From Real Faces to AI Cartoons: Understanding a New Digital Culture Trend

LUBOK JONG - The recent surge of AI-generated cartoon portraits across social media platforms reflects more than a passing visual fad; it signals a deeper shift in how digital identity, creativity, and participatory culture are evolving online. Across platforms such as Instagram and TikTok, users are transforming their real photographs into stylized cartoon versions, often appearing younger, brighter, and more expressive than their original images. What began as a playful experiment has rapidly become a widespread digital trend with notable social and technological significance.

This is my cartoon image that was transformed using an AI app. What do you think about it? I took this picture spontaneously while I was in my office room. ผมชื่อประเสรืฐ รัตนวงศ์

ผมชื่อ ประเสริฐ รัตนวงศ์ เป็นครูสอนภาษาอังกฤษมากว่า 25 ปี ในปัจจุบันฉันกำลังเรียนภาษาไทยเพื่อพัฒนาทักษะการสื่อสารและเข้าใจวัฒนธรรมไทยให้ดียิ่งขึ้น การเรียนภาษาที่สองช่วยให้ฉันสามารถสอนภาษาอังกฤษได้อย่างมีประสิทธิภาพและสร้างแรงบันดาลใจให้กับนักเรียนของฉัน

At the psychological level, cartoon-style self-representation offers a low-risk form of identity enhancement. Users can present an idealized yet recognizable version of themselves without fully detaching from authenticity. Research in digital self-presentation suggests that stylized avatars reduce appearance anxiety while preserving personal identity cues. Cartoon filters soften imperfections and exaggerate positive features, which contributes to emotional satisfaction and increased willingness to share images publicly. This explains why many users report delight and amusement when seeing their animated likeness for the first time.

From a technological perspective, the trend showcases the growing accessibility of generative artificial intelligence tools. Previously, character illustration required artistic skill and specialized software. Now, AI-powered image systems allow instant transformation with minimal technical knowledge. The democratization of creative tools lowers barriers to artistic expression and enables mass participation. This aligns with current research findings that user-friendly AI interfaces significantly accelerate adoption rates and normalize experimental digital creativity among non-experts.

Socially, the cartoon portrait movement strengthens micro-communities and workplace bonding. When colleagues and friends participate simultaneously, the activity becomes a shared digital ritual. People compare results, exchange humor, and reinforce group belonging through visual play. Studies on online social behavior show that synchronized participation in trends increases interpersonal engagement and conversation frequency. In this way, a simple image transformation becomes a catalyst for social interaction and emotional connection.

There is also a branding and communication dimension. Cartoon avatars are increasingly used for profile pictures, educational content, and semi-formal communication channels. They balance professionalism with approachability, making them especially attractive for educators, content creators, and youth-oriented organizations. Visual consistency across platforms improves recognizability while maintaining a friendly tone.

However, the trend also raises important considerations regarding data privacy, consent, and algorithmic bias. AI image tools are trained on vast datasets, and questions remain about ownership, representation accuracy, and ethical sourcing. Current digital literacy research emphasizes that users should understand how their images are processed and stored when using AI applications.

In significance, the cartoon image trend is not merely about aesthetics. It represents a convergence of AI accessibility, identity experimentation, and social participation. It illustrates how emerging technologies move from novelty to normalized cultural practice — reshaping how individuals see themselves and connect with others in the digital world.

Transforming a School Storeroom into a Digital Learning Hub: The Ignite Studio Initiative at SK Gual To'Deh

SK GUAL TO'DEH - Ignite Studio at SK Gual To'Deh represents a transformative shift in how teaching, learning, and professional development can be supported through school-based digital infrastructure. Developed from a former storage room measuring approximately 30 x 10 square feet, the studio was redesigned over a three-week period into a functional, attractive, and conducive media space. The initiative demonstrates how resourcefulness, leadership trust, and targeted investment in educational technology can create high-impact learning environments within existing school facilities.

The Ignite Studio journalist, Adam Saifuddin Bin Asyraf, conducted a podcast session with Anuar Bin Muhamad, Advisory Chairman of GIATMARA Rantau Panjang. The session highlighted the studio’s vision, community collaboration, and educational innovation, while giving listeners insight into leadership perspectives on digital learning development for local schools and teachers and future programs in the area today.

