderboard

Website: https://benchlm.ai/

BenchLM allows users to explore AI model rankings and compare different models.

You can investigate which models are leading according to its ranking methodology and explore various performance indicators.

The website also provides information about capabilities, pricing, and other practical considerations.

Think of it as a useful starting point when you want to know how different AI models compare.

One important reminder: Always check when the information was updated and understand the methodology behind a ranking.

Not every model has the same level of independent evidence supporting its score.

2. Artificial Analysis — Compare AI Performance and Value

Website: https://artificialanalysis.ai/

Artificial Analysis is another useful platform for understanding the AI landscape.

It provides model comparisons covering factors such as intelligence benchmarks, speed and pricing.

Why does this matter?

Because choosing AI isn't only about getting the most intelligent model.

In actual work environments, we need to consider other questions.

How quickly can the AI complete the task?

How much does it cost?

How consistent are the results?

Does it meet our actual requirements?

What level of review or verification is necessary?

A highly capable model may be more than you need for a straightforward task. A lower-cost or faster model might sometimes be the more practical choice.

The objective isn't simply to choose the most powerful AI. It's to choose the most appropriate AI.

My Approach: Learn to Use Cross-AI

During my training programmes, I often encourage participants not to limit themselves to only one AI tool.

Personally, I like exploring an idea using one AI, then using another to develop a second perspective or alternative approach.

For example, I might start with ChatGPT to structure an idea or prepare an initial draft.

Then I may explore how Claude or Gemini approaches the same problem.

This gives me something valuable: options.

And options help us think.

But using more AI tools doesn't automatically guarantee better answers.

We still need to check the facts, evaluate the output and decide what is useful.

AI can generate options. Humans must exercise judgement.

Five Questions to Ask Before Choosing an AI Tool

1. What exactly am I trying to achieve?

Are you writing a report, analysing data, preparing training materials, conducting research or solving a problem?

Start with the outcome, not the AI brand.

2. Which AI performs well for this type of task?

Use benchmark websites as a starting point. Look for evidence relevant to your actual needs.

3. How does it perform with my real work?

Test the same task across two or three AI tools using suitable, non-confidential information.

Compare the results fairly.

4. Is it practical and worth the cost?

The most advanced AI isn't always necessary. Consider speed, affordability, accessibility, and ease of use.

5. Can I trust the output?

An impressive answer isn't necessarily an accurate answer.

Check important facts, figures, calculations and references. For confidential or sensitive work, follow your organisation's data-protection requirements and approved AI policies.

A Simple Exercise You Can Try Today

Here's a practical challenge.

Take one task you frequently perform at work.

It could be drafting an email, summarising a non-sensitive document, brainstorming ideas, or developing a training outline.

Give the same task and instructions to two or three AI tools.

Then evaluate:

• Which produced the most accurate answer?

• Which understood your requirements best?

• Which needed the least correction?

• Which saved you the most time?

• Which gave you the most useful outcome?

You may discover that your favourite AI isn't always the best option for every task.

And that's perfectly fine.

The purpose of the exercise isn't to find one permanent winner.

It's to develop your ability to choose wisely.

From Using AI to Thinking Better

I believe the real opportunity with artificial intelligence goes beyond learning prompts and mastering tools.

It's about developing better ways to think, work and make decisions.

AI can support us with drafting, organising, comparing, summarising, and generating ideas.

But the bigger questions remain ours.

What are we trying to achieve?

Is the information reliable?

Does the solution make sense?

What are the consequences of our decision?

Who remains accountable?

This is why I always remind participants:

There is no ONE AI tool for EVERYTHING.

Don't become loyal to a tool at the expense of the outcome.

Be curious. Experiment. Compare. Learn.

Most importantly, never surrender your judgement.

Final Thoughts

So, which AI is the best?

My answer remains:

The best AI is the one that best fits your task, your needs, and your responsibilities.

