Professional Documents
Culture Documents
MONO G R A F
2
Monograf 1
Pembangunan Modal Insan
Monograf 2
Strategi dan Kaedah Pengajaran dan Pembelajaran
Monograf 3
Teknologi dan Inovasi dalam Pengajaran dan Pembelajaran
Monograf 4
Polisi dan Pengurusan Pengajaran dan Pembelajaran
Monograf 5
Isu Semasa dalam Pengajaran dan Pembelajaran Pengajian Tinggi
Buku Abstrak
Ke Arah Peningkatan Kualiti Modal Insan
ISBN 978-967-960-222-7
Diterbitkan oleh
Monograf
Persidangan Pengajaran dan Pembelajaran
di Peringkat Pengajian Tinggi 2007
Ketua Editor
Sidek Hj. Ab. Aziz
Sidang Editor
Mohd. Majid Konting Hamidah Meseran
Mansor Ahmad Mohd. Farid Jaafar
Zaidan Abdul Wahab Marzanah A. Jabar
Mohd. Kamil Yusof Fatimah Sidi
Rusli Abdullah Nor Azirawani Man
Editor Teknikal
i
Siri Monograf Pengajaran dan Pembelajaran IPTA
ii
PRAKATA
Siri Monograf Pengajaran dan Pembelajaran IPTA merupakan koleksi
eksklusif kertas kerja Persidangan Pengajaran dan Pembelajaran Pering-
kat Pengajian Tinggi 2007 (CTLHE07) yang berlangsung pada 12-14
Disember 2007 di Hotel Palace of Golden Horses, Seri Kembangan, Selan-
gor. CTLHE07 dianjurkan bersama Universiti Putra Malaysia dan Majlis
Ketua Pusat Pengajaran dan Pembelajaran Institut Pengajian Tinggi
Awam Malaysia di bawah naungan Kementerian Pengajian Tinggi Malay-
sia.
- EDITOR -
iii
PENGHARGAAN
Sekalung penghargaan kepada
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KANDUNGAN
Sidang Editor i
Prakata iii
Penghargaan iv
19) Persepsi Pelajar terhadap Aktiviti di dalam Kelas Bahasa Arab: 189
Tinjauan di USIM
Lubna Abd Rahman, Wan Azura Wan Ahmad, Arnida A.Bakar
USIM
27) Board Game: Nun-Forecaster Fast Forward into the Corporate 276
Future – What Lies Ahead of You?
Rozainun Abdul Aziz, UiTM
31) Freemind for the Teaching and Learning of Electrical Machines 321
Mohd Fakhizan bin Romlie, UTP
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1.0 INTRODUCTION
From 1998 to 2000 more than 80% of the UTHM intake was from
Malaysian Technical Secondary Schools. Thus it is the UTHM’s obligation to
introduce this program as a continual process in higher learning institutions. In
2002, the contextual approach in the teaching and learning mathematics was
introduced in the Centre for Science Studies in UTHM. The implementation of
contextual approach in UTHM is already more than four years; however there is
no proper module of the teaching and learning mathematics contextually and
there is no proper experimental research that has been done to study whether
this method has been effective. Thus, this research is to study the effectiveness
of the contextual approach.
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[16]
for the development of systems engineers . Sometimes
students are not able to connect what they learn in class with the
real world. PBL will be a good method of learning as the creation
of most PBL classes is built around the delivery of the real-world
[17]
learning experience to the students . Traditional method is a
one-way method of teaching and the students are expected to
just accept what the teacher teaches. However in PBL, there is a
connection between the teaching method and the depth and
complexity of the learning, as the students may be expected to
reach the level of analytically complex comprehension through
the problem-based work that is not done in the traditional
[18]
method of teaching .
3.0 SCOPE
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5.0 METHODOLOGY
The study will focus on the teaching and the learning that provide
concrete hands-on application of materials to be learned. It will investigate
whether the contextual approach in using mathematics lab, statistics video clips
embedded in power point presentations and class activities is effective, that is,
the degree technical students are able to understand the mathematics concepts
and apply the concepts in their engineering subjects.
Frequency and percentage will be used to answer the first three research
questions. Inference statistics will be used to study the effectiveness of
understanding mathematical concept using contextual approach. The research
hypothesis is as below:
Ho : µcontrol = µtreated
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Ha : µcontrol ≠ µtreated
CONCLUSION
REFERENCES
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1.0 INTRODUCTION
Globalization is impacting on education system in many countries
throughout the world. One aspect of this process is the language usage in the
teaching of science and mathematics. This is particularly true in the context of
Malaysia. The phenomenon where knowledge, value, principle and curricular
developed in a local context gaining a global adherence is perceived as being an
inevitable outcome. (Clarkson,. 2004). At the beginning of the 1970’s, the main
medium of instruction of Malaysian school system was changed from English to
Malay, the national language. This was done in some way for political reason and
motivated by the call of patriotism and moving away from colonial influence.
However from 2003 onwards, the government has launched a reform in
education system where all first year primary, secondary and Malaysian
matriculation college has to use English in teaching science and mathematics as
well as related subjects. The level that started to be affected with this policy were
year 1 in primary school, form 1 in lower secondary schools and form 6 for higher
secondary and matriculation level. The level that were affected increased
gradually and culminated to all level affected by year 2008 including the tertiary
level. Public university in Malaysia has mandated that English is to be used as a
medium of instruction for all science and mathematics related courses starting
from semester 1 for 2005/6 session and all first year courses beginning 2006/7
session. The implementation of this policy brings obvious ramification in the
teaching of mathematics in higher education.
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1800
1600 1526
1400
1200
1000
UTM
800
667
600 544
400
200 127
51
1
0
1 2 3 4 5 6
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The data for the research were collected from two public universities in
Malaysia. A total of 175 respondents comprise of professors, associate
professors and lecturers from eleven faculties had participated in the research.
Questionnaires were used as the instrument for data collection and later
analyzed using SPSS (Statistical Package for social science) software. The
statistics used in the research were frequencies and percentages.
4.0 FINDINGS
The study indicated that some of the reasons behind the use of English
in classroom setting for most of the respondent in order of importance were as
below:
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internationalized context
8. is unavoidable given the prevalence of 2.21 32 73
the English language (30.48) (69.52)
10. is necessary to compete with the world 2.69 16 135
(10.60) (89.40)
11. is necessary for competition in the job 2.80 11 151
market (6.79) (93.21)
M Disag Ag
1. It is livelier than a regular course 1.84 30 38
(44.12) (55.88)
5. It is exciting since there are many different 2.07 13 71
opinions (15.48) (84.52)
12. Malaysian students can compete 2.50 6 125
internationally (4.58) (95.42)
M Disag Ag
2. Malaysian students are more passive than 1.87 37 52
other Asian Students (41.57) (58.43)
3. Malaysian students are more passive than
other non-Asian foreign students (Africans, 1.84 35 56
Bosnians, etc) (38.46) (61.54)
4. It is difficult since the needs of the students 1.64 34 58
are diverse (36.96) (63.04)
5. It is exciting since there are many different 2.07 13 71
opinions (15.48) (84.52)
6. It is difficult to find teaching material since
there are few English publications that 1.16 122 11
share your viewpoint (91.73) (8.27)
7. The students whose first language is English 2.16 26 89
tend to dominate the discussions (22.61) (77.39)
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The study also give evidence that university instructor prefers to write papers in
English (Table 4). The main reason is because they perceived that the paper
written in English will be read more widely in the world (Table 5). Writing in
English for bilingual instructor is of course not without its hurdle. Admittedly, they
have difficulties in writing articles in correct grammatical sentences and it
became a common challenge for most English learner.
ITEM 15 Freq %
1. I write almost all of my papers in English but I also try to 117 66.86
publish in Malay
2. I write mostly in Malay, but I also try to publish in English 32 18.29
ITEM 16 Freq %
1. The paper will be read more widely in the world that way
125 71.43
2. There are not that many academic journals in the national
55 31.43
language in which I can publish
3. People that write in English are more highly considered
35 20.00
even within the country
4. Other (Please explain: ________________________)
67 38.29
5.0 IMPLICATIONS
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Instructional emphasis
The concurrent approaches, the switching back and forth in one lesson
between two languages are the most common approach. Concurrent approach is
actually a skill that needs to be developed. The rationale for the skilled use of
concurrent approach is to make the lesson comprehensible to all students and is
accessible in an intellectually challenging ways. However, because of the
primacy of language as a vehicle for cognitive and academic development, how it
is used in the bilingual classroom can have a significant impact on the question
of the learning environment. The following is a summary of recommendations
brought forth from this study:
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6.0 CHALLENGES
CONCLUSION
ACKNOWLEDGEMENT
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REFERENCES
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**p<0.01, * p<0.05
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5.0 PERBINCANGAN
Secara keseluruhannya tahap kefahaman konsep moral dalam kalangan
responden adalah tinggi iaitu min 3.22. Kajian ini juga mendapati kefahaman
konsep moral mengikut dimensi menjelaskan bahawa dimensi agama
menunjukkan tahap kefahaman yang tinggi, diikuti dimensi tradisi, dimensi
universal dan yang terakhir dimensi relatif. Dapatan kajian ini bersesuaian
sebagaimana pendapat (McGregor, 1977) menjelaskan bahawa moraliti bererti
nilai-nilai yang bersifat mutlak dan tatahukum, peraturan dan kod-kod nilai-nilai
moral yang tetap. Selain itu, dapatan menunjukkan kefahaman moral dimensi
agama adalah tinggi berbanding dimensi-dimensi lain dan ini selari dengan
pandangan Peters (1973) yang menjelaskan bahawa kod-kod nilai moral dan
peraturan yang bersifat tetap merupakan garis panduan untuk tingkahlaku
bermoral dalam masyarakat. Peters (1973) juga menyatakan bahawa konsep
moraliti seumpama ini pada hakikatnya berasal daripada ajaran dan dogma
agama, malah kadangkala pendidikan moral sering dihubungkaitkan dengan
pendidikan agama yang tidak boleh dipersoalkan kewibawaannya.
Sementara itu, dalam melihat perkaitan antara pengajaran pensyarah
dengan kefahaman konsep moral. Dapatan kajian ini menjelaskan bahawa
terdapat hubungan yang signifikan antara pengajaran pensyarah dengan
kefahaman konsep moral (r = 0.33, p<0.01). Kajian ini menyokong dapatan
kajian Asmawati, Rahyl dan Abdul Rahman yang mendapati pensyarah
merupakan faktor penting dalam mempengaruhi persepsi dan kefahaman pelajar
tentang moral. Kajian Rohayi Majzub dan T. Subahan (1993) pula menjelaskan
bahawa proses pengajaran yang dibantu oleh sifat guru yang positif, komitmen
guru, cara penyampaian guru, aktiviti yang dilaksanakan oleh guru dan kaedah
pengajaran guru mempunyai hubungan yang signifikan dengan kecemerlangan
akademik dan tahap kefahaman pelajar. Begitu juga Cantrell (1977) menjelaskan
bahawa pengetahuan, sikap dan ciri-ciri lain yang ada pada guru mempunyai
hubungan dengan proses pengajaran guru dan seterusnya mempengaruhi
kefahaman pelajar.
Sementara itu, Azizah (1999) menyatakan seorang guru yang berkesan
seharusnya mengetahui segala aspek yang terkandung dalam silibus dan perlu
menguasai ilmu. Bukan sahaja mahir dalam ilmu yang hendak diajar tetapi perlu
mempelbagaikan kaedah dan strategi pengajarannya. Azizah juga menjelaskan
antara sifat guru berkesan ialah mesra, bertanggungjawab, bekerjasama dengan
guru lain, sayangkan pelajar, sabar dan kreatif. Hopkins dan Stern (1996; 501)
menjelaskan tentang beberapa ciri guru berkesan ialah ;
The key characteristics of high quality teachers highlighted by
the study are : commitment, love of children, mastery of subject
didactics and multiple models of teaching, the ability to
collaborate with other teachers and a capacity for reflection.
Begitu juga dalam aspek minat terhadap kursus Pendidikan Moral
terdapat hubungan yang signifikan dengan kefahaman konsep moral. Dapatan
ini adalah selari dengan kajian Crow dan Crow (1980), Abu Zahari (1988) dan
Abu Seman (1997) yang mendapati bahawa terdapat hubungan antara minat
dalam mata pelajaran dengan pencapaian. Kajian ini juga menyokong kajian
yang dibuat oleh Nurhizan dalam Haryati (2004) yang mendapati bahawa minat
pelajar terhadap bahasa Inggeris mempunyai hubungan dengan pencapaian
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bahasa Inggeris tingkatan dua. Ini menjelaskan bahawa semakin pelajar minat
terhadap sesuatu kursus atau mata pelajaran akan meningkatkan kefahaman
dan pencapaian pelajar dalam kursus yang dipelajari.
Aspek yang agak penting dalam meningkatkan minat pelajar dalam
pembelajaran adalah suasana persekitaran yang memberangsangkan dan
suasana pembelajaran yang kondusif. Isahak dan rakan (1988) menyatakan
tempat atau bilik darjah perlu strategik dan jauh dari sebarang gangguan seperti
kebisingan, pertembungan kelas dan lain-lain. Pelajar perlu diberi suasana kelas
yang berlainan dari biasa dan bersesuaian dengan tajuk yang akan dibincangkan
pada hari itu. Tindakan ini akan lebih membantu mempercepatkan pemahaman
pelajar terhadap isi pelajaran disamping menimbulkan semangat baru dalam diri
pelajar. Dapatan kajian Noorlia (2000) menjelaskan bahawa pelajar boleh
belajar dengan baik dalam pelbagai situasi pembelajaran dan pelajar lebih
cenderung untuk belajar dengan suasana pembelajaran pelbagai cara.
KESIMPULAN
Hasil kajian ini diperlihatkan tahap kefahaman konsep moral adalah baik
dan dimensi agama menunjukkan tahap kefahaman yang paling tinggi
berbanding dimensi-dimensi lain, justeru program dan projek-projek berbentuk
keagamaan haruslah diperhebatkan lagi oleh semua pihak ke arah
meningkatkan dan memantapkan moral di kalangan pelajar.
Selain itu, dapatan kajian juga menunjukkan terdapat hubungan yang
signifikan antara kepentingan kursus Pendidikan Moral atau Sains Pemikiran dan
Etika serta minat pelajar dengan kefahaman konsep moral, justeru kursus seperti
ini perlu diberi perhatian serius dan diwajibkan kepada semua pelajar sebagai
teras universiti.
Dapatan kajian ini juga menjelaskan bahawa pengajaran pensyarah
mempunyai hubungan yang siginifikan dengan kefahaman konsep moral dalam
kalangan pelajar. Justeru, para pensyarah haruslah meningkatkan
keprofesionalisme ke tahap yang lebih tinggi. Para pensyarah hendaklah
sentiasa mengamalkan amalan pendekatan pengajaran yang lebih baik ,
berkesan dan bersifat andragogi. Siri bengkel berkala perlu diadakan bagi
tenaga pengajar untuk tujuan mengemaskini pengetahuan pengkuliahan, bahan
bacaan dan mempertingkatkan kefahaman tentang ilmu berkaitan strategi
pengajaran yang berkesan atau aspek pedagogi dan andragogi.
BIBLIOGRAFI
[1] Ab. Halim Tamuri dan Zarin Ismail. (2001). Persepsi pelajar muslim
terhadap konsep akhlak. Kertas Kerja Persidangan Kebangsaan
Pendidikan Moral Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti
Malaya, 23 – 25 Mei.
[2] Ab. Halim Tamuri dan Zarin Ismail. (2002). Pendidikan akhlak dalam
KBSM : Persepsi pelajar terhadap konsep akhlak. Prosiding Wacana
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Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
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diterbitkan).
[16] Hopkins, D. & Stern, D. (1996). Quality teachers, quality school :
International perspectives and policy implications. Teaching & Teacher
Education, 12 (5).
[17] Isahak Haron & rakan. (1988). Asas-asas dalam amalan pedagogi.
Kuala Lumpur : Utusan Publication & Distributors Sdn. Bhd.
[18] Kementerian Pendidikan Malaysia : Pusat Perkembangan Kurikulum.
(1992). Laporan Pengesahan Awal Perlaksanaan KBSM.
[19] Lihanna Borhan. (2001). Persepsi nilai etika dan idealisme remaja
Malaysia. Kertas kerja Persidangan Kebangsaan Pendidikan Moral
Dalam Dunia Globalisasi, Fakulti Pendidikan Universiti Malaya, 23 – 25
Mei.
[20] McGregor. (1977). Moral Education. Dlm. Wong, F.H.K. (ed.).
Readings in Malaysian education. Kuala Lumpur : Penerbit Universiti
Malaya.
[21] Nageswararav Ramamoorthy. (1991). Persepsi guru-guru sekolah
rendah terhadap pendidikan Moral di Daerah Klang dan Kuala Langat.
Tesis Sarjana Pendidikan, Fakulti Pendidikan Universiti Malaya. (Tidak
diterbitkan).
[22] Noorlia T. Goolamally. (2000). Hubungan antara gaya belajar dengan
pencapaian Matematik dan pencapaian akademik di kalangan pelajar.
Tesis Sarjana Pendidikan, Fakulti Pendidikan Universiti Malaya.
[23] Nur Surrayyah Madhubala Abdullah. (1999). The understanding of
moral education among form four Moral education teachers in the federal
territory. Tesis Master of Science, Universiti Putra Malaysia. (Tidak
diterbitkan)
[24] Nur Surrayyah Madhubala Abdullah, Izah Isa dan Zakaria Kasa. (2001).
Perceptions of pre-service teachers from the Faculty of Educational
Studies on the need for Moral education. Kertas kerja Persidangan
Kebangsaan Pendidikan Moral Dalam Dunia Globalisasi, Fakulti
Pendidikan Universiti Malaya, 23 – 25 Mei.
[25] Rohayi Mohd Majzub dan T. Subahan Mohd Meerah. (1993). Satu
tinjauan sahsiah dan tingkah laku pendidik yang berkaitan dengan
embelajaran. Jurnal Pendidikan, 15, 125-135.
[26] Peters. R. S. (1973). Reason and compassion. London : Routledge
and Kegan Paul.
[27] Sufean Hussin. (1989). Pengajaran nilai dalam kurikulum. Petaling
Jaya : Fajar Bakti Sdn. Bhd.
[28] Utusan Malaysia, (September 3, 2003).
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1.0 INTRODUCTION
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This study adopted Long and Sato’s Model (1983) where teacher
questions are categorized using the terms referential and display. A referential
question refers to a question to which the response is not known by the teacher.
In asking this question, an information gap exists between the teacher and
student. On the other hand, a display question is a question to which the asker
knows the answer and the purpose of this question is to get students to
demonstrate some previously-learned knowledge. The terms display and
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referential are commonly referred to in research (Brock, 1986; Nunan, 1987; Wu,
1993) on teachers’ use of questions in L2 classrooms. However, based upon the
findings in these studies, the researcher felt that classifying teacher questions as
simply display and referential seemed inadequate in investigating the
effectiveness of teacher questions on student responses. Thus, in this study,
both referential and display questions were further sub-categorised into open or
closed types which is the simplified version of the Barnes Model as cited in Kerry
(1982).
The Barnes Model classifies questions based on their elicitation
functions. Questions are identified as factual, reasoning, open, non-reasoning
and social based on the functions and the linguistic demands of the questions.
Factual questions where student responses can be limited to one-word or short
responses are categorized as closed questions, and reasoning questions which
require students to explain, interpret and construct a logical organized sequence
are referred to as open questions.
This study, also adopted Turney’s (cited in Kerry, 1982) framework for
identifying probing questions as it would enable the researcher to identify the
probing questions based on their functions. A probing question follows students’
responses and attempts to stimulate student’s to think through their initial
responses, thus helping students to expand and develop the quality of their
response.
Long and Sato (1983) also found that ESL classrooms were
characterized by display questions. This, they say does not occur in naturalistic
NS discourse. Research by Brock (1986) and Pica and Long (1986) also found
that ESL teachers used significantly fewer referential questions than display
questions. Mehan (cited in Brock, 1986) claimed that the use of known-
information questions generated discourse which does not reflect the demands of
discourse that occurs outside the classroom. Brock (1986) contends that as
opposed to display questions, the use of referential questions increases the
amount of learner output, and that an increased use of referential questions by
teachers may create communication that occurs outside the classroom.
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4.0 METHODOLOGY
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5.0. FINDINGS
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The use of the referential questions had allowed the teacher to venture
beyond textual information, factual knowledge as well as information known to
the teacher. In asking these questions, the teacher had been genuinely
concerned with seeking information from her students and the communication
seemed more ‘real’ than that structured by the use of display questions.
One of the strategies employed by both teachers to enhance the
questioning-answering sequence in their classroom was the use of probing
questions as follow-up to students’ initial responses as in the example below:
In the above example, the teacher’s initial question was followed up with a
number of probing questions which were aimed at seeking clarification based on
the student’s responses. Data from the transcripts also showed that both
teachers had employed probing questions to raise consciousness about TL use
as in the example below:
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Here, the teacher had used a number of probing questions to enable the
student to think through and assess his response and to enable student to form a
clearer implication his own response. Such exchanges initiated by questions had
prolonged teacher-student interaction and made the discussion interesting.
This study found that both referential and display questions could be
followed-up with probing questions. However, student responses to the use of
probing questions did not show any pronounced changes in terms of quality or
length of structure. This again was a result of the characteristics of the questions.
The use of ‘What’ or ‘When’ questions that dealt with factual or known
information elicited only short responses. Open questions such as ‘How’ and
‘Why’ questions elicited improved responses in terms of length and the quality of
the students’ response.
The use of referential question had allowed for topic nomination by the
learners. It is clearly evident that the next question by the teacher was based on
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the student’s response. Similarly, it was observed that in the two instances that
TB had employed referential questions in her reading comprehension lesson, the
discussion had been more interesting and had reflected genuine communication.
This research also found that students’ responses improved when open
questions were asked. Both the open display and open referential questions
elicited improved responses as opposed to the closed questions. The quality of
the students’ responses too depended on the types of probing questions used.
For example, the “Why” and “How” types of probing questions produced
improved responses in terms of length and complexity of structure compared to
the “What”, “Who” or “When” types of questions. It was also noted that the use of
probing questions enhanced interaction and prolonged communication between
teacher and pupil thus supporting Kerry’s (1982) view that probing is beneficial
because it can help students to express more fully and more clearly what they
have in mind.
One of the teachers in this study viewed probing questions as questions
that were able to ‘provoke’ the students’ linguistic capabilities. According to him,
using probing questions can bring about improvement to students’ responses as
well as influence them to reflect on their responses. His view was shared by the
other teacher who said that using probing questions does not only directly affect
the particular responder, but can facilitate other students’ thinking as well.
Despite these views, the data seemed to suggest that probing questions were
seldom employed by the teachers. In fact, Groisser’s (cited in Good & Brophy,
1987) statement that teachers seize upon the first answer given, and often react
to it with a comment or move on to asking another question seems to hold much
truth.
Therefore, this study makes the following recommendations to enable
teachers to utilize questions effectively in the language classroom.
1. Questions should have relevance to the objectives of the lesson.
Each context requires an appropriate strategy for itself.
However, the objectives should not impose a strict restriction on
the types of questions used. Both referential and display
questions can be utilized irrespective of the type of lesson and
the method of instruction selected by the teacher. With careful
planning teachers can effectively use more referential questions
to generate greater interest to the topic and lesson.
2. The use of questions should ensure that it increases student
participation and student talk in the classroom. As such,
teachers should employ more ‘open’ questions than ‘closed’
questions. Closed questions have been found to constrain and
limit students’ responses as these questions can be answered
by one word, often “yes” or “no”, or by using very short phrases.
Open-ended questions, on the other hand, elicited much more
thinking or information and required complex responses from the
students.
3. Teachers need to determine their learners’ needs in order to
achieve the sort of balance needed in using the different types of
questions. For example, data from the students’ interview
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REFERENCES
[1] Pica, T & Long, M. (1986). The linguistic and conversational performance
of
experienced and inexperienced teachrs. In Day, R.R.(ed) Talking to
learn: conversation in second language acquisition, 85 – 89. Mass.:
Newbury House
[3] Borich, G.D. (1992). Effective Teaching Methods. New York: MacMillan
Publishing Company.
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[7] Good, T.L & Brophy, J.E. (1987). Looking in Classrooms. New York:
Harper Row
[11] Long, M.H. & Sato, C. (1983), Classroom foreigner talk discourse: forms
and functions of teachers’ questions in Seliger, H. and Long, M.H.(eds).
Classroom Oriented Research in Second Language Acquisistion.
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1.0 PENGENALAN
Kajian ini bertujuan untuk melihat tahap kemahiran generik, gaya belajar
pemilihan dan bentuk motivasi pelajar-pelajar tahun 3 kesemua 10 fakulti,
Universiti Teknologi Malaysia.
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1. Kemahiran berkomunikasi
2. Kemahiran menggunakan teknologi
3. Kemahiran merancang dan mengelola aktiviti
4. Kemahiran bekerja dengan orang lain dan dalam kumpulan
5. Kemahiran menyelesaikan masalah
6. Kemahiran mengurus, memilih dan menganalisa maklumat
7. Kemahiran memahami budaya
8. Kemahiran menggunakan idea dan teknik metematik
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1. Kemahiran Komunikasi
2. Kemahiran bekerja secara kumpulan
3. Kemahiran menyelesaikan masalah
4. Kemahiran mengurus dan menganalisa maklumat
5. Kemahiran usahawan
6. Kemahiran kepimpinan
7. Beretika dan berintegriti
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CGPA
60
2=2.00 - 2.49
3=2.50 - 2.99
4=3.00 - 3.49
50 5=3.50 - 4.00
40
30
20
10
0
1=FP 3=FKA 5=FKSG 7=FKKSA 9=FPPSM
2=FAB 4=FKM 6=FS 8=FKE 10=FSK
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Nilai signifikan yang diperolehi bagi gaya belajar dalaman pelajar adalah
0.000 dan ia adalah lebih kecil berbanding dengan nilai signifikan p<0.05,
hipotesis nol adalah di tolak, di mana terdapat perbezaan dari segi gaya belajar
secara dalaman pelajar-pelajar dari berlainan fakulti. Bagi Gaya belajar Luaran
pula,nilai signifikan yang diperolehi adalah 0.001 dan ia adalah lebih kecil
berbanding dengan nilai signifikan p<0.05, hipotesis nol juga adalah di tolak, di
mana terdapat perbezaan dari segi gaya belajar secara luaran pelajar-pelajar
dari berlainan fakulti.Pada dasarnya gaya belajar sama ada secara dalaman atau
luaran pelajar adalah berbeza dan ini dapat dilihat berdasarkan plot perbezaan
yang signifikan dari jadual 3 dibawah
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ini dapat dilihat berdasarkan plot perbezaan yang signifikan dari jadual 4.4
dibawah.
FP / / /* /
FAB / /
FPPSM / * /
FS / / * / /* / /* /
FSK / * /
FKA / /* / /
FKM / /
FKE /* /* * / * /*
FKSG / * /
FKKSA / / / / / /* /
RUMUSAN
Kajian ini telah dijalankan ke atas 500 orang pelajar tiga dari sepuluh
fakulti di Universiti Teknologi Malaysia dengan menggunakan kaedah soal selidik
sebagai instrumen untuk mengumpul maklumat berkaitan kemahiran generik,
pendekatan belajar dan motivasi belajar pelajar. Hasil daripada analisis yang
dijalankan, pengkaji mendapati tahap pencapaian akademik pelajar-pelajar tahun
tiga keseluruhannya berada pada tahap yang berbeza mengikut fakulti. Pelajar-
pelajar masih boleh memperbaiki keputusan mereka kerana mereka masih ada
tiga semester lagi untuk diharungi kecuali pelajar-pelajar dari Fakulti Sains yang
hanya tinggal satu semester sahaja lagi.
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mencapai sesuatu.
PENGHARGAAN
RUJUKAN
[2] Gibbs G., Rust, C., Jenkins, A., & Jaques, D..(1994) ‘ Devoloping
Students’ Transferable Skills’. Oxford.
[3] Blumhof, J., Honeybone, A., Pearlman, D., & Pink, K. (1996). “Tackling
the Problem of Skills Development in a modular degree programme”
; the skillswise project. In G. Gibbs (Ed. “, Improving student Learning
: Using Research to Improve Student Learning (pp. 328 – 339). OxFord,
UK : OxFord Centre For Staff Development.