The establishment of Ignite Studio was driven by the need to strengthen digital pedagogy, support multimedia-based instruction, and encourage innovation among teachers. With strong administrative support, essential equipment such as a smartphone, Bluetooth microphones, and green screen space were provided, enabling the production of instructional videos, digital content, and interactive learning materials. The later contribution of a 55-inch Android television further expanded the studio’s instructional capacity by supporting live demonstrations, content review, and collaborative viewing.

The journalist together with the panel (Tn Hj Anuar Bin Muhamad)  during the podcast session on the official launch day.

Several key objectives guide the function of Ignite Studio. First, the studio aims to enhance teachers’ digital competency by providing a dedicated environment for content creation and experimentation with instructional media. Teachers can develop video lessons, record micro-teaching sessions, and produce differentiated learning materials aligned with current pedagogical standards. Second, the studio supports student-centered learning by enabling the creation of engaging multimedia resources that cater to diverse learning styles. Third, the studio functions as a hub for professional collaboration, where teachers can jointly design, review, and refine teaching materials. Fourth, it encourages the integration of technology into assessment practices through recorded presentations, performance tasks, and reflective teaching analysis.

From a contemporary educational research perspective, school-based media studios contribute significantly to instructional quality and teacher readiness. Recent studies in digital pedagogy highlight that when teachers are given structured access to production tools and creative spaces, their instructional design skills, confidence in technology integration, and willingness to innovate increase measurably. Video-supported teaching practices, in particular, are associated with improved reflective practice, clearer instructional delivery, and stronger student engagement. Micro-content production—short, focused instructional videos—has also been shown to improve knowledge retention and learner motivation when aligned with curriculum goals.

Adam Saifuddin Bin Asyraf (a journalist at Ignite Studio) received a personal contribution from Mr. Hj Anuar Bin Muhamad. He is very proud of this journalist’s talent and is impressed by the existence of the studio.

This is me, ประเสริฐ รัตนวงส์ (Prasert Ratthanawong), the coordinator of Ignite Studio at SK Gual To'Deh. I accept this responsibility with great pride in being able to help students explore the world of digital media and journalism.

The expected impact of Ignite Studio extends beyond content production. One anticipated outcome is the strengthening of teacher readiness to implement blended and hybrid learning approaches. With the availability of recording and editing facilities, teachers can prepare asynchronous materials, flipped classroom resources, and remedial modules. This reduces dependency on real-time instruction alone and allows more flexible learning pathways. Another projected impact is improved student engagement through visually rich and contextually relevant learning media produced by their own teachers, which research shows increases cognitive connection and trust.

In addition, the studio is expected to support intervention and enrichment programs, particularly in language learning and skills-based subjects. Teachers can design targeted intervention videos, pronunciation guides, guided reading recordings, and scaffolded instructional sequences. Such materials are especially beneficial for learners who require repeated exposure and self-paced review. The studio also enables documentation of best practices, allowing exemplary lessons to be archived and shared for internal training purposes.

Looking forward, the hope is that Ignite Studio will evolve into a sustainable innovation center within the school. It is envisioned as a platform for continuous professional growth, student creativity projects, and community-linked educational initiatives. With consistent use, structured training, and collaborative culture, the studio can become a catalyst for pedagogical transformation—demonstrating that even modestly sized spaces, when purposefully designed, can generate substantial educational value.

Ignite Studio SK Gual To'Deh: Empowering Students Through School Media and Digital Creativity

SK GUAL TO'DEH - Ignite Studio SK Gual To'Deh was established as a meaningful initiative to strengthen media literacy, creativity, and digital skills among students in the school. This studio represents not only a physical transformation of space, but also a transformation in mindset towards modern teaching and learning that embraces media, technology, and student empowerment.

The room features a dedicated green screen area that supports creative video production, complemented by attractive hand-painted murals that brighten the space, inspire imagination, and create a lively, professional studio atmosphere for students to learn and explore media skills.

I was entrusted with the responsibility as the TV PPS Coordinator to manage and oversee media-related tasks in the school. This trust was given by the headmaster, Bakri Bin Hj Md Nor, whose confidence and vision have been instrumental in bringing this initiative to life. I accepted this responsibility with an open heart and strong motivation, as I personally wished to learn more about media production, particularly in areas such as news reporting, content creation, and the editing process. This role has allowed me to grow professionally while contributing meaningfully to the school community.

