Rujukan Pelajar

Assignment 2: A Pictures Worth a Thousand Words - From Image to Detailed Narrative
Berdasarkan imej yang diambil oleh pelajar pelbagai fenomena dan watak dapat digambarkan. Pelajar
kemudiannya menghasilkan penulisan bagi menjelaskan pemikiran dan perasaannya atau
mengambarkan fenomena yang bakal berlaku. Penulisan perlu mengambil kira seberapa banyak input
yang terkandung dalam kursus MBE22503. Karya pelajar juga perlulah mematuhi amalan penulisan
akademik yang beretika.
Penilaian bagi tugasan ini melibatkan 60% aspek kognatif pada aras C5 (sintesis) dan 40%
psikomotor pada aras P5 (respon tampak yang kompleks).
Jangkaan hasil:
i. Foto yang diambil sendiri oleh pelajar dengan menyertakan aspek teknikal seperti berikut
Tarikh foto diambil
Lokasi foto diambil
Jenis kamera dan spesifikasi foto seperti speed, filter atau lain-lain accessory yang digunakan ect
Tajuk foto. Pelajar mesti mampu meyakinkan penilai yang hasil kerjanya adalah pada aras P5.
ii. Karya narrative akademik pelajar berdasarkan foto yang dihasilkan. Penulisan mesti karya asli,
memasukkan seberapa banyak input dari kursus MBE22503, mempunyai rujukan dan mencapai
tahap C5.
iii. Tugasan dihantar dalam bentuk hard copy pada minggu 12.
iv. Bahan dalam bentuk soft copy perlu dihantar ke http://www.scribd.com/ atau ke
http://www.slideshare.net/ pada minggu 12
Foto
Cognatif 60%
Laporan
Rujukan
Kesarjanaan
upload penulisan
Psikomotor 40%
Tarikh
Lokasi
Spesifikasi kamera
Tajuk/massage
Kualiti foto
upload bahan
MBE 22503 PEMBANGUNAN KURIKULUM DALAM PTV

PROJEK
Pembentangan (individu) dalam kumpulan
Berdasarkan kepada tajuk (agihan mengikut undian) yang diberikan, setiap kumpulan perlu
menyampaikan isi kandungan pelajaran kepada rakan sekelas.
1. Dapatan sekurangnya-kurangnya sepuluh buah bahan bacaan berdasarkan tajuk
pembentangan.
2. Bina bahan pembentangan hard copy dan soft copy untuk tujuan pembentangan dan
pelaporan.
Penilaian:
(i) Pembentangan (Individu)
(ii) Laporan tajuk pembentangan (soft copy dan hard copy) (Kumpulan)
**(Semua bahan dihantar pada minggu ke 5)
1. Bahan pembentangan
2. Laporan
3 Rekod pertemuan
4 Kesarjanaan
Perbandingan Kurikulum Teknik Vokasional pelbagai negara
CLO2
mempamerkan kemahiran untuk mengkaji pelbagai model pembangunan kurikulum pendidikan atau latihan vokasio
1
2
3
4
5
6
Farhana
Amirah
Nurul
Ileyati
Mohammad
Laili
Nazirah
Seksyen 1
2
3
4
5
7
8
4
5
6
7
8
9
Rashidah
Fazreen
Liyala
Fareha
Ain
Ge ge
Sekseyn 3
1
2
4
5
7
8
4
5
6
7
8
9
10
Rosmawni
10
1
2
3
4
5
6
7
8
9
Prespertif sejarah, pera

Pendidikan umum dan T
SLDN
Transformasi Vokasiona
OBE - Idea, pelaksanaan
NOSS NOCC DACUM
Model Tyler - ISWEC
Kolej vokasional
Pelan Pembangunan Pe
ikan atau latihan vokasional. (PLO2, P5 )
Prespertif sejarah, peraturan dan undang-undang

Pendidikan umum dan TVET
Transformasi Vokasional
OBE - Idea, pelaksanaan dan cabaran
NOSS NOCC DACUM
Model Tyler - ISWEC
Kolej vokasional
Pelan Pembangunan Pendidikan Malaysia
FAKULTI PENDIDIKAN TEKNIKAL DAN VOKASIONAL (FPTV)

Programme Educational Objectives PEO
NO.
PE0
Menguasai ilmu pengetahuan serta kemahiran pendidikan dan disiplin berkaitan untuk berperanan sebagai
guru yang kompeten dan berkeyakinan dalam menjalankan tugas-tugas mendidik selaras dengan Falsafah
Pendidikan Kebangsaan.
Mengenalpasti dan menyelesaikan masalah dengan pemikiran kritikal, membudayakan penambahbaikan

berterusan dalam kerja melalui pembelajaran sepanjang hayat.
Menjalankan tugas dengan penuh semangat keserakanan, memikul tanggungjawab sosial secara
berakauntabiliti dan berintegriti berlandaskan etika perkhidmatan.
Berkepimpinan serta mampu mengurus peruntukan secara berhemah serta bekebolehan menggunakan
peluang keusahawanan bagi menambahbaik pengurusan kewangan institusi yang dipimpin.
Programme Learning Outcomes PLO

No.
PLO
Domain
Mengaplikasi pengetahuan berkaitan dengan konsep-konsep teras, alatan inkuiri serta struktur disiplin dalam
bidang pendidikan.
Mengaplikasi kemahiran untuk merancang persekitaran pembelajaran berdasarkan keperluan isi kandungan
kursus, keperluan pelajar dan matlamat kurikulum.
Berkomunikasi secara berkesan dengan pelbagai lapisan dalam organisasi dan komuniti menggunakan pelbagai
media dan teknologi komunikasi.
Kemahiran
Mengenalpasti dan menyelesai masalah yang dihadapi menggunakan pemikiran kritikal dan teknik penyelesaian
Menyelesaikan
yang bersesuaian.
Masalah & Pemikiran
Kritikal
Berfungsi sebagai ahli kumpulan yang berkesan dalam melaksanakan tugas dan tanggung jawab yang
memerlukan kerja berpasukan.
Mengamalkan pembelajaran sepanjang hayat serta pengurusan maklumat yang berkesan dalam menangani
cabaran profesion perguruan.
Mengenalpasti dan membina peluang keusahawanan dalam bidang yang diceburi.
Mengamalkan etika dan profesionalisme serta sahsiah perguruan yang terpuji.
Mempamerkan kemahiran kepimpinan yang tinggi dan berkesan.
CLO1 menghuraikan falsafah, konsep dan prinsip pembangunan kurikulum dalam TVET. (PLO1, C5)
CLO2
mempamerkan kemahiran untuk mengkaji pelbagai model pembangunan kurikulum pendidikan atau
latihan vokasional. (PLO2, P5 )
CLO3 membangun kurikulum berdasarkan standard / Kerangka tertentu semasa. (PLO3, A4)
Pengetahuan
Kemahiran Teknikal
Kemahiran
Komunikasi
Kemahiran Kerja
Kumpulan
Pembelajaran
Sepanjang Hayat &
Pengurusan
Maklumat
Kemahiran
Keusahawana
Etika Profesional dan

