INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
“Revitalising Traditional Malay Kuih Through Facebook:AStudy of  
Online Culinary Knowledge Sharing”  
Nurul Ashikin Ismail1, Fazilina Darus2*, Hazrina Ghazali3, Noraida Abd. Karim3, Muhammad Faiz  
Mansor3, Abdul Wafi Abdul Rahman1  
1Faculty of Technical and Vocational Education, University Tun Hussein Onn Malaysia, Parit Raja, Batu  
Pahat, 86400 Johor, Malaysia.  
2Faculty of Business, UNITAR University College Kuala Lumpur, Wisma Hong Leong, 18 Jalan Perak, ,  
50450 Kuala Lumpur, Malaysia.  
3Faculty of Food Science and Technology, Universiti Putra Malaysia, 43400 UPM Serdang, Selangor,  
Malaysia.  
3Faculty of Hotel and Tourism Management, Universiti Teknologi MARA, Sura Hujung, 23000 Dungun,  
Terengganu, Malaysia  
*Corresponding Author  
DOI: https://dx.doi.org/10.47772/IJRISS.2025.91100044  
Received: 07 November 2025; Accepted: 14 November 2025; Published: 28 November 2025  
ABSTRACT  
Social media has revolutionized the way people connect, communicate, and share cultural heritage. Facebook,  
as a dominant image-sharing and engagement platform, plays a pivotal role in preserving and promoting  
culinary traditions. Traditional Malay kuih, an integral part of Malaysia’s food heritage, is facing threats of  
extinction due to declining intergenerational knowledge transfer and limited public awareness. This study  
investigates how the Facebook food community, particularly the group Masak Apa Hari Ni (MAHN),  
contributes to sharing and preserving knowledge of traditional Malay kuih. Through qualitative content  
analysis of five highly engaged posts, the study identifies six major themes that demonstrate how Facebook  
facilitates social learning, emotional engagement, and collective knowledge sharing around traditional kuih.  
The findings highlight Facebook's potential as a virtual archive and learning space for cultural food heritage in  
the digital age.  
Keywords: Traditional Food, Malay kuih, social media, Facebook community, food heritage, digital  
preservation  
INTRODUCTION  
Social media has become an essential part of everyday life, serving as a primary platform for communication,  
self-expression, and the dissemination of information. It allows users to share personal updates, express  
opinions, and remain informed about current trends. One of its most dynamic applications is within the  
culinary domain, where users document their cooking experiences and seek culinary advice from others with  
similar interests and expertise (Lee et al., 2014; Chugh & Ruhi, 2018; Yusof et al., 2023).  
Within this digital landscape, heritage food has gained renewed attention. Defined as “traditional regional  
cuisine infused with cultural values that reflect the lives, customs, and identities of communities passed down  
through generations” (Omar et al., 2015), heritage food is a cultural asset that connects past and present.  
Traditional Malay food practices, in particular, represent a rich tapestry of culinary heritage passed on from  
elder generations. However, many traditional dishes, especially Malay kuih, are at risk of being forgotten due  
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INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)  
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue XI November 2025  
to lifestyle changes, urbanization, and reduced intergenerational transmission of knowledge (Sharif et al.,  
2015; Kamaruzaman et al., 2022).  
Facebook food communities, informal digital groups formed around shared culinary interests, have emerged as  
alternative spaces to preserve and share traditional food knowledge. These groups, such as Masak Apa Hari Ni  
(MAHN), allow users to post recipes, cooking techniques, and cultural narratives. Group creators and  
administrators manage participation, often controlling visibility through privacy settings. In closed groups,  
shared content remains within the group, creating a secure, focused space for learning and interaction (Yusof et  
al., 2023; Fauzi, Razali, & Kamarulzaman, 2023).  
Traditional Malay kuih is a significant part of Malaysia’s intangible cultural heritage. It reflects local  
ingredients, preparation methods, and communal values. According to Pieniak et al. (2009), traditional food is  
defined as food that has been prepared and consumed in a specific region for a long period. However,  
transformations in agricultural practices, raw material availability, and consumer preferences have altered  
traditional food systems (Kuhnlein, Erasmus, & Spigelski, 2009). Today’s younger generation is often  
disconnected from traditional kuih due to a lack of early exposure and prioritization of digital entertainment  
over cultural learning (Sani & Farid, 2024).  
