2.jurnal Penyelidikan Antarabangsa Vol.1 - No.2 - 2021 - Ictld

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JURNAL PENYELIDIKAN ANTARABANGSA
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/2021 and its content which includes information, text, images, graphics, references and
arrangement as well as its materials, are the property of the Government of Malaysia unless
otherwise stated. No parts of the proceedings may be altered, copied, distributed, retransmitted,
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in any form whatsoever without the express prior written permission of the Government of
Malaysia and the Institute of Teacher Education, Temenggong Ibrahim Campus, Johor as the
publisher
© Copyright Reserved
ITE Temenggong Ibrahim Campus
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EDITORIAL BOARD
JURNAL PENYELIDIKAN ANTARABANGSA
Vol.1 (2) / 2021
5th International Conference on Teacher Learning and Development (ICTLD)
2021 Edition
Patron External Reviewers

Mohd Zain bin Badui Dr. Andi Mallanti
Director of ITE STIE YAPI BONE
Temenggong Ibrahim Campus College of Economics
South Sulawesi Province
Advisors Indonesia
Dr. Wan Noor Siah binti Wan Abdullah
Deputy Director of ITE Ts. Dr. Maria binti Mohammad
Temenggong Ibrahim Campus Department of Civil Engineering
Merlimau Polytechnic
Halimah binti Hj Che Mat Malaysia
Deputy Director of ITE
Temenggong Ibrahim Campus Dr. Sarala Tulasi a/p Palpanadan
Centre for Language Studies
Coordinator University Tun Hussein Onn
Ts. Dr. Ros Eliana binti Ahmad Zuki Malaysia
Dr. Thahira Bibi binti TKM Thangal
Editor-in-Chief Faculty of Business and Management
Dr. Khushairi bin Fadzal University Technology Mara
Malaysia
Associate Editors
Dr. Santhanamary a/p R. Anthony Ts. Dr. Tamil Selvan a/l Subramaniam
Dr. Mohd. Ali bin Jemali Faculty of Technical and Vocational
Dr. Raudhah binti Ali University Tun Hussein Onn
Dr. Yong May Lee Malaysia
Dr. Indera Syahril bin Ismail
Dr. Noraisikin binti Ghazali Dr. Muhamad Afzamiman bin Aripin
Faculty of Social Sciences and Humanities
Internal Reviewers University Technology Malaysia
Dr Wan Noor Siah binti Wan Abdullah Malaysia
Ts. Dr. Ros Eliana binti Ahmad Zuki
Dr. Ngau Chai Hong Dr Suria binti Musa
Dr. Mohd Aris bin Anis School of Technology Management & Logistics
Dr. Mohd Zain bin Kosnon Universiti Utara Malaysia
Dr. Mohd Zairi bin Hussin Malaysia
Dr. Noraishah Goh binti Abdullah
Dr. Razali bin Md. Amin Dr Azhari bin Mariani,
Dr. Heng Lee Ling Sekolah Menengah Kebangsaan Dato’ Ali Hj Ahmad
Dr. Ng Sar Ee Malaysia
Dr. Tay Chong Seng
Dr. Sirajudin bin Sapuan Publisher
Dr. Zulkefli bin Daud Department of Planning, Research and Innovation
Dr. Mohd Zulfahmi bin Bahaudin Institute of Teacher Education Temenggong Ibrahim Campus
Dr. Mardiana binti Idris Malaysia
Dr. Azimah binti Abu Samah Tel: 07-2364788 / Fax: 07-2379736
Dr. Norazila binti Nordin www.ipgkti.edu.my
Dr. Azyanzuhaila binti Hassan Basri
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Title Page
1. Penggunaan Kit Perintis Mini 4.0 Bagi Meningkatkan Kemahiran 1
Perkhemahan dalam Kalangan Pelajar
Zali A. Rahman, PhD, Halidah Mohd. Jedi, Wan Azhar Wan Yaacob, Mohtar Yacob
dan Abdul Jabar A. Rahman
2. Pencahayaan dan Bunyi dalam Meningkatkan Keserlahan Dekorasi Ruang 9
Hadapan Pejabat di Institut Pendidikan Guru
Razali Md Amin, PhD, Muhammad Syafiq Sim Abdullah, Razali Abdul Rahim,
Muhammad Asrul Ahmad, Rahmat Rahwi dan M. Rajandaran Marimuthu
3. Kajian Rintis Amalan Terbaik Pendidikan Alam Sekitar Pemimpin Sekolah 18
Menengah
Wan Azhar Wan Yaacob dan Ahmad Zainal, PhD
4. Perbandingan Tahap Kesejahteraan Psikologi Guru Pelatih Semasa 26
Pengaplikasian Pembelajaran Atas Talian
Siti Aisyah Samod, Sanif Sapaat, Lim Jwee Shiang dan Lim Wee Mei
5. Power bases in Mentoring During the School-Based Practicum 43
Noraishah Goh Abdullah, PhD
6. Sustainability of Teacher Education Institute based on Sustainable 52
Practices of TVET Lecturers
Ahmad Zainal, PhD and Sugunah Supermane, PhD
7. Kreativiti Pelajar-Pelajar dalam Pendidikan STEM di Salah Sebuah 61
Institusi Pendidikan
Mohd Zulfahmi Bahaudin, PhD, Zulkefli Daud, PhD, Halina Kasmani, Norhashimah
Mohd Yusof dan Nurulhamizah Azman
8. Pengetahuan Kandungan dan Pedagogi Pensyarah Kursus Hubungan 71
Etnik dalam Pembinaan Negara Bangsa dalam Kalangan Guru Pelatih di
Institut Pendidikan Guru.
Anita Abu Hasan, PhD
9. Validity and Test Retest Reliability Study for Achievement Test on Java 80
Programming
Noor Azizah Aziz, Amirmudin Udin, Sarimah Ismail and Kamalularifin Subari
10. Penerapan Kapasiti Pedagogi Pembelajaran Bermakna Melalui 86
Pelaksanaan Pembelajaran Berasaskan Projek Digital: Satu Kajian
Ngau Chai Hong, PhD
11. Knowledge Management as A Basis of Teaching and Learning Innovation 99
Sugunah Supermane, PhD
12. Penggunaan Didik Hibur dalam Sains di Dua Buah Sekolah Rendah 111
Nur Arifah Zamry, Rosyidah Mohamed, Najihah Abdullah, Halina Kasmani
13. Penerimaan dan Penglibatan Murid Terhadap Penerapan Analogi Melalui 122
Bahan dalam PDPC Sains Tahun 5
Wan Kamaruzziati Wan Kamarudin, Ainul Tasnim Kamarudin,
Nur Arifah Mustafa dan Halina Kasmani
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14. Penerapan Teori Pembelajaran Kontekstual dan Penggunaan Kaedah 131
Main Peranan dalam Subjek Reka Bentuk dan Teknologi
How C.E., and Ngau C.H. PhD
15. User Need Analysis in Learning Literature Component in English Via Web- 141
Based Learning Platform
Noorafizah Daud, Azlina Abdul Aziz, Rosseni Di, Zulkefli Daud,PhD
16. How Should EFL Be Taught in Indonesia, To Face The 21st Century 148
Education?
Mirjam Anugerahwati
17. Service -Learning as a Means of Increasing Human Capital Development 154
in Nigeria
Olagoke-Oladokun L.I and Mahani Mokhtar,PhD
18. The Hybrid Practice of Product and Process Approach as a Paradigm Shift 162
in ESL Classrooms
Palpanadan, S.T., PhD, Ahmad, I., and Ros Eliana A. Z., PhD
19. Student Engagement Pattern Through Authentic-Based Multimedia 167

Learning in Accounting Education in Nigerian Higher Institutions
Olusola-Fadumiye Titilope Olufunke and Jamalludin Harun
20. Learners’ Participation in Adult Literacy and Skill Acquisition Programmes 172
in North-western Nigeria
Yusuf Mohammed, Mahani Mokhtar, PhD and Santhanamary R. Anthony, PhD
21. Impact of STEM Education on Teaching Learning Process 186
Salim Zeema, PhD
22. The Use of Model-Lead-Test Direct Instruction Approach in Pre-Vocational 194
Classroom
Abd. Wahab, S. H. and Abdul Latif, S. N.
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Jurnal Penyelidikan Antarabangsa Vol. 1. No.2/2021
e-ISSN 2805-4318
Penggunaan Kit Perintis Mini 4.0 bagi Meningkatkan Kemahiran

Perkhemahan dalam Kalangan Pelajar
Zali A. Rahman, PhD1*, Halidah Mohd. Jedi2, Wan Azhar Wan Yaacob3,
Mohtar Yacob4 & Abdul Jabar A. Rahman5
1,2,3,4,5 IPG
Kampus Temenggong Ibrahim, Malaysia
*zar_ukm@yahoo.com
ABSTRAK
Penyelidikan tindakan yang dijalankan ini adalah salah satu usaha untuk menyelesaikan
masalah penguasaan kemahiran membuat simpulan dan ikatan ketika membina alatan semasa
aktiviti perkhemahan. Sebelum penyelidikan tindakan ini dilaksanakan, satu tinjauan awal
telah dilakukan dalam kalangan pelajar yang terlibat. Tinjauan awal yang menggunakan soal
selidik menunjukkan bahawa mereka menghadapi masalah dalam menguasai kemahiran
membuat simpulan dan ikatan, serta aplikasinya semasa membina alatan perkhemahan. Bagi
membantu menyelesaikan masalah tersebut, satu inovasi yang dinamakan Kit Perintis Mini
(Mini Pioneering Kit) 4.0 (MPK4.0) telah dibangunkan. Seramai enam orang responden dipilih
dalam kajian ini sebagai percubaan. Hasil kajian ini menunjukkan bahawa MPK4.0 dapat
meningkatkan kemahiran dan keyakinan diri responden ketika melaksanakan aktiviti
perkhemahan dengan lebih berkesan, di samping menangani cabaran dalam era pendidikan
abad ke-21. Kajian lanjutan yang akan dijalankan perlu menambah reka cipta alatan
perkhemahan yang dapat dibina menggunakan bahan-bahan tersedia di dalam MPK4.0.
Kata kunci: Simpulan dan ikatan, kraf perkhemahan, perintis mini, kemahiran
ABSTRACT
This action research is one of the efforts to solve the problem of mastering the skills of tying
knots and ties when building gadgets for camping activities. Before this action research was
implemented, a preliminary survey was conducted among the students involved. The
preliminary study using questionnaires showed that the students faced some difficulties in
mastering the skills of tying knots and ties, as well as their application while building gadgets.
To help solve these problems, an innovation called the Mini Pioneering Kit 4.0 (MPK4.0) was
developed. A total of six respondents were selected in this study as a trial. The results showed
that the MPK4.0 can improve the skills and self-confidence of the respondents in performing
camping activities more effectively, while addressing the challenges faced in the 21st-century
education era. Further research to be conducted need to add more gadget designs that can be
built using existing materials included in the MPK4.0.
Keywords: Knots and ties, camping craft, mini pioneering, skills
1. Pendahuluan
Kajian tindakan adalah satu kajian yang berbentuk inkuiri refleksi kendiri untuk membaiki atau
meningkatkan kualiti amalan dalam pengajaran (KPM, 2008). Dalam konteks kajian ini, kajian
dilaksanakan bagi memastikan penguasaan kemahiran unit beruniform dalam kalangan pelajar,
khususnya dalam tajuk simpulan dan ikatan agar dikuasai dengan baik. Kemahiran simpulan
dan ikatan merupakan kemahiran asas yang diperlukan oleh seseorang ahli unit beruniform
dalam membina alatan semasa perkhemahan. Penguasaan yang baik dalam kemahiran
simpulan dan ikatan serta kegunaannya mampu menghasilkan reka bentuk alatan yang
berkualiti, boleh guna dan menjimatkan masa. Sekiranya pelajar tidak dapat menguasai
5th International Conference on Teacher Learning and Development (ICTLD) 2021 Edition
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kemahiran simpulan dan ikatan, sudah pasti mereka mengalami kesukaran untuk membina
alatan semasa perkhemahan sebenar. Simpulan dan Ikatan serta Kraf Perkhemahan merupakan
antara topik yang perlu dikuasai dalam kerja kursus MPU3062 Kokurikulum - Unit Beruniform
(IPGM, 2018).
1.1 Refleksi pengajaran dan pembelajaran masa lalu

Setiap semester, ketika hendak melaksanakan sesi PdP Unit Beruniform bagi ikatan dan
simpulan, pelajar akan diminta menyediakan seutas tali (kira-kira dua meter) dan dua batang
kayu atau buluh pendek. Begitu juga semasa perkhemahan, pelajar perlu mempunyai
kelengkapan tersebut bagi tujuan ujian simpulan dan ikatan.
Selain itu juga, semasa membimbing pelajar dalam aktiviti perkhemahan lalu, dapat
diperhatikan tahap penguasaan pelajar-pelajar semasa aktiviti membina alatan dalam
perkhemahan asas juga masih kurang memuaskan. Hal ini menyebabkan pelajar memerlukan
bimbingan berterusan dan memakan masa untuk menyiapkan kraf perkhemahan kerana kurang
kemahiran. Ditambah dengan pelaksanaan aktiviti-aktiviti lain yang padat menyebabkan
kebimbangan dalam diri sama ada pelajar benar-benar telah mencapai tahap penguasaan yang
sepatutnya. Perkara ini perlu dipandang serius kerana mereka akan menjadi seorang guru dan
pemimpin pengakap apabila bertugas di sekolah nanti. Pemimpin yang berkesan mampu
membimbing murid ke arah pemupukan kemahiran hayat dan kerjaya pada masa depan (Nas
Norziela, 2018).
1.2 Tinjauan literatur

Dalam tinjauan literatur, dapatan kajian berasaskan alat bantu mengajar menunjukkan dapat
meningkatkan tahap keberkesanan penyampaian dalam aktiviti pengajaran serta mewujudkan
suasana Pengajaran dan Pembelajaran yang menarik serta menyeronokkan (Zakiul Human et
al, 2018). Pengajaran dan Pembelajaran yang menggunakan alat bantu bahan mengajar (ABBM)
dapat mewujudkan impak yang positif dengan pelajar yang lebih focus dan bersemangat untuk belajar
(Nur Elyani & Minarnie).
Namun begitu, dapatan kajian lalu juga menunjukkan inovasi dalam ABM perlu dilakukan
secara berterusan agar membantu dalam keberkesanan PdP. Hal ini kerana terdapat kajian yang
menunjukkan keberkesanan penggunaan ABM pada tahap sederhana. Kajian oleh Yahya
Buntat dan Noor Al Mahdin (2010), menunjukkan alat membantu mengajar bukanlah satu
faktor yang mempengaruhi keberkesanan dalam proses PdP. Hal ini mungkin juga kerana,
amalan penggunaan BBM yang efektif ini masih belum dilaksanakan secara maksimum
memandangkan keperluan guru memberikan masa, tenaga dan wang ringgit untuk
menyediakannya (Charlie anak Ungang, 2008; Sufean Hussin et al, 2005) Selain itu juga,
menurut Hamdan dan Mohd Yasin (2010) keberkesanan pada tahap sederhana dipengaruhi oleh
faktor sikap dan minat, pengurusan dan pentadbiran, kemahiran dan pengetahuan kurang dalam
penggunaan ABM.
Sebagai tambahan, menurut Lambri & Mahamood (2019) bagi memastikan proses
pembelajaran berlangsung dengan lebih lancar bersesuaian dengan perkembangan pedagogi
abad ke-21 serta bagi menyahut cabaran Pendidikan 4.0, mereka mencadangkan agar pelbagai
ABM dapat digunakan di dalam kelas bersesuaian dengan perkembangan dunia pendidikan
kini yang tidak dapat dipisahkan dengan perkembangan teknologi. Oleh sebab itu, MPK4.0
juga ada menyediakan bahan tontonan dalam bentuk video bagi amali simpulan dan ikatan serta
pembinaan alatan serta boleh digunakan oleh pelajar sebagai aktiviti pengukuhan.
1.3 Fokus kajian

Berdasarkan satu kajian awal terhadap 20 orang pelajar dengan menggunakan soal selidik yang
telah mendaftar kursus Unit Beruniform Pengakap (MPU3062). Analisis data secara peratusan
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mendapati 70% pelajar mengakui telah mempelajari simpulan dan ikatan semasa di sekolah.
Manakala, 75% pelajar mengakui pernah menerima pendedahan tentang alatan perkhemahan
semasa alam persekolahan. Walaupun, nilai ini agak tinggi, tetapi masih terdapat pelajar yang
menyatakan tidak pernah didedahkan langsung dengan simpulan, ikatan dan alatan
perkhemahan semasa di alam persekolahan.
Analisis data juga menunjukkan tahap penguasaan pelajar pada simpulan dan ikatan berada
pada tahap mahir iaitu sebanyak 0%, sederhana mahir iaitu sebanyak 60% dan tidak mahir pada
tahap 40%. Hal ini kerana antaranya mereka kurang aktif dalam aktiviti unit beruniform semasa
di sekolah dan kurang pendedahan secara amali.
Seterusnya, analisis data menunjukkan hanya sebanyak 15% pelajar yang berasa cukup
kompeten, manakala 85% berasa tidak kompeten untuk melaksanakan sesi pengajaran
simpulan, ikatan dan alatan perkhemahan sebagai penolong pemimpin pengakap di sekolah
ketika ini. Hal ini antaranya kerana kurang pendedahan, terlupa dan kurang pengetahuan
menyebabkan keyakinan mereka juga berada pada tahap yang rendah.
Rumusan daripada kajian peringkat awal yang dilaksanakan menunjukkan bahawa
kebanyakan pelajar mempunyai masalah dalam penguasaan kemahiran simpulan dan ikatan.
Maka, satu inovasi yang dinamakan Kit Perintis Mini (Mini Pioneering Kit) 4.0 (MKP4.0)
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telah dicipta. MKP4.0 direka untuk meningkatkan penguasaan kemahiran ikatan dan simpulan
serta pembinaan alatan perkhemahan. MPK4.0 mengandungi jenis-jenis simpulan, ikatan dan
alatan perkhemahan. Kandungan kemahiran simpulan dan ikatan iaitu, 4 jenis simpulan (simpul
manuk, buku sila, bunga geti dan simpul balak) dan 4 jenis ikatan (seraya, serong, lilit kacang
dan silang tungku). Terdapat juga tiga jenis alatan mini yang dapat dibina serta panduan
berbentuk video rakaman yang telah juga dimuat naik ke dalam Youtube.
1.4 Tinjauan masalah dan analisis masalah

Tinjauan masalah bagi mengkaji serta memahami lebih mendalam permasalahan yang dihadapi
oleh pelajar dalam penguasaan kemahiran simpulan dan ikatan serta alatan perkhemahan telah
dilaksanakan. Pengkaji menganalisis refleksi daripada pengajaran dan pembelajaran secara
dalam talian yang telah dilaksanakan selama 2 jam sebelum ini. Antara komen pelajar dalam
refleksi iaitu:
…bahagian yang boleh dipertingkatkan ialah berkaitan alatan perkhemahan.
Mungkin boleh menunjukkan video cara membina alatan perkhemahan – R1
… perlu ditingkatkan dari segi pengetahuan dan kemahiran dalam simpulan
dan ikatan serta mendirikan khemah kerana perkara tersebut adalah sangat
membantu dalam menghasilkan alatan perkhemahan semasa perkhemahan
nanti – R2
… bagaimana untuk membuat kraf perkhemahan yang bagi saya sukar – R3
… berasa sedikit susah nak faham kerana ikatan yang diajar itu terlalu banyak
dan belum mendapat latihan secara praktikal – R4
Sehubungan itu, tercetuslah idea inovasi MPK4.0 yang diharap dapat mengelakkan
masalah seperti:
a) Kekeliruan tentang kemahiran asas simpulan dan ikatan.
b) Kurang faham berkaitan konsep alatan perkhemahan.
c) Kesilapan dalam pengunaan tali temali ketika membuat ikatan bagi alatan
perkhemahan.
d) Kurang mahir untuk membuat simpulan dan ikatan.
e) Kelemahan dan kurang keyakinan dalam membina alatan perkhemahan.
1.5 Objektif kajian

1.5.1 Objektif Umum
Membantu meningkatkan penguasaan kemahiran ikatan dan simpulan serta pembinaan alatan
perkhemahan bagi pelajar PISMP Semester 4 Tahun 2.
1.5.2 Objektif Khusus

1. Meningkatkan penguasaan kemahiran ikatan dan simpulan.
2. Meningkatkan penguasaan kemahiran pembinaan alatan perkhemahan.
1.6 Soalan Kajian