To support the media programme, a special room located next to my own room was selected and redesigned to function as a dedicated media studio. The room was officially named Ignite Studio, a name chosen by the headmaster based on suggestions generated through discussions with ChatGPT. The name symbolises the spark of creativity, passion, and innovation that the studio aims to ignite among students and teachers alike.

Last year, a total of 30 student participants were given basic training in media handling. These students were introduced to fundamental skills such as simple reporting, camera handling, voice recording, teamwork, and basic presentation techniques. The positive response and enthusiasm shown by the students further strengthened the need for a proper and conducive media space within the school. As a result, Ignite Studio SK Gual To'Deh underwent a comprehensive transformation process.

Previously used as a storage room, the space was carefully redesigned into a comfortable, functional, and inspiring studio environment. One of the key features of the studio is a designated green screen area, which allows students to explore creative video production and basic visual effects. In addition, several murals were painted on the walls, all of which were personally designed and drawn by me. These murals add colour, character, and identity to the studio, making it a welcoming and motivating space for young learners.

In terms of equipment, the school management played a vital role in supporting the development of Ignite Studio. Essential media tools such as smartphones, microphones, and other related accessories were purchased by the school to ensure students have access to appropriate resources for learning and practice. These tools are crucial in helping students gain hands-on experience and confidence in producing digital content.

Meanwhile, the contribution of the Parent-Teacher Association (PIBG) has also been invaluable. The furniture for the studio will be sponsored by the PIBG through its President, Zahamri Bin Zakaria. This strong collaboration between the school and parents highlights a shared commitment to enhancing students’ learning experiences beyond the traditional classroom setting.

I would like to express my deepest gratitude to all parties who have contributed to the successful preparation of Ignite Studio SK Gual To'Deh. Special thanks are extended to the school management, PIBG, and all individuals who provided support, encouragement, and resources throughout this process. My appreciation also goes to the workers who helped me clean, organise, and paint the room, transforming it from a simple storeroom into a beautiful, comfortable, and inspiring studio.

In conclusion, Ignite Studio SK Gual To'Deh stands as a symbol of innovation, collaboration, and dedication to holistic education. Through this studio, students are given opportunities to develop communication skills, creativity, confidence, and digital competence. It is hoped that Ignite Studio will continue to grow as a platform that nurtures future-ready students who are capable of expressing ideas, telling stories, and engaging meaningfully with the world through media.

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Appointment of Student Leaders: Nurturing Responsibility and Character in School

SK GUAL TO'DEH - On 5 February 2026, a meaningful Leadership Appointment Ceremony was held to officially recognise and appoint student leaders in the school. The ceremony involved various leadership roles, including school prefects, resource centre prefects, peer mentors, class monitors, and assistant class monitors. This event marked an important milestone in the students’ journey of leadership development and character building.

The young school leaders received their letters of appointment from a police officer during the ceremony, symbolising trust, responsibility, and recognition of their roles in supporting school leadership and discipline.

The programme began at approximately 9.00 a.m. and was conducted in an orderly and respectful manner. The ceremony was officiated by a police officer from the Rantau Panjang district, whose presence added significance and authority to the occasion. His involvement also symbolised the strong collaboration between schools and community institutions in nurturing disciplined, responsible, and law-abiding citizens from a young age.

One of the highlights of the ceremony was the presentation of appointment letters to the selected student leaders. Each recipient stepped forward with confidence and pride to receive their letter of appointment. The students looked smart and dignified in their neat and well-prepared school uniforms, reflecting the discipline and responsibility expected of them. Their cheerful expressions and enthusiastic demeanour clearly showed how honoured and happy they were to be entrusted with leadership roles.

In his officiating speech, the police officer emphasised the importance of leadership, integrity, and discipline among students. He reminded the newly appointed leaders that their roles were not merely titles, but responsibilities that required commitment, good character, and positive attitudes. He also encouraged them to become role models who demonstrate respect, cooperation, and accountability, both inside and outside the classroom.