Explore BenchLM and Artificial Analysis.

Understand the rankings.

Test the tools.

And make your own informed decisions.

Because ultimately, success with AI isn't about having access to the highest-ranked model.

It's about knowing how to turn AI capabilities into meaningful results.

Think Better → Work Smarter → Create Impact.

---

Let's Continue the Conversation

Which AI do you currently use the most?

And have you discovered a particular task where another AI performs better?

Share your experience. We can all learn from one another.

Coach Amirul Iskandar Mannan
Trainer | Speaker | Facilitator

Further Reading

• BenchLM: https://benchlm.ai/

• Artificial Analysis: https://artificialanalysis.ai/

#ArtificialIntelligence #GenerativeAI #AITraining #AILiteracy #FutureOfWork #DigitalTransformation #WorkSmarter #CoachAmirul

Apabila Setiap Garisan Ada Maknanya

Apabila Setiap Garisan Ada Maknanya

Alhamdulillah, pada 7 Oktober 2026, projek Certified Visual Teachers (CVT) menerima satu detik yang amat bermakna. Delegasi Sekretariat Malaysia-UN SDG Trust Fund, diketuai Ketua Sekretariat Encik Rizatuddin Ramli, bersama penyumbang dana Yayasan MySDG dan Jabatan Pendidikan Negeri Johor, telah mengadakan lawatan pemantauan impak ke tiga buah sekolah di Kulai, Johor.

Projek ini, di bawah Malaysia-UN SDG Trust Fund, dilaksanakan oleh Yayasan Wiba Prima dengan sokongan Kementerian Pendidikan Malaysia dan JPN Johor. Ia menggunakan kaedah Visualization Through Freehand (VTF), pendekatan lakaran visual spontan yang dimajukan oleh Dr. Ruzaimi Mat Rani, yang hanya memerlukan pensel dan kertas.

Mengapa pendekatan semudah ini penting? Kerana ia boleh dilaksanakan di mana-mana bilik darjah, tidak kira kaya atau miskin sumbernya. Inilah teras prinsip Leave No One Behind.

Di SK (F) Sinar Bahagia, saya menyaksikan sesuatu yang sukar dilupakan. Guru Besar terkesan melihat murid Pendidikan Khas melakar, sehingga setiap garisan yang dihasilkan mempunyai maksudnya tersendiri. Di saat itu, saya yakin bahawa kaedah yang mudah dan kos rendah benar-benar mampu memberi impak besar, terutama kepada mereka yang paling memerlukan.

Perjalanan ini bukan bermula semalam. Sejak 2023, lebih 2,500 orang guru telah dilatih dalam kaedah VTF di beberapa negeri, dan pendekatan ini turut menerima pengiktirafan antarabangsa di QS Reimagine Education Awards, London, pada 2025 dan sekali lagi pada 2026.

Di bawah projek UN SDG Trust Fund ini pula, 100 orang guru telah dilatih dan kini mengaplikasikan VTF di dalam bilik darjah masing-masing, dengan sasaran menjangkau kira-kira 15,000 murid di seluruh Johor. Mereka bakal menerima pensijilan Certified Visual Teachers pada Januari 2027.

Setiap guru yang dilatih bukan sekadar belajar melukis. Mereka menjadi pemangkin perubahan kepada ratusan murid. Dan apabila setiap garisan yang dilakar seorang murid mempunyai makna, di situlah pembelajaran yang sebenar berlaku.

Terima kasih kepada semua guru, JPN Johor, KPM, Sekretariat Malaysia-UN SDG Trust Fund dan Yayasan MySDG. Insya-Allah, perjalanan ini akan terus kita kembangkan untuk manfaat lebih ramai anak bangsa.

📰 Liputan penuh Utusan Malaysia: https://utusan.com.my/nasional/2026/10/delegasi-malaysia-un-sdg-trust-fund-tinjau-program-guru-visual-bertauliah/