Moral
Kemahiran
Kepimpinan
PTV)
Kemahiran
CS
CTPS
TS
LL
KK
EM
LS
Matrix of Course Learning Outcome and Programme Learning Outcome Delivery and Assessment
This template to be used together with:
1. Programme Educational Objective (PEO)
2. Programme Learning Outcome (PLO)
Pusat/Fakulti: Fakulti Pendidikan Teknikal dan Vokasional

Program:
Kod dan Nama Kursus:
MBE 22503 PEMBANGUNAN KURIKULUM DALAM PTV
Sesi/Semester: 2013/2014/1
CLO1
CLO2
CLO3
Taxonomy Level (Please indicate level)

Course Learning Outcomes (CLO)
menghuraikan falsafah, konsep dan prinsip
pembangunan kurikulum dalam TVET. (PLO1, C5)
2. mempamerkan kemahiran untuk mengkaji
pelbagai model pembangunan kurikulum pendidikan
atau latihan vokasional. (PLO2, P5, )
mempamerkan kemahiran untuk mengkaji pelbagai
model pembangunan kurikulum pendidikan atau
latihan vokasional. (PLO2, P5 )
PL0 1
C5
membangun kurikulum berdasarkan standard /

Kerangka tertentu semasa. (PLO3, A4)
PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8

P5
A4
Compliance to PLO (Please 'X' once only for each CLO)
Leadership Skills
Professionalism,
Moral
Entrepreneurship
Skills
Life-long
Learning,
Information
Team Working
Skills
Critical Thinking
& Problem Solving
Communication
Skills
Technical Skills
Knowledge
Programme Learning Outcome (PLO)
PL0 9
Delivery
Assessment
X
Kuliah,
perbincangan
dan
pembentangan
Note:
* KPI = Key Performance Index (according to CAD's recommended value)
Indicating CLO for "Cognitive" domain
Indicating CLO for "Psychomotor" domain
Indicating CLO for "Affective" domain
ghazally spahat
Tugasan,
Projek,
dan
Peperiksaan Akhir
PLO1
PLO5
PLO3
Mengaplikasi pengetahuan berkaitan dengan konsep-konsep teras, alatan inkuiri serta struktur disiplin dalam bidang pendidikan.
Berfungsi sebagai ahli kumpulan yang berkesan dalam melaksanakan tugas dan tanggung jawab yang memerlukan kerja berpasukan.
Berkomunikasi secara berkesan dengan pelbagai lapisan dalam organisasi dan komuniti menggunakan pelbagai media dan teknologi komunikasi.
ghazally spahat
e used together with:

cational Objective (PEO)
rning Outcome (PLO)
KPI*
70%
mencapai
gred C+
dan
ke atas.
ghazally spahat
ghazally spahat
JADUAL PENTAKSIRAN KURSUS

MBE 22503
Perkara (Item )
PEMBANGUNAN KURIKULUM DALAM PTV
Domain
Pemberat
(Weightage ) %
Elemen
(Element )
Domin Kognatif,
Psikomotor dan Afektif
Faktor
Kognitif
(Cognitive) (Prj)
60
Pengetahuan
(Knowledge)
C5: Synthesis
Sintesis
0.125
Psikomotor
(Psychomotor)(Prj)
40
Praktikal
(Practical)
P5: Complex Overt Response

Repson Tampak Yang Kompleks
0.25
Psikomotor
(Psychomotor)(Prsn)
40
Praktikal
(Practical)

0.25
Afektif
(Affective)(Prsn)
60
KI
(Soft-skills)
A4: Mengorganisasi
0.25
Kognitif
(Cognitive)(Assig)
60
Pengetahuan
(Knowledge)
C5: Synthesis
Sintesis
0.125
Projek (Project)
Kerja Kursus
(Coursework )
Pembentangan
(Presentation)
Assignment
ghazally spahat
Assignment
Peperiksaan Akhir
(Final Examination)
Peperiksaan Akhir
(Final Examination)
Psikomotor
(Psychomotor)(Assig)
40
Praktikal
(Practical)

0.25
Kognitif
(Cognitive)(Fin)
100
Pengetahuan
(Knowledge)
C5: Synthesis
Sintesis
0.4
JUMLAH (TOTAL)
CW
CW
CW
400
Kognitif
(Cognitive)
Psikomotor
(Psychomotor)
Afektif
(Affective)
15
30
15
0.0%
60
Final
Kognitif
(Cognitive)
40
100
ghazally spahat
cw
7.5
projek
10.0
cog
55.0
60
10.0
psiko
30.0
40
affek
15.0
p'entation
40
Final
assign
exam
60
100
40
220
120
60
15.0
7.5
60
60
100
ghazally spahat
10.0
40.0
100
100
100
40.0
ghazally spahat
100
JADUAL PENGAGIHAN DOMAIN KOGNITIF, PSIKOMOTOR DAN EFEKTIF DI DALAM PENTAKSIRAN

KERJA KURSUS
Projek (Project)
Pembentangan
(Presentation)
C1 - C5
60
C1 - C5
P1 - P5
40
P1 - P5
A1 - A4
A1 - A4
100
Assignment
PEPERIKSAAN
AKHIR
220
Kognitif
(Cognitive)
55%
P1 - P5
120
Psikomotor
(Psychomotor)
30%
A1 - A4
60
Afektif
(Affective)
15%
C1 - C5
60
C1 - C5
40
P1 - P5
40
60
A1 - A4
100
PEMBERAT
100
100
100
ghazally spahat
400
100%
ghazally spahat
UNIVERSITI TUN HUSSEIN ONN MALAYSIA