[4] Oblinger, D. G and Verville, A.L (1998) ‘What Business Wants From
Higher Education’. Phoenix, The Oryx Press
[5] Michelle Tullier (2000) ‘The Skills You Have, The Skills They Want’.
Tidak diterbitkan.
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[9] Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to an
approaches to studying inventory across contrasting groups and
contexts. European Journal of Psychology of Education, 15(1), 33-
48.
[11] Abdul Rahim Hamdan (2004). Student Study Approach Preferences and
Motivation in Teacher Training in Malaysia. University of Surrey,
United Kingdom: Tesis PHD.
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1.0 INTRODUCTION
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educaters to shape the teaching styles. Wright & Stone (1979) suggested that in
the construction of items which aim to measure person’s behaviour, it is very
important for instrument developer to be aware of the crucial task of constructing
high-quality items. A high quality items is related to the validity and reliability of
the instrument. Rasch analysis provides general guidelines to assist the
developers determine the validity and reliability of items developed. Developers
must assess whether all items work together to measure a single variable. This is
called a unidimentionality concept; an important touchstone in psychological
research. A unidimentionality concept can be assessed by examining the point
measure correlation value (PTMEA Corr) to see the correlation between items in
measuring a single underlying construct. A construct with a set of unidimentional
items should display a positive PTMEA Corr value. Any item which does not
show as measuring the single construct should be rewritten or excluded (Bond &
Fox 2001). Bond & Fox (2001) also suggested that an instrument with high item
reliability index indicates the replicability of item placements along the pathway if
these items were given to another sample with comparable ability levels.
2.0 METHODOLOGY
This research has been carried out using a quantitative survey approach
in which the instrument were distributed to a group of secondary school students.
The aim of the study is to determine the construct validity and reliability of
Malaysian Multiple Intelligence Checklist for Adult (MyMICA).
A total of 526 form four students from five daily schools were involved in
this research. Two hundred and fourty students are boys while the remaining
two hundred and eighty six are girls.
3.0 INSTRUMENT
RESEARCH FINDINGS
The data was analysed using Winsteps 3.63.0 to determine the validity
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and reliability of the instrument. Rasch analysis provides item reliability and
construct validity as showed in the table. The item reliability index is between 0
and 1 whereby 0.8 and above is strongly acceptable (Fox and Jones 1998). A
construct with a set of unidimentional items should display a positive PTMEA
Corr value which means that the items are working together to measure a single
underlying construct. This is the basic step in measuring the construct validity
(Bond & Fox 2001).
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6 1962 516 .11 .07 .90 -1.6 .91 -1.5 .63 LM6
3 2081 516 -.48 .07 .93 -1.1 .91 -1.5 .73 LM3
9 2229 516 -1.30 .08 1.30 4.5 1.37 4.4 .50 LM9
2 2231 516 -1.31 .08 .82 -3.1 .73 -3.9 .71 LM2
1 2245 516 -1.39 .08 1.29 4.3 1.20 2.5 .62 LM1
MIN 1969.8 516.0 .00 .07 1.02 0 1.00 -.4
S.P. 227.6 .0 1.11 .01 .26 3.9 .27 3.8
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5 1656 517 1.01 .06 .83 -2.8 .83 -2.8 .74 NA5
6 1707 517 .81 .06 1.08 1.3 1.10 1.6 .63 NA6
2 1783 517 .52 .06 .83 -2.8 .85 -2.5 .73 NA2
4 1824 517 .35 .06 .70 -5.3 .70 -5.3 .74 NA4
3 1866 517 .18 .06 .98 -.3 .96 -.6 .71 NA3
8 1915 517 -.03 .07 1.42 5.9 1.40 5.7 .61 NA8
1 2076 517 -.75 .07 .99 -.1 .95 -.8 .66 NA1
9 2295 517 -1.93 .08 1.26 3.7 1.25 2.6 .49 NA9
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CONCLUSION
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REFERENCES
nd
[1] Amstrong, Thomas. 2000. Multiple intelligences in the classroom. 2 ed.
USA: ASCD Publications.
[2] Bond, T.G. & Fox, C.M. 2001. Applying the Rasch Model : Fundamental
measurement in the human sciences. London: Lawrence Erlbaum
Associates Publishers.
[5] Fox, C.M. & Jones, J.A. 1998. Uses of Rasch Modelling in counseling
psychology research. Journal of counselling psychology, 45(1), 30-45.
[10] Pallant, Julie. 2001. SPSS survival manual. Open University Press.
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[12] Wright, B.D., & Masters, G.N. 1982. Rating scale analysis. Chicago:
MESA Press. Wright, B.D., & Stone, M.H. 1979. Best test design.
Chicago: MESA Press.
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1.0 INTRODUCTION
More than that, the Ministry of Education should actively promote sport at
the various colleges and polytechnics while the Malaysian Universities Sports
Council (MASUM) will promote such activities at the institutions of higher earning.
Some schools (i.e. Bukit Jalil Sports School) will be designated as centers of
excellence for the promotion of certain sports and the National Sports Institute
should undertake research on sports sciences and train sportspersons, coaches,
sports administrators and other related sports personnel.
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participation in sports and cultural activities and has developed their leadership
qualities via program such as Rakan Sukan and Rakan Wajadiri. Thus, sport in
Malaysia through the implementation of National Sports Policy, National
Education Philosophy and National Youth Development Policy is more than
educational institutions.
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Since the sports industry in Malaysia now is the big industry that
involve many sports sponsorships, franchising and international
organizing-events and sports marketing issues (patent / trade mark and
broadcasting), government takes the initiative to establish many sports-
related institutions for example National Sports Council of Malaysia
(NSC) to produce more professionals and educators in this field. Many
universities (UPM, UM, UiTM and UPSI) also take the same initiative to
introduce and offer sports-related syllabus to their students in Sports
Studies and Sports Science in variety of level namely certificate, diploma
and degrees. This subject was taught due to high demand by the
students and coaches who are interested in this field. Not only that,
many universities around the globe already offered the course.
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Teaching sports and physical education need both linguistic and physical
expression. And the students must successfully attain the learning objectives.
According to Benjamin Bloom, there are six hierarchical levels of learning
objectives that has been identified namely knowledge; comprehension;
[19].
application; analysis; synthesis and evaluation In teaching law in sports and
physical education, this cognitive learning as supported by Petter could be
summarized as ‘…it is necessary that they teach students (1) to know the law; (2)
to comprehend it; (3) to apply it to particular fact situations; (4) to break it down
into its components parts; (5) to reorganise it and apply it creatively to serve
clients’ interests; and (6) to evaluate the strength of its authority and its probable
[20]
impact upon clients
Since sports law aims to protect all related sports-legal issues, the
educator do not aim students gain rote knowledge of many detailed legal rules
but rather, aims are concerned with the acquisition of legal principles, together
with the ability to apply those principles to sports-related problems and thereby
solve them. According to Grodecki, ‘legal education has always aimed at
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solve problems.
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skills so that they can ease gradually into self-directed and independent
learning.
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REFERENCES
th
[1] William, H. F., Physical Education and Sport in a Changing Society, 4
Ed., New York: Macmillan Publishing Company, 1992, p. 1.
th
[2] William, J.F., The Principles of Physical Education, 8 Ed., Philadelphia:
Saunders, 1964, p. 4.
[3] Baley, J.A. and Field, D.A., Physical Education and the Physical
nd
Educator, 2 Ed., Boston: Allyn and Bacon, 1976, p. 4.
[4] Kwame A.B., Issues in Sport, Kuala Lumpur: Bina Minda Resources,
2002, p. 33.
[5] Teoh, T.L., A Conceptual Approach Towards a Policy of Sports for All,
presented at the Asean Universities Sports Seminar, 8-9 Nov 1984,
Universiti Putra Malaysia, Serdang, Selangor.
[7] Coakley, J.J., Sports in Society: Issues and Controversies, St. Louis:
Times Minor, 1986, p. 37.
[8] Guttman, L., Textbook of Sport for the Disabled, in Grayson E. Sports
nd
and the Law, 2 Ed. Butterworth & Co., 1994, p. xlviii.
[13] See: Re Yap Kwan Seng’s Will (1924) 4 FMSLR 313; and Yong Joo
Lin v Fung Poi Fong (1941) MLJ 63.
[15] Clement, A., Law in Sport and Physical Activity, United States:
Benchmark Press, Inc. p. 4.
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[20] Diana, T., How Students Learn, Julian, W and Caroline, M. (ed.),
Teaching Lawyers’ Skills, Butterworth, pp. 5 - 6.
[30] See: Cowan, J., A Model of Experiential Learning and its Facilitation’
Learning for Action, Standing Conference on Education Development,
Occasional Paper no. 51, c.f. Julian, W. and Caroline, M. (eds.),
Teaching Lawyers’ skills, p. 16.
[31] See: Tan Siok San, Introducing PBL in an Institute of Higher Learning:
th
Role of the Facilitator, 5 Asia-Pasific Conference on PBL, Singgahsana
Hotel, Petaling Jaya, 16-17 March, 2004.
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[33] Bourdieu, P., Passerson J.C., and Saint Martin, M, Academic Discourse:
Linguitic Misunderstanding and Professional Power (trans Teese, R.,
Polity Press, Cambridge, 1994, pp. 6 – 7, c.f. Julian, W., Teaching
Lawyers’ skills, p.30.
[34] Ibid.
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1.0 PENGENALAN
Era bimbingan instruktor (Instructor-led Era) telah bermula sejak 3000
tahun dahulu di mana pengajaran bersemuka tradisional merupakan cara
[1]
pemindahan ilmu yang utama dan ia masih merupakan kaedah pengajaran
[2].
yang dominan pada hari ini Penggunaan teknologi dalam pendidikan pula
bermula dengan perkembangan teknologi pada tahun 1960an dengan
perkembangan komputer mini dan kerangka utama. Kerangka utama yang
menyediakan pelantar yang pertama untuk pembelajaran mengunjurkan model
[1]
bimbingan instruktor dari segi masa dan ruang . Selain daripada itu, pelajar-
[1, 3].
pelajar dapat belajar mengikut kemampuan dan kadar yang tersendiri
Evolusi teknologi dalam pengajaran dan pembelajaran melangkah lagi
[1]
dalam 70-an apabila penggunaan rangkaian video telah diperkenalkan . Era
Video Siaran Langsung ini dilaksanakan dengan menggunakan satelit di mana
pelajar-pelajar dalam lokasi berbeza berada dalam bilik darjah atau bilik kuliah
masing-masing menonton instruktor mengajar melalui televisyen. Menjejak tahun
80-an, teknologi melangkah lagi ke era yang baru apabila lahirnya komputer
peribadi (PC) yang pertama.
Dalam tahun 90-an, halaman web merupakan perkembangan terbaru
dan terpenting dalam teknologi. Kemaraan ini memandu Era Multimedia ke arah
Era Permulaan Web (Web Infancy Era). Dengan terlahirnya teknologi Internet,
pembelajaran elektronik (e-pembelajaran) menjadi gembar-gembur yang terbaru
[4]
dalam era itu . Keadaan ini mencetuskan gelombang yang pertama dalam e-
pembelajaran yang memfokus kepada kuantiti kursus yang ditawarkan [4].
Program-program dalam e-pembelajaran generasi pertama dipenuhi dengan
pelarik halaman isi kandungan dengan urutan yang panjang serta kuiz-kuiz yang
[5] [5]
menggunakan perkakas ‘tunjuk dan klik’ . Menurut Singh , ini hanya
merupakan penyusunan semula versi kursus-kursus berasaskan bilik darjah
dalam talian sahaja.
Daripada pengalaman yang didapati dalam e-pembelajaran generasi
pertama, para pendidik sedar bahawa satu mod penyampaian instruktur tidak
dapat memberi pertunjukkan, menyediakan pilihan, hubungan sosial, urusan,
kaitan dan konteks yang diperlukan untuk memudahkan kejayaan dalam
[5]
pembelajaran .
Orang ramai mula ragu tentang e-pembelajaran dan ini mencetuskan
gelombang e-pembelajaran yang kedua yang menolong kita mengimbangkan
semula pembelajaran dan menyedarkan kita bahawa e-pembelajaran sahaja
[4].
adalah tidak mencukupi Dalam gelombang e-pembelajaran yang kedua, lebih
ramai pereka pembelajaran mempunyai pengalaman dalam model pembelajaran
[5]
bersepadu yang merupakan kombinasi pelbagai mod penyampaian .
Institusi-institusi pengajian tinggi, universiti-universiti serta kolej-kolej
yang tradisional lambat menyedari keupayaan impak teknologi ke atas
[6]
pengajaran dan pembelajaran . Apabila kita melangkah ke millinium baru, para
pendidik sedang menghadapi cabaran yang berlainan dengan cabaran lepas.
“World Wide Web (WWW)” menukar cara kita mengajar untuk selama-lamanya
[3].
dalam semua tingkat pendidikan Kini, banyak antara instutusi-institusi
sedang berusaha untuk membangun dan menyampaikan kursus-kursus
[6].
berasaskan web
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3.0 METODOLOGI
Kajian ini menggunakan kaedah kualitatif yang diadaptasi daripada
kaedah yang digunakan oleh Keeney (1999). Menurut Keeney (1999), kaedah
terbaik untuk mengetahui tanggapan pengguna ialah dengan menanya mereka.
Pengguna yang berbeza mempunyai tanggapan yang berbeza dan mereka akan
meluahkan dengan cara yang berbeza. Oleh itu, setiap pengguna boleh
memberi maklumat yang berharga.
Dalam menentukan satu set tema-tema pembelajaran bersepadu, soal
selidik kualitatif digunakan untuk mendapatkan tema-tema dalam pembelajaran
bersepadu. Metodologi dan struktur soal selidk adalah berpandukan kaedah
yang digunakan oleh Kenney (1992) dalam kajian beliau untuk mengumpul data
kualitatif nilai pengguna dalam membuat pembelian melalui Internet. Soal selidik
ini dibahagikan kepada dua bahagian. Bahagian pertama merupakan soalan
terbuka di mana pengguna diberi peluang untuk memberi pendapat mereka
tentang kelebihan dan kelemahan dalam pembelajaran bersepadu. Seterusnya,
soal selidik adalah lebih berstruktur untuk mestimulasikan pemikiran di mana
pengguna ditanya tentang pandangan yang mereka berikan sebelum ini.
Data kajian ini dikumpul daripada lima puluh tiga orang pelajar-pelajar
dan fasilitator-fasilitator daripada universiti-universiti tempatan yang menawarkan
kursus dalam mod pembelajaran bersepadu. Temu bual dalam kajian ini
berhenti selepas lima puluh orang responden ditemu bual kerana data didapati
sudah tepu dan mencukupi (Glesne & Peshkin, 1992)
Dapatan kajian ini kemudian diproses dengan mereduksikan data,
memaparkan data dan membuat kesimpulan seperti yang dicadangkan oleh
Miles dan Huberman (1994). Data kualitatif ini diproses dengan menggunakan
perisian NVivo.
4.0 DAPATAN DAN PERBINCANGAN
Senarai mengenai pembelajaran bersepadu hasil dapatan temu bual
setiap responden kemudian disatukan. Kombinasi senarai ini menghasilkan satu
senarai lengkap mengenai pembelajaran bersepadu. Seterusnya, senarai ini
dikategorikan ke dalam tema-tema dengan mengumpulkan penerangan
mengenai pembelajaran yang serupa di bawah satu tema umum. Senarai
mengenai pembelajaran bersepadu dalam kajian ini dikumpulkan ke dalam
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5.0 KESIMPULAN
Kajian ini bertujuan untuk mengenal pasti tema-tema pembelajaran
bersepadu dan implikasinya dalam pengajaran dan pembelajaran. Tema-tema
yang didapati bersama dengan literatur boleh dijadikan satu set ciri-ciri
pembelajaran bersepadu yang lengkap di Malaysia. Ciri-ciri ini seterusnya boleh
digunakan untuk membina instrumen untuk mengukur keberkesanan kursus
pembelajaran bersepadu di Malaysia.
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6.0 REFERENCES
[2] R. Singh, & Reed, C., A White Paper: Achieving Success with Blended
Learning: Centra Software, 2001.
[4] H. Ron, "The second e-learning wave," Training, vol. 38, p. 96, 2001.
[6] J. McCormick, "The New School," Newsweek, vol. 135, pp. 60-62, 2000.
[11] J. R. Young, "Hybrid teaching seeks to end the divide between traditional
and online instruction," The Chronicle of Higher Education., p. A33,
2002, March 22.
[12] M. Driscoll, "Blended Learning: Let's Get Beyond the Hype," e-learning,
p. 54, March 1, 2002.
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[16] I. Thomson, Thomson job impact study: The next generation of corporate
learning: Thompson Inc., 2002.
[26] B. Collis, "Course redesign for blended learning: modern optics for
technical professionals," International Journal of Continuing Engineering
Education and Lifelong Learning, vol. 13, pp. 22-38, 2003.
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[31] Y. Levy, "A study of learners' perceived value and satisfaction for implied
effectiveness of online learning system," Miami, Florida. (UMI No.
3126765): Unpublished doctoral dissertation, Florida International
University, 2003, p. 330.
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1.0 INTRODUCTION
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The quality of learning that takes place in any academic institution relies
heavily on the quality of the designed learning materials, the delivery methods
and also the modes of assessment used [1]. Traditional education is centered on
“inputs” where students are introduced to a specific content and time-based
course. At the end of the course, the students are required to sit for an
examination and grades assigned regardless of whether the students are able to
master the material. On the other hand, the “student-centered” educational
approach is focused on course “outcomes” consisting of a list of skills and
knowledge in which the students are coached to master and able to demonstrate
upon completion of the course [2]. These learning outcomes are designed to
inculcate a platform for life-long learning and they are finally assessed in terms of
set learning objectives [3]. The approach used in OBE shifts the focus from the
instructor to the learner, and can be considered as a student-centred system. In
a student-centred system, the responsibility of learning is passed on to the
students, and the instructor needs to master the role of a facilitator. In order to
move away from the traditional so called instructor-centred system, there must
be a genuine shift towards using OBE based assessment tools as well. The
impact can only be made, if significant changes are made to the curriculum,
delivery system and the assessment tools. These three main areas of concern
will be further deliberated in the next section.
Although OBE system is just being introduced in Malaysia, but this
concept is not something new. The early usage can be traced back to the
education reform model, “K-12”, mainly used at the primary and secondary
schools in the United States and Australia. It is believed that the concept was
conceived in the late 1970s. The need to embark on this new educational system
was to effectively measure student performance and the effectiveness of the
curriculum as well. The need to determine the actual performance of student
subjected to a particular curriculum was the primary focus, and at the same time
a reliable feedback system to further improve the education system had to be
certified by the stakeholders. Along the way, many other generic systems similar
to OBE surfaced, such as the standards-based education reform, mastery
education, systemic education restructuring, performance based education, high
performance learning, total quality management, transformational education and
competency-based education [3]. One of the countries that used OBE to reform
its national education system recently is South Africa. South Africa introduced its
own version of OBE to address the need to restructure the curriculum towards a
non-racial and democratic social order, resulting in the Curriculum 2005 concept
to be launched [4].
3.0 IMPLEMENTATION
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4.0 METHODOLOGY
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all about. All these responses are closely related, as shown in figure 2. Since
most of them were uncertain about the type of education system that they have
gone through, one of the ways to create awareness was through conducting
seminars and general briefings. This was carried out effectively, and hoped
would have created a difference. Some of the students that were later
interviewed indicated that they were better informed about the education
systems that they have followed.
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The other positive indication was that around 47.49% students agreed
that in OBE system, there is a shift in the delivery form being “instructor-centred”
to “learner-centred”. But still around 42.18% respondent chose to remain neutral.
The assessment weightage using the 60% coursework and 40% final exam
approach was definitely well received, whereby 72.51% respondents agreed to
this distribution. Only a small number disagreed, while around 17.84% remained
neutral. Clearly this is an endorsement of the assessment method used under
the OBE system, which focuses on continuous assessment rather than final
examination. Although many respondents chose to remain neutral earlier
regarding the understanding of the OBE system, but it can be concluded that
they do understand to a certain extent the intend of this new system.
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disagreed, while the rest remained neutral, although they have been exposed to
smaller groups previously in schools. But again only around 51.14% agree that
smaller classes means better lecturer-students interaction, while around 42.67%
remained neutral. Perhaps this is another area where the instructors have to put
in a lot of effort to enhance their professional relationship with the students to
further enhance the teaching and learning process using OBE.
Figure 4: The respond from the students on the class size and the
lecturer-students interaction is smaller class size.
CONCLUSION
In this paper, statistical analysis of the overall students’ performance was
also carried out and one of the other yardsticks used to provide an overall view
of the effectiveness of the OBE approach was the CGPA. It was noticed that
percentage of students obtaining a CGPA of 3.00 and above increased by an
average of 15%, between the last two cohorts. The latest cohort to complete the
foundation studies was subjected to the new system, while the previous one
follow the conventional instructor-centred system. Although it is not sufficient
enough to conclude using this measure alone, but the results from the survey
can somehow complement this outcome. This work can be taken to be the initial
effort to track the effectiveness of the implementation of this new system at the
FS department. The early indicators seems to be favorable for the system to be
continued, although a lot of initiatives, especially in creating awareness among
the FS community must be further enhanced. Any system can only be fully
functional, if everyone is fully familiar with it.
ACKNOWLEDGEMENT
The authors would like to take this opportunity to thank the management
of Universiti Teknologi PETRONAS for allowing them to complete and present
this paper at the CTLHE 07 conference.
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REFERENCES
[1] Bernstein, B., (1982), “On the classification and framing of educational
knowledge”, In: Challenge and change in the curriculum, Horton, T. and
Raggatt, R. (eds), Sevencake, Kent, Hodder & Stoughton in association
with the Open University, 157-176.
[2] McNeir, G., (1993), “Outcome-based Education”, ERIC Digest 85,
University of Oregon, 3-5.
[3] Malan, SPT, (2000), “The ‘new paradigm’ of outcome-based education in
perspective”, Tydskrif vir Gesinsekologie en Verbruikerswetenskappe,
28,22-28.
[4] Department of Education, (1996), South African Schools Act,
Government Gazette No.84, Pretoria, South Africa: Department of
Education.
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1.0 INTRODUCTION
There has been a major shift in the Malaysian education sector with the
implementation of outcome-based education (OBE) in institutions of higher
learning. This move has affected public and private and institutions of higher
learning in the country. This move cuts across both technical and non technical
fields of study, one of which is the field of second language teaching and
learning. The implementation of OBE not only requires a re-designing and re-
development of teaching and learning practices, but is also inclusive of
curriculum realignments that must be in line with the OBE educational theoretical
framework. This paper will shed some light on the strategies carried out by
language practitioners of a private institution of higher learning in the
implementation of OBE in a Foundation level English language proficiency
course. The implementation of OBE in the said institution is within the
communicative language teaching (CLT) framework and entails a synthesis of
elements of two approaches, namely the product and process approach, that
form an eclectic approach to language teaching. The paper will highlight among
others, teaching and learning activities, teaching and learning support materials,
assessment and learner perceptions of the effectiveness of the applied
approach.
OBE differs from the traditional form of education particularly in its overall
approach, the manner in which standards are assessed as well as the means in
[18]
which performance is determined. According to , an OBE curriculum advocates
the importance of beginning with the elements that are important for students to be
able to perform, followed by organizing the curriculum, instruction and assessment
to ensure that learning takes place. Upon establishing key factors that students
should understand and be able to achieve or the qualities they should build upon,
the curricula are designed to accomplish the capabilities or qualities identified. As
such, OBE embodies the notion that the most effective manner of learning is to
first determine what needs to be achieved. Upon the determination of the
outcome, the strategies, processes, techniques, and other means are put in place
to achieve the goal.
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An educational system that is based upon OBE requires its learners as well as
educators to heed to the following:
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discussion, drama and role-playing are also carried out in the class.
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their own pace. This is in line with what OBE propagates where students
work at their own pace at mastering the learning outcomes until he or
she succeeds which may result in lifelong learning.
3.4 Assessment
Table Q2:Synthesize information whether linear or non linear by using various reading methods
Total
Scale 1 2 3 4 5 6 7 Res. Population % Resp.
Frequency 1 1 7 45 73 112 66 305 305 100.0%
Percentage 0.3% 0.3% 2.3% 14.8% 23.9% 36.7% 21.6% 100%
The results show that 77.4 percent of the students believe that they have
attained the first learning outcome that is to demonstrate comprehension and
communication skills in English, at scales 6 and 7. The rating is towards the
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excellent extreme of the scale. This indicates that learners believe that they are
able to comprehend the language very well and at the same time they are able to
communicate using the language at an excellent level. In the context of this
paper, the communicative ability, as emphasized in the CLT approach in the
teaching and learning activities, include the four skills: reading, writing, listening
and speaking. At the end of the course, 58 percent of the students perceive their
ability to synthesize information, whether linear or non linear by using various
reading methods, at scales of 6 and 7. 53.5 percent of the students rate such
ability as average at the scales of 4 and 5. Learners undertaking the English 2
proficiency course are not only expected to read effectively but are able to read
from both linear and non-linear methods. Since the percentages of the students
for both at the excellent end and the average level are almost the same, the
instructors may want to give more emphasis to help learners attain the second
learning outcome. Majority of the students (65.2 percent) however feel that their
ability to develop critical and creative thinking skills is good or excellent (the
positive end of the scale).
The findings thus lend a degree of support to the value of this course in
its ability to produce students with the learning outcomes set at the beginning of
the course. The challenge remains in investigating whether the effect of the
learning outcomes at the foundation level will persist well into their long-term
undergraduate tertiary level. Further studies however need to be carried out to
analyze the academic scores of their tests, quizzes, examinations, portfolio and
other assessment methods used in determining the effectiveness of the course,
within the OBE framework.
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[23]
learning outcomes . Thus, like the product-oriented approach, outcome-based
education is a pedagogical approach which also focuses on the achievement of
certain specified results.
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be argued that there is no product in the absence of the process for getting there.
Similarly, there can be no process without resulting to some kind of a product.
Both the strength of the product approach and the process approach are
therefore synthesized into the teaching and learning of the English 2 proficiency
course, within the framework of OBE. According to the feedback from the
students reported in the previous section, such eclectic approach is beneficial to
the learners. The eclectic approach of the process oriented elements (in the CLT
approach adopted) and the product oriented elements (within the OBE
[19], [9],
framework) may be beneficial to the learners. As according to cited in the
OBE approach promotes the integration of various teaching and learning
strategies by instructors and educators in order to help learners attain the
specified learning outcomes.
6.0 CONCLUSION
REFERENCES
[1] Block, J. H. (Ed.). (1971). Mastery learning: Theory and practice. New
York: Holt, Rinehardt and Winston.
[2] Bloom, B. S. (1973). Every kid can: Learning for mastery. Washington,
DC: College/University Press.
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[10] Killen, R. & Spady, W. (1999). Using the SAQA critical outcomes to
inform curriculum planning in higher education in South Africa. South
African Journal of Higher Education, 14(1), 200-208.
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1.0 INTRODUCTION
The Construction Industry Master Plan (CIMP) 2006-2015 [1] states the
need for builders to do away with heavy reliance on labor to automated
construction and industrialized building. In addition to the above, there is a
need to reduce the high rate of design errors that emerged during construction,
which is one of the factors for delay and cost increment in many property
development projects in Malaysia [2]. Despite emerging processes and high
performance team skills that develop as a result of efficient and effective use of
advanced IT solutions, knowledge still gets missing in the complex design and
development processes for building projects [3]. Although the building industry
claims to have standardized its process of delivery products, [4] argue that
these delivery processes are still limited to concerns regarding structural safety
and temperature controlled shelter—i.e., very “engineering” requirements—
while ignoring about other sustainable components, such as socio-cultural and
economics sustainability of the community where the building will be located.
For the purpose of acquiring a broader understanding of the building process
and its related issues, we are proposing a transdisciplinary curriculum at
Universiti Putra Malaysia specifically for supporting the nation’s building
industry.
The transdisciplinary curriculum would integrate the use of advanced
technologies—the main source of creating and improving the competitive
advantages of a firm. In the building context, automation and robotics are
recognized as the critical solutions to cost reduction, and to improving
construction productivity [5]. With many developing countries already feeling
the impacts of globalization, the [6] is calling for increasing utilization of
computer-integrated design and construction processes by a project team in
order for its members to become competitive locally and internationally. The
added skills and technologies will allow construction stakeholders to at least
partner, if not participate, in global projects with their foreign counterparts.