The appointment of student leaders plays a crucial role in the holistic development of students. Through leadership positions such as prefects, peer mentors, and class leaders, students are given opportunities to develop essential life skills, including communication, problem-solving, teamwork, and decision-making. These skills are vital not only for academic success but also for personal growth and future leadership roles in society.

Furthermore, leadership programmes like this help create a positive school environment. Student leaders act as a bridge between teachers and students, assisting in maintaining discipline, promoting positive behaviour, and supporting school activities. Peer mentors, in particular, play an important role in providing emotional and social support to their fellow students, fostering a caring and inclusive school culture.

In conclusion, the Leadership Appointment Ceremony held on 5 February 2026 was more than just a formal event. It was a celebration of trust, responsibility, and potential. By empowering students with leadership roles, the school demonstrates its commitment to developing confident, disciplined, and responsible individuals who are well-prepared to contribute positively to their school community and society at large.

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Ignite Studio: Empowering Student Creativity and Journalism Talent at SK Gual To’Deh School

Ignite Studio is the official name selected by the headmaster of SK Gual To’Deh, Mr Bakri Bin Hj Md Nor, for the newly established TV PSS studio under the School Resource Center. The name was chosen after an extensive brainstorming process in which nearly 25 proposed names were carefully evaluated. With the support of digital consultation tools such as ChatGPT, “Ignite Studio” was ultimately selected due to its strong symbolic meaning and motivational value. The word “ignite” represents the act of sparking creativity, enthusiasm, and innovative thinking among students, in line with the school’s aspiration to cultivate future-ready learners.

The Ignite Studio, SK Gual To'Deh

The establishment of Ignite Studio marks a significant milestone in strengthening digital education and student-centered learning at SK Gual To’Deh School. The studio functions as a dedicated space for video recording, broadcasting activities, digital storytelling, and multimedia production related to school programmes. Through this platform, students gain valuable exposure to real-world media production processes, including scripting, filming, editing, and presentation techniques. These learning experiences directly contribute to the development of essential 21st-century competencies such as communication skills, teamwork, problem-solving abilities, and creative thinking.

One of the most impactful contributions of Ignite Studio is its role in uncovering and nurturing students’ talents in journalism and media communication. By participating in school news production, interview sessions, documentary projects, and educational broadcasts, students acquire practical journalism skills that enhance their confidence and professional awareness. Journalism-based activities in the studio encourage students to practise ethical reporting, verify information accuracy, develop storytelling techniques, and improve public speaking abilities. This exposure strengthens students’ media literacy and promotes responsible digital citizenship, which are crucial in today’s information-rich society.

The coordination and daily management of Ignite Studio are led by ประเสริฐ รัตนวงศ์, who plays a vital role in supervising studio operations, organizing production schedules, and guiding student teams during content creation. Under this leadership, Ignite Studio has evolved into more than just a technical facility. It has become a creative learning hub where students are encouraged to explore new ideas, experiment with multimedia tools, and express their perspectives in meaningful and constructive ways.

Furthermore, the presence of Ignite Studio supports the school’s broader educational goals by integrating technology into both curricular and co-curricular activities. Teachers can utilize the studio to produce instructional videos, digital teaching resources, and school announcements, while students benefit from project-based learning approaches that promote active engagement and independent learning.

In conclusion, Ignite Studio serves as a transformative educational platform that empowers students to discover their potential in journalism and digital media. By igniting creativity and fostering practical skills, the studio plays a significant role in shaping confident, skilled, and media-literate students who are prepared to meet future challenges in the digital era.​

A Joyful First Day of School at SK Gual To’Deh: Building a Love for English Learning

SK GUAL TO'DEH - The first day of the school session at SK Gual To’Deh began with a positive atmosphere filled with excitement, curiosity, and hope. From the early morning, the school compound was lively with the laughter of pupils, warm greetings among teachers, and the enthusiastic presence of parents who accompanied their children. As a teacher, stepping into the classroom on the first day is always meaningful, and this year was no exception. Under my new name, Sir ประเสริฐ รัตนวงศ์, I was honored to begin another chapter of teaching with a group of energetic and motivated learners.

Sir ประเสริฐ รัตนวงศ์ conducts an interactive English class where pupils actively participate, communicate confidently, collaborate in groups, enjoy fun activities, and develop language skills in a supportive, engaging, and positive learning environment.