FAKULTI PENDIDIKAN TEKNIKAL DAN VOKASIONAL
PERANCANGAN KULIAH
LECTURE PLAN
MAKLUMAT MATA PELAJARAN
(SUBJECT INFORMATION)
SEMESTER/SESI
(SEMESTER/SESSION)
KOD MATA PELAJARAN
(SUBJECT CODE)
NAMA MATA PELAJARAN
(NAME OF SUBJECT)
BEBAN AKADEMIK PELAJAR
(STUDENT ACADEMIC LOAD)
(1) / 2013/2014
MBE 22503
Aktiviti Pembelajaran
(Learning Activity)
Minggu
(Week)
Bil Jam/Minggu
(Hour / Week)
Bil Jam / Sem

(Hour/Semester)
Kuliah (Lecture)
14
42
Tutorial (Tutorial)
Amali (Practical)
Pembelajaran Kendiri (Independent Study)
13
52
Projek (Project)
12
Pembentangan (Presentation)
Tugasan (Assignment)
1.5
10.5
42
12.5
120.5
Lain-lain (Others)
JUMLAH JAM BELAJAR (JJB)

TOTAL STUDENT LEARNING TIME (SLT)
Matapelajaran Pra-syarat (Pre requisite subjects)

Nama Pensyarah (Lecturers name)
Disediakan oleh
(Prepared by) :
Tandatangan
(Signature) :
Nama
(Name) :
Tarikh
(Date ):
RPP-04/Prosedur Pelaksanaan Kuliah
Edisi: 3 / No. Semakan: 0
Disahkan oleh
(Approved by) :
Tandatangan
(Signature) :
Nama
(Name) :
Tarikh
(Date ):
Edisi: 3 / No. Semakan: 0
M2
M3
M4
M5
M6
M7
M8
M9
M10
M11
M12
M13
Reading
10
11
12
Projek
6
7
M1
Pembentangan
Assignment
M14
13
MATLAMAT (GOALS) :
Pada akhir kursus ini, pelajar akan mendapat pendedahan dan pengetahuan untuk merancang, membangun
dan menilai kurikulum PTV
SINOPSIS (SYNOPSIS) :
Kursus ini memfokuskan pembangunan kurikulum dalam konteks Pendidikan dan Latihan Teknikal dan
Vokasional (TVET). Perbincangan dalam kursus ini merangkumi falsafah, konsep dan prinsip
pembangunan kurikulum, stuktur kurikulum bagi program TVET, analisis Task dan kaedah DACUM, serta
proses pembangunan kurikulum yang lain.
HASIL PEMBELAJARAN (LEARNING OUTCOMES) :
Pada akhir kursus, pelajar dapat:
menghuraikan falsafah, konsep dan prinsip pembangunan kurikulum dalam TVET. (PLO1, C5)
2. mempamerkan
kemahiran
untuk
mengkaji
pelbagai
model
pembangunan
kurikulum
pendidikan
atau
mempamerkan
kemahiran
untuk
mengkaji
pelbagai
model
pembangunan
kurikulum
pendidikan
atau
latihan
vokasional. (PLO2, P5, )
membangun kurikulum berdasarkan standard / kerangka tertentu semasa. (PLO3, A4)
ISI KANDUNGAN (CONTENT) :
MINGGU
(WEEK)
1&2
KANDUNGAN
(CONTENT)
PENGENALAN (6 Jam)
1.1
1.2
1.3
1.4
3&4
PENTAKSIRAN
(ASSESSMENT)
Falsafah, konsep dan prinsip pembangunan kurikulum

Kurikulum dan pendidikan
Sejarah kurikulum TVET
Ciri kurikulum TVET dan kepentingan.
MODEL PEMBANGUNAN KURIKULUM (6 Jam)

2.1 Proses generik pembangunan kurikulum
2.2 Model pembangunan kurikulum
2.4 Penjajaran konstruktif
5&6
REKA BENTUK KURIKULUM (6 JAM)

3.1 Reka bentuk kurikulum berasaskan hasil
3.2 Reka bentuk kurikulum berasaskan kompetensi
3.3 Reka bentuk kurikulum berasaskan disiplin, sosial dan
keperluan individu.
7&8
PROJEK PEMBANGUNAN KURIKULUM (6 JAM)

4.1 Pembanguan kurikulum berasaskan hasil (OBE)
4.2 Pembangunan kurikulum DACUM
Tugasan
Projek
Peperiksaan Akhir
Peperiksaan Akhir
Tugasan
Peperiksaan Akhir
Tugasan
Tugasan
Peperiksaan Akhir
10
11 & 12
13
14
PRODUK PEMBANGUNAN KURIKULUM (3 JAM)

5.1 Format dokumentasi kurikulum dan silabus.
5.2 Penyediaan kertas cadangan kurikulum.
PENAMBAHBAIKAN KURIKULUM (3 JAM)
6.1 Pelaksanaan dan kaedah perubahan kurikulum
6.2 Pemantauan dan penilaian kurikulum
6.3 Proses penambahbaikan kurikulum
6.4 Strategi penambahbaikan kurikulum
6.5 Pendokumentasian
INOVASI KURIKULUM DI MALAYSIA (6 Jam)
7.1 SLDN
7.2 Transformasi Vokasional
PPPM 2013-2015 (3 Jam)
Pelan Pembangunan Pendidikan Malaysia
Peperiksaan Akhir
Tugasan
Tugasan
Peperiksaan Akhir
Peperiksaan Akhir
Tugasan
Tugasan
Peperiksaan Akhir
Perbandingan Kurikulum Teknik Vokasional pelbagai negara. (3

Tugasan
Jam)
Peperiksaan Akhir
TUGASAN / PROJEK (ASSIGNMENT / PROJECT)
PENILAIAN (ASSESSMENT) :
1
2
3
4
5
6
Kuiz (Quiz)
Tugasan (Assignment)
Ujian (Test)
Projek (Project)
Pembentangan
Peperiksaan Akhir (Final Examination)
0.0
17.5
0.0
17.5
25.0
40.0
Jumlah (Total)
100.0
MBE 22503
Tajuk
Penulis
Muka Surat
To fight youth unemployment, Asia needs more jobs, not more schools D+C
UNITED KINGDOM Country Report 2011
CEDEFOP
88
Germany VET in Europe Country Report 2011
CEDEFOP
115
VET in Europe
CEDEFOP
178
The Dual System - GTZ
Gert Loose
27
The Dual System - Universitat Flensburg/Bremen
Georg Spoettl
35
The Dual System - DIIPF
Uwe Lauterbach
12
Cultural Patterns Underlying Apprenticeship: Germany and the UK
Thomas Deissinger
12
General Education and Initial Vocational Training in Germany The