[1]
With the Malaysian Government’s encouragement to go overseas ,
local builders need to equip them with the capability to work with multiple design
professionals and builders from different cultures, cross several time zones, and
exposure to different technological tools and skills. Hence, the need to update
[7] [8]
our professional curriculum towards transdisciplinary learning. and state
that successful design and building integration requires transdisciplinary inputs
very early during the design process. In transdisciplinary situation, each
discipline would provide its sound professional input, while capable of
[8]
accommodating the requirements of other disciplines . Presently, architectural
graduates will acquire the leadership and life-long learning skills through real-life
experiences only—the reason why many architectural bodies worldwide require
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students increase their capacity to make connections in their learning across the
curriculum and between disciplines. For example, architectural students learn
about their professional practice while observing the structural engineer having
difficulties trying to fulfill the design objectives in a complex building design.
Secondly, transdisciplinary learning is engaging for students because it supports
their involvement in tasks that are worthwhile, significant and meaningful such as
those undertaken by successful adults. A close to real-life project can support the
global experience one can obtain during postgraduate working. However, while a
significant part of learning will be transdisciplinary, there will still be a need for
dedicated teaching of some aspects of disciplines. This requires architectural
students to learn about construction methodologies while they work on their
architectural design. Finally, transdisciplinary inquiry involves multiple disciplines
and the space between the disciplines with the possibility of new perspectives
'beyond' those disciplines. One such example is the need to understand the
financing requirements during a property development process.
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The A-CI program at the architecture school will emulate the PBL
ecosystem developed at Stanford. The architectural design studio will offer
students an opportunity to engage with students from other disciplines and work
together on a studio project. The design studio shall include students with
graduate standing from additional disciplines synonymous with the common
design professionals involved during the early planning phase of a property
development process. Besides the main players (e.g., architecture, structural
engineering and construction managers), other students shall include planners,
quantity surveyors, property managers, urban designers and landscape
architects. In view of the additional disciplines participating in the A-CI program,
the number of faculty and industry mentors shall reciprocate as diversified as the
students’. Nevertheless, departmental, faculty, and university support to develop
the A-CI ecosystem and human resource development to support the A-CI
program are critical.
CONCLUSION
ACKNOWLEDGEMENT
This concept in this paper was earlier presented at the Second International
Conference of the Center for the Study of Architecture in the Arab Region
(CSAAR2006) in Rabat, Morocco on 14-16 November 2006 sponsored by the
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REFERENCES
[2] Arain, F.M. and S.P. Low. “The nature and frequency of occurrence of
variation orders for educational building projects in Singapore.”
International Journal of Construction Management, Vol. 5 No. 1, pp. 79-
91.
[4] Reed, W. and Gordon, E. “Integrated design and building process: What
research and methodologies are needed.” Building Research and
Information 28(5/6), pp. 325-337. (2000).
[5] Ping Ho, S. and Liang, Y.L. “How to evaluate and invest in emerging
A/E/C technologies under uncertainty.” ASCE Journal of Construction
Engineering and Management Vol. 129 No. 1, pp. 16-24. (2003).
[10] Seaton, A. “Reforming the hidden curriculum: The Key Abilities Model
and four curricular forms.” Curriculum Perspectives, vol. 22, no. 1, April,
pp. 9-15. Retrieved December 10, 2006, from http://www.andrewseaton.
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[21] Fruchter, R., and Chao, Y.C. “AEC Global Teamwork: Emergent Work
Processes.” Proc. of ICCCBE-X, Weimar. (2004).
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[22] Vella, J., Berardinelli, P. & Burrow, J. 1998. How Do They Know They
Know: Evaluating Adult Learning. San Francisco: Jossey-Bass.
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1.0 INTRODUCTION
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3.0 METHODOLOGY
The population of this study was MBA graduates of a local public university.
The database maintained by the university, i.e. Graduate Academic Information
System (GAIS) was the main data source used for data mining. GAIS is a system
created to capture and store all postgraduate students’ information. At the time of
this research, there were about 2,400 records of MBA students who were
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The increase in the amount of data being collected and the ease of collecting
data, the declining cost of data storage and cost of computational power,
together with the development of robust and efficient machine learning
algorithms to process data have led to the increase interest in data mining
[6].
among organizations Data mining is the nontrivial discovery of meaningful,
new correlations, patterns and trends, and the extraction of implicit, previously
[2].
unknown, and potentially useful information from large amounts of data The
operations of data mining can be classified into: (1) clustering/segmentation, (2)
visualization, (3) predictive modeling, (4) link analysis, (5) deviation detection, (6)
[6].
dependency modeling, and (7) summarization These operations can be used
to serve respective practical purposes in industries today. Companies are now
using data mining capability to understand more about their customers, to design
targeted sales and marketing campaigns, to predict what and how frequently
customers will buy products, and to spot trends in customer preferences that lead
to new product development as well as to attract applicants and ensure
[11, 15, 18, 3].
enrolment at universities
This research utilized E-miner in mining the data. Before the data sets were used
to create the models, they were checked for errors and cleaned. Missing values
were up-dated with data from other university information systems where
possible with the help of the GAIS maintenance personnel at the Computer
Center of the university. Some pre-processing was carried out. Age and working
experience at the beginning of the MBA program (derived variables) were
computed based on date of birth and year start working respectively. The
Nationality variable was cross-checked with Race and Address. Nationality of
minor groups was recoded as Others. The data set for mining and the description
about each variable are as shown in TableS 1, 2 and 3.
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4.0 RESULTS
Mining of the data using Decision Tree technique found that only two
variables were significant in differentiating MBA students who are likely to
complete their study successfully, namely, centre of study and entrance
qualification. For those at the main campus in Sintok, Kedah and in Sungai
Petani centre, 80% of them would succeed. For those at other centres, only
about one third of them with a CGPA of 3.13 and above upon admission are able
to complete their study. Figure 1 illustrates the findings.
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5.0 DISCUSSION
Moreover, it is also interesting to find out that those who completed their
MBA were those whose entrance CGPA was 3.13 and above. It may be deduced
that candidates with this CGPA were more academically prepared, had better
cognitive abilities, and were more diligent and persistent than those with lower
CGPA. In future admission requirements, it is recommended that applicants with
CGPA of at least 3.13 be given direct admission into the MBA program because
these are the students who would have a very high probability of completing their
program on time.
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would be acceptable for entry into the MBA and other programmes.
This study could also widen the applications of data mining technique
specifically in the higher education sector. Not many researchers may be familiar
with the use of this technique; thus, this research would allow scholars and
researchers to determine the extent of applicability of data mining in analysing
researches such as the present one. The findings would provide these people
with insights on the fundamental measures on how to employ data mining and its
usability in social science research.
REFERENCES
[1] Baruch, Y., & Leeming, A. (1996). Programming the MBA program – the
quest for curriculum. Journal of Management Development, 15(7), 27-37.
[2] Berry, M.J.A., & Linoff, G.S. (2000). Mastering Data Mining: The Art and
Science of Customer Relationship Management. New York: John Wiley
& Sons.
[6] Hormozi, A.M., & Giles, S. (2004). Data mining: a competitive weapon for
banking and retail industries. Information Systems Management, 21(2),
62-71.
[7] Juhary Ali (2003). The Malaysian Public Universities in the New
Millennium: Future Directions, Paper presented during the ASAIHL
International Conference, Kota Kinabalu, Sabah, 28 September – 1
October.
[11] Min, H., Min, H., & Emam, A. (2002). A Data Mining Approach to
Developing the Profiles of Hotel Customers. Int. Journal of Contemporary
Hospitality Management, 14 (6), 274-285.
[12] Min, H., & Emam, A. (2003). Developing the Profiles of Truck Drivers for
their Successful Recruitment and Retention: A Data Mining Approach.
Int. Journal of Physical Distribution & Logistics management, 33 (2), 149-
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162.
[14] SAS (2005). The Best and the Brightest: Baylor Relies on SAS for Cost-
Saving Strategic Enrollment Management,
http://www.sas.com/success/baylor_sem.html, accessed on 6 March
2005.
[15] Spangler, W.E., Gal-Or, M., & May, J.H. (2003). Using Data Mining to
Profile TV Viewers. Communications of the ACM, 46(12), 66-72.
[18] Yeo, C.Y., & Smith, K.A. (2003). Implementing a data mining solution for
an automobile insurance company: Reconciling theoretical benefits with
practical considerations. Annals of Cases on Information Technology, 5,
63-73.
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1.0 INTRODUCTION
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[13]
Also emphasizes the importance of the background and
culture of the learner. Constructivism encourages the learner to arrive at
his or her own version of the truth, influenced by his or her background,
culture or embedded worldview. Historical developments and symbol
systems, such as language, logic, and mathematical systems, are
inherited by the learner as a member of a particular culture and these are
learned throughout the learner's life. These symbol systems dictate how
[13,3]
the learner learns and what is learned . This also stresses the
importance of the nature of the learner's social interaction with
knowledgeable members of the society. Without the social interaction
with other more knowledgeable people, it is impossible to acquire social
meaning of important symbol systems and learn how to utilize them.
Young children develop their thinking abilities by interacting with other
children, adults and the physical world. From the constructivist viewpoint,
it is thus important to take into account the background and culture of the
learner throughout the learning process, as this background also helps to
shape the knowledge and truth that the learner creates, discovers and
[13, 22]
attains in the learning process
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their own understanding and that they do not simply mirror and reflect
what they read. Learners look for meaning and will try to find regularity
and order in the events of the world even in the absence of full or
complete information.
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Teacher as a
FACILITATOR
:
3rd Presentation on Student Forums and
evidence gathering • Theo 2nd Presentation on
and expert witnessing retica Litigation Framework
protocols & Procedures
Second Batch of
Guest Speakers:
Police, ACA, Deputy
Public Prosecutor
from AG Chamber
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of the semester. With the case presentation and report, the students
are started with something that they themselves initiated and
researched. The course and its contents and requirements are
introduced after the case presentations. It was then made known to
them that the success of this course and the class would be very much
dependent on their active participation and enthusiasm. The shift of
learning from teacher-centred to student-centred is illustrated in Figure 2
below.
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cycles. These insights are valuable “secrets” that are not readily found in
books or journal articles. Students are therefore expected to incorporate
these feedbacks into their final report at the end of the semester.
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this phase was from the Commercial Crime Unit of the Royal Malaysian
Police (PDRM). The speaker shared with the students on interrogation
techniques, evidence gathering protocols, prosecution techniques,
litigation charges and forensic investigation protocols when dealing with
financial fraud cases. The students were also advised to work closely
with either the police department or the SC or both on financial litigation
cases.
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Once the students have gone through the above five phases of
learning, it is expected that they are now ready to precede to the next
two higher levels namely a submission of a 30-page case study report
and a final, comprehensive presentation at a simulated court.
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report and the oral presentation, specific assessment forms are used by
the respective evaluators.
3.8 Examination
[16, 13]
Emphasize the concept of dynamic assessment, which is a way of
assessing the true potential of learners that differs significantly from conventional
tests. Here the essentially interactive nature of learning is extended to the
process of assessment. Rather than viewing assessment as a process carried
out by one person, such as an instructor, it is seen as a two-way process
involving interaction between both instructor and learners. For the in-class case
presentations and forum, a peer-group assessment technique was also used.
Basically, members of other teams get to evaluate the performance of the team
that are presenting and vice versa. Table 1 depicts the percentage breakdown of
the assessment items. The feedback created by the assessment process serves
as a direct foundation for further development. It should not be an intimidating
process that causes anxiety in the learner, but rather a supportive process that
encourages the learner to want to be evaluated in order for future, more focused
[14, 13, 17]
development to take place . At the end of the course, an overall
evaluation is obtained from the students. The evaluation scores at the end of the
semester are gauged against an earlier assessment carried out at the beginning
of the semester to establish whether the students had benefited from the different
learning initiatives adopted for the course.
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Assessment Items %
In-class case presentations (3 in total) & Forum 15
Three 5-page case study write ups 15
Mid-term examination 10
Moot Court case presentation 30
30-page case study write up 30
5.0 CONCLUSIONS
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REFERENCES
[2] Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956).
Taxonomy of educational objectives: The classification of educational
goals. Handbook I: Cognitive domain. New York, Toronto: Longmans,
Green.
[3] Bullard L.G. and Felder R.M. (2007), "A Student-Centered Approach to
Teaching Material and Energy Balances. Part 2. Course Delivery and
Assessment." Chem. Engr. Education, 41(3), 167-176.
[4] Claxton, C.S., and P.H. Murrell. (1987), Learning styles: Implications for
improving educational practice. ASHE-ERIC Higher Education Report
No. 4. Washington, DC: George Washington University.
[5] Crumbley D.L.,Heitger, L.E. and Smith, G.S. (2005), Forensic and
Investigative Accounting, Chicago: CCH Incorporated.
[7] Duffy, T.M., & Jonassen, D.H. (eds.) (1992). Constructivism and the
technology of instruction: A conversation. Hillsdale, N.J: Lawrence
Erlbaum.
[8] Felder, R.M. (1993), “Reaching the Second Tier: Learning and Teaching
Styles in College Science Education”, J. Coll. Science Teaching, 235,
286-290.
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[12] Grasha, A.F (1994), “A Matter of Style: The Teacher as Expert, Formal
Authority, Personal Model, Facilitator, and Delegator”, College Teaching,
42(4), 142-149.
[13] Gredler, M.E (1997), Learning and Instruction: Theory into Practice (3rd
ed), Upper Saddle River
[16] Holt, D. G. and C. Willard-Holt (2000). "Let's Get Real (TM) - Students
solving authentic corporate problems." Phi Delta Kappan 82(3): 243-246.
[17] King, E.M. (2006), “Studio Classrooms and Student Centered Learning in
Traditional Microscopic Courses”, Journal of Geoscience Education,
54(4), pp. 476-479.
[22] Wertsch, J.V (1997), Vygotsky and the Formation of the Mind, London:
Cambridge Press.
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1.0 PENGENALAN
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Dalam Laporan The Third Outline Perspective Plan 2001 – 2010, Unit
Perancangan Ekonomi (EPU), Jabatan Perdana Menteri, Malaysia telah
membuat unjuran seramai 227,900 pekerja profesional dan teknikal diperlukan
oleh industri di Malaysia. Bagi merealisasikan keperluan tersebut, universiti dan
pusat latihan memainkan peranan penting sebagai pengeluar dalam
menghasilkan pasaran sumber guna tenaga tersebut (Malaysia Government,
2001).
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perlu memberi tindak balas atau tindakan terhadap situasi bekerja. Tindak balas
atau tindakan tersebut wujud daripada kesan atau hasil kerja individu di mana
segala maklumat yng diperolehi daripada hasil kerja disalurkan kepada individu
bagi mengenal pasti sama ada individu tersebut menginterpretasikan maklumat
tersebut merupakan kesan yang positif, negatif atau neutral (Rothwell &
Kazanas, 1992).
Maklum Balas
Ini bermakna prestasi dan kualiti sumber guna tenaga teknikal ditentukan oleh
maklum balas yang berlaku hasil daripada kesan yang wujud dalam situasi
pekerjaan.
Ini jelas menunjukkan bahawa pestasi sumber guna tenaga teknikal mempunyai
perkaitan yang signifikan terhadap kompetensi pekerja yang menjalankan kerja
berasaskan kemahiran teknikal.
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Pentaksiran
Pentaksirsan bercirikan
kompetensi terhadap Demonstrasi
prestasi pelajar
Pembentukan
Proses Kemahiran, Kebolehan dan
Pembelajaran Pengetahuan Pelajar
Pengalaman Belajar
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Kompetensi Keperluan
Individu Kerja
Tindakan serta
Tingkah Laku
Spesifik yang
Efektif
Persekitaran
Organisasi
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1) Kompentensi Teknikal
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RUMUSAN
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RUJUKAN
[1] Ab. Aziz Yusof (2006) Pengurusan Sumber Manusia; Konsep, Isu dan
Pelakasanaan. Prentice Hall: Selangor
[3] Boyatzis, R.E. (1982) The Competent Manager: A Model for Effective
Performance. John Wiley & Sons: New York
[4] Dare, D.E. & Leach, J.A. (1999) Preparing Tomorrow’s HRD
Professionals: Perceived Relevance of the 1989 Competency Model.
Journal of Vocational and Technical Education Volume 15.
[7] Holton III, E.F. & Trott Jr, J.W. (1996) Trends Toward a Closer Integration
of Vocational Education and Human Resource Development. Journal of
Vocational and Technical Education Volume 12.
[9] Jones, E., Voorhees, R. & Paulson, K. (2002) Defining and Assessing
Learning: Exploring Competency-based Initiatives. Council of the National
Postsecondary Education Coopertive: Washington D.C.
[11] Malaysia Goverment (2001) The Third Outline Perspective Plan 2001-
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[12] Robiah Sidin (1998) Pemikiran Dalam Pendidikan. Fajar Bakti Sdn. Bhd.:
Selangor
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1.0 PENDAHULUAN
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kepada jalur, saluran atau laluan dalam konteks ini yang dimaksudkan ialah
teknologi yang menjadi sumber maklumat yang boleh diterima atau diperoleh
dengan cepat, pantas dan mudah. Manakala, kendiri pula merujuk diri peribadi.
Oleh itu, Pembelajaran Akses Kendiri secara penuhnya membawa maksud
‘usaha secara sengaja yang dilakukan oleh seseorang untuk mendapatkan
maklumat melalui saluran yang tersedia menggunakan teknologi’. Kendiri bagi Al
Ghazali merangkumi tiga entiti iaitu minda, hati dan jasad. Penyatuan ketiga-tiga
unsur akan mewujudkan usaha pembelajaran yang paling cemerlang [3].
3.0 METODOLOGI
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Tajuk-tajuk Sejarah Dunia yang dipilih untuk tujuan kajian ini ialah tajuk-
tajuk yang dianggap oleh guru dan pelajar sebagai tajuk-tajuk mencabar dan
sukar dikuasai, iaitu merangkumi tajuk-tajuk di dalam Bab 1, Bab 3 dan Bab 8
sahaja seperti di dalam Buku Teks Sejarah. Bagi Bab 1 ia merangkumi tajuk
Tamadun Zaman Purba, Mesopotamia, Sejarah Penulisan, Mesir Purba, China
Purba. Manakala bagi Bab 3 pula merangkumi tajuk Srivijaya, Angkor Wat,
Lembah Bujang dan Bab 8 pula berkenaan dengan tajuk Renaissance, Kuiz
Renaissance dan Dunia Moden Awal sepertimana yang tertera dalam Jadual 1.
Laman web yang dicadangkan untuk pembelajaran bagi tajuk tertentu adalah
seperti di Jadual 1, tetapi pelajar digalakkan untuk mendapatkan maklumat
berkaitan dengan sesuatu tajuk dengan mendapatkan sumber daripada laman
web yang lain.
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Mesopotamia http://www.mesopotamia.co.uk/
Sejarah http://www.historian.net/hxwrite.htm
Penulisan
Mesir Purba http://ancienthistory.miningco.com/cs/
China Purba http://www-chaos.umd.edu/history/ancient1.html
2 3 Srivijaya http://user.skynet.be/network.indonesia/ni4001c4.ht
m
Angkor Wat http://www.leidenuniv.nl/pun/ubhtm/mjk/angkorwa
Lembah http://www.gtitec.com.my/museums/bujang.htm
Bujang
3 8 Renaissance http://www.twingroves.district96.k12.il.us/
Kuiz http://library.thinkquest.org/C005356/activities.htm
Renaissance
Dunia Moden http://www.fordham.edu/halsall/mod/modsbook.htm
Awal l
Sangat
No Penggunaan laman Tidak Tidak Tidak Pasti Setuju Sangat
web dalam Setuju Setuju Setuju
pembelajaran mata
pelajaran Sejarah
dapat: N % N % N % N % N %
1 Meningkatkan minat
saya untuk belajar 0 0 2 1.9 0 0 4 3.8 99 94.3
Sejarah.
2 Kesediaan saya untuk
mengikuti mata 0 0 0 0 0 0 15 14.3 90 85.7
pelajaran Sejarah
menjadi lebih tinggi.
3 Memberikan lebih
kefahaman tentang 0 0 4 3.8 3 2.85 9 8.57 89 84.8
tajuk pelajaran.
4 Mendekatkan lagi jiwa
saya tentang peristiwa 0 0 1 1.0 4 3.8 10 9.5 90 85.7
Sejarah.
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5 Membolehkan saya
melihat Sejarah dalam 0 0 1 1.0 0 0 7 6.67 97 92.4
konteks yang
mencabar.
6 Memenuhi rasa ingin
tahu dan menjawab 0 0 4 3.8 6 5.7 8 7.61 87 82.9
banyak persoalan yang
muncul.
7 Meningkatkan interaksi
sesama pelajar dalam 0 0 0 0 6 5.7 10 9.5 89 84.8
kelas.
8 Membentuk sikap
saling bantu membantu 0 0 0 0 6 5.7 12 11.4 87 82.9
di kalangan pelajar.
9 Menyingkatkan masa
untuk mendapatkan 0 0 0 0 4 3.8 25 23.8 76 72.4
maklumat.
10 Capaian maklumat
dapat dilakukan 0 0 25 23.8 3 2.86 0 0 77 73.3
dengan pantas dan
cepat.
11 Maklumat yang ingin
diperolehi adalah 0 0 0 0 0 0 0 0 105 100
pelbagai dan banyak.
12 Menambahkan
pengetahuan pelajar 0 0 1 1.0 0 0 4 3.8 100 95.2
apabila dapat merujuk
pelbagai sumber.
13 Memberi peluang
kepada saya untuk 0 0 0 0 8 7.61 10 9.5 87 82.9
mendapatkan
maklumat dengan
usaha sendiri.
14 Menjadikan
pembelajaran Sejarah 0 0 0 0 2 1.9 6 5.7 97 92.4
lebih menarik dan
menyeronokkan.
15 Memudahkan lagi
untuk mengingati fakta 0 0 0 0 6 5.7 12 11.4 87 82.9
Sejarah.
16 Menjadikan saya lebih
berkeyakinan terhadap 0 0 0 0 4 3.8 12 11.4 89 84.8
kemampuan diri
sendiri.
Jadual 2 di atas telah menunjukkan hasil kajian mendapati 100% pelajar sangat
bersetuju dengan kenyataan nombor 11 yang merujuk kepada maklumat yang
diperolehi daripada laman web tentang tajuk Sejarah Dunia adalah pelbagai dan
banyak. Seramai 95.2% responden daripada kategori pelajar juga menunjukkan
persetujuan yang tinggi bagi kenyataan nombor 12 iaitu pencarian bahan bagi
mata pelajaran Sejarah melalui laman web dapat menambahkan pengetahuan
mereka. Seramai 94.3% responden juga menyatakan mereka sangat bersetuju
dengan penggunaan laman web bagi mata pelajaran Sejarah dapat
meningkatkan minat mereka untuk mempelajari mata pelajaran tersebut. Ini juga
memandangkan bagi kebanyakan pelajar menghafal fakta Sejarah adalah
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Selepas setiap bab itu selepas diajar, setiap kumpulan yang terdiri
daripada beberapa orang pelajar dikehendaki membentangkan hasil tugasan
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mereka kepada rakan-rakan lain di dalam kelas, ketiga-tiga guru mata pelajaran
Sejarah ini juga bersetuju bahawa pembentangan pelajar juga menunjukkan
kesungguhan mereka untuk menyampaikan maklumat dan mereka benar-benar
memahami apa yang cuba disampaikan. Maklumat yang disampaikan adalah
menjangkau apa yang terdapat dalam Buku Teks Sejarah Tingkatan 4. Pelajar
juga menunjukkan minat yang ketara apabila masing-masing pelajar daripada
setiap kumpulan berdebat untuk menambahkan fakta sedia ada. Keadaan ini
menjadikan mata pelajaran Sejarah lebih menarik dan penghafalan fakta Sejarah
dapat dilakukan dengan lebih efektif.
5.0 KESIMPULAN
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6. RUJUKAN
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1.0 INTRODUCTION
Conceptually, there are several aspects of the PCL that appeal to the
facilitator, namely, the role of the facilitator in the learning process, and the
creation of a conducive learning environment to inquiry learning or learning
through self investigation. According to Rogers, the relationship between the
facilitator and learner is important in bringing about the positive effects of learning
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2.0 METHOD
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When the facilitator is a real person and being what s/he is, the facilitator
will enter into a relationship with the learner without presenting a façade or
pretending. As a result, s/he is much more likely to be effective. This means that
the feelings that s/he is experiencing are available to her and that s/he is able to
live these feelings. Likewise, the facilitator will be able to communicate to the
students if appropriate. Intrinsically, realness denotes coming into a direct
personal encounter with the learners through meeting them on a person-to-
person basis. In doing so, facilitator is being him or herself and not denying
his/her own feeling and emotion and shares it with the students appropriately. As
a result, students can feel the realness brought about by the facilitator in the
teacher-students relationship.
My lecturer showed us the right way to answer the questions and she
showed all our assignment and why we deserved such a grade or mark
(Student 1, Female)
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(Facilitator 1, Male)
Clearly, in the SCL and especially PCL, the facilitator must take on the
role of a facilitator of student learning rather than a dispenser of knowledge or
information. In the PCL model, for the facilitator to show realness they must be
genuine and willing to express feelings. This is important because in the PCL
model, the facilitator acts as counselor, guide and coach, and in order to be
effective, he or she must be real with his or her students.
(Student 5, Male)
I think all lecturers must value and respect their students. They need
to accept the student differences with open mind. They
shouldn’t judge them…
(Student 1. Female)
c. Empathic understanding
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they are simply understood from their own point of view and not the
facilitator’s.
(Student 3, Female)
I know some lecturer ‘give face’ to their students. I want to do the same
but I am not sure where the limit. I feel for them for having too
many assignments but isn’t that part of the learning process?
(Facilitator 2, Female)
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Table 1
Technical aspect of PCL
Groups discussion in small teams. Most student Group work and dynamics of
like this and they thought this is SCL already. I discussion
do like small group but students need to be told
that they must bring materials to discuss in
class
(Facilitator 1, Male)
I asked questions as prompts, lots of them. This Ask questions that foster
is like to open their inquiry mind. But I realized I inquiry
am the one ended up answering them ….
(Facilitator 1, Male)
I let student choose their own topic of interest in Freedom to decide method
completing their assignment and for them to and choose content (guided
choose their own content. However, I told them by facilitator)
what are expected from the assignment
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4.0 CONCLUSION
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REFERENCES
[4] Rogers, C. R. (1983). Freedom to Learn for the 80's. Columbus, OH:
Charles E. Merrill Publishing Company.
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1.0 INTRODUCTION
Medical doctors are required to provide fair treatment and care to all patients,
regardless of their age, gender, ethnicity, religion, social position and financial
standing. The basic precepts of medical ethics clearly illustrate the importance of
medical practitioners to be just, neutral and unbiased in treating their patients. It
is extremely important for medical practitioners to have a sound understanding
on the diversified elements of their patients’ culture, religious convictions, values
and attitudes - before they can proceed to treat their patients with respect and
dignity. The need to train medical undergraduates to be comfortable and familiar
with the diversified profiles of their patients, become more apparent now. British
General Medical Council paper on `Tomorrow’s Doctors’ states that "students
should have acquired respect for patients and colleagues that encompasses,
without prejudice, diversity of background and opportunity, language, culture and
way of life.” [1]
In the new integrated curriculum for medical programme, the Faculty of Medicine
UKM has included a sub-module of Managing Diversity under the module of
Personal and Professional Development (PPD). The sub-module is first
introduced to the second year medical students through an hour of interactive
concept lecture, followed by a two-hour small group discussion (SGD) session.
The objectives of the sub-module during this introductory phase are as follows:
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At the end of the second semester in Year Two, the PPD unit organizes
an interfaith discussion on the topic of ` Practises of Medicine : What does your
religion say?’. During this two-hour forum, four medical practitioners are invited to
represent the views of Muslims, Christians, Buddhists and Hindus on the
practices of medicine. In the post-forum evaluation, about 70% of students
regarded the program as ` informative’ as well as `interesting’.
During the outdoor PPD camp 2, held in the beginning of the third year,
the sub-module is delivered through small group discussion (SGD) sessions on
medical ethics. The students are required to watch a movie entitled `Something
the Lord Made’, which highlights the issue of managing diversity in the context of
ethnicity and gender. In an another session, students are given topics of debate
on controversial issues related to the patients’ gender, age, ethnicity and sexual
orientation.