Ismail et al. (2013) highlighted that one of the main challenges in preserving traditional Malay cuisine is the  
young generation’s limited appreciation for its cultural values. This disconnect is amplified by limited sharing  
and exposure within families and communities. Consequently, there is a growing need to explore alternative  
platforms, such as social media, that can reignite interest in heritage food.  
Despite its potential, there has been limited scholarly attention given to how social media platforms, especially  
Facebook, can serve as repositories and learning hubs for traditional Malay kuih. This study seeks to fill that  
gap by exploring the role of Facebook food communities in preserving and sharing traditional Malay kuih  
practices.  
The objectives of this study are:  
1. To investigate the role of Facebook food communities as a source of knowledge about traditional Malay  
kuih.  
2. To examine the types of Facebook posts and community interactions that facilitate learning and sharing of  
traditional Malay kuih.  
By understanding the digital behaviors within these communities, this study hopes to inform future strategies  
for heritage food preservation. It also contributes to the food industry and cultural sectors by highlighting how  
social media can be leveraged to revitalize traditional cuisine, particularly among younger generations.  
LITERATURE REVIEW  
Facebook as a Platform for Interaction and Learning  
Facebook is a widely used online social networking platform that enables users to interact through a variety of  
content formats such as text updates, images, videos, and external links. Users engage with content by liking,  
commenting, sharing, or using emotive reactions, creating an interactive and collaborative virtual environment.  
These affordances make Facebook an effective tool for connecting individuals with shared interests across  
geographical boundaries (Kim, 2019; Chugh & Ruhi, 2018).  
During periods such as the COVID-19 lockdowns, when face-to-face interaction was restricted, Facebook  
became an essential tool for communication and support, fostering online communities and emotional  
connectivity (Harris, 2020; Marengo et al., 2021). Moreover, Facebook has been used as an informal learning  
environment, where individuals can discuss challenges, share knowledge, and exchange support (Selwyn,  
2007). Ulla and Perales (2020) highlighted that integrating Facebook as a virtual whiteboard in an English  
language classroom encouraged student participation and improved learning engagement.  
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However, concerns have also been raised regarding the overuse of Facebook. Andreassen et al., (2012)  
introduced the concept of Facebook Addiction (FA), suggesting that excessive engagement with the platform  
can foster obsessive behavior. More recent studies, such as Ripon et al. (2022), observed that individuals who  
lack strong offline social support tend to rely more heavily on Facebook during periods of stress, potentially  
exacerbating psychological dependency.  
Significance of Social Media in Knowledge Exchange  
Social media platforms, including Facebook and Twitter, have transformed the way people communicate,  
especially in the context of cultural and knowledge sharing. They enable the continuous exchange of ideas,  
lifestyles, and practices among users from diverse backgrounds (Trisha, 2012; You et al., 2017). Visual-based  
sharing, particularly images and videos of food, is increasingly common, reflecting the rise of  
“foodstagramming” and culinary storytelling that contributes to cultural identity formation (Fauzi et al., 2023;  
Sani & Farid, 2024).  
These platforms also function as informal digital archives where users document personal experiences,  
regional cuisines, and traditional practices. However, alongside their benefits, social media platforms pose  
challenges such as the spread of misinformation. Al-Maatouk et al., (2021) emphasized the risk of  
misinformation during crises, noting that the viral nature of content can distort public perception. Kumar et al.  
(2018) likewise found that fabricated information spreads rapidly on digital platforms and can affect decision-  
making in real-world contexts.  
Despite these concerns, social media remains a powerful tool for cultural preservation and lifestyle education,  
particularly when used responsibly and collaboratively.  
Traditional Malay Kuih as Intangible Cultural Heritage  
Traditional Malay kuih (desserts and snacks) represent a significant aspect of Malaysia’s intangible heritage.  
According to Humairah et al., (2015), traditional kuih incorporates unique ingredients, preparation techniques,  
and cooking tools that have been handed down through generations. Often rooted in religious and cultural  
rituals, Malay kuih is a symbol of regional identity and communal history.  