Flexicurity Route of Modernization under Aspects of Flexibility,
Transferability and Mobility
Gnter Kutscha
18
10
DEVELOPMENT AND APPLICATION OF LEARN AND WORK

ASSIGNMENTS (LWAs)
NDTS
22
11
Buku Panduan MPV
PUSAT
PERKEMBANGA N
KURIKULUM
34
12
VOCATIONAL EDUCATION AND TRAINING AND THE LABOUR MARKET A

INWENT
COMPARATIVE ANALYSIS OF CHINA AND GERMANY
58
13
Malaysia Warned on Longstanding Goal
Kevin Brown
14
The Financing of Vocational Education and Training in Germany
CEDEFOP
97
15
16
Germany TVET
TVET Malaysia
Joachim Dittrich
UTHM
11
14
17
THE DEVELOPMENET OF TRANSNATIONAL STANDARDS FOR TEACHER

TRAINING FOR TECHNICAL AND VOCATIONAL EDUCATION AND
TRAINING WITH MULTIDISPLINARY AND INDUSTRIAL ORIENTATION
UTHM
10
18
Vocational Education and Training Reform Matching Skills to Markets

and Budgets
World Bank & ILO
572
19
OBE PRINCIPLES AND POSSIBILITIES
Dr Roy Killen
24
20
WHAT IS OUTCOME BASE EDUCATION?
USM
21
DASAR PENDIDIKAN KEBANGSAAN (Edisi Ketiga)
EPRD
82
22
Daftar_NOSS_10_Dis_2010_09022011
JKM KSM
119
23
I am knowledge worker
Stephen Collins
55
24
What they didnt tell you about teaching
60
25
Future of-education
26
26
21st Century Skills
33
27
21st Century Educator

School Enterprises:
Combining Vocational Learning with Production
The dual system. A static system?
41
Madhu Shings
65
Uwe Lauterbach
12
PANDUAN DAN PERATURAN-PERATURAN PENTAULIAHAN PERSIJILAN

KEMAHIRAN MALAYSIA 2007 PANDUAN
JPK KSM
CEDEFOP
32
JPK KSM
18
28
29
30
31
32
Learning for employment Second report on vocational education and

training policy in Europe
MANUAL INTERNSHIP PEGAWAI LATIHAN VOKASIONAL VOCATIONAL
TRAINING OFFICER
33
Dewy vs Thorndike CENTENNIAL REFLECTIONS
Gibboney
34
The different forms of vocational education and training in Europe
CEDEFOP
35
Didactic relation in the teaching-studying-learning process
36
National Vocational Education and Training System across Three

Regions under Pressure of Change
37
Reform of Vocational Education and Training in Germany The 2005

Vocational Training Act (Berufsbildungsgesetz 2005)
38
Apprentiship
NCVER
26
39
Vocational Disciplines - What could a general framework look like?
Joachim Dittrich
13
40
Accreditation of degree courses in Germany

Vocational Training Act (Berufsbildungsgesetz, BBiG)
of 23 March 2005
Joachim Dittrich
Berufsbildungsgesetz,
BBiG
27
42
Master in TVET: Malaysian Experience
UTHM
43
Zahid Report
44
Strategy Package for Higher Growth & Structural Change Human

Capital for a High Income Economy
41
Pertti Kansanen &

Matti Meri
J Keating E Medrich V
Volkoff J Perry
Federal Ministry of
Education and
Research
Ministry of Higher
Education
The Boston
Consulting Group
11
205
63
322
129
URL
http://www.scribd.com/doc/149433630/To-fight-youthunemployment-Asia-needs-more-jobs-not-more-schools
http://www.scribd.com/doc/112853438/UK-VET-in-Europe%E2%80%93-Country-Report-2011
http://www.scribd.com/doc/112850299/Germany-VET-in-Europe%E2%80%93-Country-Report-2011
http://www.scribd.com/doc/112814175/VET-in-EuropeCEDEFOP-2002
http://www.scribd.com/doc/112772464/The-Dual-System-GertLoose-GTZ
http://www.scribd.com/doc/112772178/The-Dual-System-GeorgSpoettl-Universitat-Flensburg-Bremen
http://www.scribd.com/doc/112577744/The-Dual-System-UweLauterbach-DIIPF
http://www.scribd.com/doc/112814024/The-Dual-SystemThomas-Deissinger-University-of-Konstanz
http://www.scribd.com/doc/156505808/TVET-Fexicurity-Route
http://www.scribd.com/doc/112578804/DEVELOPMENT-ANDAPPLICATION-OF-LEARN-AND-WORK-ASSIGNMENTSLWAs
http://www.scribd.com/doc/114903162/Buku-Panduan-MPV
http://www.scribd.com/doc/112576091/VOCATIONALEDUCATION-AND-TRAINING-AND-THE-LABOUR-MARKET-ACOMPARATIVE-ANALYSIS-OF-CHINA-AND-GERMANY
http://www.scribd.com/doc/112512715/Malaysia-Warned-onLongstanding-Goal
http://www.scribd.com/doc/112496551/The-Financing-ofVocational-Education-and-Training-in-Germany
http://www.scribd.com/doc/112443979/Germany-TVET
http://www.scribd.com/doc/112443558/TVET-Malaysia
http://www.scribd.com/doc/112442874/THE-DEVELOPMENETOF-TRANSNATIONAL-STANDARDS-FOR-TEACHERTRAINING-FOR-TECHNICAL-AND-VOCATIONALEDUCATION-AND-TRAINING-WITH-MULTIDISPLINARY-ANDINDUSTRI
http://www.scribd.com/doc/112412246/Vocational-Educationand-Training-Reform-Matching-Skills-to-Markets-and-Budgets
http://www.scribd.com/doc/112413601/OBE-PRINCIPLES-ANDPOSSIBILITIES
http://www.scribd.com/doc/112414155/WHAT-IS-OUTCOMEBASE-EDUCATION
http://www.scribd.com/doc/112410967/DASAR-PENDIDIKANKEBANGSAAN-Edisi-Ketiga
http://www.scribd.com/doc/98964180/Daftar-NOSS-10-Dis2010-09022011
http://www.slideshare.net/ghazally/i-amknowledgeworker20786
http://www.slideshare.net/ghazally/what-they-didnt-tell-youabout-teaching-24708014
http://www.slideshare.net/ghazally/future-ofeducation
http://www.slideshare.net/ghazally/21st-century-skills-24707317
http://www.slideshare.net/ghazally/21stcenturyeducator
http://www.slideshare.net/ghazally/school-enterprisescombining-vocational-learning-with-production
http://www.slideshare.net/ghazally/the-dual-system-static-system
http://www.slideshare.net/ghazally/panduan-danperaturanperaturan-pentauliahan-persijilan-kemahiran-malaysia2007-panduan
http://www.slideshare.net/ghazally/learning-foremployment#btnNext
http://www.slideshare.net/ghazally/internship-manual-i-0313
http://www.slideshare.net/ghazally/dewy-vs-thorndike-centennialreflections
http://www.slideshare.net/ghazally/the-different-forms-ofvocational-education-and-training-in-europe
http://www.slideshare.net/ghazally/didactic-and-teachinglearning-process
http://www.slideshare.net/ghazally/vet-compare-9-counteries
http://www.slideshare.net/ghazally/reform-vocational-educationin-germany
http://www.slideshare.net/ghazally/apprentiship
http://www.slideshare.net/ghazally/pub-dittrich-2006a
http://www.slideshare.net/ghazally/itb-accreditation-paper
http://www.slideshare.net/ghazally/germany-voc-tech-act-2005
http://www.slideshare.net/ghazally/master-in-tvet-malaysianexperience
http://www.slideshare.net/ghazally/zahid-report
http://www.slideshare.net/ghazally/bcg-26079776
UNIVERSITI TUN HUSSEIN ONN MALAYSIA (UTHM)