One of the most encouraging aspects of the day was the conducive and engaging learning environment. The classroom was well-organized, decorated with colorful learning materials, and arranged to support interaction and collaboration. Such an environment plays a crucial role in promoting students’ emotional comfort and academic engagement. When pupils feel safe and supported, they are more willing to participate actively and express their ideas without fear. This was clearly reflected in the pupils’ willingness to answer questions, volunteer for activities, and communicate with their peers in English.

The English lesson on the first day focused on simple introductions, greetings, and classroom expressions. Although some pupils were initially shy, their confidence gradually increased through interactive activities such as games, role-play, and group discussions. Many pupils expressed their enjoyment openly, stating that learning English was fun and exciting. Their smiles and active participation demonstrated that language learning does not have to be stressful; instead, it can be a joyful and meaningful experience when delivered using creative and student-centered approaches.

Moreover, the pupils’ positive response highlighted the importance of teacher enthusiasm and instructional strategies. By using encouraging words, clear instructions, and supportive feedback, I aimed to create a learning atmosphere that values effort rather than perfection. This approach helped pupils feel more comfortable making mistakes, which is an essential part of language acquisition. As Sir ประเสริฐ รัตนวงศ์, I believe that a teacher’s role is not only to deliver content but also to inspire confidence and curiosity in learners.

Another significant observation from the first day was the strong sense of community within the school. Teachers worked collaboratively to ensure that the transition into the new academic year was smooth and well-coordinated. School administrators provided clear guidance and support, while parents showed cooperation and trust in the school’s efforts. This collective commitment contributes greatly to the overall success of teaching and learning activities.

In conclusion, the first day of school at SK Gual To’Deh was a memorable and fulfilling experience. The pupils’ excitement, the supportive school environment, and the positive learning atmosphere created a strong foundation for the academic year ahead. Seeing pupils enjoy learning English and actively participate in class reminded me of the true purpose of teaching—to nurture knowledge, character, and confidence. With continuous effort, creativity, and dedication, I am confident that SK Gual To’Deh will continue to grow as a place where meaningful learning takes place and where pupils are inspired to achieve their full potential.

A Holistic Orientation Programme for the First Week of Schooling at SK Gual To’Deh 2026

SK GUAL TO'DEH - The first week of schooling plays a critical role in shaping pupils’ attitudes, emotional readiness, and overall adjustment to the school environment. At SK Gual To’Deh, the first week of the 2026 academic session, held from 11 to 15 January, was carefully structured through a comprehensive orientation programme designed to support pupils’ social, emotional, physical, and moral development. During this period, formal classroom teaching was deliberately postponed to allow pupils to participate fully in school-organised activities that emphasised transition, engagement, and holistic growth

Progam Minggu 1, 2026.

The programme commenced on Sunday, 11 January 2026, with the theme “Sapaan Mesra” for Level 1 pupils (Years 1–3) and “Aspirasi dan Matlamat” for Level 2 pupils (Years 4–6). For younger pupils, activities such as the welcoming assembly, self-introduction session “Who Am I?”, guided school tours, and lessons on school etiquette were implemented to familiarise them with the school environment and routines. These activities were particularly important for Year 1 pupils who were undergoing a significant transition into formal schooling. Meanwhile, Level 2 pupils participated in vision board activities, group dynamics sessions, and positive discipline briefings, which encouraged goal-setting, self-reflection, and responsible behaviour. The structured approach ensured that pupils at different developmental stages received age-appropriate support and guidance

On Monday, 12 January, the focus shifted towards physical activation, creativity, and numeracy reinforcement. Both levels participated in assemblies featuring the singing of three national and school-related songs, followed by aerobics sessions aimed at promoting physical well-being. Level 1 pupils engaged in poster colouring under the theme “Sekolahku Syurgaku” and school orientation tours, while Level 2 pupils took part in poster drawing activities. Additionally, the “Superhero Matematik – Buku Sifir” activity was conducted for both levels to strengthen basic mathematical skills in a fun and engaging manner. These activities demonstrated an integrated approach that balanced cognitive stimulation with physical and creative expression

