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Indonesia and Malaysia have different pedagogical approaches in the implementation of curriculum and teaching methods, influenced by educational policies and diverse cultural contexts. This study aims to analyze the learning models and assessment strategies applied in social sciences education at higher education institutions in Indonesia and Malaysia. The research employs a qualitative descriptive approach by conducting observations, interviews, and documentation with lecturers and students involved in social science courses at Universitas Islam Negeri (UIN) Mataram and Universiti Pendidikan Sultan Idris (UPSI). The results indicate that in both institutions, student-centered learning models such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL) are well implemented, although UIN Mataram focuses more on a holistic approach, while UPSI extensively utilizes technology through the MYGURU platform to support learning and assessment processes. The study concludes that the adoption of technology in learning is essential to enhance the effectiveness of the teaching and learning process, and both institutions emphasize the importance of continuous assessment and real-world relevant learning. The implications of this research suggest the need for more adaptive educational policies that respond to technological and pedagogical developments to improve the quality of higher education.
Irrubai et al. (Sun,) studied this question.