The European Union defines traditional foods as those linked to a region and transmitted over generations  
through consistent usage and social practice. Similarly, oral transmission plays a critical role in preserving the  
recipes and cultural meanings of Malay kuih (Rahman et al., 2018). However, modernisation and globalisation  
have led younger generations to favor convenience foods, decreasing their familiarity with traditional culinary  
practices (Sharif et al., 2015; Kamaruzaman et al., 2022).  
In recent years, digital media has emerged as a viable alternative for transmitting traditional knowledge,  
including recipes, preparation methods, and cultural symbolism. Digital food communities, such as Facebook  
groups, provide platforms where such knowledge can be shared, preserved, and revitalized in engaging ways.  
They offer a space for both experienced and novice cooks to interact, making traditional food practices  
accessible even to those disconnected from their roots (Yusof et al., 2023).  
METHODOLOGY  
Research Design  
This study employed a qualitative research design using a content analysis approach. Content analysis is a  
widely used technique for systematically interpreting textual data by identifying patterns, themes, or meanings  
(Vaismoradi & Snelgrove, 2019). It enables researchers to examine the presence and relationship of specific  
words, themes, or concepts within textual communication (Columbia Public Health, 2022). This method is  
particularly suitable for exploring how online communities engage in meaning-making through user-generated  
content.  
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The approach used in this study aligns with conventional content analysis, which is often applied when  
existing research on a phenomenon is limited, allowing categories and themes to emerge inductively from the  
data (Hsieh & Shannon, 2005; Erlingsson & Brysiewicz, 2017).  
According to Powers and Knapp (2006), content analysis encompasses various strategies for examining written  
material. It involves coding and categorizing large amounts of text in a systematic and unobtrusive manner to  
identify patterns in word usage, thematic structures, and discourse features. The ultimate goal is to provide a  
detailed description of the content by analysing "who says what, to whom, and with what effect" (Bloor &  
Wood, 2006). This makes content analysis especially useful for studying social media communication, where  
messages are multidimensional and context-rich.  
Data Selection  
Data were collected from the Malaysian Facebook food community that focus on home cooking and traditionl  
recipes. The primary dataset consisted of post from Masak Apa Hari Ni (MAHN), complimented by data from  
two other related public groups; Resepi Traditional Melayu and Kuih Warisan Nusantara, to provide broader  
insights into online engagement.  
The time frame of January 2018 to December 2019 was selected because it reflected peak user activity before  
the onset of the COVID-19 pandemic, during social media platforms were heavily used to share home-cooked  
meals and traditional recipes (Fauzi, Razali, & Kamarulzaman, 2023). Posts related solely to advertising,  
marketing, sales or job postings were included to maintain focus on organic user interaction and community  
driven sharing.  
Participants and Sampling Criteria  
The sample consisted of five highly engaged posts from the MAHN Facebook group that met the following  
criteria:  
1. The posts included images or videos of traditional Malay kuih.  
2. The accompanying captions were descriptive or informative.  
3. The posts attracted a considerable number of user interactions (likes, comments, and replies).  
4. The comments demonstrated varied responses such as inquiries, advice, nostalgia, or emotional  
expression.  
Each selected post included a range of user-generated comments and interactions, which served as the primary  
data for analysis. Although participants' identities were anonymized, their contributions provided valuable  
insight into communal knowledge-sharing and cultural engagement practices.  
Data Analysis  
Data were analysed manually using thematic analysis, which is a common qualitative method for identifying,  
analyzing, and reporting patterns (themes) within data (Braun & Clarke, 2006; Nowell et al., 2017). Each post  
and its associated comments were read repeatedly to ensure a deep understanding of the content. Meaningful  
units were coded, and related codes were grouped into broader themes that aligned with the study's research  
objectives.  
All quotes were extracted verbatim from the Facebook posts and comments. Where necessary, minor  
adjustments (e.g., correction of typos or abbreviation expansion) were made for clarity while preserving the  
original meaning.  
The final themes were reviewed and refined to ensure internal consistency and relevance to the study  
objectives. This process helped to uncover the ways in which Facebook facilitates community knowledge  
exchange and engagement with traditional Malay kuih.  
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RESULTS AND DISCUSSION  
This study identified six emergent themes from the content analysis of five selected posts in the Masak Apa  
Hari Ni (MAHN) Facebook group: (1) Social and Relationship Development, (2) Knowledge Sharing, (3)  
Social Learning Skills, (4) Expressing Emotion, (5) Personal Experience, and (6) Supportive Community.  