1. Adakah MPK4.0 dapat meningkatkan penguasaan kemahiran ikatan dan simpulan?
2. Adakah MPK4.0 dapat meningkatkan penguasaan kemahiran pembinaan alatan
perkhemahan?
2. Metadologi
Kumpulan sasaran bagi kajian ini adalah seramai enam orang pelajar dari kelas PISMP. Mereka
terdiri daripada enam pelajar perempuan. Tinjauan awal dilaksanakan bagi menentukan skor
bagi tahap prestasi penguasaan mereka dalam kemahiran simpulan dan ikatan serta alatan
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perkhemahan. Pengkaji menggunakan tiga alat kajian untuk mengumpul data antaranya ialah
ujian pra dan pos, pemerhatian berstruktur dan juga analisis dokumen.
Ujian pra dan pos digunakan untuk melihat sejauh manakah keberkesanan penggunaan
MPK4.0 dalam membantu meningkatkan kemahiran simpulan dan ikatan serta alatan
perkhemahan dalam kalangan pelajar. Dapatan data yang diperolehi melalui ujian pra dan pos
dapat menjelaskan lagi perbandingan keputusan antara kedua-dua ujian tersebut. Berdasarkan
data ini juga, pengkaji dapat melihat pencapaian peningkatan kemahiran simpulan dan ikatan
digunakan dalam proses pengajaran dan pembelajaran. Data ujian ini dianalisis secara
peratusan.
Pengkaji juga melaksanakan temu bual separa berstruktur selepas sesi aktiviti dijalankan.
Bagi menyokong data yang diperolehi melalui kedua-dua alat kajian di atas. Akhir sekali,
pengkaji melakukan analisis dokumen penilaian markah daripada ujian amali semasa
perkhemahan unit beruniform yang mereka sertai.
3. Dapatan kajian
Dapatan data bagi tahap prestasi yang diperolehi oleh enam responden pada peringkat awal
iaitu semasa ujian Pra masing-masing sebanyak 25 hingga 42%. Dalam ujian Pra, pelajar diuji
dengan melaksanakan ujian amali ikatan dan menjelaskan kegunaannya.
Seterusnya, dua sesi intervensi menggunakan kaedah tunjuk cara telah dilaksanakan kepada
responden menggunakan MPK4.0. Dalam sesi pertama tersebut, responden diberi penerangan
dan tunjuk cara simpulan dan ikatan. Sementara dalam sesi kedua, tunjuk cara pemasangan
alatan perkhemahan mini telah dilaksanakan. Selepas dua sesi tersebut, peserta diuji
menduduki ujian semula di mana masing-masing mendapat skor antara 76 hingga 90 peratus.
Analisis data bagi Ujian Pos menunjukkan terdapat peningkatan yang baik di mana kesemua
responden dapat menguasai semua jenis simpulan dan ikatan dengan betul. Rajah 1 di bawah
menunjukkan perbandingan pencapaian responden dalam kemahiran simpulan dan ikatan.
Prestasi Kemahiran Simpulan dan Ikatan

Ujian Pra Ujian Pos
100 90
85 87 88 88
90
80 76
70
60
50 42 40
36 38
40 33
30 25
20
10
0
R1 R2 R3 R4 R5 R6
Rajah 1
3.1 Temu bual Separa Berstruktur

Hasil dapatan temu bual separa berstruktur yang telah dilaksanakan selepas dua sesi tersebut
menunjukkan MPK4.0 dapat membantu mereka menguasai kemahiran simpulan dan ikatan
dengan lebih berkesan. Selain itu juga, mereka berpendapat, aktiviti tunjuk cara membina
alatan perkhemahan mini yang dilaksanakan berkesan dalam memantapkan lagi dalam
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kemahiran simpulan dan ikatan serta fungsinya. Membina alatan perkhemahan mini juga dapat
memberi pengalaman awal kepada mereka sebagai bekalan semasa perkhemahan nanti. Selain
itu, responden menyatakan aktiviti yang dilaksanakan dapat meningkatkan keyakinan diri
mereka. Antara komen pelajar:
…saya dapati bahawa simpulan dan ikatan merupakan sesuatu yang mudah
untuk dipelajari sebab belajar juga kegunaan dalam pembinaan gadjet – R3.
… pada mulanya saya tidak percaya dapat lakukan … tetapi setelah demo
tadi, rupanya boleh dibuat – R5.
… saya berasa yakin dan akan terus mencuba perbaiki lagi – R6.
Sehubungan itu, MPK4.0 bukan sahaja dapat memberi pendedahan kepada

pengetahuan simpulan dan ikatan. Tetapi dapat memberi pengalaman di peringkat
awal bagaimana alatan perkhemahan dibina dan kegunaannya.
3.2 Analisis Dokumen

Analisis dokumen dilakukan dengan melihat pencapaian markah penilaian bagi ujian simpulan
dan ikatan serta kraf perkhemahan semasa responden menyertai perkhemahan unit beruniform.
Daripada analisis borang markah menunjukkan pencapaian responden pada tahap yang
cemerlang iaitu markah di antara 90 hingga 100% bagi ujian simpulan dan ikatan dan kraf
perkhemahan (sila rujuk Rajah 2).
Prestasi Penilaian Ujian Amali Responden

Simpulan dan Ikatan Kraf Perkhemahan
102
100
100
98
96 95 95 95 95 95
94
94 93
92
92 91
90 90
90
88
86
84
R1 R2 R3 R4 R5 R6
Rajah 2
4. Rumusan dan perbincangan

Daripada hasil dapatan daripada kajian yang telah dijalankan telah membuktikan bahawa
kaedah tunjuk cara menggunakan MPK4.0 yang telah disediakan dalam kajian ini sesuai untuk
digunakan sebagai ABM bagi membantu pelajar meningkatkan kemahiran pelajar dalam
simpulan dan ikatan serta menggunakan kemahiran tersebut dalam pembinaan alatan
perkhemahan. Implikasi dalam kajian ini, diharapkan MPK4.0 yang digunakan dapat memberi
faedah kepada pelajar-pelajar.
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4.1 Adakah MPK4.0 dapat meningkatkan penguasaan kemahiran ikatan dan simpulan?
Bagi menjawab persoalan kajian ini, terdapat 2 alat kajian yang digunakan iaitu ujian pra dan
pos serta temu bual separa berstruktur. Semasa penilaian awal dilakukan menunjukkan bahawa
kesemua responden sukar untuk menguasai kemahiran simpulan dan ikatan dengan baik.
Namun setelah diberikan dua sesi intervensi menggunakan MPK4.0 didapati terdapat
perubahan penguasaan yang ketara pada mereka. Hasil data yang diperolehi menerusi ujian pra
dan pos serta temu bual berfokus menunjukkan responden dapat menguasai kemahiran ikatan
dan simpulan.
4.2 Adakah MPK4.0 dapat meningkatkan penguasaan kemahiran pembinaan alatan

perkhemahan.
Hasil data yang diperolehi daripada ujian pos, temu bual separa berstruktur dan analisis
dokumen menunjukkan tahap penguasaan responden dalam setiap kemahiran termasuk gajet
telah meningkat. Pembinaan alatan perkhemahan mini sebelum pelajar melalui pengalaman
perkhemahan dapat meningkatkan keyakinan mereka dalam membina alatan sebenar kerana
telah menguasai kemahiran asas simpulan dan ikatan. Daripada analisis pencapaian markah
pelajar dalam ujian amali simpulan dan ikatan serta kraf perkhemahan menunjukkan pada tahap
cemerlang dan amat cemerlang.
Sehubungan itu, dalam kajian ini dicadangkan agar:
1. Kajian lanjutan dilaksanakan bagi menambahkan lagi rekaan alatan perkhemahan yang
dapat dibina menggunakan bahan-bahan sedia ada dalam MPK4.0.
2. MPK4.0 ini diguna pakai dalam unit-unit beruniform yang lain. MPK4.0 perlu
diperbanyakkan agar pelajar dapat menggunakannya semasa aktiviti unit beruniform.
Ia juga boleh dijadikan ABM yang menjadi pinjaman bagi pelaksanaan unit uniform di
institusi Pendidikan.
3. MPK4.0 diperkenalkan dan diaplikasi dalam aktiviti unit beruniform di peringkat
sekolah rendah dan menengah agar dapat meningkatkan kemahiran dan keyakinan diri
murid, sebelum perkhemahan sebenar dilaksanakan.
5. Kesimpulan
Kesimpulannya, berdasarkan hasil dapatan kajian tindakan yang dijalankan ke atas 6 orang
responden dari 4 PISMP, pengkaji berpendapat uji cuba bagi inovasi ini telah Berjaya dan wajar
diteruskan pada responden yang lebih ramai. Ini adalah kerana banyak kelebihan dan kebaikan
yang diperoleh oleh pelajar-pelajar semasa menggunakan MPK4.0, khususnya pelajar-pelajar
yang tidak minat kepada kemahiran kepengakapan. Apatah lagi, tidak menerima pendedahan
semasa di peringkat sekolah rendah dan menengah. Selain itu juga, MPK4.0 bukan sahaja dapat
memupuk kemahiran psikososial, tetapi juga kemahiran teknologi dan maklumat sesuai dengan
hasrat dan cabaran pembelajaran abad ke-21.
Rujukan
Buntat, Yahya and Mohamad, Noor Al Mahdin (2010) Keberkesanan Penggunaan Alat Bantu
Mengajar Berbantukan Komputer Dalam Pengajaran Dan Pembelajaran Subjek Kemahiran
Hidup (KH) Di Sekolah Menengah Kebangsaan Agama Kedah, Alor Star, Kedah.
Keberkesanan Penggunaan Alat Bantu Mengajar Berbantukan Komputer Dalam
Pengajaran Dan Pembelajaran Subjek Kemahiran Hidup (KH) Di Sekolah Menengah
Kebangsaan Agama Kedah, Alor Star, Kedah. pp. 1-7. (Unpublished)
Charlie anak Ungang. (2008). Penggunaan Bahan Bantu Mengajar dalam Kemahiran Asas
Membaca. Jurnal Penyelidikan IPBL, 8, 84-97.
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Hamdan, Abdul Rahim & Mohd Yasin, Hayazi (2010) Penggunaan Alat Bantu Mengajar
(ABM) Di Kalangan Guru-Guru Teknikal Di Sekolah Menengah Teknik Daerah Johor
Bahru, Johor. Penggunaan Alat Bantu Mengajar (ABM) Di Kalangan Guru-Guru Teknikal
Di Sekolah Menengah Teknik Daerah Johor Bahru, Johor. pp. 1-8. (Unpublished)
Kementerian Pelajaran Malaysia. (Disember 2008). Buku Manual Kajian Tindakan. Edisi
Ketiga. Bahagian Perancangan Dan Penyelidikan Dasar Pendidikan.
Lambri, A., & Mahamood, Z. (2019). Penggunaan Alat Bantu Mengajar dalam Pengajaran Bahasa
Melayu Menggunakan Pendekatan Pembelajaran Berpusatkan Pelajar. International Journal of
Education, Psychology and Counseling, 4 (33), 78-94. DOI: 10.35631/IJEPC.433007
Nas Norzela Nasbah. (Berita Harian pada 9 Julai 2018). Kepentingan Unit Beruniform:
Pembabitan aktif menjadi antara kriteria penting kemasukan ke SBP, MRSM.
Nur Elyani Binti Musa & Minarnie Hadzira Binti Mohamad. Keberkesanan Penggunaan Alat
Bahan Bantu Mengajar Dalam Pelaksanaan Kursus Sains Kejuruteraan di Kalangan
Pelajar Diploma Kejuruteraan di Politeknik Tuanku Sultanah Bahiyah. Politeknik Tuanku
Sultanah Bahiyah. Diperolehi daripada https://ptsb.mypolycc.edu.my/images/prosiding_
kolokium/id34.pdf. Diakses pada 5 April 2021.
Rancangan Maklumat Kursus MPU3062 Kokurikulum Unit Beruniform. (Kemaskini Jun
2017). Institut Pendidikan Guru Malaysia. Cyberjaya.
Zakiul Human Bin Mahamud, Syarafina Binti Shahril & Nurr Hidayah Binti Abdus Salam.
(2018). Kajian Keberkesanan Alat Bantu Mengajar (Abm) Bacadol Dalam Amali Motor
Elektrik Di Kolej Komuniti Padang Terap. National Innovation and Invention Competition
Through Exhibition (iCompEx’18).
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Pencahayaan dan Bunyi dalam Meningkatkan Keserlahan Dekorasi Ruang

Hadapan Pejabat di Institut Pendidikan Guru
Razali Md Amin, PhD1*, Muhammad Syafiq Sim Abdullah2, Razali Abdul Rahim3,
Muhammad Asrul Ahmad4, Rahmat Rahwi5 dan M. Rajandaran Marimuthu6
1,2,3,4,5,6
IPG Kampus Temenggong Ibrahim, Malaysia
*razalineo@gmail.com
ABSTRAK
Kajian ini bertujuan untuk meningkatkan keserlahan dekorasi ruang hadapan pejabat melalui
aspek pencahayaan dan bunyi di Institut Pendidikan Guru. Keperluan penyelidikan ini adalah
untuk memenuhi dan menyelesaikan masalah kekurangan ruang hadapan pejabat yang
menimbulkan rasa ketenangan kepada pensyarah dan staf yang bertugas. Maklumat berkaitan
elemen-elemen pencahayaan dan bunyi yang meningkatkan keserlahan dekorasi ruang hadapan
pejabat adalah kurang dan terbatas penelitiannya. Objektif pertama kajian ini adalah untuk
memperincikan elemen-elemen pencahayaan yang diperlukan bagi menghasilkan dekorasi
yang menimbulkan keserlahan ruang hadapan pejabat. Manakala objektif kedua pula adalah
untuk memperincikan elemen-elemen bunyi yang diperlukan bagi menghasilkan dekorasi yang
menimbulkan keserlahan ruang hadapan pejabat. Kajian ini menggunakan pendekatan
kualitatif yang terdiri daripada kajian perpustakaan dan kajian lapangan. Data yang diperoleh
daripada kajian perpustakaan dan kajian lapangan perlu menjalani proses saringan untuk
memperoleh data yang diperlukan sahaja. Penyaringan ini menggunakan teknik interpretasi,
teknik kandungan dan bacaan rapi. Hasil kajian dapat menjelaskan sebuah pengubahsuaian
dekorasi ruang hadapan pejabat yang dapat menimbulkan keserlahan dan ketenangan perlu
mempunyai penerapan elemen-elemen pencahayaan dan bunyi yang berpadanan. Implikasinya
kajian ini dapat memberi rujukan kepada semua pensyarah, staf Institut Pendidikan Guru,
warga Kementerian Pendidikan Malaysia dan masyarakat untuk mendekorasi ruang hadapan
pejabat berdasarkan elemen-elemen pencahayaan dan bunyi yang telah dikenal pasti.
Kata kunci: Bunyi, dekorasi, ketenangan, pencahayaan, ruang
ABSTRACT
This study aims to accentuate the atmosphere of office front hall decorations using lighting and
sound at the Institute of Teacher Education. This study is required to fulfill and solve issues in
office front hall atmosphere which will induce feelings of relaxation on the lecturers and staff
on duty. Information on lighting and sound elements that accentuate the atmosphere of office
front hall decorations is limited and lacking in depth. The first objective of this study is to
describe in detail the elements of sound needed to create decorations that improve the
atmosphere of office front halls. This study uses a qualitative approach which consists of
library research and field research. The data acquired from the library research and field
research must undergo filtering to only include the necessary data. The filtering is carried out
using interpretation technique, content technique and comprehensive reading. The findings of
this study are able to explain how an alteration of office front hall decorations which can
improve the atmosphere and induce feelings of relaxation must include the appropriate lighting
and sound elements. The implication of this study can serve as a reference to all lecturers and
staff at the Institute of Teacher Education, staff of the Ministry of Education Malaysia and the
larger community to decorate their office front halls based on the identified lighting and sound
elements.
Keywords: Sound, decoration, relaxation, lighting, front hall
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1. Pengenalan
Kesenian perlu mengalami perubahan demi perubahan agar dapat berkembang secara aktif.
Menjaga kemurniaan sesuatu kesenian bukan bererti mesti mempertahankan yang lama dalam
keadaan sedia wujud. Ciri-ciri keindahan dalam kesenian menjadi suatu nilai tambah sejagat
yang diperlukan untuk menjadikan kehidupan lebih harmonis [1] [2]. Kesenian membawa
pengertian yang tersirat. Secara umumnya kesenian membawa maksud ciptaan dan
penghayatan kreatif. Kata kunci keseniaan adalah kreatif. Ciptaan seni ini boleh dikategorikan
kepada dua bentuk iaitu dalam bentuk benda atau bukan benda. Kesenian perlu menitikberatkan
kesan, kehalusan, keseimbangan, keberukiran, keharmonian, keindahan dan ketenangan [3].
Prinsip rekaan memberi penekanan kepada harmoni, kontra, imbangan, penegasan, irama dan
pergerakan, kepelbagaian dan kesatuan [4] Perkara ini berkait rapat dengan pandangan [5] yang
menjelaskan bahawa pemahaman seni secara umum adalah suasana atau mood yang diciptakan
oleh sesuatu karya seni.
Dekorasi interior pula adalah cabang seni yang melibatkan ilmu merancang, merencana
dan mencantikkan ruang dalaman bangunan bertujuan untuk memenuhi gaya hidup dan
memanafaatkan fungsi ruang [6] [7] [8]. Salah satu bahagian penting yang memerlukan
dekorasi interior adalah di ruang hadapan pejabat. Dalam menghasilkan dekorasi ruang
hadapan pejabat, elemen-elemen pencahayaan dan bunyi diperlukan bagi menghasilkan
dekorasi yang lebih harmonis dan menimbulkan keserlahan ruang hadapan pejabat Elemen-
elemen ini juga merupakan kunci utama bagi menghasilkan dekorasi ruang hadapan pejabat
yang menimbulkan kesan kepada individu yang berada di dalamnya. Hal demikian perlu
diperhalusi dan dirungkaikan agar menepati citarasa, keadaan, motif dan kerelevenannya yang
mampu meletakkan sebahagian daripada elemen dalam kehidupan seharian manusia.
1.1 Permasalahan Kajian

Segenap ruang pejabat mempunyai pelbagai fungsi dan semestinya perlu menitik beratkan
ruang hadapan pejabat yang dapat menterjemahkan segala-galanya mengenai pejabat anda.
Ruang hadapan ini sememangnya merupakan antara ruang yang paling penting bagi
menonjolkan keserlahan sesebuah pejabat. Bagi memenuhi keperluan tersebut, elemen-elemen
seperti pencahayaan dan bunyi mempengaruhi suasana tersebut. Namun maklumat yang
berkaitan dengan elemen pencahayaan dan bunyi yang diperlukan untuk memberi keserlahan
ruang hadapan pejabat adalah kurang dan terbatas penelitiaannya. Oleh itu kajian yang
dilakukan ini cuba merungkai elemen pencahayaan dan bunyi yang boleh dijadikan rujukan
untuk meningkatkan keserlahan dekorasi ruang hadapan pejabat yang ideal.
1.2 Objektif Kajian

Umumnya ojektif kajian penyelidikan ini adalah seperti berikut:
a) Memperincikan elemen pencahayaan yang diperlukan bagi menghasilkan dekorasi yang
menimbulkan keserlahan ruang hadapan pejabat.
b) Memperincikan elemen bunyi yang diperlukan bagi menghasilkan dekorasi yang
menimbulkan keserlahan ruang hadapan pejabat
1.3 Persoalan Kajian

a) Apakah elemen pencahayaan yang diperlukan bagi menghasilkan dekorasi yang
menimbulkan keserlahan ruang hadapan pejabat?
b) Apakah elemen bunyi yang diperlukan bagi menghasilkan dekorasi yang menimbulkan
keserlahan ruang hadapan pejabat?
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2. Tinjauan Literatur
[9] berpendapat bahwa design interior bertujuan untuk membuat manusia sebagai yang
menggunakan ruang untuk melakukan sesuatu aktiviti itu dengan lebih efektif serta
menimbulkan perasaan yang lebih tenang pada ruangan tersebut. Selanjutnya beliau
menerangkan bahawa teori interior adalah proses penyusunan dan penciptaan elemen interior
agar menjadi suatu gabungan yang saling berkaitan untuk mencapai tujuan tertentu pada aspek
estetika dan ketenangan pada sesuatu ruang. Beliau menjelaskan juga untuk menghasilkan
design interior yang menimbulkan kesan perlu mempunyai daya kreativiti yang tinggi.
[10] menjelaskan ulasan dan pandangan ahli falsafah klasik dan moden berhubung
pandangan ahli falsafah klasik dan moden menumpukan kepada nilai-nilai falsafah, estetika
dan kritikan seni. Menghayati karya seni visual akan menjadi lebih bermakna sekiranya kita
dapat memahami akan peranan falsafah. Beliau menjelaskan lagi bahawa ahli falsafah moden
seperti Al-Ghazali, Wolfflin, Winckelmann dan Giorgio Vasari begitu berjaya mengemukakan
pandangan berkaitan dengan falsafah dan kritikan seni. Pandangan yang diberikan itu amat
bermakna kepada peminat seni untuk menghayati karya seni dengan lebih mendalam lagi.
[11] menjelaskan pemilihan konsep dan warna yang bersesuaian ini adalah bergantung
kepada kriteria yang diinginkan oleh seseorang individu. Beliau menjelaskan warna terang
dapat memberi keluasan pada ruang manakala warna gelap menyebabkan ruang menjadi
semakin sempit. Setiap individu itu mempunyai citarasa dan minat yang berbeza terutamanya
melibatkan konsep atau tema. Warna yang dipilih untuk setiap ruang mempengaruhi keluasan
ruang serta keperibadian individu. Pemilihan warna yang tepat memberi kesan kepada mood
dan perasaan kita setiap hari.
[12] menjelaskan bacaan al-Quran telah dilapor dapat mengurangkan tahap tekanan
perasaan dan meningkatkan tahap ketenangan responden. Bacaan ayat-ayat Al-Quran yang
diperdengarkan dapat meningkatkan gelombang alfa EEG yang dikaitkan dengan ketenangan
bagi individu normal, walaupun individu tersebut tidak mampu membaca atau memahami al-
Quran. Hal ini bermakna Al-Quran bukan sahaja bermanfaat sebagai petunjuk dan sumber
syariah utama dalam Islam bahkan mukjizatnya turut dapat dirasai melalui mendengari
bacaannya.
[13] menerangkan bahawa cahaya membolehkan kita dapat melihat sesuatu. Cahaya
juga kita dapat mengenali bentuk, warna, ukuran, ruang serta melihat dengan lebih jelas dan
terperinci. Dalam kehidupan ini cahaya sangat diperlukan oleh manusia untuk mencipta
suasana dan karakter tertentu pada ruang. Beliau juga menjelaskan warna pada cahaya
mempengaruhi mood dan reka bentuk sesuatu ruang.
[3] menjelaskan elemen kesenian pada masa lebih menitikberatkan persoalan kesan dan
kurang menitiberatkan keseimbangan, kehalusan, keberukiran, keharmonian dan keindahan.
Kesenian pada hari ini tidak melibatkan cantik atau tidak cantik. Terdapat banyak karya seni
yang kasar, tidak begitu cantik dan harmonis. Beliau menjelaskan lagi bahawa konsep kesenian
yang tersirat dalam estetika perlu melibatkan penghayatan, menenangkan, terharu, tersentuh,
terkesan, terdorong untuk bertakafur dan berfikir dan rasa senang. Dalam memahami
pengertian kesenian terlebih dahulu perlu memahami aspek yang berkaitan dengannya.
3. Metodologi Kajian
Kajian ini menggunakan kaedah penyelidikan kualitatif. Dalam penyelidikan kualitatif ini
proses pengumpulan data telah memberi peluang untuk mendapatkan data. [14] [15] [16].
Metodologi yang digunakan dalam kajian ini menggunakan kaedah kepustakaan dan kajian
lapangan. Reka bentuk perbincangan ini dipilih bagi membolehkan pemahaman berkaitan
pencahayaan dan bunyi dalam meningkatkan dekorasi keserlahan ruang hadapan pejabat.
Kajian ini memerlukan penelitian dengan menganalisis data sekunder yang merangkumi
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bahan-bahan bacaan di perpustakaan dari pelbagai penulis untuk memudahkan data-data yang
diperoleh untuk di analisis.
Sehubungan dengan itu, antara perpustakaan yang akan dikunjungi bagi mendapatkan
bahan dan data ialah Pusat Sumber Institut Pendidikan Guru Kampus Temenggong Ibrahim,
Johor, Perpustakaan Peringatan Zaaba (Universiti Malaya), Institut Tamadun dan Alam
Melayu ATMA dan Perpustakaan Tun Sri Lanang (Universiti Kebangsaan Malaysia),
Perpustakaan Tun Abdul Razak 1 (Universiti Teknologi Mara) dan Perpustakaan Tuanku
Bainun (Universiti Pendidikan Sultan Idris) untuk mendapatkan buku, jurnal dan sumber-
sumber lain yang lebih tepat.
Kajian lapangan merupakan kaedah yang paling berkesan dalam mengutip data secara
mendalam dan terperinci [17] [18]. Teknik temu bual telah digunakan untuk mendapatkan data
dalam kajian lapangan. Segala data direkodkan dan dianalisis oleh penyelidik. Kaedah temu
bual dilakukan terhadap 3 orang pakar reka bentuk hiasan dalaman menggunakan persempelan
bertujuan. Persempelan bertujuan tidak menetapkan bilangan informan dan ianya berdasarkan
kepada kepakaran [19]. Segala data yang diperoleh direkodkan dan dianalisis oleh penyelidik.
Mula
Isu & Sorotan Kajian