SENARAI PELAJAR MENGIKUT SEKSYEN
SESI : 2013/2014 SEM : 1
NAMA PENSYARAH :
1 Ghazally Spahat
2 Wahid Razzaly (Prof Dr)
3 Ghazally Spahat
4 Mohd Nor Hashim (Tn Hj)
5 Ghazally Spahat
AHMAD SALIHIN BIN OTHMAN

2
ANIS AYUNI BINTI SUIED
2
HAZWANI BINTI SIDIK
2
KHAIRUL BARIYAH BINTI ABD RAHIM
2
MOHAMED OSMAN ABDI
2
NOOR ASHLIZA BINTI AZIZAN
2
NOR ATIKAH BINTI MD JIZAT
2
NUR AZZARINA BINTI KHAMIS
2
NUR HASLIZA BINTI JAMALUDIN
2
NURAZYAN ZAHIDAH BINTI ZAKARIA
2
SITI NORAIN BT JAAFAR
2
SITI NUR HIDAYAH BINTI MD KASSIM
2
SITI NUR HIDAYAH BT MUHAMMAD
2
SUHAILI BINTI HANAFI
2
FARRAH ATIKAH BT SAARI
2
INTAN ZURAIDAH BINTI ISMAIL
2
MOHD SHAHZUAN BIN GHAZALAN
2
MUHAMAD AZMI BIN MAKHTAR
2
NIK MOHAMAD FARIS BIN ABDULLAH
2
NOOR ATIKAH BINTI ZAINAL ABIDIN
2
NOR ASLASIAH BINTI GHANI
2
NORAIN ASNIDA BINTI `AIN
2
NUR AFIFAH BINTI ABDUL RAZAK
2
NUR IZEANTY BINTI HAMIDON
2
NUR SYUHADA BINTI ZAHARI
2
SHAFIZZA BINTI SAHDAN
2
WAN MOHD HILMI BIN WAN ADAM
2
ADIB FARHAN BIN ZAIME
2
ARIF AIZUDDIN BIN IDRIS
2
AVLYIN JAY BINTI SUMAYONG
2
NAZIRAH BINTI KAMAL RUZAMAN
2
NOOR HIDAYAH BTE MOHD HADZIR
2
NOR NADHIA BINTI NOR AZMAN SUBRAMANIAM2
NOR SUHAIDA BTE AWANG @ MUHAMMAD
2
NORFAZILLAH JESEY TAKSI
2
NURHIDAYAH BINTI RAMLI
2
NURULHANIRA BTE MOHD HASBI
2
SERI SYAHLILIANA BINTI SAKKA
2
SITI SALWA BINTI ABDUL MUTALIB
2
AMALINA BINTI RAZALI
2
AMANINA BINTI MUHAMAD SANUSI
2
EIZZAT RAIMI BIN ROSLI
2
MADIHAH BINTI WAHIT
2
NOR AIN BINTI ABDUL RAHMAN
2
NORZELLA BINTI BOKHARI
2
NUR FARHA BTE HASSAN
2
SALINA BINTI M. SAID
2
MBE 22503
SYEKSYEN
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
NAMA
PROGRAM
BIL
TAHUN
KOD KURSUS:
MATRIK
NO. K/P
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S4
S4
S4
S4
S4
S4
S4
S4
GB130014
GB130041
GB130008
GB130024
GB130158
GB130071
GB130081
GB130056
GB130078
GB130052
GB130039
GB130031
GB130084
GB130070
GB130073
GB130101
GB130017
GB130038
GB130019
GB130097
GB130044
GB130028
GB130023
GB130064
GB130020
GB130087
GB130103
GB130100
GB130068
GB130059
GB130098
GB130033
GB130074
GB130037
GB130099
GB130045
GB130060
GB130062
GB130077
GB130027
GB130034
GB130094
GB130058
GB130049
GB130015
GB130069
GB130053
740320015361
900211025448
880629035306
880223016236
A001278016
890425026298
890722235088
890721015964
900612025916
880103015474
880113025748
880905086426
881123115098
890321015682
900815035620
880426115218
890315025139
890414036191
891122035503
890413025132
891002115584
861110235658
871007235886
820303025074
880728035758
900824135906
840919035383
881227566141
851222016151
880419495240
890806035470
880219265344
901105015662
901011036120
870503525538
890811045112
890323035310
890712125336
870921025712
890822085902
890921025462
870419025661
900915016582
891001045350
870714526020
891226235024
851003015802
NO. TEL
E-MAIL
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
SITI NUR AIN BINTI MOHD BAHTIAR