These themes illustrate how Facebook functions as a dynamic platform for preserving and promoting  
traditional Malay kuih.  
Table 1 summarizes the respondents who contributed to the thematic analysis. All quotes were provided by  
female participants, identified by anonymized codes and quote IDs. This reflects women’s active role in  
preserving and sharing traditional kuih knowledge within the Facebook group. The table shows how these  
contributions support the six themes discussed in the study.  
Table 1: Summary of the Respondents  
No.  
Gender  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Female  
Respondent Code  
Quote ID  
Q1  
1
K3  
K1  
K5  
K1  
K1  
K2  
K2  
K2  
K5  
K1  
K1  
K4  
K1  
K5  
K5  
K1  
K1  
K5  
2
Q31  
Q17  
Q2  
3
4
5
Q9  
6
Q35  
Q5  
7
8
Q5  
9
Q29  
Q25  
Q12  
Q50  
Q54  
Q69  
Q65  
Q42  
Q32  
Q5  
10  
11  
12  
13  
14  
15  
16  
17  
18  
Theme 1: Social and Relationship Development  
The first theme highlights the role of Facebook in nurturing social bonds and collective engagement around  
food heritage. Users demonstrated emotional closeness and community cohesion through light-hearted  
interactions, questions, and invitations to collaborate. This theme includes three categories: motivation, humor,  
and togetherness.  
Examples:  
1. “Later, we will try to do the same” (K3, female)  
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2. “Live in Telaga Mas, do you know how to make this kuih Telaga Mas?” (K1, Q31)  
3. “When are we going to eat this kuih karas together?” (K5, Q17)  
Such interactions reinforce findings from psychological studies suggesting that shared culinary activities  
enhance social cohesion and well-being (Sani & Farid, 2024; Yusof et al., 2023). When people come together  
around cultural food topics, they create a virtual sense of belonging that mimics real-world community.  
Theme 2: Knowledge Sharing  
The second theme illustrates how Facebook serves as a site for peer-led learning. Participants used the  
comment sections to ask questions, clarify recipes, and compare knowledge about ingredients or preparation  
methods. Categories within this theme include: learning sessions, opinion-sharing, and clarification.  
Examples:  
1. “This looks delicious, dik. What kind of flour do you use?” (K1, Q2)  
2. “The green is glutinous… inside it not sure… first time I saw it” (K1, Q9)  
3. “Pulut sekaya kuih uses many eggs; seri muka uses fewer. Many think it’s the same.” (K2, Q35)  
This reflects what Wang & Noe (2010) described as intentional knowledge sharing, where users voluntarily  
exchange task-related insights. In heritage food contexts, such informal learning ensures the continuity of  
traditional practices otherwise at risk of fading.  
Theme 3: Social Learning Skills  
Participants displayed notable social learning behaviors, especially around problem-solving and respectful  
dialogue. This theme was divided into effective communication, collaborative troubleshooting, and  
interpersonal respect.  
Examples:  
1. A: “How is the coconut milk at the same level? I just want to learn, hehe.” (K2, Q5)  
2. B: “Don’t put as much coconut milk as glutinous rice… put just enough to sink a little.”  
3. “I want to try it using a toaster.” (K5, Q29)  
These examples align with Bandura’s (1977) social learning theory, which posits that people learn not only  
from direct instruction but also from observing and interacting with others. The Facebook group serves as a  
low-risk, high-reward environment for trial-and-error learning.  
Theme 4: Expressing Emotion  
Many users conveyed sentimental or nostalgic emotions, underscoring the deep personal connections they have  
with traditional kuih. Emotional expression is often overlooked in culinary scholarship but plays a central role  
in cultural engagement.  
Examples:  
1. “Wow, Kak Zura is here!” (K1, Q25)  
2. “My favourite kuih, I haven’t eaten it in so long.” (K1, Q12)  
3. “Your kuih looks delicious... it gives me ideas to sell it.” (K4, Q50)  
This emotional engagement confirms recent findings that social media platforms encourage users to externalize  
personal feelings, which in turn enhances community trust and identity (Marengo et al., 2021; Derks et al.,  
2008).  