The programme continued on Tuesday, 13 January, with a strong emphasis on collaboration, language development, and physical coordination. After the morning assembly and aerobics, pupils from both levels participated in station-based traditional games organised by the Physical Education panel. Language-based activities were differentiated according to pupils’ levels: Level 1 pupils engaged in “Lipat Jadi Hebat”, while Level 2 pupils participated in “Arkitek Perkataan”, both organised by the Malay and English Language panels. These activities supported the development of fine motor skills, creativity, and early literacy while fostering teamwork and communication among pupils

On Wednesday, 14 January, experiential learning was highlighted through the “Fun Walk – Kembara Flora dan Fauna”, involving all teachers and pupils. This outdoor exploration allowed pupils to connect with their natural surroundings while promoting physical activity and environmental awareness. The session “Tak Kenal Maka Tak Cinta”, organised by the History and Design & Technology panels, further enhanced pupils’ appreciation of their school community and heritage. The integration of outdoor learning and values-based education reflected the school’s commitment to nurturing well-rounded individuals

The programme concluded on Thursday, 15 January, with activities that focused on spiritual development, reflection, and community building. Pupils participated in Solat Hajat and Yasin recitation, followed by a talk on Isra’ and Mi’raj organised by the Islamic Education and Arabic panels. The week ended with prize-giving ceremonies and classroom beautification activities through class-based gotong-royong sessions. These activities reinforced moral values, gratitude, and a sense of ownership towards the learning environment

In conclusion, the first week orientation programme at SK Gual To’Deh in 2026 was systematically planned and successfully implemented. The programme achieved its objectives by ensuring that all pupils participated actively and adapted well to the school environment. By prioritising holistic development over immediate academic instruction, the school laid a strong foundation for pupils’ readiness to learn, socialise, and thrive throughout the academic year.

“Welcoming the New School Year: The Significance of First-Day Practices in Building a Positive School Culture”

RANTAU PANJANG - ​The first day of school at SK Gual To’Deh, Rantau Panjang, Kelantan marks more than the resumption of academic routines; it represents a meaningful annual tradition that reinforces the school’s values, culture, and sense of community. As early as 6.45 a.m., pupils arrive at the school compound, greeted warmly at the gate by the headmaster, Mr. Bakri Bin Hj. Nor, the Senior Assistant for Student Affairs (PK HEM), Madam Nurullhuda Bt. Zakaria, and several dedicated teachers. Their presence at the school gate is a symbolic and practical practice that carries significant educational, emotional, and social importance.

The headmaster’s act of welcoming a pupil at the school gate reflects a meaningful and compassionate leadership practice. This simple gesture demonstrates that the school values each pupil as an individual, not merely as a learner within the system. By personally greeting pupils, the headmaster helps create a warm and inclusive environment that reduces anxiety, especially at the beginning of the school day.

Firstly, welcoming pupils at the school gate demonstrates strong and visible leadership. When school leaders position themselves at the forefront on the first day, they send a clear message that students are valued and that the school prioritizes student welfare. This act humanizes school authority figures, reducing perceived distance between administrators and pupils. For new pupils especially, seeing the headmaster and teachers smiling and offering greetings helps to ease anxiety and fosters a sense of safety and belonging from the very beginning of the school year.

Secondly, this practice nurtures a positive school climate. The early morning welcome sets the emotional tone for the day and, by extension, the year ahead. Pupils who are greeted personally are more likely to feel motivated, respected, and excited to learn. Research on school climate consistently shows that positive initial interactions between students and teachers contribute to better engagement, improved behavior, and stronger attendance patterns. The excitement visible on the faces of both pupils and teachers reflects a shared optimism to begin a new chapter in 2026 with renewed commitment and enthusiasm.

In addition, the practice strengthens relationships between teachers and pupils. Education is not solely about curriculum delivery; it is fundamentally relational. Simple gestures such as greeting pupils by name, offering encouragement, or acknowledging their return after the holidays help build trust and rapport. These relationships form the foundation for effective teaching and learning throughout the year, as pupils are more receptive to guidance from teachers who demonstrate care and approachability.

Furthermore, the annual welcoming ritual reinforces discipline and punctuality. By arriving early and being present at the gate, teachers model punctual behavior, subtly communicating expectations to pupils. The structured yet welcoming environment encourages students to develop good habits, such as arriving on time and beginning the day in an orderly manner.