SYARIPUDIN BIN SYAHID
TUN ILI AYUNI BT AHMAD HARIRI
ANAS REDZUAN BIN SHARIFF
AZHAM BIN AZIZ
AZIZAH BINTI ABD HAMID
DORCUS LEE FEI YUIN
HANIZAWATI BINTI MAHAT
KAMAZRUL ZEFRIN BIN KAULAN
KHADIJAH BINTI AZMAN
MOHAMAD SHUKRI BIN ISMAIL
MOHD FAHMI BIN MOHD YUSOF
MOHD HAFIZ BIN KAMARUDIN
MOHD REZAN BIN BOHARI
MOHD SA'ARI BIN MOHD SALLEH
MOHD SYAHRUN NAZRI BIN MASHURI
NOOR FARHANA BINTI MUSTAPHA
NORAZIAH BINTI RAMLI
NORHAYATI BINTI SAKTIRUN
NORMANHISHAM BIN SUDIN
NORMILA BINTI MOHD BOHARI
RAZALI BIN SAPPAR
SALINA BINTI TAHIR
SHAIFFUL HISHAM BIN SHAMSUDDIN
SUHAIDAH BINTI ISMAIL
TAI GEOK PING
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
S4
S4
S4
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
GB130035
GB130022
GB130076
GB130197
GB130167
GB130134
GB130180
GB130179
GB130196
GB130178
GB130163
GB130164
GB130200
GB130193
GB130139
GB130145
GB130169
GB130168
GB130189
GB130149
GB130148
GB130187
GB130198
GB130172
GB130150
GB130162
880228055074
881130016557
870626085720
820611016241
841111025021
680623015316
810904085874
831122015890
771229015995
781003055272
820103065039
860423235371
830208055143
790422016571
730403015747
820928016135
850506015922
850115075434
830323015622
781022035445
770717016642
810625015785
660514015140
851121146045
821018016210
700330015414
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
Pensyarah
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Wahid Razzaly (Prof Dr)
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Mohd Nor Hashim (Tn Hj)

Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
UNIVERSITI TUN HUSSEIN ONN MALAYSIA (UTHM)

SENARAI MARKAH PELAJAR
SESI : 2013/2014 SEM : 1
NAMA PENSYARAH :
Ghazally Spahat
Ghazally Spahat
MBE 22503
60
40
7.5
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26

HAZWANI BINTI SIDIK
MOHAMED OSMAN ABDI
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S1
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
S2
GB130014
GB130041
GB130008
GB130024
GB130158
GB130071
GB130081
GB130056
GB130078
GB130052
GB130039
GB130031
GB130084
GB130070
GB130073
GB130101
GB130017
GB130038
GB130019
GB130097
GB130044
GB130028
GB130023
GB130064
GB130020
GB130087
60
0.125
7.5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0.25
10
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
40
17.5
100.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
17.5
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
40
0.25
10
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
15.0
60
0.25
15
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
60
25.0
100.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
25.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
40
7.5
60.0
Jumlah
Psikomotor
(Psychomotor)(Assig
)
Jumlah
60
10.0
Kognitif
(Cognitive)(Assig)
Psikomotor
(Psychomotor)(Prsn)
100
10.0
40
Assignment
Pembentangan (Presentation)
Jumlah
Kognitif
(Cognitive) (Prj)
SYEKSYEN
MATRIK
PROGRAM
NAMA
TAHUN
BIL
Psikomotor
(Psychomotor)(Prj)
Projek (Project)
Afektif
(Affective)(Prsn)
KOD KURSUS:
0.125
7.5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100
10.0
40.0
0.25
10
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
100.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78

2
0
2
0
2
0
2
0
2
0
2
0
NOR NADHIA BINTI NOR AZMAN SUBRAMANIAM
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
MADIHAH BINTI WAHIT
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
AZHAM BIN AZIZ
2
0
2
0
DORCUS LEE FEI YUIN
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
2
0
MOHD SYAHRUN NAZRI BIN MASHURI 2
0
2
0
2
0
2
0
2
0
2
0
RAZALI BIN SAPPAR
2
0
SALINA BINTI TAHIR
2
0
2
0
2
0
TAI GEOK PING
2
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
S2
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S3
S4
S4
S4
S4
S4
S4
S4
S4
S4
S4
S4
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
0
0
0
0
0
GB130103
GB130100
GB130068
GB130059
GB130098
GB130033
GB130074
GB130037
GB130099
GB130045
GB130060
GB130062
GB130077
GB130027
GB130034
GB130094
GB130058
GB130049
GB130015
GB130069
GB130053
GB130035
GB130022
GB130076
GB130197
GB130167
GB130134
GB130180
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183
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195
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200
420
421
422
423
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431
432
433
434
435
436
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454 0
455 0
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Peperiksaan
Akhir
Kognitif
(Cognitive)(Fin)
JUMLAH JUMLAH
PB (60%)
100%
Gred
100
17.5
40.0
60.0
100.0
A+
17.5
0.0
0.0
0.0
0.0
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0.40
40
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60.0
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0.0
100.0
0.0
0.0
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0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
A+
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
100.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
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0.0
0.0
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0.0
0.0
0.0
0.0
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
0.0
0.0
0.0
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0.0
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0.0
0.0
0.0
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
0.0
0.0
0.0
0.0
0.0
0.0
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0.0
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
0.0
0.0
0.0
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0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
0.0
0.0
0.0
0.0
0.0
0.0
E
E
CLO ANALYSIS FOR MBE22503
Name
HAZWANI BINTI SIDIK
MOHAMED OSMAN ABDI
7.5
Matric No. Seksyen
GB130014
S1
GB130041
S1
GB130008
S1
GB130024
S1
GB130158
S1
GB130071
S1
GB130081
S1
GB130056
S1
GB130078
S1
GB130052
S1
GB130039
S1
GB130031
S1
GB130084
S1
GB130070
S1
GB130073
S2
GB130101
S2
GB130017
S2
GB130038
S2
GB130019
S2
GB130097
S2
GB130044
S2
GB130028
S2
GB130023
S2
GB130064
S2
GB130020
S2
GB130087
S2
GB130103
S2
GB130100
S3
GB130068
S3
GB130059
S3
GB130098
S3
7.5
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
7.5
55
7.5
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
40.0
40.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
10
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
10.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
10
30
10.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
10
10.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
CLO 3
AFFECTIVE)
Norm. %
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Afektif
(Affective)(Prsn)
Psikomotor
(Psychomotor)(Prj)
Norm. %
Psikomotor
(Psychomotor)(Assig)
No.
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
CLO 2
(PSYCHOMOTOR)
Psikomotor
(Psychomotor)(Prsn)
Assessment Value (%)
Kognitif
(Cognitive)(Fin)
ASSESSMENT TOOLS
Kognitif
(Cognitive)(Assig)
Kognitif
(Cognitive) (Prj)
CLO 1
(COGNITIVE)
15
15
15.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
Norm. %
100.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Pensyarah
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82

