Gifted and talented students require careful selection of activities and assignments to help them develop an interest in the task given to suit their mental ability. Gagne’s Differentiated Model of Giftedness and Talent (DMGT) highlights the importance to identify student’s learning ability to match the activities, assignments and exercises prepared for them. One of the enrichment strategies implemented in PERMATA Insan College, Islamic Science University of Malaysia is the 21st century learning education approach that equipped every student and lecturer with an iPad. Classroom activities and assignments were developed to meet various objectives and learning outcomes outlined in all subjects to meet the requirements guided by the knowledge on students’ mental ability and academic performance. In 2015, as part of an enrichment programme, 19 students were selected to participate in a regional Islamic Education Summit and they were trained to prepare iBooks as a form of lesson interpretation. They utilised apps such as iBooks Author, Book Creator and Explain Everything to develop iBooks. Students documented the iBook production process and participated in a group interview to reflect on their experiences. This paper revealed how the iPad apps could be an effective form of enrichment for gifted and talented students of PERMATA Insan College. Keywords: iPad apps, gifted and talented, experiential learning

Massive Open Online Course (MOOC) gained prominence as an alternative teaching and learning platform for many educators embarking on developing university courses online. In Malaysia, the initiative at lower secondary school was quite recent and not many teachers were willing to invest the time and effort to develop the MOOC courses. This study examined the secondary school gifted students’ experience in learning a language subject using a new online course in a MOOC platform. All students from the lower secondary levels of a gifted education institution enrolled in the English subject MOOC and their engagements and experiences were recorded in their journal and classroom discussions. Their text and verbal responses were analysed and reported to better understand the various issues and challenges that they had encountered. Students accredited certain positive aspects of MOOC and they found it to be useful, flexible and engaging. More than 80 per cent relished the social meeting elements such as like, comment and share. The contents and activities helped them learn and practise the English language. The study outcomes disclosed the use of MOOC as a social learning platform that offers engaging learning. The online teaching and learning process could benefit from the social media features found in MOOC which are motivating to the gifted students. For educators, this platform offers useful alternatives and strategies to develop their teaching contents online and utilise it as an enrichment programme in the gifted and talented education institution.

Teaching foreign language takes another step with the emergence of mobile applications and websites taking the classroom experience beyond the four walls of a traditional one. Interactive and well-developed applications such as Duolingo, Hello Talk, WiP learning, Mind snacks and Babbel, offer new language learning experience to current generation of students. The mobile apps create interesting environment and good space to practice and use the language. This study investigated the efficacy of iTunes U on improving listening skill of foreign languages taught to the gifted and talented students of Permata Insan College, Islamic Science University of Malaysia. There were 47 Foundation Three (15 years old) students of the college who participated in the iTunes U courses for Arabic and English subject. The students later were asked to complete a questionnaire designed to gauge their attitude and perception towards the courses that covered the listening skill lessons. The finding showed that the iTunes U listening lessons managed to help the students developed their skill and awareness on the listening aspects of both languages. The use of uploaded short videos and the discussion about them managed to enhance their listening ability and quality since they were more alert and conscious in their conversation and listening effort. The positive perception towards such listening lessons in iTunes U courses augurs well for the use of online language learning platform for the gifted and talented students.

There are 16 different personality types, and people's stereotypes are that extroverts are always brave while introverts will get nervous about talking in public. Understanding them will help individuals know their own behaviour better. The reality is not the same as the stereotypes, as social anxiety has become a common issue among normal students and even gifted students. Therefore, this study aims to help young people understand social anxiety among gifted students based on their MBTI personality type. This study has been conducted among Kolej PERMATA Insan students ranging from 14 to 17 years old. Based on the survey adopted from the original MBTI questionnaire, the research team develop a game ideation project, MBTinsan, to help young people know more about their personality traits and help control the anxiety that they face. With the right information and features, the game could be a very good helper to many students.

One of the process requirements in the translation of the meaning of Quran is that it must be done by a committee consisting of experts in the field of knowledge related to the Quran such as Arabic language, the target language, the interpretation of Quran and other disciplines such as history, geography, chemistry, biology, medicine and others. It is obvious that Quran is not merely discussing the question of law, but also contains elements of various fields. Kawniyyat verses (verses related to creation) are the Quranic verses which have been typically discussed on the issue of the translation of the meaning of Quran. This is because kawniyyat verses indirectly contain elements of science that require the expertise of those involved in the field to provide the exact meaning so that the translations are done in line with the facts of modern science. The objective of this study was to evaluate the meaning of the translation of kawniyyat verses in The Meaning of the Holy Quran by Abdullah Yusuf Ali based on the facts of contemporary science to find out the compatibility between them. In this article, the analysis of the translation of meaning of the verses of Holy Qur’an utilised science-oriented exegesis (tafsir ‘ilmi) to determine whether the translation of meaning matches the modern science facts. The suitable meaning of the verse translation will be proposed then. The result showed some additional values in the translation of meaning of the word ‘alaqah in the verse 14 of Sura Al-Mu’minun which is translated into “blood layer/clot”, while the more accurate meaning should be “blood layer that characterizes a leech” and the word al-nahl in the verse 68 of Sura Al-Nahl which is translated into “Bee”, while the more accurate meaning should be “female bees”.

PERMATA Insan College is a gifted and talented education institution in Islamic Science University of Malaysia. It places the importance of English and Arabic across its curriculum as the main medium of instruction. In the effort to enhance students' language performance, the college implements language teaching and learning with the aid of tablet. This study aims to find out of the effectiveness of language learning among the gifted and talented students of PERMATA Insan College who use smart devices and tablets as the main tool in the classroom. Interviews were conducted among six students with highest and lowest academic achievement in both English and Arabic language. Students' responses were later analysed by identifying commonalities and differences among students, and then these responses were coded and identified by its main themes. Results showed that there were differences between students' perspectives on the use of mobile learning devices to learn English and Arabic in three main themes. The first group believed that mobile learning was an excellent strategy and the best way to learn both languages. Meanwhile, the second group believed that mobile learning was good but still required face to face learning with the language teachers. Finally, the third group believed that mobile learning was not suitable for learning languages as they prefer the traditional language classroom with daily face to face practice.

In this preliminary study, research was done to determine the effectiveness of gaming elements in improving students’ English language skills. This study utilises a qualitative method in eliciting data from the students. In the purposive sampling technique, six active gamers among students who played three popular games were interviewed to share their experiences in discovering the many aspects of the games they played to ensure they could play them successfully. Their responses were coded and analysed to understand their learning experiences better. From the analysed data, it was found that the students had done extensive research and that they had employed self-directed learning in improving their reading skills and increase their vocabulary to understand the many aspects of the games they played. The experiences and language learning strategies could be shared with other students who could reap the same benefits as they did. English teachers would see this as an option in the teaching approach for their students. With better understanding on the elements on gaming, this study could further discover the many benefits of gaming in students’ language learning quest.

This study aims to Find out of the appropriateness smart devices and tablets to learn Arabic by talented students in kolej permata insan at the Malaysian Islamic Science University, And the data has been collected through the interview of six students those who have high academic achievement and low achievement in the Arabic language, and the researcher analyzed the responses of students by identifying commonalities and differences among students, and then coding these responses and identify main themes of the responses of students, Results shows that there is differences betwin students perspectives about using of mobile learning to learn Arabic in three main themes, the first one believe that the mobile learning is excellent istratigic and is the best way to learn Arabic language, and the second theme believes that mobile learning is good but needs to practice face to face with teachers, and the third one believes that Mobile learning is not suitable for learning languages we should to learn the languages through daily face to face practice.