Lepas
Kajian Kajian
Kepustakaan Lapangan
Pengumpulan Data
Analisis Data
Tamat
Rajah 1: Carta Aliran Metodologi Kajian

Sumber: Kajian Lapangan (2021)
3.1 Pedekatan Kajian

Pendekatan kajian yang dipilih adalah kajian kualitatif interpretif asas. [17] menjelaskan
pengkaji memahami bagaimana peserta kajian memahami satu-satu situasi atau kejadian.
Kefahaman ini datang melalui pengkaji sebagai instrumen kajian. Strategi kajian ini berbentuk
induktif dan hasil adalah deskriptif. Dalam menjalankan kajian kualitatif asas, pengkaji cuba
meneroka dan memahami satu-satu kejadian, proses, perspektif dan juga pendapat informan
yang terlibat atau kombinasi semua ini. Data dikutip melalui temu bual, pemerhatian dan juga
melalui analisis dokumen. Soalan yang ditanya, perkara yang diperhatikan dan apa-apa
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dokumen yang dianggap relevan akan bergantung kepada kerangka teoretikal kajian. Analisis
data melibatkan langkah mengenal pasti corak berulang yang mencirikan data. Penemuan
adalah corak atau tema berulang yang disokong oleh data yang diperoleh. Tafsiran keseluruhan
akan menjadi pengertian penyelidik mengenai pemahaman situasi yang dikaji.
3.2 Kebolehpercayaan dan Kesahan Data

Penyemakan data bagi memastikan kebolehpercayaan dalam pengumpulan data adalah sangat
penting. Menurut [20] persetujuan pakar dalam menentukan tema dalam kajian kualitatif
adalah penting kerana pakar merupakan interater iaitu persetujuan oleh penilai. Penilai dalam
konteks ini ialah orang luar yang mengesahkan persetujuan tema yang dibina oleh pengkaji
selaku penyelidik [20]. Bagi menentukan kebolehpercayaan data daripada temu bual, pengkaji
merujuk kepada nilai koefisien Cohen [21]. Setelah semua hasil transkrip temu bual disahkan
dan disusun semula, begitu juga dengan catatan pemerhatian, pengkaji menyusun data-data
tersebut untuk mendapatkan tema dan subtema dapatan kajian. Setelah pola dapatan hasil
kajian terhasil, pengkaji menyediakan satu set borang persetujuan pakar terhadap tema-tema
yang dibina. Hasil daripada penilaian dua orang pakar menunjukkan pembinaan tema dan
subtema yang dilakukan oleh pengkaji telah mencapai tahap pengukuran [22] pada tahap sangat
tinggil. Tahap persetujuan yang sangat tinggi merupakan satu bukti yang terbaik bagi
menentukan kebolehpercayaan data kajian. Jadual 1 menunjukkan Interpretasi Skala Kappa
bagi menentukan kebolehpercayaan data.
Jadual 1: Interpretasi Skala Kappa

Interpretasi Nilai Cohen Kappa
Sangat Tinggi >0.90
Tinggi 0.70-0.89
Sederhana 0.30-0.69
Rendah <0.30
Sumber: [21]
3.3 Teoretikal Kajian

Konsep keindahan mempunyai ciri-ciri kesederhanaan, kesatuan dan perasaan. Keindahan itu
mesti dinikmati oleh deria dengan daya intelelek. Perasaan yang terdiri daripada luaran dan
deria dalaman adalah penting untuk menikmati keindahan. Deria luaran adalah bergantung
kepada pemerhatian bentuk sebenar, warna dan rupa. Deria dalaman pula lebih bersifat sensitif
yang membolehkan penghayatan mesej yang hendak disampaikan. Kebolehan untuk mengesan
keindahan di dalam seni merupakan satu konsep yang menggabungkan pemerhatian dan objek
[10]. Mengambil kira dapatan di atas kajian pencahayaan dan bunyi dalam meningkatkan
keserlahan dekorasi ruang hadapan pejabat di Institut Pendidikan Guru (IPG) menggunakan
konsep keindahan sebagai asas kepada teoretikal kajian.
Cahaya Temu bual,

Konsep Pemerhatian, Elemen
Keindahan Bunyi Analisis pencahayaan
Dokumen &
Literatur Elemen Bunyi
Rajah 2: Kerangka Teoretikal Kajian
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4. Dapatan Kajian
Dapatan kajian ini terbahagi kepada dua bahagian. Dapatan kajian pertama memperincikan
elemen pencahayaan yang diperlukan bagi menimbulkan keserlahan ruang hadapan pejabat.
Dapatan kajian kedua pula memperincikan elemen bunyi yang diperlukan bagi menimbulkan
keserlahan ruang hadapan pejabat.
4.1 Elemen Pencahayaan

Ruang hadapan pejabat yang berperanan untuk menyambut tetamu pastinya memerlukan
pencahayaan yang berbeza untuk mewujudkan mood yang lebih harmonis. Hiasan lampu
dengan pelbagai lagi idea kreatif ini perlu menitikberatkan kesan, keseimbangan, keharmonian,
ketenangan dan keindahan. Oleh itu aspek pencahayaan perlu dititikberatkan untuk
meningkatkan keserlahan dekorasi ruang hadapan pejabat yang memberikan ketenangan.
Berdasarkan kepada analisis temu bual dan pemerhatian yang dilakukan terhadap tiga pakar
dalam bidang reka bentuk hiasan dalaman menjelaskan bahawa terdapat empat elemen
pencahayaan yang dapat meningkatkan keserlahan dekorasi ruang hadapan pejabat iaitu
penggunaan lampu LED (multi spotlight), pencahayaan yang tersembunyi, pemilihan warna
cahaya yang memberikan kesan kepada emosi dan susunan lampu. Berikut adalah penjelasan
setiap elemen pencahayaan ini.
4.1.1 Penggunaan lampu LED multi spotlight

Penggunaan lampu LED multi spotlight dapat meningkatkan daya tarikan visual ruang
pencahayaan. Lampu LED multi spotlight ini boleh bertukar warna secara automatik yang
memberikan keserlahan pada ruang yang dipancarkan. Kebiasaannya ruang hadapan pejabat
yang berukuran 5 ke 6-meter lebar perlu menggunakan 4-unit lampu LED spotlight yang
mempunyai kekuatan 30-watt setiap unit. Setiap unit lampu LED ini akan dipancarkan daripada
atas. Penggunaan cahaya yang sangat baik seperti lampu LED ini meningkatkan daya tarikan
pengunjung (Kajian Lapangan 2021).
4.1.2 Pencahayaan tersembunyi

Elemen ini memerlukan lampu-lampu diletakkan pada bahagian-bahagian yang terselindung
seperti dicelah-celah pokok, kayu, syiling, pagar dan di dalam kolam / akuarium. Penggunaan
lampu LED multi spotlight di ruang yang tersembunyi ini juga meningkatkan lagi keserlahan.
Ruang hadapan pejabat yang berukuran 5 ke 6-meter lebar perlu menggunakan 5-unit lampu
LED multi spotlight yang mempunyai kekuatan 10 watt. Lampu LED multi spotlight ini
kebiasaannya dipancarkan daripada bawah (Kajian Lapangan 2021).
4.1.3 Pemilihan warna cahaya (kesan kepada emosi)

Pemilihan warna cahaya lampu memberikan kesan kepada setiap individu. Penghasilan
pencahayaan bewarna boleh memberikan pelbagai maksud sama ada boleh memberikan
manfaat atau sebaliknya. Warna cahaya akan menimbulkan suasana yang selesa atau tidak
kepada seseorang selain pengaruh warna latarbelakang / dinding. Cahaya merah misalnya
memberi aura yang bertenaga namun meningkatkan tekanan. Warna oren pula menimbulkan
selera makan dan peningkatan kadar denyutan jantung. Warna putih pula dapat meningkatkan
prestasi manusia, namun dengan ketajaman cahaya yang begitu tinggi, keletihan akan cepat
berlaku. Warna kuning menimbulkan suasana selesa dan baik untuk mata. Warna hijau pula
sangat selesa untuk mata. Warna biru dan ungu pula merupakan warna yang menindas (Kajian
Lapangan 2021)
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4.1.4 Susunan Lampu

Susunan lampu adalah bergantung kepada latarbelakang dan sudut. Perletakan di sudut yang
bersesuaian menimbulkan suasana yang lebih harmonis dan meningkatkan keserlahan ruang
tersebut. Susanan lampu ini juga bergantung kepada konsep asas interior yang ingin di utarakan
seperti konsep rustik, konsep klasik, konsep moden, konsep masa depan dan konsep retro.
(Kajian Lapangan 2021). Ringkasan elemen pencahayan yang dapat meningkatkan keserlahan
dekorasi ruang hadapan pejabat ini adalah seperti dalam Rajah 3.
Penggunaan
lampu LED Pencahayaan
(multi yang
spotlight) tersembunyi
Elemen
pencahayaan
(menimbulkan
keserlahan
dekorasi ruang
hadapan pejabat.
Pemilihan
warna cahaya
Susunan
(kesan kepada
Lampu
emosi)
Rajah 3: Ringkasan elemen pencahayan yang dapat meningkatkan

keserlahan dekorasi ruang hadapan pejabat
4.2 Elemen Bunyi

Elemen bunyi juga memainkan peranan peranan penting dalam mempengaruhi individu,
Gabungan elemen bunyi dan pencahayaan serta konsep dekorasi interior meningkatkan lagi
keserlahan ruang hadapan pejabat dan menimbulkan emosi yang positif bagi individu yang
berada di ruang tersebut. Berdasarkan temu bual yang dilakukan terhadap 3 orang pakar dalam
bidang reka bentuk hiasan dalaman dan tinjauan literatur, terdapat beberapa elemen bunyi yang
dapat meningkatkan lagi keserlahan dan ketenangan ruang hadapan pejabat seperti bunyi air
yang mengalir, air pancut, kitaran air di kolamkan atau akuarium. Selain daripada itu, lagu-
lagu instrumental yang dipasang dan diselangi dengan dengan bunyi alam seperti bunyi angin,
air terjun dan kicauan burung memberikan suasana yang tenteram dan damai (Kajian
Lapangan, 2021)
Terapi bunyi (sound therapy), seperti terapi muzik ini juga dapat membantu pesakit
strok dalam mendapatkan kembali sebahagian dari kemahiran motor/ pergerakan yang terjejas
(Kajian Lapangan 2021). Bagi individu muslim, bacaan Al-Quran yang diperdengarkan
merupakan terapi bunyi yang dapat mengurangkan tahap tekanan perasaan dan meningkatkan
tahap ketenangan [12]. Secara keseluruhannya elemen bunyi yang dibincangkan di atas boleh
dijadikan panduan kepada mana-mana individu yang ingin mendekorasi ruang hadapan pejabat
bagi menimbulkan keserlahan dan ketenangan. Rajah 4 berikut merupakan ringkasan elemen
bunyi yang diperlukan bagi menghasilkan dekorasi yang menimbulkan keserlahan ruang
hadapan pejabat.
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Air mengalir / air

pancut / kitaran ar
Elemen Bunyi
(menimbulkan
Muzik Instrumental
keserlahan dekorasi
(unsur alam)
ruang hadapan
pejabat
Bacaan Al-Quran
(Individu muslim)
Rajah 4: Ringkasan elemen bunyi yang menimbulkan

keserlahan dekorasi ruang hadapan pejabat
5. Perbincangan
Hasil kajian ini dapat menjelaskan bahawa elemen pencahayaan dan bunyi merupakan aspek
penting yang perlu diambil kira dalam meningkatkan keserlahan dekorasi ruang hadapan
pejabat di Institut Pendidikan Guru. Kedua-dua elemen ini mempengaruhi prinsip rekaan
seperti harmoni, kontra, imbangan, penegasan, kepelbagaian, kesatuan serta menimbulkan
perasaan tenang dan semangat untuk bekerja. Implikasi kajian ini dapat memberi rujukan
kepada semua pensyarah, staf Institut Pendidikan Guru dan seluruh masyarakat untuk
mendekorasi ruang hadapan pejabat berdasarkan elemen pencahayaan dan bunyi yang telah
dibincangkan. Dicadangkan kepada pengkaji akan datang agar memberi fokus kepada
latabelakang dinding dari aspek warna sebagai penambahbaikan dekorasi ruang hadapan
pejabat.
6. Rumusan
Memahami elemen pencahayaan dan bunyi yang dapat meningkatkan keserlahan ruang
hadapan pejabat akan membantu individu membuat perancangan yang lebih teliti. Elemen
pencahayaan dan bunyi seperti penggunaan lampu LED (multi spotlight), pencahayaan yang
tersembunyi, pemilihan warna cahaya (kesan kepada emosi), susunan lampu, bunyi air
mengalir, muzik instrumental berunsur alam dan bacaan Al-Quran bagi individu muslim
meningkatkan lagi keserlahan ruang hadapan pejabat dan menimbulkan ketenangan. Pemilihan
elemen pencahayaan dan bunyi yang bersesuaian ini adalah bergantung kepada kriteria yang
diinginkan oleh seseorang individu. Setiap individu itu mempunyai citarasa yang berbeza dan
perlu difikirkan dengan baik untuk mencapai satu penampilan ruang yang lebih sempurna.
Rujukan
[1] Rais Yatim. (2009). Culture and Nation Bulding. Dlm Norliza Rofli & Eddin Khoo
(pnyt.) Kebudayaan Malaysia Satu Pengenalan. Kuala Lumpur: Jabatan Kebudayaan
& Kesenian Negara.
[2] Norliza Rofli & Eddin Khoo. (2009). Malaysian Culture: An Introduction. Kuala
Lumpur: Jabatan Kebudayaan & Kesenian Negara.
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[3] Anwar Din. (2016). Asas Kebudayaan dan Kesenian Melayu. Bangi: Universiti
KebangsaanMalaysia.
[4] Ridzuan Hussin, Asmahan Mokhtar & Abdul Razak Abdul Jabbar (2019). Seni
Kaligrafi (Khat) di Mihrab Masjid-Masjid Negeri Malaysia dan Hubungannya dengan
Seni Visual. Jurnal Seni dan Pendidikan Seni. Vol. 5(1): 1-13.
[5] Izani Mat Il M. Hum. (2013). Ekspresi Keperibadian Melayu di Sebalik Ukiran Kayu
Tradisional. Jurnal Seni dan Pendidikan Seni. Vol. 1(1): 26-32.
[6] Wicaksono, Andie & Endah Tisnawati (2014). Teori Interior. Jakarta: Griya Kreasi.
[7] Nyoman Ratih Prajnyani Salain. (2017). Keberadaan wallpaper sebagai unsur hiasan
pada elemen pembentuk ruang dalam. Jurnal Desain Interior. Vol 4(1): 15-35.
[8] Razali Md Amin, Muhammad Syafiq Sim Abdullah, Razali Abdul Rahim, Muhammad
Asrul Ahmad Rahmat Rahwi & Rajandaran a/l Marimuthu. (2020). Keserlahan Ruang
Hadapan Pejabat Melalui Dekorasi di Institut Pendidikan Guru Kampus Temenggong
Ibrahim, Johor. Prosiding Kolokium Aktiviti Kesarjanaan 2020, Jilid2, hlm 324-333.
[9] Joseph. De Chiara & Julius Panero & Martin Zienik. (2001). Time-Saver Standards for
Interior Design and Space Planning, Second Edition 2nd Edition, Kindle Edition.
[10] Mohd Johari Ab. Hamid. (2004). Falsafah dan Kritikan Seni. Tanjong Malim:
Universiti Pendidikan Sultan Idris.
[11] Wicaksono & Andie. (2006). Menata Interior Sesuai Fengsui. Jakarta: Griya Kresasi.
[12] Siti Patonah Mohamad, M. Y. Zulkifli Mohd. Yusoff & Durriyyah Sharifah Hasan Adli.
(2013) Sound Therapy through Quranic Recitation in Dealing with Emotional and
Verbal Motor Skills Problems of Children with Autism. International Journal of
Quranic Research. Vol.5 (2): 53-72.
[13] Budi Setiawan & Grace Hartanti. (2014). Pencahayaan Buatan Pada Pendekatan
Teknisdan Estetis untuk Bangunan dan Ruang Dalam. Humaniora. Vol.5 (2): 1222-
1233.
[14] Mark, Woodsong, Mack Queen, Guest & Namey, (2005), Qualitative Research
Methods, A Data Collector’s Field Guide. USA: Family Health International.
[15] Creswell, J. W. (2014). Research Design, Qualitative, Quantitative & Mixed
Methods Approaches. Fourth Edition. United Kingdom: Sage Publication Inc.
[16] Merriam, S. B. (2009). Qualitative Research. A Guide to Design and Implemention.
Revised and Expanded from Qualitative Research and Case Study Applications in
Education. San Francisco: Jossey-Bass Publishers.
[17] Merriam, S.B. (2015). Qualitative Research: A Guide to Design and Implementation,
4th Edition. San Francisco: Jossey-Bass Publishers.
[18] Creswell, J.W. (1998). Research Design: Qualitative and Quantitative Approaches.
California: Sage Publication.
[19] Earl Babbie. (2017). The Basics of Social Research. 7 Edition. Boston: Cengage
Learning.
[20] Cohen, L., Manion, L. & Morrisson K. (2000). Research Method in Education. 5th
Edition. London: Routledge Falmer.
[21] Wiersma, W. (1991). Research Methods in Education. 5th ed. Boston:Allyn & Bacon.
[22] Cohen, L. & Manion, L. (1985). Research Methods in Education. 2th Edition. London:
Croom Helm.
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Kajian Rintis Amalan Terbaik Pendidikan Alam Sekitar