NOR NADHIA BINTI NOR AZMAN SUBRAMANIAM
MADIHAH BINTI WAHIT
AZHAM BIN AZIZ
DORCUS LEE FEI YUIN
MOHD SYAHRUN NAZRI BIN MASHURI
RAZALI BIN SAPPAR
SALINA BINTI TAHIR
TAI GEOK PING
0
0
0
0
0
0
0
0
0
GB130033
GB130074
GB130037
GB130099
GB130045
GB130060
GB130062
GB130077
GB130027
GB130034
GB130094
GB130058
GB130049
GB130015
GB130069
GB130053
GB130035
GB130022
GB130076
GB130197
GB130167
GB130134
GB130180
GB130179
GB130196
GB130178
GB130163
GB130164
GB130200
GB130193
GB130139
GB130145
GB130169
GB130168
GB130189
GB130149
GB130148
GB130187
GB130198
GB130172
GB130150
GB130162
0
0
0
0
0
0
0
0
0
S3
S3
S3
S3
S3
S3
S3
S3
S4
S4
S4
S4
S4
S4
S4
S4
S4
S4
S4
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
S5
0
0
0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
Ghazally Spahat
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
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0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.2%
Cognitive
4.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
1
Average CLO Achievement
0.0%
FAIL
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Section 10
Section 11
Section 12
Section 13
Section 14
1
0
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.2%
FAIL
0.2%
FAIL
Psychomotor
4.2%
0
0
0
0
0
0
0
0
0
0
0
0
0
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
1
0
0
0
0
0
0
0
0
0
0
0
0
0
Affective
4.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
FAIL
Total CLO Achievement for MBE22503

Section
Section 1
Section 2
Section 3
Section 4
Section 5
Section 6
Section 7
Section 8
Section 9
Section 10
Section 11
Section 12
Section 13
Section 14
Total CLO
Achievement
CLO Achievement
CLO 1
CLO 2
CLO 3
4.2%
4.2%
4.2%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.3%
0.3%
0.3%
FAIL
FAIL
FAIL
Average CLO Achievement for MBE22503
0.3%
0.3%
0.3%
CLO 1
CLO 2
CLO 3
0
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
E
D
D
D
D
D
CCCCCC
C
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
C
C
C
C+
C+
C+
C+
C+
BBBBBB
B
B
B
B
B+
B+
B+
B+
B+
AAAAAA
A
A
A
A
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
A+
Continual Quality Improvement (CQI) for MBE22503
CQI for
CLO 1
Additional
Class
Additional
Exercises
Different
Delivery
Approaches
Specific Tips in
Answering
Selfassessment
Others
Attitude
Learning
Sosial Learning
Others
Reconfigure
Equipment
Providing
Direct
Feedback
Others
(Give your detail description here)
(Please '' at
related place)
Motivation
Session
Special
Seminar
Special
Observation
CQI for
CLO 2
(Please '' at
related place)
CQI for
CLO 3
(Please '' at
related place)
Computeraided
Instruction
Special
Exposure
Additional Skill
Development
Course Code
MBE 22503
Course
SOFT SKILLS ELEMENTS

1. COMMUNICATION SKILLS - (PLO3)
Component
Activity
Assessment
Report Writing
Presentation
(delivering idea)
COMMUNICATION SKILLS
PBL,
POPBL,
Case Study,
Project,
Field Work,
Lab Work,
Mini Seminar,
Games,
Event Management,
Community Services
Q&A Session
Presentation
(skill)
GROUP MEMBERS:
Criteria
Sub Criteria
Section :
Ghazally Spahat
Ghazally Spahat
Majority of points glossed over with

a few reasons. There is a great deal
of information that is not clearly
Completeness of content connected to the thesis.
(coherence and
organization)
Ability to Deliver Idea
Clearly, Effectively and
Confidently in writing
and verbally CS1-KIM
Concept and ideas are loosely

connected; lacks clear transitions;
flow and organization are choppy
Ability to Deliver Idea

Clearly, Effectively and
Confidently in writing
and verbally CS1-KIM
Ability to listen
effectively and giving
respond
CS2-KIM
Topic delivering
Some understanding of topic

shown. Some links and connections
made between ideas. Points are
usually developed with minimum
detail. Information is usually
relevant.
Listening
Does not reqularly listen very well
Understandable
Could not understand at all
Class participation
Do not participate
Delivery
Some mumbling;
little eye contact;
uneven rate;
little or no expression,
reading the text during the
presentation
Ability to present clearly

and confidently
Interpersonal skills
CS3-KIM
Visual Audio
Sometimes display confidence,

presentable attitude and
shows respect when
communicating with others
regardless of culture and ethnic
Have visual audio material but fail

to use latest presentation devices.
Communication skills for this course is assessed through

students' presentation skills and ability to handle the Q & A
session. This assessment represents CLO3 this course "Develop curriculum based on specific standards covering
PLO3, A4". Score for this assessment is 30 points, based on a
rubric below.
Penyelaras
3
Majority of points covered in depth, some
points glossed over with more important
reasons. Sufficient information that relates
to thesis; many good points made but there
is an uneven balance and little variation
Most information presented in logical
sequence; generally very well organized but
better transitions from idea to idea and
medium to medium needed
5
Thoroughly explains all points and provide
strong reasons for its importance. An
abundance of material clearly related to
thesis; points are clearly made and all
evidence supports thesis; varied use of
materials.
Thesis is clearly stated and developed;
specific examples are appropriate and
clearly develop thesis; conclusion is clear;
shows control; flows together well; good
transitions; succinct but not choppy; well
organized
Score
Good understanding of topic shown. Links

and connections between ideas made clear.
Information was relevant and expressed in
own words. Points were developed with
sufficient and appropriate details.
A very good understanding of the topic

shown. Links and connections between
ideas made clear. Information was relevant
and well expressed in own words. Points
were well-organised and developed with
sufficient and appropriate details.
Listen well
Listen very well and take note
Verbal reation reflect an earlier difficulty
Able to immediate response with full

understanding
Need encouragement to participate
Respond appropriately to ideas and

question offered
Clear articulation but not as polished; less

reading from the text
Poised,
clear articulation;
proper volume;
steady rate;
good posture and eye contact;
enthusiasm;
confidence;
no reading from the text.
Generally display confidence, presentable

attitude and shows respect when
communicating with others regardless of
culture and ethnic
Always display confidence,

presentable attitude and
show respect when communicating with
others regardless of culture and ethnic
Hand made visuals-audio (clip-art, graphs,

tables, charts, and QuickTime movies) that
enhanced presentation
Hand made visuals-audio