2.0 DISCUSSION
It is hoped that the introduction of such a module will facilitate medical students
to become more aware and sensitive towards the diversified elements existing
around them. Following a sound understanding on diversity, it is expected that
the students would be able to develop appropriate professional conduct and
respect in dealing with patients coming from all walks of life. It is the aspiration of
UKM to produce a group of culturally-competent medical practitioners, who would
then be the best agents of change for a more harmonious multi-cultural, multi-
religious society of Malaysia.
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REFERENCES :
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ABSTRACT
HAJAH SITI AKMAR ABU This topic may raise eyebrows of its
SAMAH relevance, significance and approaches.
Institute of Leadership & Quality Very often than not several soft skills
Management initiatives have been put forward by the top
Universiti Teknologi MARA
40 450 Shah Alam
leaders of the country, of which are very
Selangor commonly known as, for example, Rukun
MALAYSIA Negara, Pelan Integriti Negara (PIN) , and
sitikma@salam.uitm.edu.my the recent one – Kemahiran Insaniah. All
these are targeted to the working
population of the country. However, these
are noble values that need to be instilled at
much tender age of our youths. Being
teachers at tertiary level, do we play a part
in this work of nurturing the nature. If we
are not obligated to, is our teaching merely
facts dissemination and completing the
syllabus? If we have the sense of
responsibility being citizens with these
noble values, do we impart them to our
students? And just how do we do that? In a
small area of focus, teaching Report Writing
entails much trust in the choice of topic,
data collection, researching for literature,
drafting and writing. These are the tasks
that need to be carried out by the students.
They are the process owner of their project
and in conducting so, the trustworthiness
sometimes may swerve to plagiarized work,
cut-paste practice or copying from others in
carrying out their assignment. Can we
inculcate values in every juncture of
© Universiti Putra Malaysia 2007.
progress that they make? This paper
Semua Hak Cipta Terpelihara. attempts to address so by providing
Prosiding Persidangan Pengajaran pertinent teaching-learning strategies.
dan Pembelajaran di Peringkat
Institusi Pengajian Tinggi
(CTLHE07), The Palace of Golden Keywords: moral values, soft skills
Horses, Seri Kembangan, initiatives, nurturing, teaching-learning
Selangor 12-14 Disember 2007
strategies
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1.0 INTRODUCTION
The original title of this paper was intended to read “In Paper We Write,
In Values We Rely”. Being a language educator in an institution of higher
education, much has been experienced in imparting knowledge and information
via reading, writing, listening and speaking. Also, much has been seen in the
types of students that are admitted into the university. These are the raw
resources that need to be nurtured and refined to provide for the country in terms
of economic returns. Many of them that come for further studies are intellectually
ready. They are the products of various levels of the national examinations that
are held throughout their lives within the education system. However, being
equipped with intellectual capital may not necessarily deem them fit to create a
holistic society. It is not sufficient for a total person to become, with only
intellectual capital, as two other elements are necessary to make one a total
person and these are social and spiritual capitals. (Ary G. Agustian , 2005).
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the students. Needless to say, these are the raw resources that need to be
instilled with those values propagated in the initiatives. Thus, the writer intends to
share some highlighted national soft skills initiatives and suggest ways in which
values inculcation can be incorporated in one of the language courses offered by
an academy of language studies of a local university and that is Report Writing
Course.
1. RUKUN NEGARA
In 1969, May 13, a serious race riot took place in the country. This incident
has evident the fragility of a multi-racial Malaysia which in turn will endanger
the country stability. In its reaction a Malaysian Pledge of Alliance was
instituted [2] and thus Rukun Negara. It is not necessarily a soft skill initiative
but a philosophy and national ideology. The objectives of the allegiance
include:
• Achieving a more perfect unity amongst the whole of the Malaysian
society
• Building a progressive society that will make use of science and modern
technology
However, to achieve these ambitions there are mission statements that need
to be pulled up in order to meet the ends. These are the five principles that
entail the philosophy and they warrant every citizen to embrace:
• Believe in God
• Rule of law
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In providing the intellectual input and equipping them with the knowledge
to these young people, more often than not, teachers may notice that there is
an absence or lack of effort in imparting the desirable social elements
when they display social misconduct. Some of these behaviours warrant the
provision for input from the teachers through inculcation and action learning
in which these students by chance or choice may commit academic
misconduct in their learning process.
For this paper the focus is on the Report Writing Course as there are
strategies adopted by students which may amount to academic dishonesty
such as plagiarizing, cut-paste strategy and editing exercise by content
expert, just to name a few. Nonetheless, these coupled with undesirable
social behaviours like absenteeism, unpunctuality and defiance may cause
ripple of undesirable characters among the young people. These are some of
the observed behaviours in the classes taught at the university.
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The Ministry of Higher Education Malaysia has made the acquisition and
mastery of these soft skills mandatory for every university student when they
graduate. These skills include communication skills, critical thinking and problem
solving skills, entrepreneurial skills, team working skills, lifelong learning and
information management, professional ethics and moral and leadership skills.
Thus, for these skills to be acquired, inculcation should proceed on even at
tertiary level as students are exposed to the learning process that they may not
have gone through at primary and secondary levels. In the multitude of duties, a
teacher can play his role through his lessons, to infuse these skills during the
class hours. To teach these skills per se is possible, but that requires
supplementary programmes like those organised by Universiti Teknologi MARA
Department of Student Affairs in which a systematic curriculum exists in these
programmes and they are separated from the normal teaching hours. This
indicates extra commitment is required by the teacher and learner associated
with these programmes.
It is during this class session that students are made aware of various
practices of academic dishonesty with the intention that they know what they
are and how to inculcate the awareness of the repercussion of committing
so. One of the acts is plagiarizing. The question as to whether plagiarism is
on the rise, at Yale University and perhaps elsewhere, the answer is
“maybe”. However, the administration is not taking any chances (Yale Alumni
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The ability to
paraphrase helps
students to recognize
when another writer has
restated his ideas.
4. CONCLUSION
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in ‘spirituality’ too.
From the above picture, the author throughout her years of teaching
experience has always believed that apart from teaching and completing the
syllabus, inculcation of good behaviour and moral values to strengthen ethics
and integrity and developing the young people’s soft skills should be incorporated
during teaching, no matter how tight class time is. This is not a research paper
but a teaching experience which intends to be shared with other aspiring
teachers/lecturers who believe that they play a small, if not, significant role to
help students develop holistically.
5. ACKNOWLEDGEMENTS
All praises to the Almighty for giving this great opportunity in producing a
paper which may just pass as academically attenuated. Endless gratitude goes
to all my family members – my husband and five awesome children for ‘leaving
me alone in preparing this paper’. Last but not least, to my academic inspirer for
his guidance and belief, Prof Dr Hj Kamaruzaman Jusoff, and to my alma mater
UPM for calling me for submission of the paper, my special thanks.
REFERENCES
[1] http://www.iim.com.my/v2/pin/eng/index.htm
[2] http://www.fksg.utm.my/?q=kemahiran-insaniah-pelajar
[3] http://en,wikipedia.org/wiki/Rukun_Negara
[4] Ary Ginanjar Agustian (2005) The ESQ Way 165, Penerbit Arga, Jakarta,
Indonesia
[5] Charanjit S Nee Gurcharn (2003) English for Occupational Purposes
Federal Publication Singapore
[6] Dato Seri Mohd Najib Tun Abdul Razak (2005) “Reinventing the Future
Through Good Governance” Seminar on the National Integrity Plan 8
August 2005, Kuala Lumpur
[7] Huitt, W. (2004) Values Educational Psychology Interactive Valdosta
State University
[8] Lim Peck Choo et al (2001) Mainstream English II Second Edition
Pearson Education Malaysia Sdn. Bhd. Malaysia
Yale Alumni Magazine January/February 2007
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1.0 PENDAHULUAN
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Dalam hal ini, guru perlu mengaplikasikan kaedah ini iaitu melaksanakan
pelbagai aktiviti di dalam kelas supaya proses pengajaran dan pembelajaran
lebih memberansangkan, seterusnya merangsang pelajar untuk mengikuti subjek
bahasa Arab dengan penuh ceria dan mudah. Pelbagai aktiviti boleh
dilaksanakan, antaranya perbualan antara pelajar, pembentangan dalam
kumpulan, lakonan, tayangan video, permainan bahasa dan sebagainya.
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Analisis data dari borang soal selidik dilakukan menerusi proses taburan
kekerapan (frequency distribution). Bahagian seterusnya merupakan analisis
data yang diperolehi daripada responden serta dapatan kajian dan kesimpulan
daripada analisa tersebut.
Jadual 1
Bilangan pelajar mengikut fakulti Frekuensi Peratus
FPBU 21 21
FSU 21 21
FPQS 35 35
FKP 23 23
Jumlah 100 100.0
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Jadual 2
Guru kelas b.Arab mempelbagaikan Frekuensi Peratus
aktiviti di dalam kelas
Ya 80 80
Tidak 20 20
Jumlah 100 100.0
Jadual 3
Bentuk aktiviti yang sering dilakukan Frekuensi Peratus
di dalam kelas
Aktiviti berkumpulan 94 94
Tugasan individu 6 6
Jumlah 100 100.0
Jadual 4
Aktiviti berkumpulan yang sering Frekuensi Peratus
dilakukan di dalam kelas
Perbualan 33 33
Lakonan 17 17
Kuiz 8 8
Debat 2 2
Tayangan video 4 4
Aktiviti mendengar kaset/CD 3 3
Perbincangan dalam kump mengenai 90 90
tajuk yang dipelajari
Penyampaian cerita 9 9
Pidato 0 0
Aktiviti lain 0 0
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Jadual 5
Aktiviti tersebut mampu Frekuensi Peratus
meningkatkan minat
Ya 94 94
Tidak 6 6
Jumlah 100 100.0
Jadual 6
Aktiviti tersebut berkesan Frekuensi Peratus
meningkatkan kemahiran b.Arab
Ya 89 89
Tidak 11 11
Jumlah 100 100.0
Soalan: Pada pendapat anda, adakah aktiviti ini berkesan untuk meningkatkan
kemahiran bahasa Arab anda. Berdasarkan Jadual 6, didapati sebilangan
responden iaitu seramai 89 orang (89%) menyatakan (Ya), manakala 11 orang
responden lagi (11%) menyatakan (Tidak). Hal ini menunjukkan bahawa aktiviti
di dalam kelas mampu meningkatkan minat pelajar terhadap pembelajaran
bahasa Arab.
Jadual 7
Minat terhadap b.Arab bertambah Frekuensi Peratus
setelah memasuki USIM
Ya 88 88
Tidak 12 12
Jumlah 100 100.0
Jadual 8
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Jadual 9
Aktiviti di dalam kelas faktor dominan Frekuensi Peratus
Ya 75 75
Tidak 25 25
Jumlah 100 100.0
Soalan: Pada pendapat anda, adakah aktiviti di dalam kelas merupakan faktor
dominan (utama) yang membantu meningkatkan prestasi bahasa Arab anda di
USIM? Merujuk kepada Jadual 9, didapati seramai 75 orang responden (75%)
menyatakan bahawa aktiviti di dalam kelas merupakan faktor dominan yang
membantu meningkatkan prestasi bahasa Arab mereka, manakala 25 orang
responden lagi menidakkan soalan tersebut. Bagi responden yang menyatakan
(tidak), mereka berpendapat bahawa terdapat faktor lain yang menjadi faktor
utama perkara di atas, antaranya persekitaran atau biah Arabiyyah (15%),
pendekatan guru (9%) dan subjek yang ditawarkan (1%).
Jadual 10
Aktiviti berkumpulan yang sering Frekuensi Peratus
dilakukan di dalam kelas
Perbualan 29 29
Lakonan 25 25
Kuiz 7 7
Debat 7 7
Tayangan video 12 12
Aktiviti mendengar kaset/CD 5 5
Perbincangan dalam kump mengenai 38 38
tajuk yang dipelajari
Penyampaian cerita 4 4
Pidato 0 0
Aktiviti lain 1 1
Soalan: Apakah aktiviti yang paling anda sukai di dalam kelas bahasa Arab.
Berdasarkan Jadual 10, didapati bahawa perbincangan di dalam kumpulan
mengenai tajuk yang dipelajari (38%) merupakan salah satu aktiviti yang paling
mereka sukai, diikuti dengan perbualan (29%) dan lakonan (25%). Aktiviti seperti
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penyampaian cerita (4%) dan mendengar kaset atau CD Arab (5%) pula kurang
digemari pelajar.
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PENUTUP
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RUJUKAN
[1] Allwright, D & Bailey, K.M. 1991. Focus on the language classroom.
United Kingdom: Cambridge University Press.
[2] Brown, H.D. 2000. Principles of language learning and teaching. New
York: Pearson Education.
Lindstromberg, S. 1997. The standby book: Activities for the language
classroom. United Kingdom: Cambridge University Press.
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1.0 INTRODUCTION
Cases have now been used increasingly to satisfy several of the said
components. The use of cases in making the teaching and learning process
effective has been deliberated many times and its effectiveness has also been
subjected to quite a number of factors. On one extreme is its extensive use by
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Harvard Business School and on the other, not even a single case is used. The
latter would be more of “no suitable cases” and/or no skill facilitator to conduct a
case method. Between these two, the former need to be initiated first and once
readily available, the facilitators can be trained and coached.
This paper looks at the need for making available a large pool of local cases
that could be selected by personnel to be used during the training sessions. Now
that many are aware of the value of student-centred learning as well as problem-
based learning, then using a case as a problem based or student-centred
material is definitely an appropriate choice.
This particular case is not yet a case written to be used for training
purposes which is the concern and purpose of this paper.
If the writer of the report himself is the one that wants to write a
case as a teaching tool, then this will be most appropriate as he is aware
of all the content that was written and therefore would know what is
available (in the document) or not (in his tacit knowledge form as he
might not have written all the facts that he already know). Converting the
document into a training material form would then be easier. The
subsequent steps to follow will then be as follows:
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2.2 If the Case Writer is not the Original Writer of the Document.
Then he has to make sure that all the facts that are necessary
for the knowledge/skill acquisition by the trainee are available in the
document. If not than he has to search and gather the required
information from the company in study. If the original author is around
then this can be done easily; if not then the whole process of getting
connected and in communication, acquaintance, visits and recording the
data and filling in the gaps need to be done. The above (a, b, c and d)
steps can then be applied.
This is the common mode and the most difficult where the writer
has to start from zero. Then he needs to follow the following procedures:
a. what knowledge/principles/theory/skills/concepts that he
wants the trainee to acquire out of the case.
b. Identify the kinds of data that are necessary for the trainee
to comprehend and analyse and come up with a solution,
c. Identify where are the possible agencies that he believe
could have these information and where he can have
access to (his networking, alumni, friend, acquaintances,
and permission to write about.
Thus basically for training purpose, the solution and the analysis need to
be removed as that is what the trainee needs to acquire. The fact that
the case document as in 2.1 and 2.2 have already been analysed
indicate that the case is solvable.
But for the case of 2.3 the case then need to be tested as whether the
principle/knowledge/skill to be acquired by the trainee can actually be
realised and this can only be done if the case is solved and solved as
required by the author. A sure litmus test is if the case is given to a few
trainees and all of them were able to solve the case and come up with
similar solutions.
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The criteria of a good case are that it meets the expectation of the user
(lecturer/trainer) and succeed in imparting the knowledge to the trainees. There
are so many criteria that could be listed down and are almost similar to any
document that is to be used for training purposes. These include:
b. All cases are written in the past tense. Since cases are written
based on the facts gathered in the past then the moment it is written,
it is history. Imagine that the case is written today and yes it is true
that all the facts are current but if it is printed and used a year from
today then all the facts already history. The CEO might not be the
same anymore. A specific time or date need to be embedded in
the case to indicate the period when the case was written.
e. Problems are embedded in the case for the trainee to identify and
solve. How the problem is to be laid down is also at the prerogative
of the writer and target audience that he has in mind. A straight
forward problem clearly laid down is meant for first level students as
compared to a more sophisticated problem not clearly identified and
hidden in the text? (As in CSI! Crime Scene Investigations).
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There are still several other criteria that can be considered but are
contingent on several other factors. These are
5.1 Select the Type of Problem and the Enterprise from which the
Material will be Obtained
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a. comprehension skills
b. critical thinking,
c. time management,
d. group work,
e. team building,
f. respect and recognise other member’s opinion,
g. appreciate the real world situation,
h. improve discussion skills
i. delegation and empowerment if case is long,
j. improve leadership qualities,
k. improve presentation and public speaking
l. it is a simulation of a kind and thus is almost real and more
interesting
7. CLOSINGREMARKS
There are still a few more things that need to be said about writing cases
as a teaching tool. but because of the space and time constraints, the following
table would suffice. Academically, some local universities have given case
writing a boost when it is recognised as a research, included as part of the
university’s KPI, and recognised as an academic activity. Hopefully, more will be
attracted to write cases as there are Annual case writing competition organised
by the Case Writer’s Association of Malaysia, there are journals specifically for
cases in Singapore and Hong Kong (and one coming soon in Malaysia) and
Annual Case Conferences organised by NACRA (North American Case Writers
Association).
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1. CASE CLASSIFICATION:
The Economic Development Institute (EDI) has classified cases into 5
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a) Qualitative
b) Quantitative
c) Simulation
d) Critical Incidents
e) Multi Stage
1
2. THE THREE DIMENSIONS OF THE CASE STUDY
These three dimensions or sometimes referred to as the “case difficulty
cube (matrix)” is explained below:-
1. GENERAL CHECKLIST
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Gentlemen:
We have read and reviewed the above case study and hereby authorize its use for
teaching purposes in university classrooms, printed case books, and
management/supervisory development programs.
Signature: ______________________________
Position: _______________________________
Company: ______________________________
Date: __________________________________
Note: The above release authorizes the use of a CASE for all types of use.
Sources may authorize more restricted use, as “for classroom Use Only” in the
institution where the CASE was written, or may impose restrictions to be observed
for a stipulated period of time.
School or professors, too, may impose restriction for a time even though release by
the Source was not restrictive.
In any CASE, the exact nature of its permissible use should be indicated in the
Control records.
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1.0 PENGENALAN
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Pelajar yang baru melangkah ke alam menara gading ini terdiri daripada
pelbagai lapisan sama ada lepasan SPM, STPM, Diploma atau Matrikulasi.
Pelajar ber kemungkinan mengalami beberapa masalah terutama dalam
menyesuaikan diri dengan situasi yang baru. Masalah yang paling ketara
menghantui pelajar baru ialah penyesuaian kendiri dari aspek gaya
pembelajaran. Gaya pembelajaran adalah “ciri kognitif, afektif, dan psikologi
kelakuan yang mempengaruhi bagaimana seorang pelajar melihat, berinteraksi
bertindak balas terhadap persekitaran pembelajaran. Terdapat pelbagai gaya
pembelajaran yang menjadi amalan pelajar. Gaya pembelajaran yang dipilih
berdasarkan keselesaan dan kesesuaian diri seseorang pelajar terbabit. Gaya
belajar ini mungkin bertukar mengikut masa, contohnya gaya belajar yang
digemari semasa pelajar di sekolah rendah mungkin berbeza apabila mereka
berada di sekolah menengah atau di peringkat universiti. Gaya belajar juga
secara tidak langsung memberi kesan kepada gaya pengajaran guru atau
pensyarah. Didapati terdapat pelbagai instrumen yang telah dibina untuk
mengenal pasti gaya pembelajaran. Antaranya ialah The Centre for Innovative
Teaching Experience (CITE) Learning Style Instrument oleh Babich, Burdine, Allbright
& Randol (1975), Learning Style Inventory oleh Dunn, Dunn & Price (1975), Learning
Style Inventory oleh Renzulli & Smith (1978) dan Transaction Ability Inventory oleh
Gregorc (1979).
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Di samping itu kajian juga yang telah dilaksanakan ke atas 129 pelajar
jurusan Kejuruteraan di Universiti Iowa, menunjukkan 63% daripada responden
kajian ialah pelajar yang aktif dan 67% memiliki gaya pembelajaran jenis
sensing. Dapatan S. Mongomery (1995) dalam Gian (1999) menunjukkan gaya
sekumpulan pelajar yang dikaji oleh beliau menunjukkan 67% daripada pelajar
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tersebut ialah pelajar aktif, 57% ialah pelajar sensing, 69% ialah pelajar visual
dan 28% ialah pelajar global [4].
Keadaan yang sama juga berlaku pada 301 pelajar yang sedang mengikuti
matapelajaran Bahasa Pengaturcaraan C bagi kursus Sarjana Muda Teknologi
Maklumat di Universiti Kebangsaan Malaysia. Hasil kajian mendapati
kebanyakan pelajar mempunyai gabungan gaya pembelajaran daripada ciri aktif,
sensing, visual dan sequential iaitu masing-masing dengan peratusan 72.8%,
60.9%, 92.8% dan 74.7%. Manakala bagi ciri reflektif, intuitif, verbal dan global
masing-masing memperolehi 27.2%, 39.1%, 7.2% dan 25.3%. [10], Namun
begitu bagi kajian yang telah dijalankan ke atas pelajar tahun satu jurusan
kejuruteraan di Universiti Teknologi Malaysia , walaupun pelajar–pelajar memiliki
gaya pembelajaran yang seimbang bagi gaya pembelajaran aktif dan reflektif
serta gaya pembelajaran sequential dan global tetapi mereka kurang
menguasai gaya pembelajaran jenis intuitif dan verbal berbanding gaya
pembelajaran sensing dan visual [9],.
Dalam masa yang sama juga, hasil kajian berkaitan telah menunjukkan
hubungan gaya pembelajaran seseorang pelajar dengan bidang pengajian yang
diikuti. Sebagai contoh pelajar jurusan sains makanan dan kejuruteraan memiliki
gaya pembelajaran jenis visual, sensing, active dan sequential [2], Manakala
pelajar daripada fakulti pendidikan memiliki gaya pembelajaran jenis visual yang
lebih dominan berbanding pelajar jurusan seni [6] Dapatan kajian oleh Lopes
(2002) dalam R. Felder(2005) juga menunjukkan pelajar daripada jurusan sains
memiliki gaya pembelajaran jenis active, sensing, visual dan sequential
berbanding pelajar jurusan sains kemanusiaan. Pelajar daripada jurusan tersebut
memiliki kecenderungan menguasai gaya pembelajaran jenis verbal [3].
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Kajian ini dijalankan ke atas semua pelajar baru yang mendaftar di UMT
pada sesi pengajian Julai 2006/2007 dan sesi Julai 2007/2008. Pelajar-pelajar
tersebut mengikuti pelbagai program yang ditawarkan daripada empat fakulti
iaitu Fakulti Pengurusan dan Ekonomi (FPE), Fakulti Sains dan Teknologi (FST),
Fakulti Agroteknologi dan Sains Makanan (FASM) dan Fakulti Pengajian Maritim
dan Sains Marin (FMSM). Pelajar dikehendaki menjawab soal selidik yang
mengandungi 44 soalan yang berkaitan dengan empat dimensi gaya
pembelajaran Felder-Silverman.
Julai 2006/2007
Julai 2007/2008
Reflective
1200
1000
Verbal Sensing
800
600
400
200
Global 0 Sequential
Intuitive Visual
Active
Rajah 1 : Gaya Pembelajaran pelajar baru UMT bagi sesi Julai 2006/2007 dan
Julai 2007/2008
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dengan fakulti yang lain. Manakala bagi pelajar baru FST bagi sesi
kemasukan Julai 2007/2008 pula hanya mendominasi gaya
pembelajaran reflective (67%) berbanding pelajar dari fakulti yang lain.
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Reflective
500 Julai 2006/2007
Julai 2007/2008
400
Verbal Sensing
300
200
100
Global 0 Sequential
Intuitive Visual
Active
Rajah 2 : Gaya Pembelajaran Pelajar Fakulti Sains Dan Teknologi Bagi Sesi
Julai 2006/2007 dan Julai 2007/2008
Julai 2006/2007
Julai 2007/2008
Reflective
400
200
100
Global 0 Sequential
Intuitive Visual
Active
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Julai 2006/2007
Julai 2007/2008
Reflective
250
200
Verbal Sensing
150
100
50
Global 0 Sequential
Intuitive Visual
Active
Julai 2006/2007
Reflective Julai 2007/2008
250
200
Verbal Sensing
150
100
50
Global 0 Sequential
Intuitive Visual
Active
Rajah 5 : Gaya pembelajaran Pelajar Fakulti Pengajian Maritim dan Sains Marin
bagi sesi Julai 2006/2007 dan sesi Julai 2007/2008
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4.0 Kesimpulan
iii) Bagi Fakulti Sains dan Teknologi (FST), Fakulti Agroteknologi dan
Sains Makanan (FASM) dan Fakulti Pengajian Maritim dan Sains
Marin (FMSM), pensyarah-pensyarah perlu membantu pelajar
menguasai gaya pembelajaran aktif dengan menerapkan
pembelajaran kolaboratif iaitu satu pendekatan yang melibatkan
kumpulan atau pasukan pelajar. Ini disebabkan oleh bidang
pengajian yang ditawarkan oleh fakulti berkenaan menekankan
keperluan kepada pelajar untuk menjana pemikiran yang lebih kreatif
dan inovatif.
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RUJUKAN :
[2] Enrique Palou (2006) Learning Styles of Mexican Food Science and
Engineering Students Journal of Food Science EducationVolume 5
Issue 3 Page 51-57, July 2006
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[6] Litzinger TA, Lee SH, Wise JC, Felder RM. 2005. A study of the
©
reliability and validity of the Felder-Soloman Index of Learning Styles .
Proceedings of the 2005 ASEE Annual Conference, American
Society for Engineering Education
[10] Ruzi Bachok, Zarina Shukur, Noor Faezah Mohd. Yatim dan Mohd
Hazali Mohamed Halip (2003) Isu Kesepadanan Gaya Pembelajaran dan
GayaPengajaran Matapelajaran Bahasa Pengaturcaraan C , Prosiding
Bengkel Sains Pengaturcaraan : Pembelajaran & Pengajaran
Pengaturcaraan di Malaysia , 27 Ogos 2003
http://www.ftsm.ukm.my/irpa/programming/bengkelC/20-RuziFPsv-7(180
186).pdf
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http://myschoolnet.ppk.kpm.my/bhn_pnp/modul/bcb9.pdf
http://www.teachersrock.net/explain_active.htm
http://www.teachersrock.net/explain_sensing.htm
http://www.teachersrock.net/explain_visual.htm
[16] http://www.teachersrock.net/explain_sequential.htm
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1.0 INTRODUCTION
There are two components of spatial ability: spatial relations and spatial
visualization [1]. Spatial relations tasks involve 2D and 3D rotations of an object
as a whole body, while spatial visualization is the ability to imagine rotations of
objects or their parts in 3D space. In other words, spatial ability involves mental
manipulation of visual images of an object and their parts in 2D and 3D space [2].
Several researches indicated that visualization or imagery ability is a prerequisite
and an essential task in learning process [3 −10]. Keigh and Rubba (1993) have
proved significant correlation between students’ ability to visualize
representations and their understanding of the underlying concepts. Their
findings show the importance of students having the ability to visualize as a
means to enhance understanding. However, there are studies reporting gender
differences in spatial ability [12−14]. Researchers like Paivio, Clark as well as
Maccoby and Jacklin attribute gender differences in spatial ability to the
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probability that most males can generate dynamic images more quickly [15] and
impulsively [16] than females.
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Programmes
biocomposite
physics industry
chemistry
biology
forensic
14.29% 18.37%
11.22%
12.76%
43.37%
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score
25
20
Frequency
15
10
Mean = 12.99
Std. Dev. = 3.789
0 N = 196
0 5 10 15 20 25
score
The results from Table 1 show that male students gained a mean score,
M=15.91, SD=2.80 and female students achieved a mean score, M=11.88,
SD=3.52. The results indicate that male students possessed higher score in
visual ability test as compared to female students.
Table 1 : Mean and Standard Deviation of the PVRT scores via gender
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18 gender
male
female
Estimated Marginal Means
16
14
12
10
fo
ch
bi
ph
bi
re
oc
ol
em
ys
og
ns
om
ic
is
ic
s
try
po
in
si
du
te
st
ry
Programmes
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6.0 ACKNOWLEDGEMENT
We would like to extend our thanks to all first-year students (April-
October 2007) who have participated in the study. Special thanks to our faculty
for allowing us to conduct and present the findings.