Pemimpin Sekolah Menengah
Wan Azhar Wan Yaacob 1 dan Ahmad Zainal, PhD2*
1,2
IPGK Temenggong Ibrahim, Malaysia
*ahzeck@yahoo.com.my
ABSTRAK
Pendidikan Alam Sekitar diberikan penekanan di sekolah untuk menerapkan nilai kelestarian
ke arah hidup yang berkualiti selari dengan deklarasi UNESCO. Namun, kekaburan pemimpin
sekolah dalam menterjemahkan konsep pembangunan pendidikan yang lestari merencatkan
matlamat Kerajaan Malaysia khususnya KPM bagi mengaplikasikan amalan terbaik
pendidikan alam sekitar. Justeru itu, pemimpin sekolah haruslah memainkan peranan yang
utama dalam menjayakan penerapan Pendidikan Alam Sekitar kepada warga sekolah.
Sehubungan itu, objektif khusus kajian rintis ini adalah untuk mengenal pasti
kebolehpercayaan elemen amalan pendidikan alam sekitar dan indikator kepimpinan terbaik
dalam kalangan pemimpin sekolah menengah. Kaedah menganalisis data kajian ini
menggunakan perisian SPSS IBM version 24. Kajian rintis ini telah dilaksanakan ke atas 30
orang pemimpin sekolah yang mempunyai ciri yang sama dengan sampel kajian sebenar.
Dapatan analisis kajian rintis terhadap kebolehpercayaan instrument soal selidik bagi elemen
amalan alam sekitar adalah: i) pengurusan (merangka=0.847; mentadbir=0.859); ii)
profesionalisme (akauntabiliti=0.868, amanah=0.857); iii) kurikulum (menyelia=0.881,
menilai=0.910); iv) kokurikulum (menyelaras=0.915, memantau=0.940); dan pembudayaan
(menyebar=0.962, menggalakkan=0.716). Manakala dapatan analisis kebolehpercayaan
instrument soal selidik bagi pemboleh ubah bersandar bagi indikator terbaik kepimpinan
sekolah adalah: i) individu=0.971; ii) tugas=0.903; dan iii) organisasi=0.896. Secara
keseluruhan nilai Alpha Cronbach keseluruhannya pada tahap tinggi dan menunjukkan
kebolehpercayaan instrumen soal selidik yang dibangunkan pengkaji boleh digunakan dalam
kajian sebenar bagi pembangunan Profil Amalan Terbaik Pendidikan Alam Sekitar Pemimpin
Sekolah Menengah.
Kata Kunci: Amalan terbaik, Pendidikan Alam Sekitar & Pemimpin Sekolah
1. Pengenalan
Secara umumnya, Pendidikan Alam Sekitar (PAS) merupakan usaha untuk menyebarkan ilmu
dan pengetahuan tentang alam sekitar kepada murid supaya lebih prihatin dan
bertanggungjawab terhadap alam sekitar (Nurul et all., 2018). Menurut Khairul Azhar (2018),
cabaran aling utama dalam etika alam sekitar ialah mendidik manusia untuk memelihara
perasaan positif dan harmoni menjurus ke arah perlakuan atau tindakan yang betul dengan
mengambil kira kepentingan alam sekitar. Etika alam sekitar perlu dipraktikkan kerana objektif
utamanya adalah untuk mendidik warga masa kini supaya mengambil berat tentang alam
kerana alam sekitar yang baik diperlukan untuk kelangsungan kehidupan generasi masa kini
dan akan datang. Nurul et al. (2018) menegaskan kualiti alam sekitar di masa hadapan terletak
kepada pembentukan, penggunaan, pemeliharaan dan pemuliharaan alam sekitar oleh generasi
terdahulu dan sekarang. Etika sensitiviti alam sekitar masa kini terhadap generasi masa
hadapan merupakan faktor utama dalam membentuk dan mencorakkan alam sekitar. Maka
pemupukan kesedaran perlu dilakukan seawal usia kanak-kanak agar dapat dijadikan amalan
dan budaya dalam kehidupan seharian.
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1.1 Latar Belakang Masalah

Kemerosotan kualiti alam sekitar masa kini merupakan hasil daripada interaksi manusia ke atas
alam sekitar dari dulu hingga sekarang. Alam sekitar perlu dilestarikan supaya boleh
dimanfaatkan oleh generasi akan datang. Kajian oleh Uma Mariapan et al. (2018), mendapati
tahap kesedaran alam sekitar dalam kalangan masyarakat Malaysia masih berada pada tahap
awal (early level). Norhusna (2014), mendapati bahawa tahap kesedaran alam sekitar dalam
kalangan pelajar berada pada tahap rendah. Kebanyakan guru sangat bersetuju bahawa
kepentingan penerapan
Pendidikan Alam Sekitar namun masih belum bersedia untuk melaksanakan dan
mengintegrasikan Pendidikan Alam Sekitar dalam mata pelajaran opsyen mereka (Zanaton,
2017). Menurutnya lagi, sebilangan kecil sahaja guru yang mengetahui tentang Pendidikan
Alam Sekitar dan proses pengajarannya secara formal di dalam bilik darjah. Justeru, amalan
terbaik pendidikan alam sekitar dalam kalangan pemimpin sekolah menengah perlu ditekankan
bagi meningkatkan kelestarian dalam pendidikan di Malaysia.
Misi Pendidikan Alam Sekitar adalah untuk mencari keseimbangan antara
kesejahteraan manusia dan perkembangan ekonomi bersama tradisi budaya serta
penghormatan terhadap sumber semula jadi. Misi ini selaras dengan kenyataan Farah &
Kamariah (2019), yang menyatakan bahawa kelestarian adalah merujuk kepada satu proses
pembelajaran seumur hidup yang dapat menghasilkan masyarakat dalam penyelesaian
masalah, berliterasikan saintifik dan sosial serta mempunyai komitmen dan tanggungjawab
individu dan kumpulan. Sebagai pemimpin yang mapan (sustainable leaders), pemimpin
sekolah haruslah memiliki pengetahuan yang mendalam mengenai Pendidikan Alam Sekitar,
menunjukkan sikap yang positif dan mempunyai tahap kesedaran yang tinggi dalam usaha
memelihara kelestarian. (Supian & Khadijah, 2014), Justeru, melalui Pendidikan Alam Sekitar
yang diterapkan di sekolah diharap kepemimpinan yang mapan dapat dilahirkan.
Konsep Pendidikan Alam Sekitar adalah merujuk kepada pembelajaran yang
diperlukan untuk mengekal dan memperbaiki kualiti hidup bagi generasi akan datang. Menurut
kajian Supian & Khadijah (2014) yang menyatakan bahawa aspek keperkasaan dan
kecemerlangan kepimpinan sekolah menjadi agenda utama Kementerian Pendidikan Malaysia
(KPM). Kepimpinan sekolah perlu sentiasa dinamik dan inovatif bagi mengisi harapan
masyarakat dan cabaran negara dalam era globalisasi. Oleh itu, pemimpin utama di sekolah
perlu memainkan peranan penting dalam mendepani segala cabaran amalan terbaik kepimpinan
tanpa meminggirkan elemen Pembudayaan Pendidikan Alam Sekitar.
1.2 Pernyataan Masalah

Masyarakat meletakkan harapan yang tinggi kepada sekolah dalam usaha melahirkan warga
yang berkualiti iaitu berilmu, bermoral serta berkemahiran tinggi. Walau bagaimanapun, dalam
merealisasikan aspirasi negara, terdapat pemimpin sekolah yang masih kabur dalam
menjalankan tanggungjawab untuk memimpin sekolah supaya berfungsi dengan konsep
Pendidikan Alam Sekitar. Namun begitu, isu kelemahan kepemimpinan sekolah terhadap
amalan terbaik Pendidikan Alam Sekitar yang dijalankan oleh penyelidik dalam kajian awalan
terhadap tiga orang pengetua bukanlah isu baru walaupun Kementerian Pendidikan Malaysia
telah berusaha memberikan penekanan kepada konsep Amalan yang terbaik kepada murid bagi
meningkatkan kesedaran serta pembentukan sikap prihatin terhadap masalah alam sekitar
(Nurul, et al., 2013).
1.3 Objektif Kajian

Kesesuaian penggunaan sesuatu instrumen soal selidik dan gambaran awal amalan Pendidikan
Alam Sekitar dalam kalangan pemimpin sekolah dapat ditentukan dengan menjalankan kajian
rintis bagi menentukan kebolehpercayaan di tahap yang tinggi. Oleh itu, objektif kajian ini
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dijalankan adalah untuk; Menentukan tahap kebolehpercayaan pemboleh ubah kajian iaitu
elemen amalan pendidikan alam sekitar dan indicator pemimpin terbaik secara empirikal.

Berdasarkan objektif kajian maka persoalan kajian rintis ini terbentuk iaitu: Sejauh manakah
tahap kebolehpercayaan elemen amalan pendidikan alam sekitar (pemboleh ubah bebas) dan
indicator pemimpin terbaik (pemboleh ubah bersandar) dapat dijalankan secara empirikal.
1.5 Kerangka Konsep Kajian

Kerangka konsep kajian ini merujuk kepada beberapa model dan teori amalan terbaik
pendidikan alam sekitar yang telah dihasilkan oleh beberapa penyelidik sebelum ini. Daripada
model dan teori yang dikemukakan penyelidik telah membina satu kerangka konsep kajian
seperti ditunjukkan dalam Rajah 1 untuk menjelaskan hala tuju kajian ini.
(Pemboleh ubah Bebas) (Pemboleh ubah Moderator)
PENGURUSAN DEMOGRAFI
1. Merangka PEMIMPIN SEKOLAH
2. Mentadbir  Jantina
 Pengalaman
ELEMEN AMALAN PENDIDIKAN ALAM SEKITAR
PROFESIONALISME
1. Akauntabiliti
2. Amanah (Pemboleh ubah Bersandar) (Out Come / Novelty)
INDIKATOR PROFIL
KURIKULUM KEPIMPINAN SEKOLAH AMALAN TERBAIK
1. Menyelia 1. Individu PENDIDIKAN
2. Menilai 2. Tugas ALAM SEKITAR
3. Organisasi KEPIMPINAN SEKOLAH
KOKURIKULUM
1. Menyelaras
2. Memantau
PEMBUDAYAAN
1. Menyebar
2. Menggalakkan
Rajah 1: Kerangka Konsep Kajian Profil Amalan Terbaik

Pendidikan Alam Sekitar Pemimpin Sekolah
2. Methodologi
Metodologi kajian menjelaskan bentuk rangka kerja untuk menjalankan sesuatu kajian dan
merupakan bahagian penting yang digunakan untuk memastikan kajian yang dijalankan
menggunakan prosedur dan kaedah dengan cara yang betul. Selain itu, menurut Ahmad (2015)
dan Azman (2012), metodologi kajian digunakan untuk memastikan objektif dapat dicapai
berdasarkan data yang sah dan dipercayai.
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2.1 Reka bentuk Kajian

Reka bentuk kajian yang digunakan dalam kajian ini adalah kaedah kuantitatif dan digunakan
secara menyeluruh dalam membekalkan data dan maklumat secara umum dalam lingkungan
yang lebih luas. Kajian ini menggunakan teknik sampel rawak mudah jenis kelompok kluster
di mana data yang diperoleh dikumpul daripada keseluruhan responden. Kaedah menganalisis
data penyelidikan ini adalah dengan menggunakan perisian SPSS IBM version 24 bagi
mendapatkan hasil analisis data kajian. Rasional menggunakan kaedah ini adalah untuk
memudahkan penyelidik mendapat maklumat yang diperlukan berdasarkan soalan kajian
kerana sampel yang diambil terdiri daripada pemimpin sekolah menengah di seluruh negeri
Johor. Maka, beberapa persediaan perlu dilaksanakan iaitu mengedar naskhah soal selidik dan
seterusnya menganalisis data. Penggunaan soal selidik merupakan cara yang menjimatkan
masa untuk mengumpul data dalam jangka masa singkat.
2.2 Populasi dan Sampel Kajian

Jumlah populasi yang terlibat dalam kajian sebenar adalah seramai 232 orang pemimpin
Sekolah Menengah Kebangsaan di seluruh negeri Johor Darul Takzim. Justeru, bagi
memastikan kajian dijalankan dengan tepat dan selaras dengan objektif kajian yang
disenaraikan, prosedur pensampelan yang tepat dan teratur perlu dipatuhi. Prosedur
pensampelan ini dapat menjelaskan bagaimana dan mengapakah seseorang responden dan
subjek itu dipilih. Ini kerana menurut Abd Majid, et all (2019), pemilihan sampel yang tepat
amat penting bagi menggambarkan keadaan populasi yang sebenar adalah selari dengan
kenyataan Fraenkel & Wallen (2006). Sehubungan dengan itu sejumlah 11 buah daerah seluruh
negeri Johor telah dipilih bagi kajian ini. Bagi kajian rintis, penyelidik telah menggunakan 30
orang sampel dalam kalangan pemimpin sekolah di daerah Johor Bahru.
2.3 Instrumen Soal Selidik

Dalam kajian ini, penyelidik telah membangunkan instrumen soal selidik dengan membentuk
konstruk dan item yang diperoleh daripada analisis kualitatif (analisis dokumen dan temu bual
pakar). Pembinaan item bagi instrumen kajian ini dijalankan setelah konstruk dan item yang
telah dikenal pasti mendapat persetujuan pakar. Item dibangunkan menggunakan skala Likert
lima mata seperti Jadual 1. Berdasarkan Bond & Fox, (2007), skala likert ini berupaya untuk
mengukur tahap persetujuan persepsi responden melalui item yang dibina.
Jadual 1: Pemarkahan Skala Likert

Skala Likert Tahap Sedia Ada Tahap Kepentingan
1 Sangat Rendah Sangat Tidak Penting
2 Rendah Tidak Penting
3 Sederhana Kurang Penting
4 Tinggi Penting
5 Sangat Tinggi Sangat Penting
Instrumen soal selidik dibangunkan merangkumi tiga bahagian iaitu Bahagian A, B dan C.
i. Bahagian A: Bahagian ini bertujuan untuk mendapatkan maklumat mengenai latar belakang
atau demografi meliputi aspek berikut iaitu; i) Jantina; ii) Umur; iii) Tahap Pendidikan; iv)
Gred Jawatan; dan v) Pengalaman
ii. Bahagian B: Bahagian ini terdiri daripada 70 item yang dikategorikan kepada lima konstruk
peramal atau pemboleh ubah bebas iaitu: i) Pengurusan, ii) Profesionalisme, iii) Kurikulum,
iv) Kokurikulum dan v) Pembudayaan. Item dibina untuk mendapatkan maklum balas
terhadap tahap sedia ada elemen Amalan pemimpin sekolah terhadap Pendidikan Alam
Sekitar.
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iii. Bahagian C: Bahagian ini terdiri daripada 32 item yang dikategorikan kepada tiga indikator
atau pemboleh ubah bersandar iaitu: i) Individu; ii) Tugas; dan iii) Organisasi. Item dibina
untuk mendapatkan maklum balas terhadap tahap kepentingan indikator Amalan Terbaik
Pendidikan Alam Sekitar.
2.4 Kebolehpercayaan Instrumen Kajian

Kebolehpercayaan instrumen kajian disemak dengan cara menganalisis item-item dalam soal
selidik menggunakan program SPSS bagi mendapat nilai pekali keefisienan Alpha Cronbach
(α) selepas kajian rintis dijalankan. Analisis item dilakukan dengan tujuan untuk memastikan
item-item yang dipilih benar-benar baik dan sesuai untuk dijadikan instrumen kajian (Barnett
& Francis, 2012). Item yang mempunyai nilai korelasi jumlah-item (item-total correlations)
melebihi 0.2 merupakan item yang sesuai dipilih sebagai item di dalam instrumen kajian kerana
bersifat tekal (Efendi, 2010).
3. Dapatan Kajian Analisis Kajian Rintis

Jadual 2 di bawah menunjukkan nilai kebolehpercayaan bagi soal selidik elemen amalan
Pendidikan alam Sekitar pemimpin sekolah. Ahmad (2015) dan Azlina, et all. (2018),
menyatakan bahawa instrumen kajian yang mempunyai nilai Cronbach Alpha 0.70 dianggap
sesuai bagi sesuatu instrumen kajian. Walau bagaimanapun Johnson, D. (2001) dan Supian &
Khadijah (2014), berpendapat bahawa sesuatu instrumen kajian yang mempunyai nilai pekali
Cronbach Alpha melebihi 0.60 boleh dianggap sebagai instrumen yang mempunyai
kebolehpercayaan yang tinggi. Dalam kajian ini, hasil analisis item menunjukkan nilai
kebolehpercayaan Cronbach Alpha bagi instrumen kajian ini berada pada lingkungan 0.716
hingga 0.962. Secara keseluruhannya, nilai kebolehpercayaan instrumen soal selidik bagi
pemboleh ubah bebas adalah pada tahap yang tinggi iaitu 0.876 bagi 70 item seperti Jadual 2.
Jadual 2: Nilai Kebolehpercayaan Instrumen Soal Selidik

Elemen Amalan Pendidikan Alam Sekitar
Bilangan Nilai Alpha
Konstruk Elemen Kod
item Cronbach
Merangka AA 9 0.847
Pengurusan
Mentadbir AB 5 0.859
Akauntabiliti AC 8 0.868
Profesionalisme
Amanah AD 5 0.857
Menyelia AE 9 0.881
Kurikulum
Menilai AF 6 0.910
Menyelaras AG 6 0.915
Kokurikulum
Memantau AH 5 0.940
Menyebar AI 9 0.962
Pembudayaan
Menggalakkan AJ 8 0.716
Jumlah 70 0.876
Jadual 3 di bawah menunjukkan nilai kebolehpercayaan bagi soal selidik indikator

Amalan Terbaik Pendidikan alam Sekitar pemimpin sekolah. Ahmad Zabidi (2006)
menyatakan instrumen kajian yang mempunyai nilai Cronbach Alpha 0.70 dianggap sesuai
bagi sesuatu instrumen kajian. Mohd Majid Konting (2000) berpendapat bahawa sesuatu
instrumen kajian yang mempunyai nilai pekali Cronbach Alpha melebihi 0.60 juga masih
dianggap sebagai instrumen yang mempunyai kebolehpercayaan yang tinggi. Dalam kajian ini,
hasil analisis item menunjukkan bahawa nilai kebolehpercayaan alpha Cronbach bagi
instrumen kajian ini terletak dalam lingkungan 0.896 hingga 0.971. Secara keseluruhannya,
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nilai kebolehpercayaan instrumen soal selidik bagi pemboleh ubah bersandar adalah pada tahap
yang tinggi iaitu 0.923 bagi 32 item seperti Jadual 3 di bawah.
Jadual 3: Nilai Kebolehpercayaan Instrumen Soal Selidik