Finally, this practice symbolizes continuity and renewal. Each year, it reminds the school community of its shared mission to educate, nurture, and inspire. Standing at the gate together, school leaders and teachers affirm their collective responsibility and readiness to face new challenges. For pupils, the moment becomes a memorable start that instills confidence and hope, making the first day not just a return to school, but the beginning of a meaningful educational journey.

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The Annual Sports Championship of SK Gual To'Deh 2025

SK GUAL TODEH - The Annual Sports Championship of Sekolah Kebangsaan Gual To’Deh, held from 9 to 10 December 2025, marked a proud achievement for the entire school community and surrounding residents. The event was organised not only to promote physical fitness among pupils but also to cultivate unity, cooperation and leadership through active involvement in co-curricular activities. The opening ceremony was officiated by the Headmaster of SK Gual To’Deh, Encik Bakri bin Hj. Md Nor, who highlighted the importance of sports as a medium for developing character and holistic student growth.

A photograph of the Green House champions proudly celebrating their victory at the 2025 Annual Sports Championship, showcasing their team unity, vibrant spirit and dedication, with members holding their banner high after an outstanding and well-deserved achievement.

The parade of sports houses, which began at 8.30 a.m., stood out as one of the most captivating moments of the event. The four houses—Red, Blue, Green and Yellow—showcased creative displays through sports attire designed according to their respective themes and colours. This presentation reflected the pupils’ abilities in planning, organisation and teamwork, in line with 21st-century educational goals that emphasise soft skills such as leadership, communication and creativity.

Throughout the two-day championship, various sports and athletic events were contested, including running events, shot put, long jump and several light competitions tailored to pupils’ differing physical abilities. This year’s championship also introduced a new event, ‘bidas’, a game that has gained popularity among the Kelantanese community. The participation of local villagers added to the festive atmosphere while strengthening school–community relations, aligning with community-based education approaches that emphasise collaboration between schools and society.

The competition between the sports houses was carried out in the spirit of true sportsmanship. Although there was no tug-of-war event in this year’s edition, the championship remained lively with loud cheers, the determined effort of young athletes, and the continuous support provided by teacher-coaches. The event also offered valuable educational lessons, including discipline, mental resilience and the ability to handle both victory and defeat with grace.

The 2025 Annual Sports Championship of SK Gual To’Deh concluded with the Green House emerging as the overall champion. This victory reflects the high level of commitment demonstrated by its members through consistent training and preparation throughout the year. Congratulations and well done to the Green House for this outstanding achievement, which will undoubtedly inspire other houses to improve their performance in future championships.

Overall, the championship not only showcased athletic excellence but also strengthened social bonds between the school community and local residents. The 2025 edition stands as one of the most meaningful in the school’s history, with well-organised activities and active participation contributing to SK Gual To’Deh’s continued excellence in organising school-level sports events.

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A Reflection of Commitment and Togetherness: SK Gual To’Deh Year-End Appreciation Gala 2025

WAKAF BHARU -  The 2025 Year-End Dinner of Sekolah Kebangsaan Gual To’Deh represented a significant manifestation of organizational culture in strengthening values of togetherness, appreciation, and collective reflection among school staff after completing an academic year marked by varied challenges and achievements. The event was held on 6 November 2025 at New Cottage Restaurant, Wakaf Bharu, Kelantan, and commenced at 12.30 p.m., with the presence of nearly all teachers and staff members.

A memorable group photo of the SK Gual To’Deh community at the 2025 Year-End Dinner, celebrating unity, dedication, and shared achievements after a year of challenges, collaboration, gratitude, and renewed commitment among teachers and staff.

Conceptually, a year-end dinner is not merely a social gathering; rather, it functions as a symbolic platform for closing one phase of an organizational journey. In the context of SK Gual To’Deh, the event reflected the school’s capacity to navigate the “bittersweet” experiences encountered throughout the year, including limitations in resources, increasing professional demands on teachers, commitment to holistic student development, and the need to sustain a harmonious working environment. The collective attendance of the school community demonstrated a high level of organizational commitment, which remains a vital element in determining school effectiveness.