REFERENCES
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APPENDIX
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1.0 PENGENALAN
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psikologi. Menurut para penyelidik ini, setakat ini para penyelidik lebih
menumpukan perhatian ke arah membina persekitaran interaksi sosial dalam
pembelajaran kolaboratif yang berteraskan proses kognitif. Keadaan ini berlaku
disebabkan para penyelidik tersebut berpandangan bahawa dalam pembelajaran
kolaboratif, apa yang perlu dilakukan oleh pelajar hanyalah “belajar” (apa yang
menjadi objektif pembelajaran) dan apa sahaja yang tidak berkaitan dengannya
perlu diketepikan. Sedangkan, semasa proses pembelajaran, pelajar turut
dipengaruhi oleh suasana atau persekitaran dalam pembelajaran kolaboratif
tersebut. Andainya persekitaran itu memupuk perasaan setia kawan, maka
kesannya kepada pembelajaran adalah berlainan berbanding persekitaran yang
sebaliknya. Dengan kata lain, dalam pembelajaran kolaboratif, pelajar bukan
hanya mempelajari isi pelajaran tetapi juga makna persahabatan,
tanggungjawab, kerjasama, hormat-menghormati, saling menyokong,
kesepakatan dan sebagainya.
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Tangga)
5 Bacelor Pendidikan (Pendidikan Jasmani) 42 13.1
6 Bacelor Sains dengan Pendidikan 80 25
pengkhususan Fizik, Kimia, Biologi dan
Matematik
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Kerja berkumpulan
memudahkan saya 1 5 21 174 119 4.27 0.677
berkomunikasi (0.3%) (1.6%) (6.6%) (54.4%) (37.2%)
dengan ahli
kumpulan saya.
Kerja berkumpulan
membolehkan 0 3 30 181 105 4.22 0.644
saya mendapat (0.9%) (9.4%) (56.6%) (32.8%)
pandangan yang
positif mengenai
ahli kumpulan.
Kerja berkumpulan
membenarkan 0 1 17 183 119 4.31 0.584
perbualan spontan (0.3%) (5.3%) (57.2%) (37.2%)
secara tidak
formal.
Kerja berkumpulan
membolehkan 0 5 28 174 113 4.23 0.671
kami membentuk (1.6%) (8.8%) (54.4%) (35.3%)
pasukan
berprestasi
cemerlang.
Kerja berkumpulan
membolehkan 0 4 28 169 118 4.26 0.66
saya membentuk (1.3%) (8.8%) (52.8%) (36.9%)
hubungan kerja
yang baik dengan
ahli kumpulan.
Saya selesa
dengan 2 5 33 183 97 4.15 0.71
persekitaran kerja (0.6%) (1.6%) (10.3%) (57.2%) (30.3%)
berkumpulan.
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Persekitaran kerja
berkumpulan 1 2 20 169 127 4.31 0.646
membolehkan (0.3%) (0.6%) (6.3%) (52.8%) (39.7%)
saya mewujudkan
hubungan yang
lebih akrab dengan
ahli-ahli dalam
kumpulan saya.
Ahli kumpulan
saya bebas
mengkritik idea,
kenyataan 20 179 115
0 6 (1.9%) 4.26 0.656
ataupun (6.3%) (55.9%) (35.9%)
pendapat ahli
kumpulan.
Ahli kumpulan
saya mencapai
persefahaman
bagaimana kami 2 23 184 105
6 (1.9%) 4.2 0.702
perlu berfungsi (0.6%) (7.2%) (57.5%) (32.8%)
melaksanakan
tugasan.
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Ahli kumpulan
saya
mempastikan
kami sentiasa
2 27 182 107
saling 2 (0.6%) 4.22 0.673
(0.6%) (8.4%) (56.9%) (33.4%)
berhubungan
antara satu
sama lain.
Setiap ahli
kumpulan saya
bekerja kuat
1 37 162 116
untuk 4 (1.3%) 4.21 0.716
(0.3%) (11.6%) (50.6%) (36.3%)
menyempurnaka
n tugasan.
Saya
mengekalkan
hubungan
13 186 121
dengan ahli 0 0 4.34 0.553
(4.1%) (58.1%) (37.8%)
dalam kumpulan
saya.
Setiap ahli
kumpulan saya
berkongsi
6 14 89 146 65
maklumat 3.78 0.883
(1.9%) (4.4%) (27.8%) (45.6%) (20.3%)
peribadi masing-
masing.
Perbincangan
dalam kumpulan
dilakukan secara 1 17 193 106
3 (0.9%) 4.25 0.623
terbuka dan (0.3%) (5.3%) (60.3%) (33.1%)
'hidup'.
Semua ahli
kumpulan
berusaha untuk
1 24 201 93
berhubung 1 (0.3%) 4.2 0.606
(0.3%) (7.5%) (62.8%) (29.1%)
antara satu
sama lain.
Ahli kumpulan
tidak teragak-
agak untuk 1 16 185 115 4.29
2 (0.6%) 0.618
memulakan (0.3%) (5%) (57.8%) (35.9%)
komunikasi.
Saya berasa
dihargai oleh ahli 1 25 183 105 4.2
kumpulan saya. 6 (1.9%) 0.685
(0.3%) (7.8%) (57.2%) (32.8%)
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bertanya
perkembangan
semasa tugasan
yang sedang
dibuat.
Ahli kumpulan
berasa
diserang
secara
peribadi
33 75
apabila idea, 106 59 45
(10.3%) (23.4%) 3.03 1.186
pernyataan (33.1%) (18.4%) (14.1%)
dan
pandangan
mereka
dikritik.
Ahli kumpulan
berasa syak
82 72
wasangka 17 55 94
(25.6%) (22.5%) 3.43 1.167
antara satu (5.3%) (17.2%) (29.4%)
sama lain.
Ahli kumpulan
semakin tidak 78 89
22 48 81
menyukai (24.4%) (27.8%) 3.52 1.237
(6.9%) (15 %) (25.3%)
antara satu
sama lain.
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Ahli kumpulan
menjadi
penghalang
78 90
kepada 23 52 77
(24.4%) (28.1%) 3.5 1.254
kemajuan (7.2%) (16.3%) (24.1%)
pelaksanaan
tugasan.
Ahli kumpulan
tidak
bertindak 23 56 77 83 81
secara wajar. (7.2%) (17.5%) (24.1%) (25.9%) (25.3%) 3.45 1.241
Ahli kumpulan
tidak
bersefahaman
dan 77 74
21 51 95
bercanggah (24.1%) (23.1%) 3.42 1.196
(6.6%) (15.9%) (29.7%)
pendapat
antara satu
sama lain.
Kumpulan
saya 22 49 85 80 84 1.224
menghadapi (6.9%) (15.3%) (26.6%) (25%) (26.3%) 3.48
konflik.
Ahli kumpulan
saling
mengata
24 48 87 76 83
(gosip) antara 3.46 1.237
(7.5%) (15%) (27.2%) (23.8%) (25.9%)
satu sama
lain.
Ahli kumpulan
tidak
memandang 25 49 82 80 84
3.47 1.246
serius ahli (7.8%) (15.3%) (25.6%) (25%) (26.3%)
sekumpulan.
Kumpulan
saya
menghadapi
masalah 22 62 78 86 72
3.39 1.221
pengagihan (6.9%) (19.4%) (24.4%) (26.9%) (22.5%)
tugas sesama
ahli.
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5.0 PERBINCANGAN
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hal-hal peribadi dengan rakan sekumpulan. Hal ini mungkin disebabkan rakan
sekumpulan masih belum dianggap teman rapat yang boleh dibawa berkongsi
cerita peribadi. Namun, batasan ini tidak menghalang mereka untuk terus
mengekalkan persahabatan yang telah wujud.
Dari segi ruang sosial yang negatif pula, kewujudannya dilihat kurang
menonjol berbanding ruang sosial positif. Namun, beberapa elemen kelakuan
negatif ahli kumpulan yang agak ketara telah ditemui. Ia berkaitan dengan ahli
kumpulan berasa diserang secara peribadi apabila idea, pernyataan dan
pandangan mereka dikritik, pengagihan tugas yang tidak adil dan saksama serta
percanggahan pendapat antara ahli kumpulan. Dapatan ini didapati sepadan
dengan kajian Saloman (1992) yang mendapati masalah sedemikian seringkali
wujud dan menggangu keberkesanan pembelajaran kolaboratif.
Kajian ini juga mendapati hubungan yang kuat antara sosiabiliti dengan
ruang sosial positif. Dapatan ini menyokong dakwaan Kreijns, Kirchner,Jochems
dan Buuren (2007) bahawa ruang sosial positif dapat menentukan tahap
sosiabiliti atau interaksi sosial dalam kalangan pelajar. Keputusan ini pastinya
menunjukkan pelajar kursus Teknologi Pendidikan telah berjaya memikul tugas
diberikan bersama-sama sehingga ke akhir semester. Bagaimanapun, hubungan
yang sederhana antara sosiabiliti dengan ruang sosial negatif mengundang
perhatian agar satu tindakan dilakukan. Kewujudan keadaan ini menunjukkan
masih ada kekurangan dalam interaksi sosial pelajar kursus ini.
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KESIMPULAN
Berbalik kepada persoalan sama ada pelajar dalam kursus ini “bekerja sebagai
satu kumpulan” atau “bekerja dalam kumpulan”, dapatan kajian ini jelas
menunjukkan pelajar lebih cenderung untuk bekerja sebagai satu kumpulan.
Bagaimanapun, masih ada sudut-sudut yang perlu dibaiki agar tahap sosiabiliti
dapat dipertingkatkan lagi. Ruang sosial negatif pula perlu dikurangkan hingga
sekecil-kecilnya. Dalam mencari penyelesaian masalah ini, CSCL dilihat sebagai
satu alternatif.
RUJUKAN
[2] Dembo, M.H., & McAuliffe, T.J. (1987). Effects of perceived ability and
grade status on social interaction and influence in cooperative groups.
Journal of Educational Psychology, 79, 415-423
[5] Johnson, D., & Johnson, R. (1999). Cooperation and Competition: Theory
and Research. Edina MN: Interaction Book Company.
[6] Khandaker, N., Soh, L.K, Jiang, H. (2006). Student learning and team
formation in a structured CSCL enviroment. Riichiro, M, Pirrre, D, Zhiting
Zhu (Ed) in Learning Effectiveness Utilization of Technologies: Facilitating
Intercultural Understanding. Amsterdam: IOS Press.
[7] Salomon, G. (1992). What does the design of effective CSCL require and
how do we study its effects. ACM Conference on Computer Supported
Collaborative Learning, 21(3). New York:ACM Press.
[8] Salomon, G., & Globerson, T. (1987). What teams do not function the way
they ought to. International Journal of Educational Research, 13, 89-100.
[9] Kreijns, K., Kirschner, P.A., Jochems, W., & Van Buuren, H. (2007).
Computer & Education, 49, 176-192.
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[10] Kerr, N.L. (1983). Motivation Losses in small groups: A social dilemma
analysis. Journal of Personality and Social Psychology, 45, 819-828.
[11] Kerr, N.L., & Bruun, S.E. (1983). Dispensability of member effort and group
motivation losses: Free rider effects. Journal of Personality and Social
Psychology,44, 78-94
[12] Nugent, W., Sieppert, J., & Hudson, W. (2001). Practice evaluation fot the
st
21 century. Pacific Grove, CA: Brooks/Cole
[13] Staton, D., Bayon, V., Neale, H., Ghali, A., Benford, S., Cobb, S. et al.
(2001). Classroom collaboration in the design of tangible interfaces for
storytelling. Proceedings of the SIGCHI 2001 Conference on Human
Factors in Computing Systems, San Franscisco, CA, 482-489.
[16] Wood, D., & O’Malley, C. (1996). Collaborative learning between peers: an
overview. Educational Psychology in Practice, 11, 4, 4-9.
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Dari segi lain pula, kaedah ini juga mempunyai beberapa kelemahan.
Penggunaan bahasa kedua secara langsung tanpa menterjemah ada ketikanya
menyebabkan pelajar tidak dapat memahami teks ataupun mereka tersalah
faham teks tersebut. Selain itu, kaedah ini tidak mengambil kira perbezaan
antara kemampuan para pelajar yang berbeza-beza. Pelajar yang cerdik
mungkin dapat mengikuti pelajaran dengan baik manakala pelajar yang lemah
akan ketinggalan.
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Selain itu, kamus juga memainkan peranan sebagai salah satu strategi
pembelajaran bahasa (SPB). Strategi pembelajaran bahasa menurut Oxford
(1989: 8) ialah “tindakan-tindakan tertentu yang diambil oleh pelajar untuk
menjadikan pembelajaran lebih mudah, lebih cepat, lebih menyeronokkan, lebih
berbentuk kendiri, lebih efektif dan lebih mudah disesuaikan kepada situasi
baru”. Beliau membahagikan (SPB) kepada strategi langsung dan strategi tidak
langsung. Strategi langsung terdiri daripada strategi memori, strategi kognitif dan
strategi tampungan; manakala strategi tidak langsung ialah strategi metakognitif,
strategi afektif dan strategi sosial (Oxford, 1989 : 16).
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Dari sudut pelajar pula, ada di kalangan mereka yang tidak mengetahui
usul perkataan yang terdiri daripada tiga huruf asal, iaitu (fgh) yang menjadi asas
untuk mencari makna perkataan berbahasa Arab dalam kamus. Ini menyukarkan
mereka untuk mencari makna sesuatu perkataan dalam bahasa Arab di dalam
kamus Arab-Melayu yang mereka gunakan.
Selain itu, mereka tidak mengetahu asal huruf alif dalam perkataan
yang ain kalimahnya adalah huruf ‘illah (ajwaf) adalah waw atau ya. Ini
menyebabkan mereka mencari makna perkataan tersebut di bahagian
permulaan setiap huruf sedangkan berdasarkan susunan asal ia terletak di
bahagian akhir huruf. Akibatnya, mereka tidak menemui perkataan seperti دار
dan نmn di dalam kamus Arab-Melayu tersebut.
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Sebagai contoh, rangkai kata تmّqrsgt اuhvw dalam ayat uhvw فvy أf{)د
(تmّqrsgtاditerjemahkan sebagai bilik amali, wad, bilik sakit, bilik ujian dan bilik
tunggu, sebelum merujuk kepada kamus Arab-Melayu. Setelah merujuk kamus
tersebut mereka menterjemahkannya sebagai bilik bedah atau bilik
pembedahan, iaitu maknanya yang dimaksudkan dalam ayat.
Dalam ayat ( ءm}~tm فvy رج وانmt اh ) وو} ام واب, perkataan ءm}~tا
diterjemahkan kepada makna selamat, sihat, rawatan dan berubat. Selepas
menggunakan kamus, Pelajar telah mendapat makna yang lebih tepat, iaitu
sembuh.
Dalam ayat yang agak panjang, ~stm rt اutmn mv ون أنm انtاtن اm) وآ
( اt اr uّrgst اunrt اt إvtm~} وstّات اvs h, terdapat beberapa perkataan
yang sukar difahami oleh pelajar. Antaranya, , rt اutmn , ّاتvs , unrt ا,uّrgst ا, اtا
ونm. Antara terjemahan yang dilakukan oleh pelajar untuk ayat ini sebelum dan
selepas menggunakan kamus ialah :
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Dalam contoh (d) pula, pelajar telah meninggalkan ruang kosong untuk
perkataan yang tidak difahaminya sebelum merujuk kamus Arab-Melayu. Namun
begitu, beliau dapat melakukan terjemahan yang hampir tepat dengan maksud
ayat setelah merujuk kamus tersebut.
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bahawa kalimah yang dicari sering tidak ditemui di dalam kamus. Masalah ini
timbul mungkin disebabkan oleh dua faktor utama , iaitu kekurangan kosa kata
dalam kamus yang digunakan oleh pelajar dengan erti kata lain kamus tidak
lengkap dan kelemahan pelajar dalam menggunakan kamus utuk mencari
makna perkataan tersebut.
7. 0 PENUTUP
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untuk meluaskan lagi sumber rujukan dan kosa kata mereka. Masalah yang
dihadapi dapat diatasi dengan penggunaan kamus yang berterusan sehingga
mereka menjadi mahir.
RUJUKAN
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1.0 INTRODUCTION
Lua et al. [5] found out that TM has an important role to UiTM pharmacy
undergraduates, although many of them were not aware of its side effects. Their
survey outcomes have also shown that exposure to TM syllabus could partly
influence pharmacy undergraduates’ perception towards its usage in society.
Positive feedbacks on the TM course signaled its importance in pharmacy
curriculum to ensure that future pharmacists are well-equipped with the
knowledge in order to provide comprehensive pharmaceutical advice. Favorable
attitudes towards complementary therapies were also initiated elsewhere [6] and
many choose to use CAM as part of their normal health care.
Owen et al. [7] mentioned that there is not much information on how to
teach TM course to pharmacy students. Therefore, a series of clear CAM
educational objectives were defined by consensus, between students and
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teachers. After the establishment of the course, the authors were still concerned
about its sustainability [8]. However, recent report stated on the absence of
global standardized criteria on course duration, content, assessment method and
accreditation process in traditional and complimentary medicine education, in
spite of the growing interest in the training and education process [9]. A
modernized TM education, on the other hand, was reported to have generated
similar level of students’ professional socialization, as seen in Western medicine
students [10].
2.0 OBJECTIVES
It was expected that most of the students have used or tried TM before.
This paper is presented to report 1) which area of TM that students would like to
learn and 2) their perception towards TM.
3.0 METHODOLOGY
A survey was administered in the first week of the semester to all Year 2,
PH210 Bachelor of Pharmacy (Hons.) students. The students’ knowledge and
interest on TM were observed. The frequencies (n) of the results/data were
displayed.
4.0 RESULT
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The students also considered that having “state license” and “national
certification in TM practice” (both n=81) were the minimum criteria for recruiting
TM practitioner. Others include “physician recommendations” (n=60). Almost
equal perceptions on the minimum TM practitioner criteria were observed on the
“educational standard 2- to 4-year degree”, “professional association
membership”, “city/local license” and “pharmacy” (n=51, 50, 49, 47, respectively),
however “Nursing or other healthcare professional” turned to be the least (n=27).
5.0 DISCUSSION
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Table 1: Five main T/CM practice and their practitioner bodies (Ministry of Health
Malaysia).
Traditional & /
No. Complementary Practitioner bodies
Medicine Practice
1 Traditional Malay Medicine Persekutuan Perubatan Tradisional
Melayu Malaysia (PUTRAMAS)
2 Traditional Chinese Medicine i. Federation of Chinese Physicians
and Medicine-Dealers Associations
of Malaysia (FCPMDAM)
ii. Federation of Chinese Physicians
& Acupuncturists Association of
Malaysia (FCPAAM)
iii. Chinese Physician’s Association of
Malaysia (MCPA)
3 Traditional India Medicine Pertubuhan Perubatan Tradisional India
Malaysia (PEPTIM)
4 Complementary Medicine The Malaysian Society for
Complementary Therapies (MSCT)
5 Homeopathy Medicine Majlis Perubatan Homeopathy Malaysia
(MPHM)
A check list for the application of foreign practitioners for T/CM has been
prepared [14]. These include a comment from the Practitioner Body, certified
copies of academic certificate (certificate / diploma / degree / others), company
registration certificate and a business license. A testimony / recommendation
letter on working experience, together with birth / citizenship certificate / passport
are required. In addition, three advertisements in the local newspapers should be
attached with the application form.
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CONCLUSION
Findings generally indicated that various descriptions of TM will still allow the
possible generations of “alternative medicine pharmacist” since the students
were aware of their position in channeling the information on TM to the public.
This study has also given the educators/lecturers on the updated information of
TM in their task to disseminate the knowledge and instill the interests of TM
among the students.
ACKNOWLEDGEMENT
We would like to thank the students of Faculty of Pharmacy, UiTM Shah Alam for
their support.
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REFERENCES
[1] Hon, E. K. L., Lee, K., Tse, H. M., Lam, L. N., Tam, K. C., Chu, K. M.,
Lee, V., Lau, C. & Leung, T. F. 2004. A survey of attitudes to Traditional
Chinese Medicine in Hong Kong pharmacy students. Complementary
Therapies in Medicine, 12, 51 – 56.
[3] Morgan, D., Glanville, H., Mars, S. & Nathanson, V. 1998. Education and
training in complementary and alternative medicine: a postal survey of
UK universities, medical schools and faculties of nurse education.
Complementary Therapies in Medicine, 6, 64-70.
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[11] Abdul Wahab, I., Ariffin, S. A. & Jahidin, A. H. 2007. Traditional Medicine
Teaching For Pharmacy Undergraduates at Universiti Teknologi MARA.
th th
Women’s Health & Asian Traditional Medicine Conference, 16 – 18
November 2007, Kuala Lumpur (abstract accepted).
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(1)
Noor Anita Binti Ali ABSTRAK - Tahap kefahaman KPS di
(2)
Shaharom Bin Noordin kalangan pelajar tahun dua Program
Pendidikan Fizik di UTM Skudai telah
(1)
Fakulti Pendidikan, mendapat perhatian penyelidik. Kajian ini
(2)
Jabatan Pendidikan Sains menumpukan kepada dua kemahiran, iaitu
dan Matematik, kemahiran mereka bentuk eksperimen dan
Universiti Teknologi Malaysia, kemahiran mengeksperimen. Pemboleh ubah
manipulasi yang terlibat dalam kajian ini ialah
(1)
ninakhainita@yahoo.com jantina dan program pengajian. Seramai 38
(2)
p-sharom@utm.my orang pelajar 2SPF dan 2SPP di Fakulti
Pendidikan UTM Skudai terlibat dalam kajian
ini. Alat kajian yang digunakan untuk
mengukur tahap kefahaman kemahiran
mereka bentuk eksperimen dan kemahiran
mengeksperimen ialah Ujian Penilaian
Kemahiran Mereka Bentuk Eksperimen Dan
Kemahiran Mengeksperimen (UPKMBEM).
Alat kajian mengandungi 40 item yang
berbentuk objektif. Kebolehpercayaan alat
kajian ini ialah α = .82. Analisis data bagi
kajian ini menggunakan statistik deskriptif
dalam bentuk min, sisihan lazim, peratusan,
maksimum dan minimum. Dapatan kajian ini
menunjukkan tahap kefahaman bagi kedua –
dua kemahiran di kalangan pelajar tahun dua
Program Pendidikan Fizik adalah baik
(71.98%). Dapatan kajian juga mendapati
tidak terdapat perbezaan tahap kefahaman
bagi kemahiran mereka bentuk eksperimen
dan kemahiran mengeksperimen merentas
jantina. Tahap kefahaman merentas jantina
© Universiti Putra Malaysia adalah baik dengan (70.95%) bagi lelaki dan
2007. Semua Hak Cipta (72.50%) bagi perempuan. Secara
Terpelihara. Prosiding keseluruhan, dapatan kajian ini menunjukkan
Persidangan Pengajaran dan bahawa tahap kefahaman kemahiran mereka
Pembelajaran di Peringkat bentuk eksperimen dan kemahiran
Institusi Pengajian Tinggi mengeksperimen di kalangan pelajar tahun
(CTLHE07), The Palace of dua Program Pendidikan Fizik di UTM Skudai
Golden Horses, Seri berada pada tahap yang baik. Ini memberi
Kembangan, Selangor 12-14 gambaran bahawa penekanan KPS dalam
Disember 2007 P&P sains di UTM telah meningkatkan tahap
kefahaman pelajar dalam KPS.
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1.0 PENGENALAN
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KS
Tahap Kefahaman
( Dalam bentuk ujian
Tahap Kefahaman pencapaian )
(Dalam bentuk ujian
pencapaian)
HASIL
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2.0 PENGKAEDAHAN
2.1 Reka Bentuk Kajian
Penyelidikan yang dijalankan ini merupakan penyelidikan
kuantitatif. Hasil kajian akan dibentangkan dengan menggunakan
statistik deskriptif kerana daripada objektif kajian, kajian yang dijalankan
ini adalah bertujuan untuk menilai tahap kefahaman pelajar tahun dua
Program Pendidikan Fizik di UTM Skudai dalam kemahiran mereka
bentuk eksperimen dan kemahiran mengeksperimen. Selain itu kajian
ini juga bertujuan untuk membandingkan tahap kefahaman mereka
bentuk eksperimen dan mengeksperimen merentas jantina.
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4.0 IMPLIKASI
Selain itu, implikasi kajian ini kepada UTM khususnya kepada pihak
Fakulti Pendidikan ialah, ianya dapat menggambarkan tahap penguasaan
kemahiran mereka bentuk eksperimen dan kemahiran mengeksperimen di
kalangan pelajar tahun dua Program Pendidikan Fizik sebelum kumpulan pelajar
ini melakukan latihan mengajar. Memandangkan UTM merupakan sebuah
universiti yang menitik beratkan sains dan teknologi maka sewajarnya kesemua
pelajar UTM terutamanya pelajar Program Pendidikan Fizik menguasai KPS
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KESIMPULAN
RUJUKAN
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1.0 INTRODUCTION
This paper extends the findings of a postal survey and case study on
practices and perceptions of forecasting [1], which addresses modelling issues
for forecasting scenarios. Its intention is to raise awareness of various modelling
approaches that can be used to enhance the quality of forecasting processes,
rather than to identify specific models, which tend to be user-specific.
It has been noted that organisations make forecasts and that forecasting
accurately is rarely achieved. As many business decisions involve forecasting,
successful forecasting practice is crucial to reduce or close the gaps in this
process [2]; [3]. This failure is due to the behaviour of forecasters. Three reasons
are offered here, namely, the process of interpreting data, forecaster bias and
forecaster preferences [4].
Using a Bayesian approach to understand and interpret the above,
subjective probabilities for the likelihood of an event are elicited and revised as
new information is received. In support of this approach, there is also a need to
emphasise to consider the individual’s role in the forecasting process [4].
Observing the practice, and learning about the perceptions, of
forecasting from the study samples are not complete if the practice and
perceptions are not represented by models. Ultimately, an organisation or a unit
could forecasts for profits, sales, investments, cash flow surplus, student
numbers, teaching loads and other resources using such models and, depending
on the nature of its activities.
Forecasts are prepared based on estimates, which, in practice,
correspond with point predictions. Typically, a single estimate is obtained as a
result of group decision-making in predicting future performance. This group
decision-making is done through members offering their expert opinions with
regard to a particular issue. Forecasts are said to be imperfect when actual
performances do not turn out as predicted. This paper offers some mathematical
modelling and consideration of cost implications for this forecasting scenario [5];
[6]; [7].
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Cost
(unit)
5
y = c1 ( xˆ − x)
4
3
2
1 y = c 2 ( x − xˆ )
Profit (RM)
500 600 700 800 900 1000 1100 1200
x̂
Figure 1 - GRAPH SHOWING THE COST OF UNDER- AND OVER-
FORECAST OF PROFITS
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c1 ( µ − x); x < µ
where c(x) = (2)
c 2 ( x − µ ); x > µ
which is illustrated in Figure 1.
This means that there is a cost involved when the actual profit is more or
less than the forecast profit. This cost refers to the cost associated with
imperfect forecasting. The costs in this study may include time, effort wasted,
opportunity loss, penalty loss, and also not being able to invest in fixed assets,
projects and profitable contracts.
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∞
E(c(X)) = ∫−∞
c( x) f ( x)dx
1 x−µ 2 1 x−µ 2
µ 1 − ( ) ∞ 1 − ( )
= ∫
−∞
c1 ( µ − x)
σ 2π
e 2 σ
dx + ∫µ c2 ( x − µ )
σ 2π
e 2 σ
dx (3)
The loss function c(x) can be bilinear, as in our analysis, or of some other
unspecified form. The bilinear cost function shows a proportionate increase in
cost with the difference between actual and forecast performances. This is true
for both sides of the relationship, x > µ and µ > x. However, it does not assume
symmetry unless c1 = c 2 above.
To evaluate equation (3), we make the substitution
2
x−µ 2
y= ⇒ dy = 2 ( x − µ ) dx
σ σ
(4)
in both integrals, so that
σ2 σ2
y y
0 1 − ∞ 1 −
E{c(X)} = ∫∞
− c1
2 σ 2π
e 2
dy + ∫
0
c2
2 σ 2π
e 2 dy
(c1 + c 2 )σ
y
∞ −
=
2 2π
∫ 0
e 2
dy
∞
(c1 + c 2 )σ −
y
= − 2 e 2
2 2π 0
(c1 + c 2 )σ
=
2π
(5)
c1 ( µ − x); x < µ
and X| µ , σ ~N ( µ , σ
2
where c(x) = )
c 2 ( x − µ ); x > µ
(6)
This clearly illustrates how, under the assumption of a normal distribution and
bilinear loss function, the expected cost of inaccurate forecasting is directly
proportional to the standard deviation of the predictive distribution.