Indikator Profile Amalan Terbaik Pemimpin Sekolah
Bilangan Nilai Alpha
Indikator Kod
item Cronbach
Individu BA 10 0.971
Tugas BB 12 0.903
Organisasi BC 10 0.896
Jumlah 32 0.923
4. Perbincangan
Instrumen soal selidik kajian ini mempunyai kebolehpercayaan yang tinggi merujuk kepada
nilai pekali Alfa Cronbach keseluruhan dan berdasarkan kategori yang berada antara nilai 0.720
hingga 0.956. Oleh itu, instrumen ini sesuai digunakan untuk kajian sebenar yang merujuk
kepada ciri populasi yang sama atau ciri populasi yang hampir sama. Penilaian
kebolehpercayaan item soal selidik ini bertujuan untuk memastikan item-item yang
dikemukakan dalam kajian sebenar telah dinilai ketekalan dalamannya. Ketekalan dalaman ini
penting untuk memastikan responden yang menjawab soal selidik tersebut memahami setiap
item dengan pemahaman yang sama.
Kajian rintis merupakan satu prosedur yang wajar dilakukan oleh penyelidik bagi
mengurangkan berlakunya kekeliruan dalam format serta perkataan yang digunakan dalam soal
selidik (Faizal et all., 2014). Manakala Mohd Radzi Taib (2016), menjelaskan kajian rintis
perlu dilaksanakan bagi menguji kesahan, kebolehpercayaan, alat kajian iaitu soal selidik yang
digunakan. Kajian rintis juga dilakukan kepada protokol temu bual yang dibina. Melalui kajian
rintis penyelidik dapat memperbaiki penggunaan perkataan atau konsep yang salah atau kabur
terutama melibatkan soalan temu bual serta memastikan tidak berlaku pengulangan soalan atau
bertindan jawapan.
Kajian rintis berupaya meningkatkan tahap kebolehpercayaan dan kesahan alat kajian.
Kajian rintis yang dijalankan boleh dijadikan latihan atau membiasakan diri dengan situasi
sebenar kerana subjek yang dipilih hampir menyamai subjek kajian sebenar. Bagi memenuhi
keperluan tersebut, penyelidik telah melakukan temu bual kepada seorang pemimpin sekolah
yang tidak terlibat dalam kajian. Pemimpin yang terlibat dalam kajian rintis dipilih dalam
kalangan mereka yang mempunyai pengalaman memimpin sekolah.
5. Kesimpulan
Hasil kajian rintis ini menunjukkan bahawa instrumen soal selidik bagi mengenal pasti
kebolehpercayaan elemen amalan pendidikan alam sekitar dan indikator kepimpinan terbaik
dalam kalangan pemimpin sekolah menengah adalah tinggi nilai Alpha Cronbach. Instrumen
soal selidik yang dibangunkan sendiri oleh penyelidik sangat sesuai digunakan untuk sampel
kajian sebenar. Nilai pekali Alfa yang tinggi secara keseluruhannya menunjukkan bahawa
kebolehpercayaan instrumen adalah tinggi dan dapat mengukur ketekalan item-item soal
selidik meskipun diberikan kepada kelompok pemimpin sekolah lain yang telah dikenal pasti
mewakili ciri-ciri yang sama. Dari segi tahap penggunaan soal selidik dalam kalangan
responden kajian rintis ini pula, beberapa andaian dapat dibuat seperti kecenderungan
responden terhadap amalan terbaik dalam elemen amalan pendidikan alam sekitar. Kesimpulan
yang dapat dibuat lagi adalah mengenai tahap keperluan indicator pemimpin terbaik dalam
kalangan responden adalah tinggi.
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Penghargaan
Terima kasih kepada semua yang terlibat iaitu; barisan pengetua, GPK sekolah menengah di
daerah Johor Bahru serta JPN Johor yang telah memberikan kebenaran untuk penyelidik
menjalankan kajian rintis ini.
Rujukan
[1] Nurul Hidayah Liew Abdullah, Hashima Hamid, Haryati Shafii, Seow Ta Wee and
Jamilah Ahmad. (2018). Pupils Perception Towards the Implementation of
Environmental Education Across Curriculum in Malaysia Primary School. IOP Conf.
Series: Journal of Physics: Conf. Series 1049 (2018) 012098 doi :10.1088/1742-
6596/1049/1/012098.
[2] Khairul Azhar. (2018). Isu-Isu Semasa Islam & Sains 543 Kepentingan Penjagaan
Alam Sekitar Menurut Perspektif Maqasid Syariah. Isu-Isu Semasa Islam & Sains.
Kolej Universiti Islam Melaka.
[3] Uma Mariapan, Hanifah Mahat dan Nasir Nayan, (2018). Kajian Penggunaan Air
Secara Lestari dalam Kalangan Pelajar Sekolah Menengah. GEOGRAFI, 6(1), 31 -
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[4] Norhusna (2014), Penglibatan dalam aktiviti kitar semula kertas terpakai dalam
kalangan pelajar Fakulti Pendidikan Teknikal dan Vokasional, Universiti Tun Hussein
Onn Malaysia. Tesis Sarjana Universiti Tun Hussein Onn Malaysia
[5] Zanaton, (2017). Penyebaran Kesedaran Alam Sekitar Di Sabah Dan Sarawak. Asean
Journal of Teaching & Learning in Higher Education. UKM Press.
[6] Farah Izyan Raman & Kamariah Abu Bakar. (2019). Amalan kelestarian alam sekitar
dalam kalangan guru prasekolah. GEOGRAFIA OnlineTM Malaysian Journal of
Society and Space 15 issue 2 (15-30) © 2019, e-ISSN :2682-7727
https://doi.org/10.17576/geo-2019-1502-02
[7] Supian & Khadijah (2014). Amalan Kepimpinan Lestari dan Hubungannya dengan
Prestasi Kerja Guru Sekolah Rendah Yang Menerima Tawaran Baru di Daerah
Segamat. Jurnal Sains Humanika. p. 197–208 ISSN: 2289-6996. Penerbit UTM Press.
[8] Nurul Hidayah Abdullah Liew, Haryati Shafii dan Seow Ta Wee. (2013). Pengetahuan
murid dan perkaitan ibu bapa terhadap kesedaran alam sekitar: Satu kajian awal. Jurnal
Teknologi 1: 51-57.
[9] Ahmad Zainal (2015). Model Kelestarian Program TVET Berasaskan Kompetensi
Pensyarah Dan Amalan Lestari Kolej Vokasional. Tesis Doktor Falsafah (Pendidikan
Teknikal & Vokasional) Universiti Tun Hussein Onn Malaysia.
[10] Azman Hasan. (2012). Instrumen Penilaian Pembimbing Dalam Pelaksanaan
Pembelajaran Berasaskan Kerja Pelajar Di Industri. Tesis Doktor Falsafah (Pendidikan
Teknik dan Vokasional). Universiti Teknologi Malaysia.
[11] Abd Majid, M. Z., Hussin, M., & Norman, M. H. (2019). Kepuasan pelajar terhadap
perkhidmatan pendidikan teknikal dan latihan vokasional (TVET) di rangkaian
universiti teknikal Malaysia [Learner satisfaction of service quality in technical
vocational education and training (TVET) in Malaysian technical universities]. Journal
of Nusantara Studies, 4(2), 410-428.
[12] Fraenkel, J. R. dan Wallen, N. E. (2006). How to design and evaluate research in
education (6th ed.). New York: McGraw-Hill.
[13] Bond, T.G. & Fox, C.M. (2007). Applying The Rasch Model: Fundamental
Measurement in the Human Sciences. 2nd Edition” Lawrence Erlbaum Associates,
Publisher. Mahwah, New Jersey, London.
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[14] Barnett, J. E and Francis, A.L. (2012). Using higher order thinking questionsto foster
critical thinking: a classroom study. Educational Psychology: An International Journal
of Experimental Educational Psychology. http://www.tandfonline. com/loi/cedp20.
Diakses tanggal 10 Desember 2012
[15] Effendi, M., Matore, E.M. & Khairani, A.Z. (2014). Mengenal pasti cabaran pelajar
Politeknik di Malaysia menerusi model Rasch. Journal of Psychology 45(1): 30-45
[16] Azlina Ab Aziz, Zawiyah Mohammad Yusof, Umi Asma’ Mokhtar, Dian Indrayani
Jambari. (2018). Penerimagunaan Sistem Pengurusan Dokumen dan Rekod Elektronik:
Protokol Pembangunan Instrumen dan Kesahan Kandungan Menggunakan Nilai
Ketetapan Kandungan. Jurnal Pengurusan, Universiti Kebangsaan Malaysia. Vol 53
(2018).
[17] Johnson, D. (2001). The Opportunities, Benefits, and Barriers to the Introduction of
Work- Base Learning. Innovation in Education and Teaching international: Pro quest
Jurnal. 364
[18] Supian & Khadijah (2014). Amalan Kepimpinan Lestari dan Hubungannya dengan
Prestasi Kerja Guru Sekolah Rendah Yang Menerima Tawaran Baru di Daerah
Segamat. Jurnal Sains Humanika. p. 197–208 ISSN: 2289-6996. Penerbit UTM Press.
[19] Ahmad Zabidi (2006). Ciri Iklim Sekolah Berkesan: Implikasinya Terhadap Motivasi
Pembelajaran. Jurnal Pendidikan Malaysia Jilid 31. ISSN 2180-0782. Penerbit: UKM.
[20] Mohd Majid Konting. 2000. Kaedah Penyelidikan Pendidikan. Kuala Lumpur: Dewan
Bahasa dan Pustaka.
[21] Faizal, Mohd. Bekri, Ruhizan dan Ridzwan (2014). Kesahan dan Kebolehpercayaan
Instrumen Pemindahan Pembelajaran berdasarkan Pendekatan Model Rasch: Kajian
Rintis. First Technical and Vocational Education International Seminar 2014 (TVEIS
2014).
[22] Mohd Radzi Taib (2016). Reka bentuk model kepimpinan ulul albab Maktab Rendah
Sains Mara. Tesis PhD, University of Malaya.
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Perbandingan Tahap Kesejahteraan Psikologi Guru Pelatih Semasa

Pengaplikasian Pembelajaran Atas Talian
Siti Aisyah Samod 1*, Sanif Sapaat 2, Lim Jwee Shiang 3
dan Lim Wee Mei 4
1,2,3,4
*aisyah14-104@epembelajaran.edu.my
ABSTRAK
Pandemik Covid-19 yang berlaku belakangan ini telah mendatangkan perubahan yang drastik
dalam cara pembelajaran guru pelatih Institut Pendidikan Guru Kampus Temenggong Ibrahim
(IPGKTI), iaitu mereka yang melalui fasa transisi daripada pembelajaran bersemuka kepada
pembelajaran atas talian. Kajian ini bertujuan untuk mengkaji tahap kesejahteraan psikologi
guru pelatih ambilan Jun 2020 IPG Kampus Temenggong Ibrahim, serta membuat
perbandingan tahap kesejahteraan psikologi mereka semasa peringkat awal pengaplikasian
pembelajaran dalam talian (semester satu PPISMP) dengan setelah setengah tahun
pengaplikasian pembelajaran dalam talian (semester dua PPISMP). Kajian ini membolehkan
impak perubahan cara pembelajaran guru pelatih tersebut diperlihatkan dengan cara empirikal.
Berdasarkan peninjauan kajian ini, didapati tahap kesejahteraan psikologi guru pelatih adalah
memuaskan. Secara umumnya, daripada jumlah enam dimensi tahap kesejahteraan psikologi,
komponen-komponen termasuk Autonomi, Hubungan yang Positif, Tujuan Hidup, dan
Penerimaan Kendiri tidak menunjukkan perbezaan signifikan pada peringkat awal dengan
setelah setengah tahun pengaplikasian pembelajaran dalam talian. Hanya komponen
Penguasaan Persekitaran dan komponen Perkembangan Kendiri yang menunjukkan perbezaan
signifikan pada peringkat awal dengan setelah setengah tahun pengaplikasian pembelajaran
dalam talian.
Kata Kunci: Kesihatan psikologi, tahap kesejahteraan psikologi, guru pelatih IPG,
pengaplikasian pembelajaran dalam talian.
1. Pendahuluan
Guru merupakan tunjang kepada sistem pendidikan. Guru juga merupakan pelaksana
kurikulum dan menjadi teras dalam menentukan standard, mutu dan keberkesanan sistem
pendidikan. Pendidikan pula merupakan proses penyampaian ilmu pengetahuan dan kemahiran
yang diperturunkan dari satu generasi kepada satu generasi yang lain. Pembangunan
Pendidikan Malaysia 2013-2025 menyatakan dalam Anjakan Ke-empat iaitu mentransformasi
profesion keguruan menjadi profesion pilihan. Oleh itu, kualiti pendidikan dapat dicapai
apabila para guru pelatih mempunyai pencapaian yang mencukupi sehingga mereka mampu
memberikan perhatian secukupnya dalam menunaikan tugas.
Guru pelatih memegang peranan penting dalam pendidikan sebelum menamatkan
pengajian dan bergelar guru sebenar di sekolah. Sebagai guru pelatih, pendidik dan pelatih para
pelajar, guru pelatih merupakan agen perubahan sosial yang mampu mengubah pola berfikir,
sikap dan perilaku masyarakat menuju kehidupan yang lebih baik, bermaruah dan berdikari.
Selain itu, guru pelatih merupakan komponen yang paling berpengaruh terhadap terciptanya
proses dan hasil pendidikan yang berkualiti. Apabila menyentuh berkenaan kualiti pendidikan
maka hubungannya dengan kualiti guru tidak dapat dipisahkan. Menurut Shela dan Shafie
(2018), pendidikan pada abad ke- 21 bukan sahaja memerlukan kita melahirkan insan yang
berpengetahuan dan berkemahiran tinggi dalam bidang industri dan teknologi, pengurusan dan
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perdagangan tetapi juga harus menghasilkan insan yang mempunyai sistem nilai dan etika serta
akhlak yang baik, berperibadi mulia, bertanggungjawab, patuh kepada Tuhan serta
berkemampuan untuk membangunkan masyarakat dan negara (Shahril & Habib (1999) dalam
Azamri (2001).
Menurut Cripps dan Zyromski (2009); Flouri dan Buchanan (2003) menekankan
konsep kesejahteraan psikologi dalam kehidupan manusia sebagai kaedah individu dapat
menilai diri dan keupayaan mereka bagi memenuhi beberapa aspek seperti soal hubungan,
sokongan dan kerja. Deci dan Ryan (2000) turut bersetuju definisi kesejahteraan psikologi
sebagai fungsi kontekstual dan tahap penentuan kendiri seseorang individu. Impak negatif
bakal dizahirkan bilamana terdapat gangguan dalam pola kesejahteraan psikologi seorang
individu khususnya remaja. Antaranya timbul perasaan kurang gembira, kurang kepuasan di
dalam kehidupannya dan mempunyai estim diri yang rendah yang akan menyebabkan remaja
itu menghadapi tahap tekanan yang tinggi. Kesejahteraan psikologi rnerupakan satu elemen
yang penting dalam kehidupan manusia. Pertubuhan Kesihatan Sedunia (WHO, 2003)
menyatakan kesejahteraan psikologi membawa maksud keupayaan untuk hidup secara sihat
dan sejahtera mental unutk membina dan mengekalkan keharmonian dengan orang lain,
mengarnbil bahagian dalarn aktiviti kernasyarakatan dan boleh menyumbang di dalam
masyarakat. Malaysia juga tidak mengenepikan kepentingan kesejahteraan psikologi di
kalangan rakyatnya dan mendefinisikan kesejahteraan psikologi sebagai kemampuan individu
dalam usaha menagani stres, konflik dapat dielak dan ditangani dengan baik, meningkatkan
ketenangan, motivasi dapat dirangsang dan meningkatkan keyakinan dalam kehidupan
(Kementerian Kesihatan Malaysia, 2005).
Kesejahteraan psikologi masa kini perlu selari dengan perkembangan pesat dunia
moden masa kini. Peranan sekolah telah berubah dan guru perlu meningkatkan domain
pengetahuan dan kecekapan-kecekapan baru untuk membolehkan mereka mengikut peredaran
zaman (Mohammed Sani 2005). Guru pelatih juga diharapkan dapat berperanan secara
kompeten dalam melaksanakan tugas-tugasnya. Kompeten, jelas perkaitannya dengan
kemampuan berfungsi seorang pendidik untuk memahami, bersikap, menilai, membuat
keputusan atau bertindak dalam menjalankan tugasnya. Guru pelatih yang kompeten adalah
individu yang mempunyai kesediaan, kemampuan dan kepakaran khusus dalam bidang
keguruan sehingga ia mampu melakukan tugas dan fungsinya sebagai guru dengan kemampuan
maksimum. Atau dengan kata lain, guru profesional adalah individu yang terdidik dan terlatih
dengan baik serta mempunyai pengalaman yang kaya dalam bidang yang berkaitan.
Dunia dikejutkan dengan penularan wabak COVID-19 yang menyebabkan pelbagai
perkara dalam rutin seharian berubah. Bermulanya tempoh Perintah Kawalan Pergerakan
(PKP) yang diisytiharkan pihak kerajaan dengan memberi penekanan terhadap penjagaan
kebersihan yang dikuat kuasakan oleh kebanyakan negara di dunia termasuk Malaysia (Rahayu
et.al, 2020). Kerajaan Malaysia telah menguatkuasakan PKP yang bermula dari 18 Mac hingga
31 Mac 2020 bagi PKP Fasa 1, PKP Fasa 2 bermula dari 1 hingga 14 April 2020, dilanjutkan
ke PKP Fasa 3 bermula dari 15 hingga 28 April dan seterusnya PKP Fasa 4 bermula dari 29
April hingga 12 Mei.
Rentetan krisis global akibat penularan wabak COVID-19 bukan sahaja menyebabkan
pembelajaran dan pengajaran yang kebiasaannya dijalankan secara konvensional tertangguh.
Satu situasi di mana warga pendidikan khususnya guru-guru perlu membiasakan diri dengan
norma baharu yang memerlukan proses Pengajaran dan Pembelajaran (PdP) masih dapat
dilaksanakan seperti tetapi melalui medium dalam talian. Ramai mengakui tugasan ini
merupakan lembaran dan cabaran baharu untuk guru-guru dalam usaha meneroka dan
mengapdatasikan kaedah pembelajaran mengikut situasi semasa. Kemahiran pembelajaran
sepanjang dalam alaf baharu ini perlu dikuasai sebaiknya dengan memanfaatkan teknologi dan
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aplikasi pendidikan dalam talian. Konteks pendidikan masa kini memerlukan guru menguasai
dan mempunyai literasi teknologi komunikasi dan maklumat (ICT) (Rahayu et.al, 2020).
Musibah yang melanda negara sedikit sebanyak memberi impak terhadap penggunaan
sistem pembelajaran dalam talian di sekolah. Bermula dengan penutupan sekolah akibat
penularan COVID 19 yang melanda seluruh dunia sudah memperlihatkan peningkatan
mendadak penggunaan pembelajaran dalam talian bagi menggantikan pembelajaran dalam
bilik darjah. Berdasarkan senario ini, boleh disimpulkan bahawa kebanyakan guru dan murid
sudah terdedah dengan pembelajaran dalam talian. Begitu juga situasinya bagi pelajar-pelajar
IPT, IPTA, IPG dan semua pusat pengajian di Malaysia yang turut sama menjalani
pembelajaran secara dalam talian merupakan flatform yang terbaik untuk memastikan para
siswa siswi dapat meneruskan sesi pembelajaran mereka. Pelajar dan pensyarah hanya perlu
berinteraksi dari rumah dan pengajaran serta pemudahcaraan (PdPc) tetap berjalan mengikut
modul ditetapkan IPG.
Oleh yang demikian, tiada alasan pengajian guru-guru pelatih di IPG khususnya terhenti
akibat pandemik ini, dalam usaha mempertingkat martabat profesion perguruan, penyediaan
guru amat perlu dilakukan dengan teratur dan bersistematik kerana peranan guru untuk
mencapai objektif pendidikan negara adalah penting. Guru bukan sahaja setakat mengajar atau
memberikan ilmu pengetahuan, tetapi juga mendidik iaitu membentuk sikap, nilai dan akhlak
manusia (Rahayu et.al, 2020). Oleh kerana itu, usaha penambahbaikan tetap dijalankan dalam
apa juga situasi bagi meningkatkan kualiti pendidikan. Usaha yang dijalankan tidak akan
memberikan sumbangan yang ketara tanpa disokong oleh guru pelatih yang berkemahiran
tinggi. Dengan kata lain, peningkatan kualiti pendidikan harus bermula dari guru dan berakhir
pada guru pula.
Kegelisahan atau ketidakstabilan psikologi mampu menjadi penyakit yang berbahaya
jika tidak dibendung dengan sebaiknya. Kegagalan seorang guru pelatih berhadapan dengan
peristiwa yang berlaku dalam hidupnya secara bijak mampu menjejaskan keharmonian juga
kesejahteraan psikologi mereka (Hairunnaja, 2007). Menurut Noradilah dan Mansor (2009)
aspek kesejahteraan psikologi perlu diberi perhatian walaupun terdapat peratusan kecil
terhadap pelajar yang menghadapi masalah psikologi. Aspek kesejahteraan psikologi yang
rendah boleh membawa kepada pelbagai kesan negatif termasuklah pencapaian PNGK pelajar.
Permasalahan disiplin dan tatatertib di kalangan guru pelatih menjadi kayu ukur sejauh
mana kualiti guru pelatih yan terhasil. Hal ini ditandai dengan permasalahan disiplin yang
berlaku seperti tidak hadir ke kuliah, tidak menyertai aktiviti yang dijalankan oleh pihak IPG
dan kes-kes gejala sosial seperti arak dan lain-lain lagi.
Oleh yang demikian, satu usaha bagi membantu guru-guru pelatih IPG dalam usaha
mempertingkatkan kesejahteraan psikologi serta menjadikan terma hidup bermakna sebagai
KPI yang mesti dicapai agar IPG dapat melahirkan bakal-bakal guru yang kompeten selari
dengan emosi yang stabil. Kurangnya kajian terhadap kompetensi guru pelatih daripada aspek
kesejahteraan psikologi menunjukkan perlunya kajian ini dijalankan.
1.1 Tujuan Kajian

1) Mengenal pasti perbezaan tahap kesejahteraan psikologi guru pelatih IPG Kampus
Temenggong Ibrahim semasa pengaplikasian pembelajaran atas talian.
2) Mengenal pasti hubungan setiap dimensi kesejahteraan psikologi antara semester satu dan
dua semasa pengaplikasian pembelajaran atas talian.
3) Mengenal pasti perbezaan perbezaan tahap kesejahteraan psikologi guru pelatih IPG
Kampus Temenggong Ibrahim antara semester satu dan dua semasa pengaplikasian
pembelajaran atas talian.
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1) Apakah perbezaan tahap kesejahteraan psikologi guru pelatih IPG Kampus Temenggong
Ibrahim semasa pengaplikasian pembelajaran atas talian?
2) Apakah hubungan setiap dimensi kesejahteraan psikologi antara semester satu dan dua
semasa pengaplikasian pembelajaran atas talian?
3) Apakah perbezaan perbezaan tahap kesejahteraan psikologi guru pelatih IPG Kampus
Temenggong Ibrahim antara semester satu dan dua semasa pengaplikasian pembelajaran
atas talian?
1.3 Kepentingan Kajian

Kajian yang dijalankan ini memberi kepentingan kepada perkhidmatan kaunseling terutama
Kaunselor, Guru Pelatih, Institut Pendidikan Guru dan Kementerian Pendidikan Malaysia.
i. Kaunselor
Dapatan kajian ini membolehkan pihak Unit Psikologi dan Kaunseling untuk membantu
guru pelatih yang mempunyai gangguan kesejateraan psikologi semasa pengaplikasian
pembelajaran atas talian. Kaunselor boleh merancang program-program kaunseling
perkembangan, pencegahan, pemulihan dan krisis terhadap guru pelatih yang dikenalpasti.
Hasil kajian juga dapat mengenalpasti kelompok-kelompok yang harus dibantu dan diberi
perhatian.
ii. Guru Pelatih

Kajian ini penting untuk para pelajar mengenal pasti tahap kesejahteraan psikologi
mereka dan bertindak untuk mengatasi setiap halangan dan ujian yang dihadapi agar mereka
hidup dengan lebih sejahtera terutamanya semasa pengaplikasian pembelajaran atas talian.
Selain itu hasil kajian ini boleh digunakan oleh untuk mengenalpasti jenis-jenis ketidakstabilan
psikologi guru pelatih di IPG Kampus Temenggong Ibrahim Johor dan langkah-langkah untuk
mengatasi masalah berikut.
iii.Institut Pendidikan Guru

Dapatan hasil kajian ini dapat membantu Institut Pendidikan Guru Malaysia (IPGM)
untuk merangka kurikulum dan input pembelajaran dalam usaha meningkatkan lagi mutu
pendidikan dan kualiti guru pada masa akan datang. Selain itu juga, kajian ini dapat membantu
IPGM dalam merancang, melaksanakan, memantau pelaksanaan kurikulum yang sedia ada
serta memantau pelaksanaan pengajian guru-guru pelatih di kampus.
iv. Kementerian Pendidikan Malaysia

Kajian ini dapat dijadikan input bagi pihak Kementerian Pendidikan Malaysia untuk
membantu GBK bukan sahaja di negeri Johor malah boleh diperluaskan ke peringkat
kebangsaan sebagai satu kayu ukur pengurusan perkhidmatan kaunseling.
1.3 Model Psychological Well Being (PWB)

Berasaskan Model Psychological Well Being (PWB) oleh Ryff (1995) menggariskan 6
kesejahteraan psikologi kepada 6 dimensi iaitu:
i. Dimensi penerimaan diri (self acceptance), ditandai oleh penilaian positif terhadap
keadaan diri sendiri,
ii. Dimensi hubungan positif dengan orang lain (positive relation with others), iaitu
kemampuan seseorang membina hubungan yang akrab dengan orang lain,
iii. Dimensi autonomi (autonomy), iaitu keupayaan untuk menentukan sendiri kemampuan
untuk mengatur tingkah laku dan kebebasan,
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iv. Dimensi kawalan alam sekitar (environmental mastery), iaitu keupayaan seseorang
memilih atau mewujudkan persekitaran yang sesuai dengan keadaan psikologi diri
sendiri dalam konteks pembangunan diri,
v. Dimensi tujuan hidup (purpose in life), kejelasan tujuan hidup ialah bahagian
penting daripada ciri-ciri mental yang sihat pada seseorang, dan
vi. Dimensi pertumbuhan peribadi (personal growth), iaitu pemerolehan ciri-ciri peribadi
daripada pengalaman sebelumnya dan terus berkembang.
1.4 Kajian Lepas