The programme began with a welcoming address by the Chairman of the Teachers’ and Staff Association (BIGS), Muhammad Nazri bin Ghazali. His speech emphasized the importance of unity and collaborative spirit in sustaining the school’s progress and excellence. From an academic perspective, this message aligns with findings in educational management research, which highlight that instructional leadership and social support within schools contribute positively to teachers’ job satisfaction and professional motivation. The address implicitly acknowledged the collective contributions of all SK Gual To’Deh staff in advancing the school’s educational agenda throughout the year.

This was followed by a speech from the Headmaster of SK Gual To’Deh, Bakri bin Md Nor, which served as the reflective highlight of the event. He expressed his happiness and gratitude for the strong attendance, illustrating the strength of an inclusive and supportive school culture. His speech revisited the journey of the past year, which involved pedagogical challenges, the need to adapt to policy changes, and multiple achievements attained through shared effort and perseverance. Within the framework of the learning organization theory, such reflective practices are essential in facilitating continuous improvement and more effective strategic planning for the future.

The cake-cutting ceremony that followed symbolized both the closure of the year’s collective efforts and the renewal of shared hopes for the coming year. This activity went beyond celebration, functioning as an organizational ritual that strengthened interpersonal relationships among staff members. The lucky draw session further enhanced the joyful atmosphere, and the moment when Khun Matt won the grand prize became a memorable highlight that added to the warmth of the occasion. From the perspective of workplace well-being, elements of appreciation and enjoyment such as these are associated with reduced work-related stress and enhanced emotional well-being among teachers.

My attendance at the event together with my spouse also underscored the supportive role of family in the teaching profession. In sum, the 2025 Year-End Dinner of SK Gual To’Deh was not only a celebration marking the end of a year filled with both challenges and successes, but also a meaningful occasion that reinforced solidarity, resilience, and readiness among the school community to move forward into the coming year with renewed commitment, positive morale, and strengthened professional dedication.

Empowering Students with 21st-Century Skills Through the TV PSS Media Hub

SK GUAL TO'DEH - A TV room for the School Resource Centre (PSS) at SK Gual To’Deh is being developed beside the existing room as part of a strategic initiative aligned with the Ministry of Education Malaysia’s (MOE) commitment to strengthening digital literacy and 21st-century competencies among pupils. The 30 x 10-foot room, equipped with 30 laptops, is designed not merely as a media space but as a comprehensive technology learning hub. Its establishment supports MOE’s data-driven and digital-integration programmes such as PSS Digitalisation, Digital Technology Integration in Teaching and Learning, and the Educational Big Data Collaboration Initiative.

The pupils actively assist in managing the TV PSS room by helping to carry and arrange tables and chairs. Their cooperation ensures the room is organized efficiently, fostering teamwork and responsibility among the students.

Through this TV PSS room, pupils who recently completed the TV PSS workshop can continue learning in a more structured manner. They are exposed to essential and advanced digital competencies, including the use of smartphones and laptops for media production. Key skills emphasised in the programme include video recording techniques, capturing high-quality photographs, and applying basic editing software to produce suitable media content. These learning opportunities align with current research findings indicating that structured digital-competency training significantly enhances learners’ technological understanding and supports higher-order thinking skills.

A total of 26 laptops were donated to SK Gual To’Deh by the Rantau Panjang Teacher Activity Centre.

Beyond technical development, the programme also trains pupils to serve as “school reporters.” Beginning next year, they will be responsible for documenting and reporting on school activities and events. This experience not only builds self-confidence but also strengthens communication, critical thinking, and creativity. International research on media literacy underscores that involving pupils in school-based journalism expands their communicative competence and deepens their understanding of information ethics—an essential component of digital-safety principles promoted by MOE.

The pupils’ media products will be uploaded to the school’s official social media platforms, including Facebook, YouTube and TikTok. This practice not only increases the visibility of school programmes but also cultivates a culture of evidence-based information sharing. The initiative reinforces digital-reporting practices encouraged through MOE’s school data-digitalisation agenda. Producing digital content enables the school to systematically collect data on student performance, interests and skill development, contributing to more data-informed educational planning.

In essence, the establishment of the TV PSS room represents a holistic effort that integrates technological needs, pupil talent development and the national digital-education transformation agenda. With proper facilities and structured guidance, this room is expected to become an innovative learning centre that strengthens the school’s transition towards a mature, data-driven and competitive digital culture.

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