(clip-art,
graphs,
tables,
charts,
and multimedia)
Total (/45)
Jumlah markah afektif x 2
30
60

UTHM/PP/100-6/5/1 Jilid 3 ( 91 )
_____________________________
5 September 2013
PEKELILING AM BIL. 91 TAHUN 2013

_____________________________
PENGGUNAAN LOGO RASMI BAHARU
Sukacita dimaklumkan bahawa Mesyuarat Lembaga Pengarah Universiti
Bil.3/2013 yang bersidang pada 20 Ogos 2013 telah meluluskan bagi
perubahan penggunaan logo rasmi Universiti Tun Hussein Onn Malaysia yang
baharu.
2.
Sehubungan dengan itu, segala urusan rasmi yang berkaitan seperti
surat-menyurat dan pelbagai dokumen universiti hendaklah menggunakan logo
rasmi baharu Universiti Tun Hussein Onn Malaysia ini. Penggunaan logo rasmi
baharu ini adalah berkuatkuasa serta merta. Bersama- sama ini dilampirkan
logo rasmi baharu UTHM. Logo baharu ini boleh dimuat turun melalui laman
sesawang rasmi UTHM.
3.
Bagi PTj yang masih mempunyai kepala surat yang lama, ia hendaklah
digunakan sehingga habis bagi mengelakkan pembaziran. Manakala percetakan
kepala surat yang baharu hendaklah menggunakan logo UTHM yang baharu
tersebut.
Sekian untuk makluman dan perhatian oleh YBhg.Prof.Dato/Prof./Tuan/Puan
selanjutnya.
Terima kasih.
DENGAN HIKMAH KITA MENEROKA
Yang benar
SULAM BIN HAMID
Pendaftar
' : 07-4537100
s.k.-YBhg.DatoNaibCanselor
Timbalan Naib Canselor (Penyelidikan dan Inovasi)
Timbalan Naib Canselor (Akademik dan Antarabangsa)
Timbalan Naib Canselor (Hal Ehwal Pelajar dan Alumni)
Penolong-Penolong Naib Canselor
Dekan-Dekan Fakulti
Pengarah-Pengarah Pejabat/Pusat
Ketua-Ketua Pejabat/Pusat/Unit
SH/MR/ash/03.09.2013/Pekeliling Am UTHM

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Assignment 2: A Pictures Worth a Thousand Words - From Image to Detailed Narrative

MBE 22503 PEMBANGUNAN KURIKULUM DALAM PTV

**(Semua bahan dihantar pada minggu ke 5)

Perbandingan Kurikulum Teknik Vokasional pelbagai negara

Prespertif sejarah, pera

ikan atau latihan vokasional. (PLO2, P5 )

Prespertif sejarah, peraturan dan undang-undang

FAKULTI PENDIDIKAN TEKNIKAL DAN VOKASIONAL (FPTV)

Mengenalpasti dan menyelesaikan masalah dengan pemikiran kritikal, membudayakan penambahbaikan

Programme Learning Outcomes PLO

Mengenalpasti dan membina peluang keusahawanan dalam bidang yang diceburi.

Mengamalkan etika dan profesionalisme serta sahsiah perguruan yang terpuji.

Mempamerkan kemahiran kepimpinan yang tinggi dan berkesan.

Etika Profesional dan

Pusat/Fakulti: Fakulti Pendidikan Teknikal dan Vokasional

Taxonomy Level (Please indicate level)

membangun kurikulum berdasarkan standard /

PL0 2 PL0 3 PL0 4 PL0 5 PL0 6 PL0 7 PL0 8

Programme Learning Outcome (PLO)

e used together with:

JADUAL PENTAKSIRAN KURSUS

PEMBANGUNAN KURIKULUM DALAM PTV

P5: Complex Overt Response

P5: Complex Overt Response

P5: Complex Overt Response

JADUAL PENGAGIHAN DOMAIN KOGNITIF, PSIKOMOTOR DAN EFEKTIF DI DALAM PENTAKSIRAN

UNIVERSITI TUN HUSSEIN ONN MALAYSIA

PEMBANGUNAN KURIKULUM DALAM PTV

Bil Jam / Sem

Pembelajaran Kendiri (Independent Study)

JUMLAH JAM BELAJAR (JJB)

Matapelajaran Pra-syarat (Pre requisite subjects)

Edisi: 3 / No. Semakan: 0

Falsafah, konsep dan prinsip pembangunan kurikulum

MODEL PEMBANGUNAN KURIKULUM (6 Jam)

REKA BENTUK KURIKULUM (6 JAM)

PROJEK PEMBANGUNAN KURIKULUM (6 JAM)

PRODUK PEMBANGUNAN KURIKULUM (3 JAM)

Perbandingan Kurikulum Teknik Vokasional pelbagai negara. (3

TUGASAN / PROJEK (ASSIGNMENT / PROJECT)

PEMBANGUNAN KURIKULUM DALAM PTV

UNITED KINGDOM Country Report 2011

Germany VET in Europe Country Report 2011

The Dual System - GTZ

The Dual System - Universitat Flensburg/Bremen

The Dual System - DIIPF

Cultural Patterns Underlying Apprenticeship: Germany and the UK

General Education and Initial Vocational Training in Germany The

DEVELOPMENT AND APPLICATION OF LEARN AND WORK

Buku Panduan MPV

VOCATIONAL EDUCATION AND TRAINING AND THE LABOUR MARKET A

Malaysia Warned on Longstanding Goal

The Financing of Vocational Education and Training in Germany

THE DEVELOPMENET OF TRANSNATIONAL STANDARDS FOR TEACHER

Vocational Education and Training Reform Matching Skills to Markets

World Bank & ILO

OBE PRINCIPLES AND POSSIBILITIES

WHAT IS OUTCOME BASE EDUCATION?

DASAR PENDIDIKAN KEBANGSAAN (Edisi Ketiga)

What they didnt tell you about teaching

21st Century Skills

21st Century Educator

PANDUAN DAN PERATURAN-PERATURAN PENTAULIAHAN PERSIJILAN

Learning for employment Second report on vocational education and