Bordbar, Nikkar, Yazdani dan Alipoor (2011) menyatakan kesejahteraan psikologi adalah
suatu konsep yang bersifat multidimensi yang terdiri daripada aspek keyakinan diri, kawalan
kendiri, rasa kepentingan serta bebas daripada kegagalan, keresahan dan kesunyian.Ryff dan
Singer (2008) juga mendefinisikan kesejahteraan psikologi sebagai kebahagiaan, kepuasan
hidup dan tidak menunjukkan gejala-gejala kemurungan serta usaha mencapai kesempurnaan
berdasarkan realisasi potensi diri sebenar.Definisi ini selari dengan definisi oleh Jarden (2012)
iaitu kesejahteraan psikologi dapat dikenalpasti sebagai kebahagiaan, kepuasan hidup dan
pertumbuhan peribadi.
Menurut Diener (1997) kesejahteraan psikologi juga didefinisikan sebagai penilaian
individu terhadap kehidupan mereka yang terdiri daripada penilaian terhadap aspek kognitif,
emosi dan perasaan. Manakala Ryff (1989) pula menyatakan kesejahteraan psikologi sebagai
satu pengintegrasian terhadap enam dimensi iaitu penerimaan kendiri, hubungan positif,
autonomi, penguasaan persekitaran, tujuan hidup, dan perkembangan kendiri. Berdasarkan
pebagai definisi yang telah dinyatakan oleh pengkaji lepas, dapat disimpulkan bahawa
kesejahteraan psikologi merupakan satu aspek yang subjektif yang bergantung kepada
penilaian individu terhadap dirinya sendiri dan ianya merangkumi kepelbagaian aspek dalam
kehidupan.
Huppert (2009) menyatakan kesejahteraan psikologi sering menjadi topik perbahasan
dalam kesihatan mental manusia. Menurut Seligman dan Csikszentmihalyi (2014) dalam
Psikologi Positif terdapat konsep kesejahteraan psikologi. Kesejahteraan psikologi mampu
mewujudkan rasa kebahagiaan dan ia merupakan tujuan tertinggi yang ingin dicapai semua
manusia di muka bumi ini.
Kementerian Kesihatan Malaysia (2016) melaporkan statistik yang menunjukkan aspek
kemurungan menyumbang sebanyak 4.3% daripada beban penyakit global di Malaysia.
Menurut Hammen (2009) seseorang individu akan mengalami depresi atau kemurungan
apabila tahap kesejateraan dirinya menurun. Kesan kegagalan pelajar mengatasi depresi boleh
mengakibatkan pencapaian akademik merundum, bertingkah laku pelik dan nakal, anoreksia
dan bulimia, serangan-serangan panic, penyalahgunaan dadah, lari daripada rumah atau cubaan
membunuh diri.
Wahyudin, Yuli, Ali dan Muhlas (2020) mendapati bahawa pembelajaran secara atas
talian terbukti berkesan apabila kerajaan mengarahkan para pelajar untuk mengikuti
pembelajaran secara atas talian berikutan penutupan institusi pendidikan akibat daripada
pandemik Covid-19.
Satu kajian yang dijalankan oleh Mohd et al. (2019) menunjukkan bahawa para pelajar
tidak mempunyai masalah untuk meneruskan pembelajaran atas talian berdasarkan analisis
ujian-t yang telah diperoleh daripada hasil dapatan. Menurut Mohd et al. (2019) lagi, kesediaan
para pelajar untuk belajar secara atas talian juga berada pada kadar yang agak tinggi. Justeru
itu, kajian ini mencadangkan agar idea untuk melaksanakan pengaplikasian pembelajaran atas
talian dapat dikembangkan lagi pada masa hadapan supaya tiada pelajar yang terganggu
kesejahteraan psikologinya semasa mengikuti pelajaran secara atas talian.
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1.5 Definisi Operasional Kajian

Terdapat beberapa istilah yang kerap digunakan dan pengkaji akan menerangkan dengan jelas
pengertian terhadap definisi operasional penting yang terdapat dalam kajian ini.
i. Kesejahteraan Psikologi
Kesejahteraan psikologi membawa maksud keadaan psikologi seseorang yang
terbentuk daripada pengalaman hidup sehari-harinya yang dinilai secara subjektif dan juga
sejauh mana ia menilai keupayaannya secara subjektif untuk mewujudkan diri (Laila, 2019).
Kesejahteraan psikologi mempunyai dua konsep atau pemahaman, iaitu yang pertama, konsep
yang disampaikan oleh Bradburn (1969) yang mentakrifkan kesejahteraan psikologi sebagai
kebahagiaan, sementara konsep yang kedua, mendefinisikan kesejahteraan psikologi sebagai
kepuasan hidup.
Sementara Kesejahteraan psikologi menurut Ryff ialah pencapaian terhadap
kesempurnaan berdasarkan realisasi potensi diri sebenar (Noradilah & Mansor, 2009). Ryff
menjelaskan bahawa pencapaian ini merangkumi suatu keadaan ketika individu dapat
menerima kekuatan dan kelemahan diri seadanya, memiliki tujuan hidup, mempunyai
hubungan yang positif dengan orang lain, bersifat autonomi, mampu mengendalikan
persekitaran, dan terus meningkatkan perkembangan diri.
Kajian ini merujuk kepada Berdasarkan kepada definisi konsep di atas, kajian ini
merujuk kepada definisi yang dijelaskan oleh Ryff iaitu pencapaian terhadap kesempurnaan
berdasarkan enam dimensi kesejahteraan psikologi.
ii. Guru Pelatih

Merupakan bakal guru yang sedang menjalani latihan asas perguruan di Institusi
Pendidikan Guru (IPG) bagi membolehkan mereka menjadi guru sebenar di sekolah-sekolah
nanti. Dalam konteks ini, guru pelatih adalah responden kajian yang terdiri dalam kumpulan
PISMP (Program Ijazah Sarjana Muda Perguruan).
ii. Pengaplikasian Pembelajaran Atas Talian

Institut Pendidikan Guru tidak terkecuali dalam pelaksaaan pengaplikasian
pembelajaran atas talian berikutan penutupan institusi pendidikan oleh kerajaan kerana
Perintah Kawalan Pergerakan (PKP). Para pensyarah telah diminta untuk bersedia denagn
bahan pengajaran serta belajar kemahiran penggunaan teknologi maklumat seperti penggunaan
aplikasi “Google Meet”, “Zoom”, “Whatsapp”, “Telegram” dan “Google Classroom”.
Penggunaan teknologi yang sebegini sudah tentulah mempunyai beberapa kelemahan
antaranya akses capaian internet dalam kalangan guru pelatih yang terhad serta guru pelatih
terdedah dengan paparan skrin komputer riba terlalu lama yang dapat memberi tekanan
terhadap kesejahteraan psikologi para guru pelatih IPGKTI.
2. Metodologi
Kajian ini merupakan kajian deskriptif hubungan yang menggunakan kaedah tinjauan. Sesuatu
keadaan atau fenomena sesuai dijelaskan dengan menggunakan kaedah tinjauan (Majid
Konting, 2000).
2.1 Populasi dan Persampelan

Populasi sasaran dalam kajian ini terdiri daripada kalangan guru pelatih peringkat Program
Persediaan Ijazah Sarjana Muda (PPISMP) Ambilan Jun 2020. Hasil dapatan ini merupakan
perbandingan tahap kesejateraan psikologi guru pelatih semasa guru pelatih berada di semester
satu dan dua Program Persediaan Ijazah Sarjana Muda (PPISMP). Pemilihan sampel telah
dipilih secara rawak oleh pihak pengurusan Jabatan Hal Ehwal Pelajar IPG Kampus
Temenggong Ibrahim. Menurut saiz persampelan Krejcie Morgan, saiz sampel yang dapat
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mewakili populasi sebanyak 270 ialah 159 orang. Justeru itu, 159 orang responden terlibat
dalam kajian ini.
2.2 Instrumen Kajian

Secara keseluruhan, soal selidik dalam kajian ini mengandungi dua bahagian, iaitu Bahagian
A: Demografi Responden dan Soal Selidik Psychological Well Being Scale (PWBS) yang
dibina oleh Ryff (1995). Instrumen kajian yang digunakan dalam kajian ini adalah berbentuk
soal selidik. Terdapat 42 item yang merangkumi enam komponen kesejahteraan psikologi
dalam soal selidik PWBS iaitu autonomi, penguasaan persekitaran, perkembangan kendiri,
hubungan yang positif tujuan hidup dan penerimaan kendiri. Jadual 1 menunjukkan komponen-
komponen serta kebolehpercayaan dan kesahan yang terkandung dalam soal selidik yang
digunakan.
Jadual 1: Komponen-komponen dan kebolehpercayaan serta kesahan

Bil. Komponen Kebolehpercayaan dan Kesahan
1 Autonomi α =.69
2 Penguasaan persekitaran α =.71
3 Perkembangan kendiri α =.83
4 Hubungan yang positif α =.85
5 Tujuan hidup α =.82
6 Penerimaan kendiri α =.69
3. Dapatan
3.1 Analisis Kesejahteraan Psikologi Responden
Data telah dianalisis secara deskriptif bagi menguji hipotesis yang telah dibentuk oleh pengkaji.
Analisis hubungan antara tahap kesejahteraan psikologi bagi semester satu dan semester dua
dilakukan. Selain itu, analisis T-test juga dijalankan untuk membuat perbandingan antara tahap
kesejahteraan psikologi guru pelatih IPG Kampus Temenggong Ibrahim antara semester satu
dan semester dua semasa pengaplikasian pembelajaran dalam talian. Analisis ini seterusnya
dibincang sebagai dapatan kajian dalam bab ini. Dapatan kajian deskriptif ini dipaparkan dalam
bentuk nilai min dan sisihan piawai untuk mengenalpasti tahap kesejahteraan psikologi guru
pelatih IPG Kampus Temenggong Ibrahim ambilan Jun 2020 semasa pengaplikasian
pembelajaran dalam talian. Seterusnya, hubungan antara tahap kesejahteraan psikologi pada
semester satu dan dua juga dikenalpasti dengan analisis korelasi. Perbandingan tentang
keputusan tahap kesejahteraan psikologi guru pelatih dibuat antara kedua-dua semester.
3.2 Tahap Kesejahteraan Psikologi Responden
3.2.1 Analisis Kesejahteraan Psikologi Responden (Semester Satu)
Jadual 2 menunjukkan nilai min dan sisihan piawai kesejahteraan psikologi responden pada
semester satu. Dapatan kajian ini melaporkan nilai min yang tertinggi dalam dimensi
“Penerimaan Kendiri” iaitu 27.35 diikuti dengan “Autonomi” sebanyak 27.26. Seterusnya,
dimensi “Hubungan yang Positif” juga mencatat nilai min yang ketiga tertinggi iaitu 26.44.
Perkembangan Kendiri melaporkan nilai min sebanyak 24.89. Keempat-empat dimensi ini
berada dalam tahap yang sederhana bagi kesejahteraan psikologi responden pada semester satu.
Tahap bagi dimensi yang lain dicatat sebagai rendah. Tahap-tahap tersebut ialah “Tujuan
Hidup” dengan nilai min 23.84 dan “Penguasaan Persekitaran” dengan nilai min 21.93.
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Jadual 2: Nilai Min dan Sisihan Piawai Kesejahteraan Psikologi Responden

(Semester Satu)
Bil Komponen Nilai Min Sisihan Piawai Tahap

1 Autonomi 27.26 3.119 Sederhana
2 Penguasaan Persekitaran 21.93 3.342 Rendah
3 Perkembangan Kendiri 24.89 2.765 Sederhana
4 Hubungan yang Positif 26.44 2.525 Sederhana
5 Tujuan Hidup 23.84 2.031 Rendah
6 Penerimaan Kendiri 27.35 2.921 Sederhana
3.2.2 Analisis Kesejahteraan Psikologi Emosi Responden (Semester Dua)

Jadual 3 menunjukkan nilai min dan sisihan piawai kesejahteraan psikologi para responden
bagi semester dua. Dapatan kajian ini melaporkan nilai min yang tertinggi dalam dimensi
“Autonomi” iaitu 27.66 diikuti dengan “Penerimaan Kendiri” sebanyak 27.36.
Dimensi “Hubungan yang Positif” juga mencatat nilai min yang ketiga tertinggi iaitu
26.58. Diikuti dengan dimensi “Perkembangan Kendiri” dengan nilai min 25.75. Keempat-
empat dimensi ini berada dalam tahap yang sederhana bagi kesejahteraan psikologi responden
pada semester kedua pembelajaran atas talian dilaksanakan. Tahap bagi dimensi yang lain
dicatat sebagai rendah. Tahap-tahap tersebut ialah “Tujuan Hidup” dengan nilai min 24.26 dan
“Penguasaan Persekitaran” dengan nilai min 23.67.
Jadual 3: Nilai Min dan Sisihan Piawai Kesejahteraan Psikologi Responden

(Semester Dua)
Nilai Sisihan
Bil Komponen Tahap
Min Piawai
1 Autonomi 27.66 2.953 Sederhana
2 Penguasaan Persekitaran 23.67 3.619 Rendah
3 Perkembangan Kendiri 25.75 2.751 Sederhana
4 Hubungan yang Positif 26.58 2.902 Sederhana
5 Tujuan Hidup 24.26 2.963 Rendah
6 Penerimaan Kendiri 27.36 3.143 Sederhana
3.3 Hubungan antara Tahap Kesejahteraan Psikologi bagi Semester Satu dan Semester Dua
3.3.1 Hubungan bagi Dimensi Autonomi antara Semester Satu dan Semester Dua
Jadual 4 menunjukkan analisis hubungan bagi dimensi Autonomi antara semester satu dan
semester dua. Dalam hubungan ini, didapati nilai r ialah 0.014 dan ini mewakili hubungan
positif yang sangat kecil bagi dimensi Autonomi antara semester satu dan dua. Selain itu, dalam
jadual ini, nilai p menunjukkan 0.862. Nilai p telah melebihi 0.05 dan ini mewakili hubungan
bagi dimensi Autonomi antara semester satu dan semester dua adalah tidak signifikan. Oleh
itu, hipotesis nol diterima dan hipotesis alternatif ditolak.
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Jadual 4: Analisis Hubungan bagi Dimensi Autonomi antara Semester Satu

dan Semester Dua
Hubungan Pemboleh Ubah R p
Dimensi Autonomi Semester

0.014 0.862
Satu dan Semester Dua
Signifikan pada aras p≤0.05
3.3.2 Hubungan bagi Dimensi Penguasaan Persekitaran antara Semester Satu dan Semester
Dua
Jadual 5 menunjukkan analisis hubungan bagi dimensi Penguasaan Persekitaran antara
semester satu dan semester dua. Merujuk kepada analisis ini didapati nilai r ialah -0.118 dan
ini mewakili hubungan negatif yang sangat kecil bagi dimensi penguasaan persekitaran antara
semester satu dan dua. Dalam pada itu, nilai p yang dipaparkan ialah 0.140. Nilai p ini lebih
besar daripada nilai 0.05. Ini memberi penerangan tentang hubungan bagi dimensi Penguasaan
Persekitaran antara semester satu dan semester dua adalah tidak signifikan. Sebagai konklusi,
hipotesis nol diterima dan hipotesis alternatif ditolak.
Jadual 5: Analisis Hubungan bagi Dimensi Penguasaan Persekitaran antara Semester

Hubungan Pemboleh Ubah R P
Dimensi Penguasaan Persekitaran
-0.118 0.140
Semester Satu dan Semester Dua
3.3.3 Hubungan bagi Dimensi Perkembangan Kendiri antara Semester Satu dan Semester
Dua
Jadual 6 menunjukkan analisis hubungan bagi dimensi Perkembangan Kendiri antara semester
satu dan semester dua. Keputusan analisis ini menunjukkan r yang bernilai -0.054. Ini
menunjukkan hubungan negatif yang sangat kecil bagi dimensi Perkembangan Kendiri antara
semester satu dan dua. Seterusnya, nilai p yang dicatatkan ialah 0.502. Nilai p ini telah melebihi
nilai 0.05. Hal ini bermaksud hubungan bagi dimensi Perkembangan Kendiri antara semester
satu dan semester dua adalah tidak signifikan. Oleh itu, hipotesis nol diterima dan hipotesis
alternatif ditolak.
Jadual 6: Analisis Hubungan bagi Dimensi Perkembangan Kendiri antara Semester

Dimensi Perkembangan Kendiri
-0.054 0.502
3.3.4 Hubungan bagi Dimensi Hubungan yang Positif antara Semester Satu dan Semester
Dua
Jadual 7 ialah analisis hubungan bagi dimensi Hubungan yang positif antara semester satu dan
semester dua. Berdasarkan jadual di bawah, nilai yang diunjukkan ialah -0.065. Ini
menunjukkan hubungan negatif yang sangat kecil bagi dimensi Hubungan yang Positif antara
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semester satu dan dua. Dalam jadual ini juga nilai p dipaparkan. Nilai p ini telah melebihi 0.05,
iaitu 0.418. Hal ini bermaksud hubungan yang tidak signifikan bagi dimensi Hubungan yang
Positif antara semester satu dan semester dua. Oleh itu, hipotesis nol diterima dan hipotesis
alternatif ditolak.
Jadual 7: Analisis Hubungan bagi Dimensi Hubungan yang Positif antara Semester
Dimensi Hubungan yang Positif
-0.065 0.418
3.3.5 Hubungan bagi Dimensi Tujuan Hidup antara Semester Satu dan Semester Dua
Jadual 8 merupakan keputusan analisis hubungan bagi dimensi Tujuan Hidup antara semester
satu dan semester dua. Nilai r yang ditunjukkan dlam jadual ialah -0.059. Ini mewakili
hubungan yang negatif dan sangat kecil bagi dimensi Tujuan Hidup antara semester satu dan
semester dua semasa pembelajaran atas talian dilakukan. Selain itu, nilai p juga menunjukkan
nilai sebanyak 0.460 yang telah melebihi 0.05. Ini menunjukkan hubungan yang tidak
signifikan antara semester satu dan semester dua. Oleh itu, hipotesis nol diterima dan hipotesis
alternatif ditolak.
Jadual 8: Analisis Hubungan bagi Dimensi Tujuan Hidup antara Semester Satu dan
Semester Dua
Dimensi Tujuan Hidup Semester
-0.059 0.460
3.3.6 Hubungan bagi Dimensi Penerimaan Kendiri antara Semester Satu dan Semester Dua
Jadual 9 menunjukkan analisis hubungan bagi dimensi Penerimaan Kendiri antara semester
satu dan semester dua. Nilai r yang ditunjukkan dlam jadual ialah 0.134. Ini mewakili hubungan
yang positif dan sangat kecil bagi dimensi Penerimaan Kendiri antara semester satu dan
semester dua semasa pembelajaran atas talian dijalankan. Selain itu, nilai p juga menunjukkan
nilai sebanyak 0.092 yang telah melebihi 0.05. Ini menunjukkan hubungan yang tidak
signifikan antara semester satu dan semester dua. Oleh itu, hipotesis nol diterima dan hipotesis
alternatif ditolak.
Jadual 9: Analisis Hubungan bagi Dimensi Penerimaan Kendiri antara Semester Satu
dan Semester Dua
Dimensi Penerimaan Kendiri
0.134 0.092
3.4 Perbandingan Tahap Kesejahteraan Psikologi bagi Semester Satu dan Semester Dua
3.4.1 Perbandingan bagi Dimensi Autonomi antara Semester Satu dan Semester Dua
Jadual 10 menunjukkan analisis perbandingan bagi dimensi Autonomi antara semester satu dan
semester dua. Berdasarkan keputusan di bawah perbezaan min menunjukkan nilai -0.396. Ini
bermaksud terdapat peningkatan komponen Autonomi dalam semester dua. Nilai p pula lebih
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daripada 0.05 mencatatkan nilai 0.243. Ini menunjukkan keputusan perbandingan yang tidak
signifikan. Jadi, hipotesis nol diterima.
Jadual 10: Analisis Perbandingan bagi Dimensi Autonomi antara Semester Satu dan
Semester Dua
Sig. (2-
Paired Differences
tailed)
95% Confidence
Std. t df
Std. Error Interval of the
Mean Deviatio Difference
Mean
n
Lower Upper
Pair Autonomi - -
-.396 4.265 .338 -1.064 .272 158 .243
1 PAutonomi 1.171
3.4.2 Perbandingan bagi Dimensi Penguasaan Persekitaran antara Semester Satu dan
Semester Dua
Jadual 11 menunjukkan analisis perbandingan bagi dimensi Penguasaan Persekitaran antara
semester satu dan semester dua. Berdasarkan keputusan di bawah perbezaan min menunjukkan
nilai -1.742. Ini bermaksud terdapat peningkatan komponen Penguasaan Persekitaram dalam
semester dua. Nilai p mencatatkan 0.000, iaitu lebih rendah daripada 0.05. Ini menunjukkan
keputusan perbandingan yang signifikan. Jadi, hipotesis nol ditolak.
Jadual 11: Analisis Perbandingan bagi Dimensi Penguasaan Persekitaran antara