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Theme 5: Personal Experience  
The fifth theme reflects users' intergenerational memories and lived experiences, which were frequently shared  
in response to traditional kuih posts. Categories include family narratives, personal memories, and historical  
anecdotes.  
Examples:  
1. “Yes… just like the kuih in Sarawak we used to eat when we were little.” (K1, Q54)  
2. “My mom sold this in the 70s... using charcoal and homemade flour.” (K5, Q69)  
3. “It’s been a long time… my father liked this kuih.” (K5, Q65)  
These personal stories contribute to what UNESCO (2021) identifies as intangible cultural heritage, where oral  
history and embodied experience are critical to cultural preservation.  
Theme 6: Supportive Community  
Lastly, the Facebook group demonstrated a strong culture of encouragement and mutual aid. Users frequently  
offered solutions, praised efforts, and motivated others to try new things. The subcategories identified include:  
encouragement, suggestions, and constructive feedback.  
Examples:  
1. “Let us try to make this kuih.” (K1, Q42)  
2. “New kuih... please try it.” (K1, Q32)  
3. “If you don’t have an oven, you can use a gas stove.” (K5, Q5)  
This aligns with digital ethnographic studies suggesting that peer support enhances user engagement and  
motivation in online learning communities (Fauzi et al., 2023; Nowell et al., 2017).  
Synthesis and Implications  
Together, these six themes demonstrate that Facebook food communities serve as living archives and dynamic  
learning ecosystems for traditional Malay kuih. The interactions go beyond passive content consumption—  
they reflect active cultural negotiation, shared emotion, and real-time knowledge exchange.  
This finding strengthens previous research asserting that social media platforms can complement traditional  
education and family transmission as mechanisms for preserving heritage food (Yusof et al., 2023;  
Kamaruzaman et al., 2022).  
CONCLUSION  
This study explored how the Facebook food community Masak Apa Hari Ni (MAHN) serves as a platform for  
the preservation and dissemination of knowledge related to traditional Malay kuih. Thematic analysis of five  
selected posts revealed six key themes: social and relationship development, knowledge sharing, social  
learning skills, emotional expression, personal experience, and supportive community. These themes  
collectively highlight the multifaceted role of social media in fostering cultural continuity.  
The findings indicate that Facebook facilitates not only knowledge transmission but also emotional and  
experiential storytelling. Comments that include personal memories, feelings of nostalgia, and encouragement  
significantly contribute to community engagement. Such user interactions cultivate a virtual space where  
traditional recipes are not only learned but also celebrated. Posts that evoke emotion or offer supportive advice  
generate enthusiasm among group members, motivating them to try traditional kuih recipes, some for the first  
time.  
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Furthermore, the Facebook community plays a vital role in enabling peer-to-peer learning, where participants  
share insights, clarify details, and exchange culinary tips. This kind of informal learning supports the  
preservation of intangible cultural heritage, especially in an era where many traditional food practices are at  
risk of disappearing due to modernization and changing lifestyles.  
Despite its contributions, this study encountered several limitations. The dataset was confined to a specific  
timeframe and relied on a limited number of posts due to the difficulty in identifying organic content focused  
exclusively on traditional Malay kuih. A significant proportion of posts in food-related Facebook groups are  
commercial in nature, which limited the selection of data suitable for in-depth analysis. Additionally, the lack  
of demographic data and reliance solely on text-based content restrict the ability to generalize findings across  
generations or user backgrounds.  
For future research, it is recommended to adopt a mixed-methods approach, incorporating interviews or  
surveys to capture user motivations and perspectives more comprehensively. Expanding the dataset to include  
a broader variety of Facebook groups or exploring other platforms like Instagram or TikTok could also offer  
comparative insights. Further studies should also consider focusing on youth engagement to better understand  
the generational gaps in traditional food knowledge and digital learning.  
In conclusion, this study contributes to the growing body of research on digital heritage preservation by  
demonstrating that Facebook food communities can act as living archives and collaborative learning  
environments. For academicians, cultural advocates, and the food industry, these findings affirm that social  
media is not just a space for sharing recipes—it is a powerful medium for sustaining culinary heritage. The use  
of platforms like Facebook ensures that traditional Malay kuih remains relevant and appreciated, especially  
among the younger generation, thereby supporting intergenerational knowledge transfer in the digital age.  
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