Since forecasting considers the future, which is usually unpredictable, any
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5.0 CONCLUSION
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Bayesian decision theory, according to whether actual results are less than
forecast or vice-versa [2]; [4]; [7].
The effects of imperfect forecasts were also explained for both service
industries, and manufacturing and trading industries. The cost factor came in as
a break-even analysis and differential equations were introduced to render the
whole modelling aspect complete. They give a clearer perspective of empirical
evidence cultured with mathematics and functional relationships objectively. It
can be seen that outcomes of improved teamwork and decision making, for
example, are related in this way.
Last but not least, in order to get a total picture of the whole research
implication onto practice, future study to reflect impact is recommended.
REFERENCES
[1] Aziz-Khairulfazi, R. (2004). An empirical and analytical investigation of
forecasting practices and perceptions: a case study on University of
Salford, United Kingdom. Unpublished Thesis. University of Salford, U.K.
[3] Moon, M. A., T. M., John and C. D. Smith (2003). "Conducting A Sales
Forecasting Audit,." International Journal of Forecasting 19: 5-25.
[6] Clemen, R. T., S.K. Jones and R.L. Winkler (1996). Aggregating
Forecasts: an Empirical Evaluation of some Bayesian Methods.
Bayesian Analysis in Statistics and Econometrics. D. A. Berry, Chaloner,
K.M. and Geweke, J.K.: 3.
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1.0 PENGENALAN
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tidak inovatif. Sistem penilaian ini juga pernah mengungguli perlaksanaan kursus
Kenegaraan Malaysia.
2.0 METODOLOGI
1
Pembelajaran berpusatkan pelajar (SCL) adalah strategi pengajaran di mana pelajar menjadi
pemain utama dalam sesuatu sesi pengajaran dan pembelajaran. Pelajar digalakkan melibatkan diri
secara aktif dalam setiap sesi pembelajaran mereka. Lebih banyak masa diperuntukkan kepada
pelajar meneroka dan menyelesaikan masalah pembelajaran dengan bantuan pengajar yang
bertindak sebagai pemudahcara. (Shahabudin, Rohizani & Mohd Zohir, 2003). Secara ringkasnya
SCL adalah sebarang suasana pembelajaran yang efektif di mana perancangan, pengajaran dan
penilaian menumpu kepada pelajar dan kepada hasil pembelajaran yang diperlukan oleh pelajar.
Antara kaedah yang boleh digunakan adalah pembelajaran koperatif, projek pelajar, kerja khusus,
sesi penyisatan di makmal, persembahan pelajar, kajian kes dan pembelajaran melalui penyelesaian
masalah. (Hamdan Noor, 2004)
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Tinjauan terhadap kaedah pengajaran berbentuk SCL yang telah digunakan oleh
pengajar dalam semester yang pertama dan kedua 2005/2006 pula
menunjukkan semua pengajar menggunakan strategi pengajaran sebagaimana
disarankan iaitu kaedah mensyarah dan tugasan berkumpulan (Lihat jadual 2).
Keadaan ini wujud kerana wujudnya sistem pelarasan, penyeragaman dan
pemantauan perlaksanaan dan perjalanan kursus oleh pihak jabatan. Disamping
kedua-dua kaedah utama ini, di dapati pengajar telah bertindak kreatif dan telah
berusaha mengaktifkan suasana kuliah dengan mengadakan sesi perbincangan
yang berkaitan dengan tajuk kuliah samada secara umum (81.8 peratus)
mahupun secara berkumpulan berkumpulan (100 peratus). Bagi memastikan
pelajar memahami tajuk kuliah dengan lebih mendalam, di dapati satu per empat
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responden telah menggunakan tugasan individu, kajian lapangan dan kajian kes
sebagai kaedah tambahan. Medium elektronik juga telah dimanfaatkan oleh
pengajar di mana 9.1 peratus pengajar menggunakan e-sprint bagi menyalurkan
maklumat kepada pelajar khususnya nota-nota ringkas berkaitan kuliah. Ini
menunjukkan walaupun pengajaran melibatkan jumlah pelajar yang besar, wujud
kehendak dan usaha dari para pensyarah untuk mempelbagaikan kaedah
pengajaran.
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penyeragaman dari segi isi kandungan kuliah dan penilaian kursus yang
sekaligus bertindak sebagai pemantau perlaksanaan kursus ini.
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Dapatan kajian ini juga menjurus kepada bahawa kaedah SCL yang telah
digunakan oleh pensyarah telah menjadikan pelajar lebih menghayati ilmu
dan bertanggungjawab kepada ilmu yang mereka timba, aktif, produktif,
berkebolehan dan berketerampilan. Elemen keseragaman yang telah
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45
40
34.3
35
30 28.9
28
PERATUS
SBLM SCL
25 23.2 SLPS SCL
20
17.1
15
10 8
4.5 4.3
5
1.5 0.9
0.8 0.7 0.4
0
Amat cemerlang sangat baik baik memuaskan lemah sangat lemah gagal
GRED
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RUMUSAN
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RUJUKAN
[1] Asnarulkhadi Abu Samah & Jayum Jawan (pnyt.) 1996. Kenegaraan
Malaysia. Serdang: Penerbit Universiti Putra Malaysia.
[3] Norhani Bakri, Noor Zainab Razak, Hamidah Rahman, Ishak Mad Shah,
Roziana Shaari dan Fadillah Zaini, Persepsi Pensyarah Terhadap
Persekitaran Pengajaran dan Pembelajaran Mata Pelajaran Umum
Universiti di UTM, Skudai, Prosiding Seminar Kebangsaan Pengajian
Umum (SKPU 2006), 13-14 Jun 2006 anjuran Universiti Teknologi
Malaysia.
[5] Zaid, Ahmad Tarmizi & Sri Rahayu, E-Pengajaran; Pembelajaran Kursus
TITAS: Pengalaman UPM. Prosiding Bengkel Kebangsaan Ketiga:
Pengajaran TITAS di IPTA 2004, 13-15 April 2004 anjuran Universiti
Pendidikan Sultan Idris
[7] Hamdan Noor, Student Centered Learning at the Faculty of Medicine and
Health Sciences UPM, Bengkel SCL 2004 anjuran Fakulti Ekologi
manusia
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1. 0 PENDAHULUAN
Kajian ini menggunakan borang soal selidik sebagai asas utama bagi
mendapatkan maklumat yang diperlukan. Sebanyak sepuluh borang
diedarkan kepada sepuluh orang responden kajian yang terdiri daripada
para pelajar China dari Xi’an International Studies University (XISU).
Kesemua mereka ini telah diberi peluang mengikuti pengajian selama
setahun bersama-sama dengan pelajar tahun 3 Fakulti Pengajian Bahasa
Utama (FPBU) yang mengambil jurusan Sarjana Muda Bahasa Arab dan
Komunikasi di USIM. Maklumat yang diperolehi daripada borang soal selidik
ini dianalisa bagi mengenal pasti pendekatan pembelajaran bahasa Arab
yang digunakan oleh kesemua sepuluh orang pelajar China tersebut.
Borang soal selidik ini terdiri daripada dua bahagian utama iaitu:
a) Bahagian Pertama
Bahagian ini mengandungi latar belakang responden yang
meliputi maklumat tentang butir peribadi serta pengalaman
mempelajari bahasa Arab di institusi pengajian tinggi responden
tersebut.
b) Bahagian Kedua
Bahagian ini mengandungi lima soalan utama iaitu
berkaitan dengan pensyarah bahasa Arab di universiti berkenaan,
buku teks yang digunakan, aktiviti bahasa yang dipraktikkan ketika
sesi pembelajaran, bahan pengajaran dan pembelajaran yang
digunakan, kekerapan bertutur bahasa Arab serta cara mereka
menguasai bahasa Arab dengan berkesan.
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID P 10 100.0 100.0 100.0
Jadual 1: Jantina
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID 1-3 TAHUN 10 100.0 100.0 100.0
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SANGAT MINAT 2 20.0 20.0 20.0
MINAT 4 40.0 40.0 60.0
SEDERHANA MINAT 4 40.0 40.0 100.0
TOTAL 10 100.0 100.0
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID MINAT 1 10.0 10.0 10.0
TERPAKSA 1 10.0 10.0 20.0
GALAKAN ORANG TERDEKAT 2 20.0 20.0 40.0
KEPERLUAN SEMASA 6 60.0 60.0 100.0
TOTAL 10 100.0 100.0
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID CGPA CEMERLANG 2 20.0 20.0 20.0
SUKARELA 8 80.0 80.0 100.0
TOTAL 10 100.0 100.0
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID *KEDUA-DUANYA 10 100.0 100.0 100.0
Jadual 6: Warganegara
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID METODE LAMA 5 50.0 50.0 50.0
*KEDUA-DUANYA 5 50.0 50.0 100.0
TOTAL 10 100.0 100.0
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID BAHASA ARAB DAN CINA 10 100.0 100.0 100.0
b) Buku teks
Soalan kedua adalah berkaitan dengan buku teks yang
digunakan oleh responden.
Hanya seorang responden (10%) sahaja menggunakan
buku teks bahasa Arab yang mengandungi tahap secara
berperingkat dan buku pelajaran yang mengandungi kemahiran
asas bahasa Arab iaitu membaca, mendengar, menulis dan
bertutur, manakala 6 orang responden (60%) menggunakan buku
teks mengikut tahap, buku pelajaran yang mengandungi kemahiran
asas bahasa Arab serta buku teks yang mengandungi subjek
khusus bahasa Arab iaitu Nahu, Saraf, Balaghah dan lain-lain.
Terdapat 3 orang (30%) yang menggunakan lain-lain buku teks
semasa belajar bahasa Arab. Jadual di bawah menunjukkan
taburan kekerapan tersebut.
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID DUA SAHAJA 1 10.0 10.0 10.0
KETIGA-TIGANYA 6 60.0 60.0 70.0
LAIN-LAIN 3 30.0 30.0 100.0
TOTAL 10 100.0 100.0
Jadual 9: Jenis buku teks yang digunakan oleh responden ketika sesi
pembelajaran
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID BAHASA ARAB DAN CINA 10 100.0 100.0 100.0
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SEDERHANA 10 100.0 100.0 100.0
Jadual 11: Tahap kefahaman isi kandungan buku teks yang digunakan
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 2 20.0 20.0 20.0
DUA SAHAJA 1 10.0 10.0 30.0
EMPAT SAHAJA 4 40.0 40.0 70.0
KESEMUANYA 3 30.0 30.0 100.0
TOTAL 10 100.0 100.0
Jadual 12: Material yang sering digunakan dalam sesi pembelajaran bahasa
Arab
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID *KESEMUANYA 10 100.0 100.0 100.0
Jadual 13: Jenis latihan yang terdapat dalam buku teks yang digunakan
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 4 40.0 40.0 40.0
DUA SAHAJA 1 10.0 10.0 50.0
KESEMUANYA 5 50.0 50.0 100.0
TOTAL 10 100.0 100.0
b) Pembentangan
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 1 10.0 10.0 10.0
KESEMUANYA 4 40.0 40.0 50.0
TIADA 5 50.0 50.0 100.0
TOTAL 10 100.0 100.0
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 1 10.0 10.0 10.0
DUA SAHAJA 2 20.0 20.0 30.0
TIGA SAHAJA 4 40.0 40.0 70.0
KESEMUANYA 3 30.0 30.0 100.0
TOTAL 10 100.0 100.0
CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 5 50.0 50.0 50.0
DUA SAHAJA 2 20.0 20.0 70.0
ENAM SAHAJA 1 10.0 10.0 80.0
KESEMUANYA 2 20.0 20.0 100.0
TOTAL 10 100.0 100.0
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID SATU SAHAJA 5 50.0 50.0 50.0
DUA SAHAJA 2 20.0 20.0 70.0
TIGA SAHAJA 2 20.0 20.0 90.0
EMPAT SAHAJA 1 10.0 10.0 100.0
TOTAL 10 100.0 100.0
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CUMULATIVE
FREQUENCY PERCENT VALID PERCENT PERCENT
VALID DUA SAHAJA 1 10.0 10.0 10.0
TIGA SAHAJA 2 20.0 20.0 30.0
EMPAT SAHAJA 3 30.0 30.0 60.0
LIMA SAHAJA 3 30.0 30.0 90.0
ENAM SAHAJA 1 10.0 10.0 100.0
TOTAL 10 100.0 100.0
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baik. Begitu juga dengan gabungan metode lama dan terkini dalam
penyampaian pelajaran oleh pensyarah juga antara faktor penyumbang
kepada minat pelajar China tersebut mempelajari serta menguasai bahasa
arab dengan lebih efektif.
PENUTUP
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begitu baik. Oleh yang demikian, sewajarnya para pelajar tempatan di USIM
mengambil peluang keemasan ini mendekati pelajar China berkenaan dan
cuba mengenal pasti pendekatan lain yang digunakan oleh mereka bagi
menguasai bahasa Arab. Tiada bezanya antara pelajar tempatan USIM dan
pelajar China XISU kerana kedua-duanya bukan penutur jati Arab. Apa yang
lebih penting adalah usaha gigih dan tidak jemu belajar serta mengambil
contoh cara pendekatan pembelajaran mereka agar segala manfaat dan
panduan berguna dapat dikongsi bersama. Kertas kerja ini
mengenengahkan pendekatan yang digunakan oleh pelajar China dan
diharap pendekatan lain yang juga efektif dan positif boleh dikenal pasti
menerusi beberapa lagi kertas kerja dan kajian. Panduan dan contoh
pendekatan efektif boleh diguna pakai bagi meningkatkan penguasaan
bahasa Arab di kalangan bukan penutur jati Arab.
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1. INTRODUCTION
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writing.
3. STUDENT’S GROUPING
4. COURSE ASSESSMENT
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5. COURSE MODULE
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8. CONCLUSION
It was obvious that after the completion of the course that the students
were extremely satisfied with the course modules and enjoyed all the
activities carried out. Students became more appreciative of their
engineering profession, ethics and better understanding about the
relationship and importance of environmental issues and nature
conservation with hands on experience on nature and the impact of
development towards nature. This field work course also helps to
development of student’s deep interest and appreciation towards
environmental preservation. The Project Oriented Problem Based Learning
(POPBL) methodology used in conducting the course have proven its benefit
and enhances the students overall teaching and learning experience. Thus,
the filed work course is an excellent platform for supporting the new
engineering OBE curriculum which emphasised on the development of
improved future environmental engineers, who are more sensitive towards
nature, more prudent and conscious about impacts of their work and
development on the environment.
REFERENCES
[2] Ciesla, J.J. “The evolving role of Environmental Science Officers and
Environmental Engineers in the Medical Service Corps”. U.S. Army
Medical Department Journal; Jun 2006.
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[8] Employees Exempt from the State Personnel Act (EPA). Written
Assessments, Recommendations, and Responses in RPT Review;
2000.
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1. 0 INTRODUCTION
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2. 0 FREEMIND FEATURES
The first step to use the FreeMind for the teaching and learning of Electrical
Machines is to prepare mind maps using the software. The mind maps were
prepared according to the textbook that is used in the subject [8]. Each mind
map represents a main topic in Electrical Machines course that was used for
the presentation in the lectures, the sizes of the fonts and figures in the mind
maps were chosen to the suitable sizes for easy viewing in the lecture hall.
Smaller font sizes and figures were used for the lecture notes. This can
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easily be done since the fonts and figure sizes are changeable using
FreeMind.
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FreeMind was then used for eight weeks in the presentation of Electrical
Machines lectures, replacing the conventional method, Power Point slides.
The feature, fold and unfold nodes available in FreeMind proved helpful for
the lecturer to clearly explain the concepts in Electrical Machines because
the lecturer was able to hide some of the information while explaining
another. At the same time the students were able to see the linkages
between main topics, subtopics and concepts covered. Some of the images
obtained from the internet could also be animated for better explanation on
certain concepts. For students’ revision, the mind maps prepared by the
lecturer were made available in the e-learning portal. The students were
also able to print the mind maps as lecture notes for their references. The
mind maps prepared using FreeMind may be exported to JPEG format file
and can be printed on an A4 paper which would be handy and convenient
for revision purposes.
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60
50
40
30
20
10
0
1 2 3 4 5 6 7 8
Freemind is new to me: analysis of the responses shows that almost all the
students experience freemind for the first time. Only two female students
claimed they have encountered with freemind before. Freemind provides
an excellent method of enabling me to see the global view of the
course: 93% of the students felt that freemind is an excellent way of
enabling them to get the big picture of electrical machines before dwelling
into the details. Learning is made fun with freemind: 63% of the students
admitted that learning of electrical machines is made an enjoyment with the
use of freemind, whilst 37% however were not that enthusiastic. Freemind
is a valuable means for me to see the connections between topics in
this course: about 85% agreed that with freemind, they were able to see
the connections or linkages between topics in learning the course with this
software. I enjoyed doing the assignment set by my instructor using
freemind: 49% of the students were for this whilst 51% were against it.
More of the male students disliked having to do assignments given by the
instructor using freemind. This most probably was due to the fact that the
students needed more time to get familiarized with the software and
although the software was provided to them at no costs, they had to learn
how it worked and learning the concepts at the same time became time
consuming. This gave the indication that at this initial stage perhaps
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freemind was well-received when used for the purpose of teaching but not to
expect them to do assignments using the software since they required more
time to get themselves used to it. I am doing well in this course: an
encouraging 87.8% of the students claimed that they were doing well in the
course, whilst 12.2% were having some problems. I would recommend
freemind for other courses as well: 65.9% of the students agreed to this
whilst 34.1% disagreed. A possible reason for such a response would be
due to the time required to be competent enough to use the software.
Freemind is a better mode of education delivery of this course
compared to power point presentation: students were able to distinguish
between the use of freemind and power point since they were exposed to
eight weeks of freemind and six weeks of power point presentation. 68.3%
of the students prefer freemind to power point presentation as the mode of
delivery for this course. All the females were for freemind, 31.7% who
disagreed were all male students.
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CONCLUSION
ACKNOWLEDGEMENT
The authors gratefully acknowledge Universiti Teknologi PETRONAS for the
support and permission to publish the paper.
REFERENCES
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[6] Richard Lee Steven Williams, “Teaching Ideas”, Retrieved on Oct 19,
2007, Http://Easyweb.Easynet.Co.Uk/~Rwilliams/Teaching.Htm
[7] “Freemind”, Wikipedia, The Free Encyclopedia, Retrieved on Jun 30,
2007, Http://En.Wikipedia.Org/Wiki/Freemind
th
[8] Stephen J Chapman, “ Electric Machinery Fundamentals”, 4 Ed., Mc
Graw Hill.
[9] Altec, The University of Kansas, “Rubistar”, Retrieved on Sept 1,2007,
Http://Rubistar.4teachers.Org /Index.Php
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1.0 PENDAHULUAN
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Panduan al-quran ini dihayati oleh para sahabat dan generasi umat
islam yang menuruti jejak langkah mereka. Kemudian selepas itu muncul
beberapa tokoh pemikir islam terkemudian dari berbagai aliran pemikiran
sama ada terdiri dari tokoh-tokoh ulama falsafah, kalam, tasawuf, fikah dan
usul fikah yang memperkatakan tentang unsur-unsur pemikiran kritis ini
dalam karya-karya ilmiah yang dihasilkan oleh mereka. Serentak dengan itu
juga muncul beberapa disiplin ilmu islam seperti ilmu kalam/akidah,
mustalah al-hadith, al-jarh wa al-ta`dil, falsafah, pengajian sejarah dan
tamadun islam (khususnya falsafah sejarah), pengajian tafsir (khususnya
tafsir tematik), pengajian al-sunnah, usul fikah dan qawa`id fiqhiyyah,
pengajian undang-undang, muamalat, siyasah syar`iyyah dan lain-lain yang
memang banyak terkandung di dalamnya elemen-elemen pemikiran kritis.
Semua bahan pemikiran ulama silam sama ada yang belum tersusun dalam
mana-mana disiplin ilmu atau yang sudah tersusun mantap dalam
kandungan ilmu-ilmu islam boleh dimanfaatkan untuk dimasukkan dalam
kursus pemikiran kritis yang boleh ditawarkan di universiti-universiti.
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rasionalilti dan kelogikan yang sukar ditolak oleh kalangan yang berakal
waras. Tradisi tersebut menyebabkan umat islam mewarisi suatu pegangan
akidah yang jelas dan putus (jazam) dan menolak sebarang kepercayaan
yang tidak berasaskan asas rasionaliti yang kukuh.
Usaha untuk melahirkan pelajar atau mahasiswa yang serba boleh, mampu
mendepani cabaran hidup serta mempunyai integriti dan kredebilti setelah
bergelar graduan dan menjawat jawatan-jawatan penting di alam pekerjaan
adalah perlu digembeling oleh semua pihak. Ini kerana isu integriti, rasuah,
salah guna kuasa yang melibatkan pagawai-pegawai lepasan universiti
semakin hangat diperkatakan dan angkanya amat menggerunkan kita. Isu
pengangguran graduan universiti yang semakin meningkat setiap tahun juga
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2.0 KESIMPULAN
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3.0 BIBLIOGRAFI
[1] Akademi Pengajian Islam, Universiti Malaya, Buku Panduan Program
Ijazah Dasar Tahun Akademik 2005/06, Kuala Lumpur: Apium, 2005.
[8] Mohd Azhar Abd. Hamid, Et.Al., “Mentaliti Kritis Dalam Kalangan
Masyarakat Melayu: Suatu Pengamatan Terhadap Pelbagai
Persoalan Hidup Masyarakat Melayu Masa Kini” Dlm. Hashim
Awang, Et.Al. Eds. Emosi Melayu, Kuala Lumpur: Akademi
Pengajian Melayu, 2005.
[9] Mohd Azhar Abd. Hamid, Pengenalan Pemikiran Kritis Dan Kreatif.
Skudai: Penerbit Utm, 2001.
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1.0 INTRODUCTION
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also occur as a failure to change a faulty understanding; for example, they may
not notice events, may misunderstand input from others, or may decide that an
event is a fluke and is therefore unimportant as information about the world. In
contrast, when individuals' experiences contradict their internal representations,
they may change their perceptions of the experiences to fit their internal
representations. According to the theory, accommodation is the process of
reframing one's mental representation of the external world to fit new
experiences. Accommodation can be understood as the mechanism by which
failure leads to learning: when we act on the expectation that the world operates
in one way and it violates our expectations, we often fail, but by accommodating
this new experience and reframing our model of the way the world works, we
learn from the experience of failure, or others' failure.
Constructivist views each learner as a unique individual with unique needs and
backgrounds. The learner is also seen as complex and multidimensional (Gredler
1997). Constructivism not only acknowledges the uniqueness and complexity of
the learner, but actually encourages, utilises and rewards it as an integral part of
the learning process (Wertsch 1997).
Gredler (1997) also emphasizes the importance of the background and culture of
the learner. Constructivism encourages the learner to arrive at his or her own
version of the truth, influenced by his or her background, culture or embedded
worldview. Historical developments and symbol systems, such as language,
logic, and mathematical systems, are inherited by the learner as a member of a
particular culture and these are learned throughout the learner's life. These
symbol systems dictate how the learner learns and what is learned (Gredler
1997; Bullard and Felder, 2007). This also stresses the importance of the nature
of the learner's social interaction with knowledgeable members of the society.
Without the social interaction with other more knowledgeable people, it is
impossible to acquire social meaning of important symbol systems and learn how
to utilize them. Young children develop their thinking abilities by interacting with
other children, adults and the physical world. From the constructivist viewpoint, it
is thus important to take into account the background and culture of the learner
throughout the learning process, as this background also helps to shape the
knowledge and truth that the learner creates, discovers and attains in the
learning process (Gredler 1997; Wertsch 1997).
Furthermore, it is argued that the responsibility of learning should reside
increasingly with the learner (Von Glasersfeld 1989). Social constructivism thus
emphasizes the importance of the learner being actively involved in the learning
process, unlike previous educational viewpoints where the responsibility rested
with the instructor to teach and where the learner played a passive, receptive
role. Von Glasersfeld (1989) emphasizes that learners construct their own
understanding and that they do not simply mirror and reflect what they read.
Learners look for meaning and will try to find regularity and order in the events of
the world even in the absence of full or complete information.
Another crucial assumption regarding the nature of the learner, concerns the
level and source of motivation for learning. According to Von Glasersfeld (1989)
sustaining motivation to learn is strongly dependent on the learner’s confidence
in his or her potential for learning. These feelings of competence and belief in
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Instructors have to adapt to the role of facilitators and not teachers (Bauersfeld,
1995). Where a teacher gives a didactic lecture which covers the subject matter,
a facilitator helps the learner to get to his or her own understanding of the
content. In the former scenario the learner plays a passive role and in the latter
scenario the learner plays an active role in the learning process. The emphasis
thus turns away from the instructor and the content, and towards the learner
(Gamoran, Secada, & Marrett, 2000). This dramatic change of role implies that a
facilitator needs to display a totally different set of skills than a teacher. A
teacher tells, a facilitator asks; a teacher lectures from the front, a facilitator
supports from the back; a teacher gives answers according to a set curriculum, a
facilitator provides guidelines and creates the environment for the learner to
arrive at his or her own conclusions; a teacher mostly gives a monologue, a
facilitator is in continuous dialogue with the learners (Rhodes and Bellamy,
1999). A facilitator should also be able to adapt the learning experience ‘in mid-
air’ by using his or her own initiative in order to steer the learning experience to
where the learners want to create value.
The learning environment should also be designed to support and challenge the
learner's thinking (Di Vesta, 1987). While it is advocated to give the learner
ownership of the problem and solution process, it is not the case that any activity
or any solution is adequate. The critical goal is to support the learner in becoming
an effective thinker. This can be achieved by assuming multiple roles, such as
consultant and coach.
For the “Newfoundland Strategy”, active student involvements are in the forms of
case study presentations, students’ forums, case study write ups, expert
witnessing and a moot court trial simulation. In addition, the students are also
given practical feedbacks through video clippings and several guest speakers
from the industry. At the end of the semester, a one-day student seminar is
organized where students are required to present their cases in the university’s
moot court. The moot court is deliberately chosen as the venue of the oral
presentations to provide a simulated environment in litigation cases. Both the
students’ final presentations and case reports are evaluated by expert panelist
comprising lawyers, academics, enforcers and regulators. Though the final
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evaluation of the students’ works are not meant to be exhaustive and conclusive
(in judging their level of competencies as investigators or expert witnesses), it is
nevertheless possible at that point in time, to gauge whether or not they are
ready to carry out their tasks professionally in the near future. As a new group
of forensic accountant professionals in this country, the students ought to
showcase their competencies and professionalism in a deliberate manner.
Figure 1 depicts the implementation process of the “Newfoundland Strategy”.
Notice that the “Newfoundland Strategy” allows the teacher to undertakes a more
meaningful facilitating role, shifting the responsibility for learning a new subject
matter to the students – as depicted by the involve-me-and-I-will-understand
concept. The facilitator then explains the theoretical aspects of the subject,
moderates the forum and presentation, selects appropriate and relevant guest
speakers, evaluates the examination and written assignments, and most
importantly assumes the role of motivating the students. It is important to note
that constructivism itself does not suggest one particular pedagogy. In fact,
constructivism describes how learning should happen. Constructivism as a
description of human cognition is often associated with pedagogic
approaches that
Teacher as a
FACILITATOR:
• Theor
3rd Presentation on etical Student Forums
evidence gathering • Evalu and 2nd
and expert Presentation on
witnessing Litigation
protocols Framework &
Procedures
Second Batch of
Guest Speakers:
Police, ACA,
Deputy Public
Prosecutor from
AG Chamber
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As a facilitator to the course, the author identifies three speakers from the
industry who would be invited to give separate talks on topics specified in the
syllabus. The feedbacks and inputs from these practitioners are important
aspects of learning for this course. Firstly, a defense lawyer from a renowned
legal firm came to discuss litigation procedures in financial fraud cases. Students
are introduced to various Laws, Bylaws, Acts, Pronouncements, codes and
standards that must be reviewed and thoroughly understood when dealing with
financial fraud cases. This includes among others, the Companies Act, The
Industry Securities Act, Anti Money Laundering & Financing Terrorism Act, the
Penal Code, Evidence Act, and the Financial Reporting Act. As a defense
counsel, the lawyer shared various technicalities that are often used in courts to
“break” the financial fraud cases. Students are therefore advised to be aware of
these technicalities and to tackle them wisely when representing their clients
either as expert witnesses or as fraud investigators.