Paired Differences
95% Confidence
Interval of the
Std. Std. Error Difference Sig. (2-
Mean Deviation Mean Lower Upper t df tailed)
Pair PenguasaanPersekit -1.742 5.206 .413 -2.558 -.927 -4.220 158 .000
1 aran -
PPenguasaanPersek
itaran
3.4.3 Perbandingan bagi Dimensi Perkembangan Kendiri antara Semester Satu dan Semester
Dua
Jadual 12 menunjukkan analisis perbandingan bagi dimensi Perkembangan Kendiri antara
semester satu dan semester dua. Perbezaan nilai min mencatatkan nilai sebanyak -0.862. Ini
bermaksud terdapat peningkatan komponen Perkembangan Kendiri dalam semester dua. Nilai
p mencatatkan 0.007, iaitu lebih rendah daripada 0.05. Ini menunjukkan keputusan
perbandingan yang signifikan. Jadi, hipotesis nol ditolak.
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Jadual 12: Analisis Perbandingan bagi Dimensi Perkembangan Kendiri antara

Paired Differences
95% Confidence Interval

of the Difference
Std. Std. Error Sig. (2-
Pair PerkembanganKend -.862 4.004 .318 -1.489 -.234 -2.714 158 .007
1 iri -
PPerkembanganKen
diri
3.4.4 Perbandingan bagi Dimensi Hubungan yang Positif antara Semester Satu dan Semester
Dua
Jadual 13 ialah analisis perbandingan bagi dimensi Hubungan yang Positif antara semester satu
dan semester dua. Nilai min mencatatkan -0.145 dan ini bermaksud terdapat peningkatan
komponen Hubungan yang Positif dalam semester dua. Berdasarkan keputisan tersebut, nilai p
ialah 0.646, iaitu melebihi 0.05. Ini menunjukkan keputusan perbandingan yang tidak
signifikan. Jadi, hipotesis nol diterima.
Jadual 13: Analisis Perbandingan bagi Dimensi Hubungan yang Positif antara
Paired Differences

of the Difference
Pair HubunganyangPositi -.145 3.968 .315 -.766 .477 -.460 158 .646
1 f-
PHubunganyangPos
itif
3.4.5 Perbandingan bagi Dimensi Tujuan Hidup antara Semester Satu dan Semester Dua
Jadual 14 ialah analisis perbandingan bagi dimensi Tujuan Hidup antara semester satu dan
semester dua. Perbezaan min dalam jadual di bawah menunjukkan -0.428. Ini mewakili
terdapat pertambahan dalam dimensi Tujuan Hidup dalam semester dua. Selain itu, nilai p yang
diunjukkan ialah 0.146 dan nilai ini telah melebihi 0.05. Ini menunjukkan keputusan
perbandingan yang tidak signifikan. Jadi, hipotesis nol diterima.
Jadual 14: Analisis Perbandingan bagi Dimensi Tujuan Hidup antara Semester Satu
dan Semester Dua
Paired Differences

of the Difference
Pair TujuanHidup - -.428 3.690 .293 -1.006 .150 -1.462 158 .146
1 PTujuanHidup
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3.4.6 Perbandingan bagi Dimensi Penerimaan Kendiri antara Semester Satu dan Semester
Dua
Jadual 15 ialah analisis perbandingan bagi dimensi Penerimaan Kendiri antara semester satu
dan semester dua. Perbezaan min dalam jadual di bawah menunjukkan -0.013. Ini mewakili
terdapat pertambahan dalam dimensi Tujuan Hidup dalam semester dua. Selain itu, nilai p yang
diunjukkan ialah 0.968 dan nilai ini telah melebihi 0.05. Ini menunjukkan keputusan
perbandingan yang tidak signifikan. Jadi, hipotesis nol diterima.
Jadual 15: Analisis Perbandingan bagi Dimensi Penerimaan Kendiri antara Semester
Paired Differences

of the Difference
Pair PenerimaanKendiri - -.013 3.994 .317 -.638 .613 -.040 158 .968
1 PPenerimaanKendiri
3.5 Kesimpulan
Bab ini berbincang tentang dapatan kajian hasil daripada analisis deskriptif mengikut objektif
kajian yang telah ditetapkan iaitu mengenalpasti perbezaan tahap kesejahteraan psikologi guru
pelatih ambilan Jun 2020 IPG Kampus Temenggong Ibrahim semasa pengaplikasian
pembelajaran atas talian pada semester satu dan dua. Kajian ini juga dijalankan untuk
mengenalpasti tahap kesejahteraan psikologi guru pelatih IPG Kampus Temenggong Ibrahim
semasa pengaplikasian pembelajaran atas talian bagi setiap dimensi iaitu Autonomi,
Penguasaan Persekitaran, Perkembangan Kendiri, Hubungan yang Positif, Tujuan Hidup dan
Penerimaan Kendiri.
Dapatan kajian juga menunjuk tiada hubungan yang signifikan dalam setiap dimensi
kesejahteraan psikologi dalam kalangan guru pelatih Institut Pendidikan Guru Kampus
Temenggong Ibrahim antara semester satu dan semester dua. Selain itu, ujian t-test juga
menunjukkan hanya dimensi Penguasaan Persekitaran dan dimensi Perkembangan Kendiri
yang menunjukkan perbezaan signifikan pada peringkat awal dengan setelah setengah tahun
pengaplikasian pembelajaran dalam talian.
4. Perbincangan
Kesejahteraan Psikologi dalam kajian ini akan diukur berdasarkan kepada enam dimensi, iaitu
autonomi, penguasaan persekitaran, perkembangan kendiri, perhubungan yang positif dengan
orang lain, tujuan hidup dan penerimaan diri.
Berdasarkan penganalisisan data, didapati terdapat empat dimensi iaitu penerimaan
kendiri, autonomi, perkembangan kendiri, dan perhubungan yang positif dengan orang lain
yang mencapai tahap sederhana dalam kalangan guru-guru pelatih ambilan Jun 2020 IPGKTI
pada peringkat awal pengaplikasian pembelajaran dalam talian. Keputusan ini adalah selaras
dengan data kesejahteraan psikologi guru-guru pelatih ambilan Jun 2020 IPGKTI selepas
setengah tahun pengaplikasian pembelajaran dalam talian.
Data yang diperoleh ini menunjukkan bahawa guru-guru pelatih ambilan Jun 2020
IPGKTI tetap bergaul baik dengan orang sekeliling seperti ahli keluarga walaupun menghadapi
perubahan besar dalam kehidupan iaitu daripada pembelajaran bersemuka kepada
pembelajaran secara atas talian. Hal ini membuktikan tahap kesejahteraan psikologi guru-guru
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pelatih ambilan Jun 2020 IPGKTI amat memuaskan dan mereka mempunyai keupayaan
penyesuaian yang baik.
Selain itu, dimensi penerimaan diri dan dimensi perkembangan kendiri juga mencatat
nilai min yang tinggi. Perkara ini membuktikan guru-guru pelatih ambilan Jun 2020 IPGKTI
berupaya menerima apa-apa perubahan dalam rutin kehidupan mereka. Definisi bagi dimensi
perkembangan kendiri ialah seseorang itu mempunyai keinginan untuk memajukan diri,
terbuka kepada pengalaman baru, menyedari potensi diri, sedia untuk berubah ke arah yang
lebih efektif dan menambah pengetahuan (Ryff, 1995). Oleh itu, nilai min dimensi
perkembangan kendiri turut menunjukkan guru-guru pelatih ambilan Jun 2020 IPGKTI
berusaha mencari cara untuk memajukan diri sendiri walaupun cara pembelajaran ditukarkan
kepada pembelajaran dalam talian yang dianggap tidak efektif seperti pembelajaran bersemuka.
Situasi berikut mungkin berhubung kait dengan pegangan agama guru-guru pelatih ambilan
Jun 2020 IPGKTI. Sikap positif guru-guru pelatih ambilan Jun 2020 IPGKTI membolehkan
mereka berasa setiap peristiwa yang telah berlaku dan sedang berlaku mempunyai makna yang
tersembunyi (Ryff, 1995).
Dimensi autonomi memainkan peranan sebagai faktor dominan dalam mempengaruhi
kesejahteraan psikologi guru-guru pelatih ambilan Jun 2020 IPGKTI selepas setengah tahun
pengaplikasian pembelajaran dalam talian. Menurut Ryff (1995), autonomi ialah keupayaan
seseorang untuk menentukan sendiri kemampuan untuk mengatur tingkah laku dan kebebasan.
Hal ini bermaksud sifat berdikari dalam pembelajaran guru-guru pelatih ambilan Jun 2020
IPGKTI dilatih sepanjang masa pengaplikasian pembelajaran dalam talian. Mereka boleh
dikatakan bebih berinisiatif dalam mengatur aktiviti pembelajaran sendiri dan
bertanggungjawab atas pembelajaran sendiri.
Untuk perbandingan tahap kesejahteraan psikologi guru-guru pelatih ambilan Jun 2020
IPGKTI pada peringkat awal pengaplikasian pembelajaran dalam talian dan selepas setengah
tahun pengaplikasian pembelajaran dalam talian, didapati komponen-komponen termasuk
autonomi, hubungan yang positif, tujuan hidup, dan penerimaan kendiri tidak menunjukkan
perbezaan signifikan. Hal ini mungkin disebabkan tempoh pelaksanaan pembelajaran dalam
talian tidak cukup lama untuk menunjukkan perbezaan yang signifikan sedangkan tempoh
setengah tahun cuma merujuk kepada satu semester pembelajaran guru-guru pelatih ambilan
Jun 2020 IPGKTI.
Walau bagaimanapun, komponen penguasaan persekitaran dan komponen
perkembangan kendiri tetap menunjukkan perbezaan signifikan pada peringkat awal dengan
setelah setengah tahun pengaplikasian pembelajaran dalam talian. Peningkatan komponen
penguasaan persekitaran dan komponen perkembangan kendiri pada semester dua
pengaplikasian pembelajaran dalam talian adalah logik kerana guru-guru pelatih ambilan Jun
2020 IPGKTI sudah menyesuaikan diri dengan cara pembelajaran baharu ini dan berupaya
memanfaatkan diri sendiri dalam perubahan tersebut dengan sikap positif dan kreativiti
tersendiri.
4.1 Cadangan Berdasarkan Dapatan Kajian

Daripada dapatan kajian, dimensi-dimensi termasuk penerimaan kendiri, autonomi,
perkembangan kendiri, dan perhubungan yang positif dengan orang lain guru-guru pelatih
ambilan Jun 2020 IPGKTI adalah pada tahap sederhana. Oleh itu, perangkaan aktiviti-aktiviti
yang bertujuan untuk membentuk kesejahteraan psikologi yang lebih mantap harus
dilaksanakan bagi memastikan guru pelatih boleh terus dimanfaatkan dan maju dari pelbagai
aspek profesional keguruan walaupun dalam tempoh pengaplikasian pembelajaran dalam
talian.
Seterusnya, Unit Psikologi dan Kaunseling dengan kerjasama Jabatan Hal Ehwal
Pelajar, Institut Pendidikan Guru Kampus Temenggong Ibrahim perlu mempergiatkan lagi
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perkhidmatan sesi kaunseling individu dan kelompok terhadap para pelajar IPGKTI dalam
tempoh pandemik agar dapat membantu guru-guru pelatih IPGKTI untuk lebih tabah dan
mantap dari segi psikologi dalam mengharungi cabaran apabila menjadi guru kelak.
4.2 Cadangan Kajian Lanjutan

Kajian ini menghadapi masalah dalam generalisasi kerana hanya terbatas kepada sampel di
Institut Pendidikan Guru Kampus Temenggong Ibrahim. Maka, kajian yang lebih berskala
besar dicadangkan untuk dijalankan kepada kesemua IPG di seluruh Malaysia supaya data yang
lebih sahih dan meyakinkan diperoleh.
5. Kesimpulan
Kajian ini telah membincangkan kesejahteraan psikologi guru-guru pelatih ambilan Jun 2020
IPGKTI pada peringkat awal dan selepas setengah tahun pengaplikasian pembelajaran dalam
talian. Dapatan kajian ini boleh dimanfaatkan sebagai rujukan, panduan dan idea oleh pihak
IPGM. Hasil daripada dapatan yang diperolehi dalam kajian ini diharap dapat meningkatkan
kualiti dan kesediaan guru pelatih untuk menghadapi cabaran pada masa depan dan
menyesuaikan diri dalam pelbagai perubahan dunia seperti kejadian pandemik belakangan ini.
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Power bases in Mentoring During the School-Based Practicum

Noraishah Goh Abdullah, PhD

*noraishah@ipgm.edu.my
ABSTRACT
Mentoring is an essential component of the school-based practicum in teacher education.
Whilst research on mentoring have been conducted in western countries like New Zealand and
the United States, research in workplace learning in education is scarce (McNamara, Murray
& Jones, 2014). Most of the research on mentoring in Malaysia covered mentoring models and
programmes, student teachers’ perception of practicum and quality of guidance. Limited
studies have investigated the power relationship amongst the mentoring members: supervisors,
student teachers and mentor teachers. This paper is part of a larger qualitative study that
investigated the participants’ perspectives on mentoring and mentoring practices and the
contexts of the mentoring phenomenon. This study adopted French and Raven’s (1959) five
bases of power: reward, coercive, legitimate, expert and referent, to explore the mentoring
members’ power bases during mentoring in the school-based practicum. This paper will
provide a better insight into the power at plays during mentoring, thus enabling practitioners to
be better informed of their mentoring practices.
Keywords: Mentoring, school-based practicum, power relationship, five bases of power
1. Introduction
In initial teacher education (ITE), mentoring of student teachers (ST) in the practicum is one
of the joint ventures between higher education institutions (HEI) and schools. STs have a
foundation in theory in their HEIs while the practicum allows the STs to focus on the practical
in teaching students. Kwan and Lopez-Real (2005) recognised this as a practice that has been
established for many years, where “without a strong [school-university] partnership, the
school-based experience fails” (Chittleborough & Jones, 2018, p.62). Recognising that STs
need support and guidance during practicum, HEI supervisors and mentor teachers (MT) from
schools are appointed and expected to work together in pivotal roles to facilitate that experience
and to achieve the aims of the practicum. The supervisors and MTs mentoring STs are vital to
ensure the success of practicum. STs develop their teaching abilities while working with
supervisors and MTs. However, tensions and issues have also been raised concerning this
partnership.
McWilliams and Beam (2013) underscored that mentoring relationships are essentially
power relationships that see immense potential abuse of power. Unequal power relations posed
issues and inequalities in learning, within and beyond the workplace (Fuller, Hodkinson,
Hodkinson & Unwin, 2005; Fuller, 2007; Hodkinson & Hodkinson, 2004). McWilliams (2019)
elaborated that the mentors have power over the mentees as the mentors hold access to the
resources, networks, development, and opportunities. Therefore, McWilliams (2019)
advocated that both mentors and mentees need to enter the mentoring relationship aware of
their responsibilities and commitments throughout the mentoring process.
1.1 Rationale for this paper

Whilst studies on mentoring have been conducted in Western countries like the United States,
Scandinavia, England and New Zealand, McNamara et al. (2014) pointed out that research in
workplace learning in education is scarce, and in regard to the present study more so in
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Malaysia. Goh and Blake (2015) underscored that supervision during the practicum in Malaysia
is under-researched. Additionally, power dimensions in mentoring, particularly in the
Malaysian context, is an under researched area. A literature search was done using key terms,
‘practicum’, ‘mentoring’ and ‘power’ in Google Scholar which gathered data from various
websites in Malaysia and internationally. The results included research from other countries
and also research irrelevant to mentoring. Consequently, the actual results on mentoring in
Malaysia were lesser than the displayed results.
Research on mentoring in Malaysia had covered a vast area, such as, induction into the
workplace, practicum, intercultural practices, students’ self-efficacy, subject specific
mentoring and research mentoring. The modes of mentoring, such as, E-portfolio, E-mentoring,
blogs and ICT were also found in the studies. Most of the research on mentoring in the teacher
education in Malaysia investigated mentoring models (Sarkowi, 2012), STs’ perception of
teaching practicum (Yusof et al., 2014), STs’ perception of the quality of guidance (Ho & Lee,
2016), the tensions STs faced during practicum (Masry & Saad, 2017), abuse of mentoring
guidelines (Ahmad & Hadzari, 2018) and STs’ concern during practicum (Goh & Matthews,
2011). None of these studies had investigated the power dimensions in the mentoring practice.
This paper will therefore provide new knowledge by exploring the power bases in mentoring
in the Malaysian school-based practicum context.
2. Power bases in mentoring

French and Raven (1959) proposed that the processes of power are “pervasive, complex and
often disguised in our society” (p.151). French and Raven (1959) distinguished the five bases
of power as reward power, coercive power, legitimate power, expert power and referent power.
The illustration of power is often through dyadic relations where one perceives the other as
having the power. The following explanation will adopt U, as a person and V, as the other
person. U possesses legitimate power when V perceives U as being influential or holding a post
in the organisational hierarchy. U is said to have the expert power when V acknowledges U’s
knowledge and experience. U has the reward power when V perceives U having the influence
to provide rewards, such as high grades. U possesses coercive power when V perceives U to
have the ability to give or take away rewards or make life difficult for V. Lastly, U possesses
referent power when V recognises U’s personal qualities.
2.1 Reward power

Reward power is the capacity to provide rewards like advancements in career and high grades
(French & Raven, 1959). A study found STs valued three teacher-mentors’ roles during
practicum with a high response rate of 60% or more, namely, observing students’ lessons and
providing feedback, assisting with STs’ planning of lessons, and modelling teaching practice
for STs (Hobson, 2002). The STs in the study valued their teacher-mentor more than their
university tutors on two aspects, observing and providing feedback afterwards (81%:51%) and
input on lesson planning (62%:18%). This implied that teacher-mentors had a greater effect on
STs’ practice compared to university tutors during the practicum. Although Hobson (2002) did
not probe deeper into the STs’ preference towards teacher-mentors over their university tutors,
it raised some queries. One might ask the STs’ preference for the feedback given by the teacher-
mentors to the ones given by university tutors.
Bullough Jr. and Draper (2004) used positioning theory to conceptualise the mentoring
relationship and the power play in role negotiation in the failed triadic mentoring relationship
which involved the intern, her university supervisor and mentor. It was uncertain from the study
whether the intern aligned her view with her university supervisor’s or her mentor’s view of
herself as a mathematics teacher. However, the intern chose to follow her mentor’s advice over
her university supervisor’s advice as the mentor had more control in defining her
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employability. Bullough Jr. and Draper (2004) deduced that the relationship was “a tale of
power negotiation and of positioning and being positioned to influence learning, preserve one’s
sense of self, and achieve or maintain a measure of control over one’s situation” (p. 418). In
short, the intern made the alliance with the mentor who held the reward power in the triadic
mentoring relationships.
Abdullah (2020) carried out a case study of four practicum triads (teacher
educators[TE], student teachers[ST] and mentor teachers[MT]) in the second phase of their
teaching practicum. Data collection included semi-structured interviews, observations of
participants’ classroom practices and post-observation conferences, and document analysis.
The findings of the study suggested that the STs prepared their lesson to suit the TEs demands
as they recognised the TEs’ ‘reward power’ or the ability to award high grades to the STs; and
‘coercive power’ or the control of taking away the grades that were given (French & Raven,
1959). The study found that, as the TEs held more reward power, the MTs’ guidance was
generally side-lined. Anderson (2007) conducted a mixed method study to understand the
influence of the cooperating teacher, where 56 STs and 48 MTs responded to pre and post
practicum questionnaires while 12 STs and MTs were interviewed. The study found that apart
from grades, giving STs autonomy in their classes and giving positive recommendation for jobs
were also forms of reward for STs.
2.2 Coercive power

Coercive power refers to the ability of taking away rewards or making life challenging for
disobedience (French & Raven, 1959). As mentioned earlier, Abdullah (2020) found the TEs
were perceived to possess the reward and coercive power. The STs acknowledged MTs’
personal qualities and that their MTs were able to guide them during this second practicum.
However, all the STs recognised the TEs’ authority in awarding the STs high or low grades for
the practicum. All the STs conceded to the TEs’ demands for their lessons during observations,
stating concerns for their grades. The concern for their grades echoes Ligadu’s (2012b) finding
where mentees were anxious in voicing their opinions fearing their grades. The STs’ anxiety
over their grades contributed to the STs’ perception that the TEs had more power or authority
than the MTs in the mentoring relationships.
Anderson’s (2007) study found that the STs viewed the MTs’ abilities to issue negative
evaluations as a punishment for lack of compliance, thus STs complied with the MTs’ as the
alternatives are risky. This finding aligns with French and Raven’s (1959) coercive power base.
Aguinis et al. (1996) conducted a survey to examine the power of graduate supervisors as
perceived by their graduate students and the main and interactive effects of the five power
bases. The findings concluded that a faculty supervisor is not seen as trustworthy when he or
she has coercive power, and this perception of untrustworthiness is even stronger when a
supervisor not only has the ability to punish a student but can also use this ability legitimately.
2.3 Legitimate power