The second speaker was a senior partner of a Big Four Accounting Firm in
Malaysia. As an experience auditor, the speaker shared various audit
procedures and protocols when conducting company audits. The identification of
red flag indicators to evaluate fraudulent and suspect transactions is very
commonly used during the course of audits. The students are also exposed to
variables fraud risk indicators and tests used to assess the effectiveness of the
companies’ internal control systems. Further, the students are advised to
understand thoroughly elements related to fraud theories and transaction cycles.
These insights are valuable “secrets” that are not readily found in books or
journal articles. Students are therefore expected to incorporate these feedbacks
into their final report at the end of the semester.
The third speaker identified was from the Securities Commissions (SC).
Specifically, the head of the Surveillance and Investigation unit at SC gave his
agreement to talk to the students on financial fraud surveillance and
investigation. The speaker shares his personal experiences in detecting and
investigating financial frauds of public listed companies. The students were
advised on the need for financial fraud investigators to keep abreast with the
latest technologies in fraud detection and thorough knowledge and knowhow in
audit trailing of financial transactions. As investigators, forensic accountants
must always be in proactive modes and they should be able to effectively “read”
and predict fraudsters’ behaviour and thinking.
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The students’ enthusiasms and excitements are very much reflected through the
highly interactive classroom sessions with all the guest speakers invited for the
course. All the students participated actively in the questions and answers
segments.
The third phase of learning comprises the students’ forum and second case
presentations. Five students with differing backgrounds were selected to lead
the forum, with each respectively representing the Police Force, the Anti
Corruption Agency, the Inland Revenue Board, the Banking & Finance sector
and the Commerce and Industry group. One of the students was also appointed
as a chairperson to moderate the forum. The rest of the students were to
participate in the forum discussions. Specific issue on litigation framework and
procedures was identified and to be addressed for the forum. At the end of the
session, relevant resolutions are identified and tabulated. Again, feedbacks from
the forum form valuable and useful input for the students’ forthcoming
presentations and reports.
In line with the specified learning outcome of this course, the second case
presentation focuses on soft skills requirements and other techniques that could
be adopted when conducting a financial fraud investigation. Each group is to
identify a specific financial fraud case and to propose an investigation framework
for that said cases. They are also encouraged to share video clippings of their
“investigation” techniques with other fellow students. In addition to the oral
presentation, the students are also required to submit a five-page case report.
The fourth learning phase comprises talks by three different guest speakers over
the next three class periods. The first speaker from this phase was from the
Commercial Crime Unit of the Royal Malaysian Police (PDRM). The speaker
shared with the students on interrogation techniques, evidence gathering
protocols, prosecution techniques, litigation charges and forensic investigation
protocols when dealing with financial fraud cases. The students were also
advised to work closely with either the police department or the SC or both on
financial litigation cases.
The second speaker was from the Anti-Corruption Unit, a very experienced
investigator who has been in the profession for more than 25 years. The focus of
his talk was on interviewing techniques and soft skills in getting witnesses to
divulge evidences and information before a prosecution could be carried out. At
the end of his talk, there was a demonstration on interviewing techniques and
students were invited to participate in the interviews. Students were advised on
the need to be good with their soft skills as interviewees are from differing
backgrounds and personalities.
The third speaker was a Deputy Public Prosecutor (DPP) from the Attorney
General Chamber in Putrajaya. As a prosecutor, the DPP emphasizes on the
importance of getting good and reliable evidences for the financial fraud cases.
Very often, the class was told that financial fraud cases “get thrown out of court”
due to insufficient evidences or due to the wrong choice of expert witnesses to
help with the cases. Basically, the main job of a prosecutor is to develop cases
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for court proceedings. As such, one must be crystal clear on the facts of the
cases and to ensure continuity of evidences. These are practical feedbacks that
the students could use in their final project.
One of the learning outcomes of this course is to produce graduates who are
capable of conducting successful financial fraud investigation. As such, they
should be able to (i) choose and gather the “right” types of financial fraud
evidences, (ii) follow through the audit trails of financial transactions; (iii) critically
analyse financial documents and (iv) possess relevant investigative soft skills
(e.g. communication, writing, working in teams etc). Another important learning
outcome of the course is for these graduates to be able to assume the role of
competent expert witnesses. In assuming the role an expert witness, one must
be knowledgeable and competent in various fields such as accounting, auditing,
law and information technology.
The third presentation highlights on the ability of the students to showcase their
knowledge and competency in gathering evidences, analysing financial and legal
documents and the utilisation of information technology as an investigative tool.
Each group selects a case on financial fraud. Whilst some group members act
as investigators, others take the role of expert witnesses. All groups are required
to showcase their evidences in a structured and organised, similar to the
requirements in normal court proceedings.
Once the students have gone through the above five phases of learning, it is
expected that they are now ready to precede to the next two higher levels namely
a submission of a 30-page case study report and a final, comprehensive
presentation at a simulated court.
One very important learning outcome expected of the graduates is the ability to
prepare a comprehensive financial fraud report that could be used and
admissible in the court of law. For the preparation of the report, students need to
incorporate both theoretical and practical feedbacks obtainable from the
reference books, video clippings, guest speakers and other available sources.
The case study report is divided into two parts: the first part comprises a
summary highlighting the issues in hand, the violation, proposed charges and the
proposed methodology to be adopted in conducting the investigation; the second
part details out the investigation processes which include the planning and
structuring of financial fraud investigation, document analysis, interviewing,
evidence gathering, specific investigation techniques and report writing.
Students are also encouraged to provide other relevant documents as
appendices. As an academic requirement, the students are also required to
furnish and cite at least fifteen reference articles in the report.
Another important learning outcome of this course is for the students to be able
to present and defend their financial fraud cases comprehensively and
convincingly. Their ability to communicate effectively is an important key
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3.8 Examination
Holt and Willard-Holt (2000) and Gredler (1997) emphasize the concept of
dynamic assessment, which is a way of assessing the true potential of learners
that differs significantly from conventional tests. Here the essentially interactive
nature of learning is extended to the process of assessment. Rather than viewing
assessment as a process carried out by one person, such as an instructor, it is
seen as a two-way process involving interaction between both instructor and
learners. For the in-class case presentations and forum, a peer-group
assessment technique was also used. Basically, members of other teams get to
evaluate the performance of the team that are presenting and vice versa. Table
1 depicts the percentage breakdown of the assessment items. The feedback
created by the assessment process serves as a direct foundation for further
development. It should not be an intimidating process that causes anxiety in the
learner, but rather a supportive process that encourages the learner to want to be
evaluated in order for future, more focused development to take place (Green
and Gredler 2002; King, 2006). At the end of the course, an overall evaluation is
obtained from the students. The evaluation scores at the end of the semester
are gauged against an earlier assessment carried out at the beginning of the
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semester to establish whether the students had benefited from the different
learning initiatives adopted for the course.
Assessment Items %
In-class case presentations (3 in total) & Forum 15
Three 5-page case study write ups 15
Mid-term examination 10
Moot Court case presentation 30
30-page case study write up 30
5.0 CONCLUSIONS
Whilst the “Newfoundland Strategy” adopted for this particular course seemed to
work very well in achieving the stipulated learning outcomes, it is important to
acknowledge the presence of various obstacles and challenges during its
implementation phase. The most basic obstacle relates to the willingness for
both students and the lecturer to undergo a change in mindset, from lecturer-
centred to student-centred learning. Whilst lecturers are so used to giving
lectures, the students find comfort in listening to the lectures with the “feed me
expectation” syndrome. Under this learning strategy, a lecturer is no longer an
“expert who knows it all”. Instead, there’s a very clear shift in responsibility
where students are encouraged to initiate learning strategies. Students are no
longer merely passive listeners; they participate actively in classroom
discussions. The role of the lecturer is now reduced to that of a facilitator. He or
she no longer gives long lectures, instead invites experts to give feedbacks,
encourages students to give ideas and opinions and motivates students to think
from “outside the box” perspective.
Another apparent challenge in implementing this strategy is in getting the right
guest speakers to agree to participate in the program which is held during
weekends. Therefore, there’s a great need for the author to plan well in advance
to secure these speaking engagements. As a facilitator, the author needs to
exercise a very high level of “people skills” when inviting the speakers. Equally
important, the author has to convince the students that student-centered learning
would benefit them in the long run.
It is also important to note that students have a variety of learning styles and no
instructional approach can be optimal for everyone (Claxton and Murrell 1987;
Felder 1993; Grasha 1990, 1994). In the end, despite our best efforts, some
students “fail” and some who pass continue to resent this strategy of putting so
much of the burden of learning on their shoulders. On the other hand, for all their
complaints about how hard this strategy had put so much strain on them, the
students on the average do better work than they ever did in other courses when
the instructors just lectured. Many more of them now indicated in their evaluation
forms that after getting through this final course on Investigative Techniques and
Financial Criminology they feel confident that they can do anything. In a
nutshell, one may “lose” some students, but one can expect to win a lot more.
In short, the author is convinced that the benefits of properly implemented
student-centered instruction more than compensate for any difficulties that may
be encountered when implementing it. Facilitators who are prepared for initially
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negative student reactions, and who have the patience and the confidence to
wait out these reactions, will reap their rewards in more and deeper student
learning and more positive student attitudes toward their courses and toward
themselves. It may take an effort to get there, but it is an effort well worth making.
6.0 REFERENCES
[2] Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956).
Taxonomy of educational objectives: The classification of educational
goals. Handbook I: Cognitive domain. New York, Toronto: Longmans,
Green.
[3] Bullard L.G. and Felder R.M. (2007), "A Student-Centered Approach to
Teaching Material and Energy Balances. Part 2. Course Delivery and
Assessment." Chem. Engr. Education, 41(3), 167-176.
[4] Claxton, C.S., and P.H. Murrell. (1987), Learning styles: Implications for
improving educational practice. ASHE-ERIC Higher Education Report No.
4. Washington, DC: George Washington University.
[5] Crumbley D.L.,Heitger, L.E. and Smith, G.S. (2005), Forensic and
Investigative Accounting, Chicago: CCH Incorporated.
[7] Duffy, T.M., & Jonassen, D.H. (eds.) (1992). Constructivism and the
technology of instruction: A conversation. Hillsdale, N.J: Lawrence
Erlbaum.
[8] Felder, R.M. (1993), “Reaching the Second Tier: Learning and Teaching
Styles in College Science Education”, J. Coll. Science Teaching, 235, 286-
290.
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[12] Grasha, A.F (1994), “A Matter of Style: The Teacher as Expert, Formal
Authority, Personal Model, Facilitator, and Delegator”, College Teaching,
42(4), 142-149.
[13] Gredler, M.E (1997), Learning and Instruction: Theory into Practice
(3rd ed), Upper Saddle River
[14] Green, S., & Gredler, M. (2002) “A Review and Analysis of Constructivism
for School-based Practice”. School Psychology Review, 31(1), 53-70.
Retrieved from host database on June 20, 2004
[16] Holt, D. G. and C. Willard-Holt (2000). "Let's Get Real (TM) - Students
solving authentic corporate problems." Phi Delta Kappan 82(3): 243-246.
King, E.M. (2006), “Studio Classrooms and Student Centered Learning in
Traditional Microscopic Courses”, Journal of Geoscience Education, 54(4),
pp. 476-479.
[18] Wertsch, J.V (1997), Vygotsky and the Formation of the Mind, London:
Cambridge Press.
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1.0 PENGENALAN
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Rajah 2 Molekul air dapat dilihat dengan mata kasar (Sumber: Toh,
2003: 29)
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Rajah 5 Zarah cecair dikelilingi cecair (Sumber: Eng et al., 1999: 13)
Dalam larutan ionik, larutan dalam bentuk akuas terdiri daripada ion-ion
yang bercas positif (kation) dan ion-ion yang bercas negatif (anion).
Kedua-dua ion ini bersifat elektrolit yang lazimnya berada dalam
keadaan keseimbangan. Walau bagaimanapun, sesetengah
gambarajah (contoh Rajah 6) menggambarkan larutan tersebut
mengandungi ion-ion positif dan ion-ion negatif yang tenggelam dalam
larutan tersebut sekaligus berupaya mewujudkan kerangka alternatif
bahawa ion-ion seumpama kismis yang terbenam di dalam kek.
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Rajah 8 Jarak antara zarah yang tidak tepat (Sumber: Tan et al., 2003: 19)
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5.0 RUJUKAN
[3] Buni Sunade, Eng, N.H., Lim, E.W. dan Lim, Y.C. (2001). Kimia
Tingkatan 4. Zeti Enterprise: Batu Pahat.
[5] Driver, R., Squires, A., Rushworth, P. dan Robinson, W. (1994). Making
sense of secondary science research into children’s ideas. Routledge:
London.
[6] Eng, N.H., Lim, E.W., dan Yeow, K.O. (1999). Kimia Fokus Jingga SPM.
Penerbitan Pelangi Sdn. Bhd: Bandar Baru Bangi.
[8] Johari Surif dan Mohammad Yusof Arshad. (2003). Kesukaran pelajar
untuk memahami konsep pendidihan: peranan simulasi komputer untuk
mengatasinya. Buletin Persatuan Pendidikan Sains dan Matematik
Johor. 12(1): 1-13.
[9] Johari Surif dan Mohammad Yusof Arshad. (2004). Strategi metakognitif
dalam pembelajaran sains: Suatu perspektif baru. Jurnal Pendidikan
Universiti Teknologi Malaysia. 10: 1-16.
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[11] Tan, A.G., Lee, K.W.L., Goh, N.K. dan Chia, L.S. (2002). New
paradigms for science education. A perspective of teaching problem
solving, creative teaching and primary science education. Prentice Hall:
Singapura.
[12] Tan, Y.T., Lou, W.L. dan Tan, O.T. (2003). Sukses Kimia SPM.
Penerbit Fajar Bakti Sdn. Bhd : Kuala Lumpur.
[13] Toh, K.K. (2003). Revisi prioriti Kimia Tingkatan 4-5. Sasbadi Sdn. Bhd:
Petaling Jaya.
[14] Yap, K.C., Toh, K.A. dan Goh, N.K. (2000). Teaching science. Reading
and resources for the primary school teacher. Prentice Hall: Singapura.
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Interactive means the way it involves at least two people or things that can
influence each other. Interactive Learning Method is one of the learning methods
which does not involve one teacher presenting in front of the class, but at the
same time the students are also involves in the class. It is a common method
employed in schools today and often involve the use of computer lab and others
related equipment in teaching. Interactive learning method can also be seen in
used hospitals, companies and government departments. Since interactive
learning method is so widely use, is it applicable in the universities where a
lecturer handles more than 100 students in his or her class.
Sharan and Sharan (1992), believe that grouping students will encourage
students to discover that anyone in their class can contribute to their learning.
The researcher believes grouping students based in friendship will work more
effectively. The researcher believes that by doing so, everyone is participating
and no one is left out for social, academic or ethnic reasons.
Psychologists claim that group members can influence each other. Therefore
groups should be structured accordingly as it can influence system that changes
attitudes and improve performance through member’s interaction with each
other. The most important factor that influences grouping of students is
capability. This is supported by Webb and Palincsar (1996), Barraclough and
Stewart (1992) and Dillard (1990). McCroskey and Richmond (1992) claim that
there are 5 types of power can contribute to effective learning. Their study claim
that students who use pro-social techniques perform better compared to anti-
social behavior. Coercive and legitimate power is negatively associated to
learning while referent and expert power is positively referred to learning.
Therefore friends in a group will have a positive effect on learning. Harris and
Menten (1996) disagrees with the study conducted by McCroskey and Richmond
(1992), friends can equally influence both the good and the bad group of
teenagers. Social categorization always plays an important role in college
environment where the teachers divide them up into academically excellence,
moderate and week students.
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group members can also enhance their ability to develop soft skills. Especially
with the course with limited man power to assists the lecturer during tutorials.
2.0 OBJECTIVE
The aim of the study is to test whether interactive learning method using different
formation of groups is effective in imparting knowledge in the university. In this
study, the interactive learning method is tested using different forms of group
formation, students that are grouped randomly, students that are grouped based
on friendship or shared interest or grouping of students based on teacher’s
selection. By finding the most effective way of implementing interactive learning
method, student’s academic performance and satisfaction can be enhanced.
H1: Students that are grouped based on friendship or shared interest can
perform better than students who are grouped randomly.
H2: Students that are grouped based on the lecturer’s preference can
perform better than the students who are grouped randomly.
H3: Students who are grouped based on the lecturer’s preference perform
better than the students that are grouped based on the friendship or
shared interest.
H4: Students who are grouped based on friendship or shared interest have
a higher level of satisfaction compared to students who are grouped
randomly.
H5: Students who are grouped based on the lecturer’s preference have a
higher level of satisfaction compared to students who are grouped
randomly.
H6: Students who are grouped based on the lecturer’s preference have a
higher level of satisfaction compared to students who are grouped
based on friendship or shared interest.
4.0 SCOPE
nd
The study was conducted on the 2 year students from the field of
economics (monetary, development and human resources). There are 76
respondents. The 76 respondents had to take their basic econometric paper.
Thus this course was used as a base to test the students’ performance and
their level of satisfaction since it is a subject that combines statistic,
mathematics and economics..
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One of the most famous tools used in interactive learning method is grouping of
students. Sharan and Sharan (1992) believe that alls students are equally
valuable. Thus it will encourage students to contribute effectively in their learning
process. There are three ways of grouping the students in Sharan and Sharan’s
(1992) study’s grouping can be done randomly, based on friendship or shared
interest of finally by the teacher’s selection
McKeachie (1986) also support the idea that the most effective teaching method
is “students teaching other students”. He found that students who have minimum
interaction with their peers have low academic performance and dropping out of
college. He also claims that the greater affinity seeker on the part of the teacher
has a positive and significant effect on the students’ performance. As the degree
of likeness to the teacher increase, they have learned substantial material and at
the same time also reported their intention to take the same class with the same
teacher. Since teachers can create greater affinity, teachers should inquire to
study what students can do to generate greater interest among their peers.
Referent power is based on the target’s identification with the agent. Therefore,
using students who are friends in a group will have the effect of increasing the
referent power base when students identify themselves with their groups’
members. Harris and Menten (1996) also supports the argument that peers
equally influence both the good and bad groups of teenagers, it is just they
belong to different sorts of peer groups. According to Lightfoot (1992) teenagers
seldom need to be pushed to conform to the norms of the group; once they are in
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a group, they are pulled into conformance and also not have to be pushed or
provided by an adult to conform.
7.0 METHODOLOGY
Students who sat for their basic econometric course were used in this field
experiment. There are 76 respondents or students from various departments in
the field of economics. There are three departments in economics such as the
monetary, development and human resource economics. The students were
grouped into two or three members in a group. In the first week of the class the
students were briefed about the assignment and the questionnaires they need to
fulfill in this study.
At the end of the eight week of lecturer, students who entered the lecturer were
asked to form a group randomly. Each group consists of two to three members
who are not acquainted. An assignment was given to students to be completed
within a time frame with the assistance of their members in their group. The
assignment was later graded by their lecturer for 100 points. At the end of the
session, the students were given a questionnaire to evaluate their satisfaction
level where areas such as task variety, task significance, autonomy and
feedback were enquired. A Likert Scale from 1 to 5 was used to evaluate the
questions. 1 stands for strongly disagree while 5 stands for strongly agree.
At the end of the tenth week of the lecture, the students were asked to group into
two or three. Each member of the group is chosen by the students based on
friendship or someone who shared the same interest. Similarly, each student
was given an assignment that was graded for 100 points by the lecturer. The
time frame given to complete the project was the same as the earlier assignment.
At the end of the session, similar questionnaire was given to identify the student’s
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level of satisfaction in the area of task variety, task significance, autonomy and
feedback. The Likert Scale from 1 to 5 was used to evaluate the questions. 1
stands for strongly disagree while 5 stands for strongly agree.
Finally at the end of the twelve week of lecture, the students were now grouped
into two or three. Each member of the group was chosen by the lecturer based
on their academic performance. The lecturer grouped the weak students with
students with high academic performance. An assignment was distributed to all
of them to be completed within the same time frame as the earlier assignments.
The lecturer graded the assignment for 100 points. Again the students were
given the same questionnaire to be completed to obtain their level of satisfaction
that covers the same are of task variety, task significance, autonomy and
feedback. The questions were evaluated using a Likert Scale of 1 to 5. 1 stands
for strongly disagree while 5 stands for strongly disagree.
8.0 RESULT
Since the questionnaire used to measure the level of satisfaction for the
randomly grouped, the group based on friendship and the group formed by the
lecturer was the same, the Cronbach alpha reliability test showed a coefficient
of 0.78. With this high level of reliability, all items in the questionnaire were
included to obtain an overall satisfaction score of each student.
The summary of the result shows that when the randomly formed group was
paired with the grouped that was formed based on friendship or someone that
shared the same interest, the mean score difference are significant at 5 percent
significance level (ρ = 0.047, t = 2.018). This result supports the first hypothesis
that states groups that take their friends as group members perform well
compared to students who are grouped randomly. The mean score for the
randomly chosen group was 54.47 while for the group formed based on
friendship is 65.78.
When the score of the students who are randomly chosen as the group members
was compared to the students who are grouped based on the lecturer’s
preference, there was a significance difference in their mean score at 1 percent
significance level (ρ = 0.000, t = 10.790). Thus the study supports the second
hypothesis that claims that groups formed by the lecturer based on academic
performance perform better than randomly chosen members with the average
score of 100.
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In addition when comparison between the score of the group members chosen
based on friendship with the members chosen by the lecturer were made, the
mean score was significantly different at 1 percent significance level (ρ = 0.000, t
= 6.877). The man score of the members whose group was chosen based on
lecturer’s preference was 100 unlike the score of the members whose group are
chosen based on friendship, 65.78.
As for the satisfaction score between the randomly selected group with the group
chosen based on friendship, the means score is statistically difference at 1
percent significance level (ρ = 0.000, t = 5.190). The mean score of the
randomly selected group is 2.78 while for the group that consists of friends is
4.31, above average. Similarly, when comparison was made between the
randomly selected group and the group members selected by the lecturer, the
mean level of satisfaction was significantly different at 1 percent significance
level (ρ = 0.000, t = 8.380). The mean level of satisfaction was 2.78 and 5.0
respectively. The mean satisfaction score between the group members selected
based on friendship and the members selected based on the preference of the
lecturer was also found to be significant at 1 percent significance level (ρ = 0.000,
t = 6.070) indicating a significant different in the mean score.
The study supports the research carried out by all the researchers about
interactive learning method where the tool used in this study is grouping. Group
formed randomly where the members have no acquaintance, group formed
based on friendship or with someone that has shared interest and finally group
formed by the lecturer who teaches the course based on academic performance.
Among the three types of grouping the most effective that provides a higher
average score in the assignment and the level of satisfaction is the group formed
by the lecturer.
As for the case in the econometric class in Universiti Malaysia Sabah, no doubt
the students performed slightly better with their close friends as members of the
group but there is some form of imbalance because the students with low ability
tend to group with the students with low ability and vice versa. As such it is
advisable for the lecturer to intervene to balance the groups by pairing students
with low ability with high ability. The low ability students can learn from the high
ability students. The lecturer can help to create an environment that is
comfortable for student learning, performance and learning are likely to increase
for all students.
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10.0 REFERENCES
[1] Barraclough, R.A and Stewart, R.A. 1992. Power and control:social
science perspectives, in Richmond, V.P and Mc Crosky, J.C, Power in
the Classroom Communication, Control and Concern, Lawrence Erlbaum
Associates, Hillsdale. NJ.
[3] Harris, J.H. 1998. The Nature Assumption: Why children turn out the way
they do, Simon and Schuster, New York.
[4] Harris, J.H and Merten, D.E. 1996. Information versus meaning towards
a further understanding of early adolescent rejection, Journey of Early
Adolescent, Vol 16. 35-45.
[6] Mahenthiran, Sakthi and Rouse, J. Pamela. 2000. The impact of group
selection on student performance and satisfaction, The International
Journal of Educational Management, 14/6. 255-264.
[7] McCroskey, J.C and Raymond, V.P. 1992. Motivating faculty, in Hickson,
M.III, Managing Communication in the Academic Department, SUNY
Press, Albany. NY
[10] Webb, N.M. and Palinesar, A.S. 1996. Group processes in the
classroom, in Berliner, D.C. Handbook of Educational Psychology.
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1.0 INTRODUCTION
With the introduction of communication technology namely the Internet, the field
of education has enter a new dimension. Communication among teachers,
students and staffs is made possible through asynchronous technology
(electronic mail) or synchronous technology (video conferencing). Both
communications take place internally within the educational institutions and
externally with the wider academic community. Thus, the concept of on-line
learning takes place.
Dillon and Gabbard (1998) had commented that much research had been
conducted on hypermedia but actually lacked of evidence to support the studies
on learners. The authors referred to suggestions that classroom should not only
be supplemented by notes posted on website or email, but facilitated by
interactions through networked technology (Salmon, 2000) and thus allow the
learners to seek for peer support (Oliver and McLoughlin, 2001). A lot of studies
conducted in the area of web-based learning produced minimal results to meet
the acceptable standard of an effective learning. Much on-line educational
research does not utilise scientific designs less quantitative approach and there
were small number of experimental studies produced weak and inconclusive
evidence (Landauer 1995; Chen & Rada 1996) There was also inconsistence
literature due to different effectiveness of hypermedia for different learners and
types of learning tasks. (Dillon & Gabbard, 1998).
As for Conole (2003), learning technology is relatively a new field. Thus, the area
and scope are not being defined clearly, the research activities are mostly case-
based and lack of theoretical underpinning. Furthermore, the field is still divided
between quantitative versus qualitative research methods. The question is
whether the two methods should be independent of each other or researches
should employ a mixed-method study.
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1.2.1Instrumentations
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2.0 CONCLUSION
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Each method has its drawbacks. To overcome the weaknesses derived from
both research modes, it is agreeable that the quantitative and qualitative
methodology should complement each other. Thus, some consensus on the
approaches must be compromised to accommodate the evaluation studies of
networked learning which centres on the need for a variety of methods, due to
the complexities and multi dimensions of networked learning and teaching (Oliver
& Conole, 1998). Conole (2004) suggested researchers to conduct more
systematic studies and to understand the benefits and limitations of different
methods, in which he termed it as triangulation of results.
On whether to balance the amount of quantitative and qualitative approach in a
research, there is no one way to answer it. But Jones (2004) had suggested
researchers to refer to an ethnomethodological approach. It is a critical approach
of social sciences and may offer some concluding remarks. Ethnomethodology
approach stated that all classification and categorisation of data rely on practical
accomplishment of the findings that fit somewhere between the
phenomenological approach and ethnography approach. The data source which
could be analysed either in a quantitative or qualitative manner, provide meaning
to the effectiveness of on-line learning.
However, designing research method for a study on on-line learning is not only
confined to researcher alone. It involved other stockholders such as the
government, the institution and sponsor of the study who have direct or indirect
influence on the findings. Sometimes, the stockholders may have conflicting
ideas on the methodological approaches with the researchers. On one hand, the
institution would mainly emphasise on profit gains and expect to see evidence-
based findings of the technology used in teaching and learning. On the other
hand, the researchers are more interested in the findings that focus mainly on
improving students’ learning experiences.
Action research can be used extensively on the study of online learning. Since
online learning research involves researchers and other stakeholders, the
findings can be translated into practice and to ensure the commitment of the
stakeholders. The findings of online learning study various depending on which
methodology is being adopted and which specific area is being looked into. As a
result, the findings have minimal importance to be generalised to other studies.
These are the two main criteria for action research – minimal importance of
generalisation to other research and involvement of the stakeholders from the
beginning to the end of the research (Fraenkel and Wallen, 2006).
Based on the contradictions between the researchers and the stakeholders,
(Issroff and Scanlon, 2002) introduced an activity theory into online learning
research. Activity theory raises a contradiction between the rules of the
community and those of individual subjects. Normally there are between
government and researcher. Researchers conducting study within qualitative
paradigm are disadvantaged unless they concentrate on quantitative approach.
Such governmental sanctioning is being an inappropriate (Oliver & Conole,
2003).
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3.0 REFERENCES
[1] Bryman, A. (2004). Social Research Methods. New York: Oxford University
Press Inc.
[5] Conole, G. (2004). “E-Learning: The Hype and the Reality”. Journal of
Media in Education. (12), 1-18
[11] Landauer, R. (1995). The Trouble with Computers. Cambridge, MA: MIT
Press.
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[18] Oliver and McLoughlin, (2001). “Exploring the Practise and Development of
Generic Skills through Web-Based Learning”. Journal of Educational
Multimedia and Hypermedia, Vol. 10
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1.0 INTRODUCTION
The main aim of this paper is to examine the role of employing the reflective
professional practice action research approach in evaluating the explication of
tacit knowledge. The paper presents an account of the author’s personal
experience, a personal story of his development as a heuristically critical reflective
practitioner, both as a knowledge management consultant in
business, and as an academic teacher and researcher. In order to examine the
author's development, he felt it necessary to search into his past so that he can
account for his values and actions in the present.
The paper also discusses the role of developing reflective skills and
processes employed in conducting critical Institutional Professional Research
(IPR). In recent years there has been an increase interest in the nature of critical
IPR research and the development of methodologies to explore this subject. One
area of controversy between critical IPR research and the traditional IPR research
is the role of “reflective practice,” which remains under-developed. In this paper,
the importance of reflective practice employing the term "living thesis paradigm"
as a means of developing expert research methods will be explored.
The first section of this paper introduces the literature of reflective practice,
which defines what constitutes a reflective practitioner; some philosophical
dimensions involved in the development of the living thesis paradigm and then
describes and justifies the author's writing style. The second section provides the
discussion of the research methodology. The third section discusses a focus
group case study of doctoral candidates employing the living thesis paradigm of
reflective practice in investigating the explication of tacit knowledge while the last
section identifies areas for future research.
Schön (1984) and Moon (2000) describes that the reflective practitioner as
someone who is simply thoughtful about his or her own practice. In fact,
reflective practice involves the mental process of reflecting, which may or
may not be characterised by what we have called “being reflective.” For
example, these authors speak of the reflective practitioner as a person with
a self-image as a facilitator, for whom there is important recognition of the
uncertainty within the profession, as one who has the knowledge base of a
member of his/her profession, and is also aware of the problems that need
to be resolved in a professional practice. The reflective practitioner copes
with this uncertainty by putting the relationship with their clients at the
centre of his/her professional practice with an attempt to develop
reflectively negotiated shared meanings and understandings as a joint
process.
Proctor (1993) takes a similar view, stating that reflective practice is the
process of looking back in a critical way at what has occurred and then
using the results of this process, together with professional knowledge
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All of this leads to the making of a rope from various components that give
this work the strength that is seen and felt by the researcher. Even if a few
components are weak, the rope still holds, and the rope still does its job
well. Each component however, is the subjective evaluation of the
situation, and includes the personalities and their personal development as
well as the strength of their considered contributions, as all contributions
have value. What then, is the value of a single contribution? Its value is
found within its ability to vent emotions concerning a given topic, which
when answered, peels back another layer of debris leading the
researchers nearer to the perhaps, impossible – a subjectively supported
objective truth. In a situation of diverse institutional research cultures,
emotions play a supportive but vital role in any discussion, and they must
in an heuristic enquiry be evaluated as well as any ‘facts’ presented to the
primary researcher. This is the strength of Action Research; the range of
data is great but evaluative and with the ever decreasing spiral of
supportive data that reveals warranted assertions and the conclusions tend
to be self-evident, as well as logical, founded upon this reducing spiral.
This refers to our fundamental identity, which lies in our relationship with
our own spirit. The reflexive reflection process can also open the door to
the avenue of self-awareness and self-discovery that may not have been
accessible was we not reflecting. Meditation, Self-reflecting on one’s owns
thoughts, and listening to others are good ways to enrich one’s
consciousness and gain important insights into whom and what we are.
The author notes the developments in what Jack Whitehead terms the
"living thesis paradigm" (1993, p 69) at the Perth Centre of Reflective
Practitioner Research Group (Wong and Williams, 2002) and at the
University of Bath’s Centre for Action Research Professional Practice
(Whitehead 1998, 2002; Reason 1999). Whitehead argues that these
dialogues are a new way in which action re searchers
represent the living aspect of their theories about practice and that this
approach celebrates a living form of practitioner educational theory, which
is open-ended and contains an intention to create something better (Wong,
2003). Whitehead (1998) asserts that including the “I” and embracing
subjectivity is essential to research within this paradigm. Furthermore,
Whitehead (2002) exhorts individuals to not be silent, or hold back their
perspective or try to struggle dishonestly in order to fit their private world
with their public face through the process of denying or by inauthentically
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The living thesis paradigm compels the author to document any conflicts
he or she experiences, especially when the values he or she holds
internally are not reflected in the way he or she behaves externally, and
the satisfaction he or she feels when their values and actions are in
harmony. Put in different words, Whitehead’s (1993, 1996) comments that
one’s espoused theory ideally should be consistent with one’s lived theory.
Whitehead further argues that living theory refers to the explanations that
are not embodied in the individual’s life forces, but it contains an intention
to create something in the future based on that person’s goals or values
and is controlled within an action plan. Hence, this theory is an
explanation, which makes sense of the present in terms of an evaluation of
the past with an intention to change some aspect of one’s own practice, or
the world in the future (Wong, 2003).
Denzin (1994, p. 502) suggests that academic research writing can tend
towards one of five major paradigms:
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The following flow chart (see Fig 1.1, below) presents the ethnographic
reflection on the professional practitioner case study methodology used in
this study. In phase one, the philosophical perspective, either the
interpretivist or the positivist or both, influences the methodology. The
ethnographic-reflective-practitioner-practice paradigm employing critical
social theory narrows the interpretive approach. Then the performing of
qualitative ethnographic reflection adopting the critical social theory
perspective occurs. In phase two, the selection of research instruments
that includes both face-to-face interviews and documentation, is outlined.
Then the establishment of data collection procedures takes place through
the recall of the reflective practitioner data. Then the application of the
hermeneutic approach takes place on the interpretation of interview
transcripts. In phase three, the analyses of data occur using an
ethnographic interpretative approach through a data meta-matrix. The
processes of discovery, observation, documentation, and assessment
were integral aspects of the methods employed in this stage of the study.
Finally, comes the presentation of the recorded summaries of the
interpreted findings which includes the reflections of the reflective
practitioner (Wong, 2003).
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Research Instruments
Analyse recurring Theme Data Collection
Content analysis of 1. Analyse data
Relevant literature 2.Crystallisation
Review coy documents
Phase 2 Conduct qualitative researches
However, Habermas (1987a, p. 341) points out that “any methodology that
systematically neglects the interpretive schemata through which social action is
itself mediated, is doomed to failure.” Habermas demands the “grasping of
‘meaning’ that is constitutive of social reality.” Hence the qualitative nature of this
type of research approach is only enhanced by “experiential accounts or lived-
experience descriptions (which) are never identical to lived experience itself…” (p.
342). In similar vein with Habermas’ concepts, Van Manen (2000, p. 2) says
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we bring to the surface from the depths of life's oceans have not
entirely lost some the natural quiver of their undisturbed existence”
(Van-Manen, 2000, p. 2).
Moreover, focus group case study research allows cross-case analysis and
comparison, and the investigation of a particular phenomenon in diverse
settings (Yin, 1994, p. 46). As the adoption of knowledge management
process systems, particularly in Australia, are still in the emergent phase,
the author felt that the case research methodology would be most
appropriate. Hence, case study research is best utilised when the goals of
the researcher and the nature of the research topic influence the selection
of a strategy (Yin, 1994, p. 47). Focus group case research is particularly
appropriate for certain types of problems, such as those in which research
and theory are in the early, formative stages (Yin, 1994, p. 47).
The list below sets out the order in which a heuristically critical reflective
practitioner approach was achieved through the criteria of action research
realignments to augment the author’s ethnographic experience of being
professionally involved in the development of knowledge sharing through
Knowledge Management Process Systems at an Australian university
called University #A.
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The methodology chosen for this pilot study was qualitative and the
information set out here is a compilation of discussions and debates
surrounding the issues of knowledge sharing (tacit knowledge) through the
use of Knowledge Management Process Systems within University # A.
The comments were from structured workshop settings designed to
achieve specific outcomes for this paper.
The analysis was based on systematic content coding (Morgan, 1998) and
largely utilised a participant approach, which relies on interviewee
quotations to illustrate themes and support key findings (Geissler and
Zinkhan, 1998).
The following section illustrates a pilot study which the author investigated
the possibilities of explicating tacit knowledge by employing the above
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model (refer to fig 1 & 2). Six doctoral students were formed into two focus
groups (Group AA and BB) and asked to think about how they, and others,
might react to the interview questions.
To help the reader, the author has added the following section that describes and
analyses all the research interviews conducted with the focus group participants at
University #A. The responds from the focus group were as follows:
The author: What do you think about the role of ‘Knowledge Management
Process Systems’ knowledge repositories in supporting knowledge sharing
through the process of explicating tacit knowledge in your research area?
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What do you think of the proposition that “knowledge equals power” in the
context of the political infrastructure of your organisation?
Focus Group AA: nitially, we have to define our core skills and knowledge
for our professional services. For example, as a doctoral research fellow,
we know that knowledge relating to our skills, experiences and the art of
conducting researches are very valuable, but it all stored in the heads of
the best-informed people, the experienced researchers. Such knowledge
is mostly tacit, and the formulation of some parts of it is necessary.
Through Knowledge Management Process Systems, we see that such
tasks can be performed, and we have seen that the organisational
knowledge can be proactively managed. Our new Forum knowledge
repositories achieved a modest but noticeable growth in participation.
Without the Knowledge Management Process Systems Forum, University
#A’s capacity to encourage collaboration among all knowledgeable staff
would have been seriously restricted. I also noticed that these highly
knowledgeable and skilled individuals hold positions in high levels of
management.
Reflexive Practitioner:
In the above quote, focus Group AA describes the way that the creation and use
of University #A ICT (a knowledge management process system) knowledge
repositories explicated tacit knowledge in the research area. Their point that the
most experienced researchers are the best-informed people appears to be
consistent with McClane and Mento (1991), and Fitzsimmons (2000) (see Ch 2).
They found that by converting tacit knowledge to explicit knowledge would
enable an individual to learn and acquire the relevant information, thereby
increasing his or her personal knowledge. They further suggested that
knowledge is power and argued that management and interest groups that
control information indirectly control power.
Focus Group AA’s last sentence supports the assertion that Knowledge
Management Process Systems knowledge repositories support collaboration
within the process of explicating tacit knowledge. His statement about the need
for tacit knowledge to be formulated and proactively managed seems to be in a
similar vein to the philosophy of Zimmerman (1999) and Kanter (2000), who
argue that control of information is often seen to be crucial to the sustainability of
management structures within an organisation. Thus, embedding ideology into
knowledge and information to achieve ulterior intentions are frequent
organisational practices (Personal reflection).
Action-researcher (to add other authenticating perspective):
In the above reflexive verisimilitude (appearance of truth), the voice of the focus
Group AA captured vital qualities of Habermas’ context of lifeworlds. He viewed
best-informed people lifeworlds concerns as management issues. These issues
created a compromise between administrative managers (who had managerial
control and power) in the administrative office and the research staff at the
laboratory studios. The perceptions of the focus Group AA were that they
should secure some forms of representative positions in the head office when
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involved in making decisions regarding the type of research and research budget
issues. Focus Group AA realised that the key to such resources lay in the hands
of best-informed people in their organisation. The Knowledge Management
Process Systems Forum (part of University #A ICT) has already opened the door
showing all workshop staff members a way to increase their knowledge and to
use this knowledge to the advantage of their employer and mostly, themselves.
An opportunity that was unthinkable just a few years ago.
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In the above section, the author discusses a range of strategies in regard to the
sharing and managing of University #A’s tacit knowledge (see Reflexive
Practitioner and Action-researcher (to add other authenticating perspectives).
As a reflective practitioner, the author can now reveal and explore his
interpretation of Habermas’ theory of communication action in providing
a framework for analysing changes within social-cultural contexts for
knowledge management practice (Ngwenyama, 1997a). Habermas’
theory of communicative action provided a fruitful framework for
practitioners to understand human behaviour that is oriented to attaining
rational thinking. This human activity may allow a sustaining knowledge
sharing culture within an organisation. Furthermore, the knowledge
sharing culture can become more meaningful because a person using a
communicative action in trying to enact coherent meaning of the action
and the action situation, this person will involve intersubjective and
cooperative reflexivity (Ngwenyama, 1997a, p. 150). In doing so, it
allows a person to express his/her personal voice, perspectives, and
interpretation on how s/he encounters his/her experience through
manifestation based upon mainly in his/her day to day work in adopting
Knowledge Management Process Systems.
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The dialogues in the text box above underpins the epistemological issues
and assumptions that highlight the professional practice of University #A’s
doctoral students in their adopting the role of knowledge facilitators. In this light,
the manifestation of a lived research setting experience is revealed through the
participant’s dialogue from University #A, and the author, the reflexive practitioner,
with the voice of his own psyche (at times representing in Jungian terms, the
innate wisdom of the anima) referred to as the action-researcher (Wong, 2003).
Each voice in the above text box expresses a personal perspective and
interpretation of the research action. In this writing, the author believes that he
may be able to capture the important qualities of lived research experience as well
as a sense of the appearance of truth. Discovering a meaning and its appearance
by means of dynamic question and answer dialogues with my readers creates this
emergence. The voices of participants from University #A are interspersed
throughout the dialogue to help to create a sense of authenticity. Occasionally,
hearing the voice of the author own psyche (as action-researcher) adds other
authenticating issues to the research findings (Wong, 2003).
5.0. CONCLUSION
The author exposed the development of his "living thesis paradigm" theory
(Whitehead, 2002) through a multi-voice dialogue about the life-world of his focus
group of doctoral candidates from University #A. Firstly, as a journeying
practitioner researcher the author describe his "big picture" view of managing
organisational tacit knowledge through the adoption of Knowledge Management
Process Systems.
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Future research
To what extent are the skills and processes of reflective practice, if taught at the
undergraduate level, transferable to the post-graduate stage and early
professional life?
6.0 REFERENCES
[1] Denzin, N. K., and Lincoln, Y.S. (Eds.). (1994). Handbook of qualitative
research. California: Sage Publication.
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[19] Yin, R. K. (1994). Case study research design and methods. (2nd Ed.)
California: Sage Press.
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The move towards applying the OBE in handling teaching and learning
instructions at tertiary education has been one of the most widely considered
topics in educational sector in recent years. Concerns on the fact that the
education system widely practiced ill-adequately prepare graduates to face
challenges in life and at work places in the 21st Century have prompted people
across the world to explore new ways of designing and re-branding academic
and educational curriculum.
OBE was developed and has been in practiced since 1950s in Malaysia.
It is now being implemented at all levels of education especially at higher
institutions of learning. OBE is an education philosophy organized according to
several basic beliefs and principles for the learners to practice in order to become
successful in life when they finish their studies. It starts with the belief that
students can benefit from any educational program only when the instructional
outcomes can be measured as a result of any instructions. Higher educational
institutions should be able to monitor the levels of outcomes expected from any
academic courses through the propagation of quality teaching by qualified
lecturers. This will in-turn result in meaningful learning experiences for the
students. Instructions should be strategized in accordance with the desired exit
outcomes. This would be largely dependent on relevant instructional strategies
utilized by the lecturers in order to achieve relevant skills with high standards of
achievement in line with high expectations of all students.
At its most basic level, OBE is where the school and community first
determine what skills and knowledge students should possess upon graduation,
then work backwards from there to develop curriculum, strategies and materials
[1]
to help students achieve those goals, or “exit outcomes” . Generally, in OBE
learning, all educational programs and instructional efforts are designed to have
produced specific, lasting results in students by the time they leave school.
Schools that have successfully implemented OBE programs which ascribed
auspicious results. Alhambra High School in Phoenix, Arizona, reported
significant improvements in attitude and performance by both students and
[2]
teachers within the first year . And, after four years of OBE, the Sparta School
District in Illinois achieved radical gains in grades and test scores in spite of its
[3]
previous financial and labor problems .
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The intended goal also implies that UPM lecturers should be equipped
with first-class quality of teaching instruction and are capable of delivering the
finest education to their students. Lackadaisical instructional strategies with
lacklustre attitude would not be at all warranted. There is a need to be flexible in
approaching and creative in strategising while meeting the needs of both
students and lecturers in the process of achieving the course learning objectives.
Lecturers can chose suitable learning methods such as PBL, SCL and other
relevant approaches. There is also a need for lecturers to undergo courses in
aptitude assessment to determine their teaching styles and preferences,
including obtaining personality and socio-historical profiles that underlie their
educational beliefs and practices. This type of assessment can provide much
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toward determining the training needs of lecturers that will ensure the right
ingredients that are necessary to make the needs of students.
The purpose of OBE is to equip all students with the knowledge and
competencies needed for their future success. Thereby, it is necessary to
implement programs and conditions that maximize learning experiences. The
objectives of the study are:
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Psychomotor/ Practical/
Technical Skills
Communication Skills
Social Skills &
Knowledge
Responsibility
Critical Thinking & Scientific
Approach
Managerial &
Entrepreneurial Skills
Professionalism,
values, attitudes,
ethics
i. Knowledge
- Demonstrate possession of a body of knowledge of the
relevant discipline.
- Ability to apply the knowledge.
- Apply principles to new situation.
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v. Communication skills
- Able to create an environment of sensitivity to cultural
and personal factors for effective communication and
improved interactions with and among:
o Peers
o Supervisors
o Members of work team
o Colleagues
o Public
Each teacher is unique and can use his or her style to be as effective an
[7]
educator as possible . In the teaching and learning contexts, teaching effectively
is a learned skill requiring knowledge of educational process, mastery of the
instructional methods, and an ability to use with a variety of learners and setting.
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3.0 METHODOLOGY
This study covers both diploma and degree programs in UPM. The
instrument was developed by a research team. The instrument has been
developed by focusing on two (2) major domains, they are; teaching and learning
taxonomy (cognitive, psychomotor, affective) and MoHE learning outcomes.
Levels and explanation for each domain are as shown in Appendix 1.
By the same token, the instrument covers respondents’ profile and the
background for courses taught. The respondents are UPM lecturers from all
faculties. The instrument was distributed to the departments in faculties
according to the number of degree courses taught at week 10th. The instrument
was distributed to all lecturers from each faculties via the Head of Department
who will in-turn sent the completed ones back to CADe.
All the course offered from 16 faculties are categorized into three
clusters which are Social Sciences, Biosciences & Medical and Physical
Sciences & Engineering. Courses offered by Faculty of Educational Studies,
Faculty of Human Ecology, Faculty of Economics and Management and Faculty
of Modern Languages and Communication are categorized under Social
Sciences cluster while Faculty of Agriculture, Faculty of Forestry, Faculty of
Veterinary Medicine, Faculty of Food Science and Technology, Faculty of
Medicine and Health Sciences are categorized under the cluster of Biosciences
and Medical. Faculty of Engineering, Faculty of Science, Faculty of Design and
Architecture, Faculty of Computer Science and Information Technology and
Faculty of Environmental Studies are chosen to represent the cluster of Physical
Sciences and Engineering.
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4.1.1 Cognitive
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4.1.2 Psychomotor
4.1.3 Affective
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Using the Likert scale ranging from 1 to 10, where 1-3 indicates
‘Low’, 4-6 indicates ‘Moderate’ and 7-10 indicates ‘High’, it is noticed that
the overall perception ranged from low to high, the MANAGERIAL AND
ENTREPRENEURIAL SKILL were regarded as ‘Low’ in terms of
attainment, while the rest lies in the region from ‘Moderate’ to ‘High’. The
highest perception level goes to the KNOWLEDGE SKILLS where in
both semester it was ranked the highest at 8.33 and 8.37 respectively
(Table 10). Except for MANAGERIAL AND ENTREPRENEURIAL SKILL
which ranked as ‘Low’ (i.e. 5.23 and 5.18 respectively) the rest of the
learning outcomes were fairly perceived at ‘High’ levels of achievement.
Table 10: Mean Score for the Attainment of Learning Outcomes through Courses
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Social skills and Social 7.63 1.89 31.31 0.00* 8.06 1.90 55.94 0.00*
Responsibility Science
Biosciences 6.54 2.35 6.46 2.60
& Medical
Physical 6.17 2.38 5.59 2.64
Sciences &
Engineering
Professionalism, Social 7.79 1.75 30.93 0.00* 7.86 1.96 23.66 0.00*
Values, Science
Attitudes and Biosciences 6.64 2.54 6.55 2.74
Ethics & Medical
Physical 6.37 2.36 6.32 2.60
Sciences &
Engineering
Note: * The mean difference are significance at the 0.05 level
5.0 CONCLUSION
Based on the preceding data and discussion, it is hoped that the directions
towards achieving their objectives of the study will be laid out.
REFERENCE
[1] Adam Blust, 1995. The Debate Over Outcome Based Education, News &
Views, March 1995.
[2] Briggs, David A., 1988. "Alhambra High: A 'High Success' School." Pg.
46, 2: 10-11.
[4] Watson P., 2002. “The Role and Integration of Learning Outcomes into
the Educational Process”. Active Learning in Higher Education 3(3), 205-
219.
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[7] Heimlich J. E., and Norland E., 2002. “Teaching Style: Where Are We
Now?”. New Directions for Adult and Continuing Education. No. 93: 17-
25.
[8] Ladd P., and Ruby R. Jr., 1999. “Learning Style and Adjustment Issues
of International Students”. Journal of Education for Business 74, no. 6:
363-367.
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a. Cognitive Domain
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b. Psychomotor Domain
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KE ARAH PENINGKATAN KUALITI MODAL INSAN
423
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
424
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
425
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
Engineering
Professionalism, Social Science 2.0 18.3 79.7 3.3 13.5 83.3
Values, Attitudes Biosciences & 14.7 26.4 58.9 15.2 21.3 63.5
and Ethics Medical
Physical 14.4 31.7 54.0 14.0 38.2 47.8
Sciences &
Engineering
Total 10.8 25.5 62.6 12.1 22.6 65.3
Note: 1- Low 2-Moderate 3-High
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1.0 PENGENALAN
Universiti Putra Malaysia mempunyai lebih 1600 pegawai akademik yang telah
diberi tanggung jawab secara langsung dalam mengilap dan menghasilkan
graduan atau bakal tenaga kerja profesional yang berkualiti dan berdaya saing
seperti yang termaktup dalam matlamat pertama universiti iaitu melahirkan
graduan yang berkualiti, berdaya saing dan berupaya untuk terus maju melalui
pembelajaran yang berterusan[1]. Sehubungan itu, ilmu pengetahuan pegawai
akademik sendiri perlu berada ditahap yang maksima agar dapat mencapai
matlamat yang telah disasarkan.
Disamping itu juga tenaga profesional universiti ini juga dituntut untuk
memberikan sumbangan dalam perkhidmatan profesional dan sebagai pakar
rujuk untuk membantu dalam membangun dan memajukan negara. Ini juga
termaktup dalam matlamat ke 8 universiti untuk meningkatkan kedudukan UPM
sebagai pusat perkhidmatan pembangunan profesional dan pendidikan lanjutan.
Tuntutan tanggung jawab yang berat dan batasan kemampuan pegawai
akademik yang terhad ini memberikan ide kepada UPM untuk menghasilkan satu
rangka tindakan dalam membimbing pegawai akademik untuk terus maju dan
membangun dalam memberikan sumbangan dalam menghasilkan graduan yang
berkualliti, melaksanakan penyelidikan yang berpotensi komersil dan terus
memberi sumbangan dalam perkhidmatan profesional
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UPM telah merangka program yang dikenali sebagai Putra SATRIA yang
mempunyai pengisian mantap dan memberi impak kepada pegawai akademik
universiti. Program Putra SATRIA adalah inisiatif yang berkenaan dengan
bidang tugas profesion akademik di IPTA, iaitu pengajaran, penyelidikan dan
khidmat profesional. Program Peningkatan Profesional atau Continuing
Professional Development (CPD) yang dicadangkan ini meliputi kursus dalam
perkhidmatan (induksi, kursus asas pengajaran-pembelajaran dan penilaian
tahap kecekapan- PTK) dan kursus pemantapan kecekapan kerjaya dan
profesionalisme para akademik. Kursus yang dipertanggungjawabkan kepada
Pusat Pembangunan Akademik (CADe) di bawah program Putra SATRIA ini
boleh diguna pakai untuk Kursus Induksi, Penilaian Tahap Kecekapan dan
Pemantapan Kerjaya para Pegawai Akademik.
Program CPD Universiti Putra Malaysia telah digubal dan dilaksanakan oleh
tenaga pakar dalaman universiti dan Pusat Pembangunan Akademik telah
dipertanggungjawakan untuk menjuarai tugasan ini. Pada peringkat permulaan
satu kaji selidik telah dilaksanakan untuk mendapatkan maklum balas keperluan
semasa pegawai akdemik. Daripada kajian yang dijalankan, latihan berterusan
merupakan satu keperluan bagi pegawai akademik dalam menjalankan tugasnya
dalam pengajaran dan pembelajaran, penyelidikan dan perkhidmatan
profesional. Lanjutan daripada itu satu focus group interview telah dilaksanakan
untuk mengenalpasti secara terperinci keperluan berkenaan. Beberapa bengkel
telah dilaksanakan untuk merangka dan mengubal satu program yang mampu
memenuhi keperluan setiap peringkat pegawai akademik. Program ini telah
dibincangkan dan dipersetujui oleh Jawatankuasa Pengajaran dan Pembelajaran
universiti untuk dilaksanakan
Program CPD UPM yang dimuatkan dalam Program Putra SATRIA mengariskan
6 ciri utama yang perlu diberi penekanan dalam membentuk dan memperkasa
pegawai akademik universiti. SATRIA merupakan singkatan daripada 6 ciri
utama yang perlu menjadi pegangan setiap ahli akademik institusi pengajian
tinggi [2][3][4].
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430
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
431
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
5.2 Penyelidikan
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433
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
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6.0 KESIMPULAN
Program ini memberikan satu alternatif kepada institusi pengajian tinggi dalam
membangunkan tenaga pakar secara berterusan dan memenuhi tahap keperluan
setiap pegawai akademik. Program CPD seharusnya dijadikan sebagai alternatif
kepada kursus Penilaian Tahap Kecekapan (PTK) dalam usaha
mempertingkatan lagi kecekapan dan profesionalisme kakitangan akademik
IPTA. Program sedia ada perlu sentiasa dikemaskini dan diperbaiki bagi
memenuhi keperluan dan kehendak semasa. Ia perlu dilaksanakan oleh semua
institusi pengajian tinggi bagi menjamin pemilikan tenaga akademik yang cukup
kompitent bagi mancapai hasrat melahirkan tenaga kerja profesional yang
berkualiti, berdaya saing dan memenuhi keperluan semasa negara.
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7.0 RUJUKAN
[1] Universiti Putra Malaysia (2001). Pelan Strategi Universiti Putra Malaysia
2006-2010. Penerbit UPM, Serdang.
[2] Brenda Smith and Sally Brown (1997). Research Teaching and Learning
in Higher Education. Kogan Page, London.
[5] Heather Fry, Steve Ketteridge, Stephanie Marshall (2002). The Effective
Academic: A Handbook for Enhanced Academic Practice. Kogan Page,
London.
435
..... .........................................................................................
....................
“...Teras Kedua Misi Nasional, 2006-2020 ialah meningkatkan keupayaan pengetahuan,
kreativiti dan inovasi negara serta memupuk 'minda kelas pertama'. Kejayaan masa hadapan
bergantung kepada mutu modal insan yang dimiliki, bukan sahaja dari segi intelek tetapi juga
keperibadian.”
..
.....
YAB Datuk Seri Abdullah Ahmad Badawi
Perdana Menteri Malaysia
.................
PERSIDANGAN
PENGAJARAN DAN PEMBELAJARAN
DI PERINGKAT PENGAJIAN TINGGI 2007
(CTLHE07)
anjuran
Universiti Putra Malaysia
dengan kerjasama
Kementerian Pengajian Tinggi Malaysia
dan
Majlis Ketua Pusat Pengajaran dan Pembelajaran IPTA Malaysia
Anjung Visi Solution Sdn. Bhd Majlis Amanah Rakyat (MARA) Aniotek Sdn Bhd
Puncak Niaga (M) Sdn Bhd Universiti Pendidikan Sultan Idris Koperasi UPM Berhad Mavisco (M) Sdn Bhd
...
Sekretariat CTLHE07
Pusat Pembangunan Akademik (CADe)
Tingkat 4 , Bangunan Pentadbiran
Universiti Putra Malaysia
43400 UPM Serdang
.............