Legitimate power comes with one’s position in the organisational hierarchy where one has the
authority to exert his/her influence (French & Raven, 1959). Bullough Jr.’s and Draper’s (2004)
research indicated that the intern faced difficulties meeting his/her mentor’s and supervisor’s
contradictory demands because both had legitimate power. Both had the “perceived right of
the person to hold the office” and also had been “granted such power by the legitimizing agent”
(p.154) to guide him/her during the internship. Abdullah (2020) similarly, reported the same
findings that the STs had difficulty meeting their MTs’ and TEs’ different demands.
In the Malaysian context, Ong (2010) and Lyne (2013) attributed the power that one
possessed to the top-down culture that existed in the schools, suggesting legitimate power. The
appointment of MTs for practicum is usually decided by heads of schools. In this top-down
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culture, the teachers are at the leaders’ “mercy” (Lyne, 2013, p.13). Additionally, in Malaysia,
the selection of mentors is based on the number of years of working experience. The norms for
selecting MTs appeared to bear similarity to how the teachers are promoted based on seniority
defined by the time they served as civil servants in Malaysia (Azman, Morshidi & Dahlan,
2012). In this situation, STs would be at the bottom of the top-down culture.
Ligadu (2012a) further reinforced this notion of legitimate power when she found the
mentees addressing their teacher mentors as ‘boss’ (p.358). Ligadu’s (2012a, 2012b) findings
echoed Hofstede’s (n.d.) report that the power distance in Malaysia is ‘very high’. Carlo,
Hinkhouse and Isbell (2010) claimed the real power is with the class teacher, thus, restricting
the preservice teachers in classrooms. The mentees recognized the hierarchical order of people
and acted on their teacher mentors’ instructions without further justification. Anderson (2007)
added that the STs believed they were supposed to respect established policies and procedures,
hence, STs did not feel they had the authority to make changes in the classroom.
2.4 Expert power

Expert power refers to the knowledge, experience and shrewdness one is perceived to possess
(French & Raven, 1959). STs learn from their trials and errors in the classrooms (Hobson,
2002). Abdullah (2020) found most of the STs in her study valued their MTs’ feedback and
input on lesson planning more than their supervisors’. However, failed experimentations in the
classrooms may not be easily and readily accepted by associate teachers (McDonald, 2004).
Both Ligadu (2012a) and McDonald (2004) reported that mentees were compelled to follow
their mentors’ instructions.
However, two other studies, Ho and Lee (2016) and Traister (2005) found STs valued
their university supervisors more than their cooperating teachers. Ho and Lee (2016) explored
54 Malaysian trainees’ perceptions on the quality of guidance by supervisors and mentors in
schools using a quantitative study utilising a Likert 5-point questionnaire. The trainees alleged
the supervisors’ quality of guidance surpassed the mentors’ quality of guidance by 0.15 in mean
score on all aspects surveyed, including improving the strategy and teaching skills in terms of
planning, implementation, reflection, attitude and personality. Traister (2005) likewise found
STs esteemed their university supervisors more than their cooperating teachers. Abdullah
(2020) claimed that TEs held expert power since the MTs were unfamiliar with the expected
mentoring practice (Young & McPhail, 2015). The MTs seemed to acknowledge the TEs’
‘expertise’ as they work together with the STs in their lesson planning to impress the TEs.
Additionally, the STs in Traister’s (2005) study connected university supervisors with a greater
scoring power than cooperating teachers. Thus, indicating that the STs are conscious of the
university supervisors’ and cooperating teachers’ expert and reward power.
2.5 Referent power

Referent power is based on personal qualities, such as, kindness, understanding, and respect
(French & Raven, 1959). Abdullah (2020) found one of her STs was drawn to her supervisor
rather than her MT. The ST perceived that her supervisor was understanding and supportive,
whereas her MT was uncompromising with the classroom activities during her first practicum.
Eventually, the ST’s positive perception of her TE and negative perception of her MT led her
to consult her supervisor only for her lessons. The study by Aguinis et al. (1996) related referent
power to compliance. Their study found the highest compliance when students perceived their
TEs as not only providing them with rewards, but also in making them feel valued, personally
accepted, approved and important.
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3. Discussion
The theme ‘authority’ seemed to be prevalent in the research participants’ account of
mentoring. The power play was evident amongst the participants in most of the research cited
(Bullough Jr. & Draper, 2004; Ligadu, 2012a; Ligadu 2012b; McDonald, 2004; Traister, 2005).
Foucault (1980a) contended that “power is neither given, nor exchanged, nor recovered, but
rather exercised and that it only exists in action” (p.89). The power “had to be able to gain
access to the bodies of individuals, to their acts, attitudes and modes of everyday behaviour”
(Foucault, 1980b, p.125). Furthermore, Foucault (1980c) discerned that a power relationship
is reciprocal, with each party acknowledging one another’s existence. Even though the
supervisors and MTs had the experience, expertise and instruments over the STs, the STs
needed to acknowledge them. This raises the question of whether grades and the university
supervisors who decide the grades are STs’ primary concern during the practicum, suggesting
that reward power is more potent than expert power.
Garvey, Stokes and Megginson (2014) proposed that mentors with control of reward
and coercive power would have substantial power in the mentoring relationship. Most of the
studies (Abdullah, 2020; Anderson, 2007; Ligadu, 2012b) also indicated that the STs were
primarily concerned with their grades during the practicum. Hence, this explained the STs’
decision to teach according to their supervisors’ suggestions, as the STs perceived the
supervisors to have greater grading or reward power. The STs reserved their opinions fearing
the repercussions on their grades. Traister’s (2005) research showed that STs considered their
university supervisors as above their cooperating teachers because the university supervisors
could mediate the grade.
The notion of power was also present in STs’ decisions concerning their alignment to
the authority with the higher reward power (French & Raven, 1959). Even though the MTs’
suggestions had more official authority than the supervisors, the STs felt inclined to follow the
supervisors because the supervisors were perceived as the assessors and had greater rewarding
power during the joint observation.
However, similar to Bullough Jr.’s and Draper’s (2004) research, Traister’s (2005) ST
also acknowledged the mentor’s superiority because she had the authority to determine her
employability. The confusion and frustration that STs in Abdullah’s (2020), Bullough Jr.’s and
Draper’s (2004), Traister’s (2005) research faced from the conflicting demands of MTs and
supervisors might stem from the reward power held by both the MTs and supervisors.
Foucault’s (1980c) notion of reciprocal power relationship was manifested here. Although both
the supervisors and MTs had the grading power, the STs acknowledged that the supervisors
had more grading or reward power. Foucault (1980b) elaborated, the power had acquired access
to the STs’ actions and attitudes. Pennanen et al. (2016) found the mentors projected their
authority or, as Foucault (1980a) called it, exercising their power. The STs might struggle to
locate the power that the supervisors and MTs held in the mentoring relationship.
However, the intern in Bullough Jr.’s and Draper’s (2004) research might have faced
difficulties because the intern had to make sense of their MTs’ and supervisors’ contradictory
demands stemming from the legitimate power where the supervisors had the authority of the
universities or teacher education institutes, and the MTs had the authority of the schools to
guide them during the practicum. The two bodies, the supervisors and MTs, were in position
to empower or disempower the STs in their practicum.
Garvey et al. (2014) suggested that expert power plays an essential role in how
significant the mentee perceives the mentor. The traditional view of STs learning the ropes
from the experienced MTs and supervisors (Nielsen, 2008) suggested STs view teaching from
the supervisors’ and MTs’ perspectives as the supervisors and MTs had more teaching
experience. The expert power (French & Raven, 1959) positioned the supervisors and MTs to
be dominant in their relationships with the STs. The view that the MTs and supervisors were
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more experienced and knowledgeable affected their mentoring relationships with each other,
creating a hierarchy of expertise. Nevertheless, when the reward power and expert power were
evident at the same time, the STs appeared to choose reward power as seen in Traister’s (2005)
and Abdullah’s (2020) studies.
As mentioned earlier, the MTs were experienced teachers, and they were experts at
teaching their students in the schools. However, they were untrained mentors who were given
the duties to assist the STs in their learning. It was clear that teaching and mentoring have
different skill sets needed by mentors to support the STs in developing their expertise (Mena,
Hennissen & Loughran, 2017). It was also clear from this study that being untrained created a
power imbalance between the MTs and supervisors. Therefore, proper mentoring courses for
MTs focusing on mentoring skills and knowledge to further the mentors’ understanding of their
role as mentors are essential in guiding the STs and addressing the power imbalance. It is only
when the supervisors and MTs are both trained to be mentors that the power imbalance caused
by the knowledge gap could be lessened and lead to a more efficient mentoring synergy.
Some of these studies have indicated similar patterns where STs would often follow the
one, either the TE or the MT, with the greater grading or reward power (Bullough Jr. & Draper,
2004; Ligadu, 2012a; Traister, 2005). The question of STs’ participation during the school-
based practicum seemed to be significantly influenced by the reward power that the “old-
timers” hold.
However, the power held by the supervisors could also be from the top-down culture
prevalent in the schools in Malaysia (Ong, 2010; Lyne, 2013), where the leader, in this case,
the supervisors, has the final say. Therefore, the MTs and STs in this top-down culture
conceded to the TEs or supervisors (Lyne, 2013). The TEs held legitimate power (French &
Raven, 1959) as being the representatives of the universities/teacher education institute-led
programme (Abdullah, 2020). Therefore, the TEs held the most significant power in the
mentoring quads because they were seen as a figure of authority in charge of the STs during
the school-based practicum. The MTs in this study demonstrated their loyalty to the schools,
schools’ rules and regulations, the ministry – respecting the authority.
The MTs, and particularly the TEs, exercised their power or control over the STs
(Foucault, 2008) to steer them in the ‘right direction’ to have the STs benefit from their own
experience in this present study. While the processes and procedures of practicum might have
been initially planned to assist the STs in their learning, it also intensified the STs’ perception
of the supervisors’ and MTs’ power over them. The supervisors and MTs were able to control
the STs’ attitudes, decisions and actions in the class (Foucault, 1980b) to a certain extent. The
STs taught according to the supervisors’ and MTs’ ways, performed school duties and even
felt they were becoming a version of their mentors.
Nevertheless, all the research specified above established that the STs needed to
negotiate their way through this complex partnership (Bullough Jr. & Draper, 2004; Ligadu,
2012a; Ligadu 2012b; McDonald, 2004; Traister, 2005) during the school-based practicum.
4. Implication
The discussion could be used by the Malaysian Ministry of Education, HEIs and school
authorities to plan and execute training for mentors, particularly the practical skills required by
mentors in supporting STs’ learning during the practicum. STs who are guided by informed
judgment might have improved teaching and learning experiences.
In short, the mentoring relationships that the STs, MTs and supervisors shared in this
study indicated a hierarchical relationship influenced by power and exacerbated by the top-
down culture in the schools. Consequently, the STs experienced the tension between autonomy
and freedom to take ownership and experiment during the school-based practicum. This
situation requires the institutions involved to address the power inequality amongst the
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mentoring participants and to reduce the tensions faced by STs during the school-based
practicum.
5. Conclusion
In conclusion, this paper aimed to explore the power bases in mentoring during the school-
based practicum. The researcher had identified and investigated French’s and Raven’s (1959)
five bases of power. With this knowledge, the researcher captured the power bases in mentoring
during the school-based practicum and inform the teacher education programme. The five bases
of power are applicable to the Malaysian ITE contexts and are advantageous in capturing the
participants’ learning context during the school-based practicum, the notion of power and the
top-down hierarchical school culture prevalent in the Malaysian context. As this present study
was situated in the Asian context, it has added an Asian element to the literature on mentoring,
which has previously predominantly been contextualised in the Western context.
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Sarkowi, A. (2012). Penilaian program praktikum: Model pembentukan dan peningkatan
kualiti guru praperkhidmatan di Institut Pendidikan Guru Malaysia (Unpublished PhD
thesis). Universiti Utara Malaysia, Sintok, Malaysia.
Traister, C. A. (2005). The perceptions of student teachers, cooperating teachers, and
university supervisors regarding the assessment of student teacher performance
(Unpublished EdD’s thesis). The Pennsylvania State University, PA, United States.
Yusof, N., Yusof, A., Md Ali, A., Che Mohd Yusoff, C. M. N., Mohd Fariza, M. N. S., & Mat
Nawai, N. (2014). Student teacher’s perception towards teaching practicum programme.
International Journal for Innovation Education and Research, 2(10), 121-130. Retrieved
from https://ijier.net › ijier › article › download
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21(2), 222-237. doi:10.1177/1356336X14557582
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Sustainability of Teacher Education Institute based on Sustainable

Practices of TVET Lecturers
Ahmad Zainal, PhD1* and Sugunah Supermane, PhD2
1,2
IPG Kampus Temenggong Ibrahim Johor Bahru
*ahzeck@gmail.com
ABSTRACT
Malaysia is committed to adopt the concept of sustainability with the recommendations of
UNESCO to ensure a sustainable future. Hence, the role and contribution of Technical
Vocational Education and Training (TVET) institutions to sustainability is very proactive and
practical way to address the issue of environmental preservation while enhancing the economic,
social and cultural rights without compromising future generations. Therefore, this research is
carried out in order to identify the sustainability of Teacher Education Institute (TEI) base on
the sustainable elements’ practices of TVET lecturers. This study uses the quantitative method
by using inferential surveys approach. The sample consisted of 150 TVET lectures at TEI
campus by using sampling simple randomization was intended to participate in this study. The
findings were analyses quantitatively using Winsteps version V3.69.1.11. The results of the
analysis of the overall level of sustainable practice of TEI lecturers are high as the following
elements; i) Culture (mean score = 4.44), ii) Social (mean score = 4.43); iii) Environment (mean
score = 4.42) and iv) Economics (mean score = 4.36). It shows that in general the level required
is higher than current levels. Finally, from the results of the level of practices of lecturers TEI
towards their practice for the pillars of sustainability such as environmental, economic, social
and cultural is high.
Keywords: Teacher Education Institute (TEI), Sustainable Practices and TVET Lecturers
1. Introduction
UN Secretary General (Ban Ki Moon, 2012) argued in the Rio +20 conference that, the main
challenge in this decade is to provide a solid foundation to more sustainable environmental,
economic, social and cultural development. Without the contribution of education especially
in education for sustainable development, is impossible to achieve wellbeing. Education
empowers people many have their knowledge, skills and confidence to shape a more stable and
secure future. The concept of sustainability is the UN's most proactive and practical to address
issues to balance between development demands and environmental conservation in addition
to improving economic, social and cultural without affecting future generations (Salleh, 2000;
and Egan, 2004). This statement also supported by (Kevany, 2007; Kaprawi et al., 2009;
Azroai, 2010; and Minghat, 2012) which states that, the main goal of sustainability is to
emphasize development society especially graduates and educators who have the knowledge,
skills and values that support sustainable, viable and possessive behaviours better quality of
life. In this regard, TVET programs are the key in sustainable development based on the
following statements;
“Since education is considered the key to effective development strategies,

Technical and Vocational Education and Training (TVET) must be the master
key that can alleviate poverty, promote peace, conserve the environment,
improve the quality of life for all and help achieve sustainable development”.
(UNESCO, 2004a)
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This statement is consistent with the study of Pavlova & Chunlin (2009) that, TVET
programs are the key to sustainability. Accordingly, educators at TVET provider institutions
need to have competencies and sustainable practices as an action in response to growing
concerns about society’s impact on environmental, economic, social and cultural in the 21st
century.
1.1 Study Background

TVET providers should provide a curriculum that is not only focusing on Technical and
Vocational skills even needs to be balanced with sustainability values (LeFay, 2006). However,
in the Carmel study (2009), there is still much in TVET curriculum education is unbalanced in
both technical skills and sustainability values that should encourage students to think critically
and creatively, so that they can become human capital productive. Unfortunately, according to
Pavlova (2009), education today is more useful preparing students for one skill area for the job
market only. According to Majumdar (2006), sustainability Today’s TVET programs have also
led policymakers, administrators and educators to formulate a more holistic curriculum and
integrate sustainable development that demands that the relationship between environmental,
social, technological and economic be given priority.
To achieve the vision of sustainability is dependent on initiatives to using all forms of
education as a catalyst to bring society together for changes in values, attitudes and quality
lifestyles for ensuring a sustainable future (UNESCO, 2007). However, the reality of
implementing the sustainability goals as a result of UN resolutions is not encouraging and
frustrating among member states (UN, 2005). Accordingly, in Abu Bakar's (2011), to produce
graduates who meet the required characteristics as current industrial workers of teaching staff
in TVET institutions need to have the latest knowledge, be industry oriented and have
established and sustainable competencies. Therefore, Abu Bakar (2011) states, lecturers as
practitioners of knowledge are necessary plays a role in imparting useful knowledge in its field.
So, the lecturer is responsible for learning how to learn, teach and master the content so
confident in teaching. Thus, sustainability and TVET programs play a role as an important
component of lifelong learning to be applied in the curriculum at TVET practitioner
institutions.
1.2 Research Problems

The concept of sustainability is seen as a major contributor towards achieving that future
sustainable through awareness of issues at all levels, developing values certain and influence
community behavior in sustainability development (Pavlova, 2009). This statement is in line
with the definition of education for sustainability given by Hackle & Sterling (1996) quoted in
Pavlova (2009):
“Education for Sustainable is a process that develops people’s awareness,

competence, attitudes and values, enabling them to be effectively involved in
sustainable development at local, national and international levels, and
helping them to work towards a more equitable and sustainable future”.
(Hackle & Sterling, 1996)
Based on the statement given above, the scholars can see that awareness, competencies,
practices, attitudes and values are important in developing sustainability. Accordingly, the role
of the educator is very important along with opinion of Palmer & Neal (1994), states the
importance fairies education aims to help students learn and take care of the environment, then
the people who responsible is the educator. Therefore, educators must have practice which is
good to help the resulting learning process active as well as meaningful minds (Jacobson et al.,
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2006). However, UNESCO council members found that the progress that has been made by
developing countries to implementation of sustainable development education on Technical
Education programs and Vocational Training for Sustainable Development Education since it
was proposed during the Seoul Congress conference in 1999 did not support sustainability
(Dubois & Balgobin, 2010). Therefore, this study to identify the level of sustainable practices
of TEI TVET lecturers to integration the elements of sustainability relevant to be empirically
studied.
1.3 Objective of Study

Based on the research problems, the main objectives research to identify the level of sustainable
elements practices of TVET lecturers to sustain the Institute of Teacher Education (TEI).
1.4 Research Questions

Based on the objectives of the study, the main research question of this study is; What is the
level of sustainable elements practices of TVET lecturers to sustain the Institute of Teacher
Education (TEI)?
1.5 Conceptual Framework of the Study

The conceptual framework of this study is referring to models and theories of Education
Sustainable Development (ESD) in TVET programs. This study is based on the theoretical
study from Minghat A. D. (2012), Azroai, A.M. (2010), Kaprawi, N. & Azroai, A. M. (2009),
Pavlova, M. (2009), Kevany, UNESCO (2007), K.D. (2007), Kevany, K.D. (2007), Majumdar
S. (2006), Egan (2004), Salleh, K.O. (2000). In Figure 1 shows the Sustainability of the Teacher
Education Institute (TEI) as a dependent variable is based on the elements of Sustainable
Lecturers Practices. The pillars of sustainability are; Environment, Economy, Social and
Culture were adapted from the models and theories related to ESD in TVET.
TVET
Lectures
Environment
Sustainability of
Economics Level of Teachers
Sustainable
Elements Practises Education
Social
Institute (TEI)
Culture
Figure 1: Conceptual Framework of the Sustainability of Teacher Education Institute

based on Sustainable of TVET Lecturers Practices
2. Materials and methods

The purpose of this study was to identify the level of practice of TVET lecturers on sustainable
elements. Therefore, researchers place emphasis in discussing relevant matters with; i) research
design, ii population and sample, iv) instruments and v) methods.
2.1 Research Design

This study uses a quantitative method approach because it more objective administered studies.
This study uses a simple random sampling technique of sorts clusters in which the data obtained
were collected from the entire respondents. This is in line with the opinion of Ayob (2002) and
Konting (2004), asserted that study design is all steps or procedures that taken to achieve all
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the goals of the study. The method of analyzing research data uses Winsteps software to obtain
the results of analysis of research data.
2.2 Population and Sample

The population involved in this study were lecturers in 27 TEI campuses and 150 TVET
lecturers were responsible as respondents to answer the questionnaire in google form. The total
population involved in this study was 250 TVET lecturers at TEI based on information
provided by IPGM (Teacher Education Institute of Malaysia). Thus, the selected respondents
consisted of 150 lecturers based on the sample size determination table by Krejcie & Morgan
(1970) and Johnson (2001).
2.3 Instruments
In this study, researchers have developed a questionnaire based on Rasch Model Instrument
Development by research of constructs, dimensions and items derived from qualitative analysis
(document analysis and interviews). Items for this instrument were run after constructs and
dimensions which have been identified get expert consent. the next step, items were developed
with a five-point Likert scale perception assessment form used based on Bond & Fox (2007),
This Likert scale seeks to measure the level of agreement of respondents' perceptions through
constructed items. The elements or constructs of the study and the number of 20 items are as
in the table below:
Table 2.1: Level of Sustainable Practices

No. Element of Sustainable Item Total
1 Environment A01 – A06 6
2 Economics B07 – B12 6
3 Social C13 – C16 4
4 Cultural D17 – D20 4
2.3 Methods
To analyze the data on the level of sustainable practice elements, researchers have used
Winsteps software version V3.69.1.11 to analyze each element of the variable. The level of
sustainability practice of TEI lecturers measured based on the mean value of the measure and
the mean score. According to Hasan, A. (2012), the mean value of the observed score refers to
the logit value. The larger the logit value of the respondent's logit value, the easier it is for the
respondent to certify the given items and the smaller the logit value indicates the more difficult
it is for the respondent to certify the given items. A positive respondent logit value (+) indicates
that the individual is more capable and capable. While a positive (+) item logit value indicates
the item is more difficult. For a negative logit value (-), the respondent showed a lower ability
and for the item in turn indicated the item was very simple (Bond & Fox, 2007). Before the
researcher performs the level analysis, the following is the initial analysis to obtain good results
namely: i) reliability and segregation of respondent items; ii) detect the polarity of the item
measuring construct based on the PTMEA CORR value; iii) the fit of the construct measuring
item; iv) determine dependent items based on standardized residual correlation values; v) the
level of difficulty of the item and the consent of the respondent; vi) Differential Item
Functioning (DIF) based on gender; and vii) the appropriateness of the measurement scale
based on the use of category structure.
3. Results
This quantitative data was obtained based on a questionnaire distributed to 150 respondents
using google form. A pilot study for this perception item was conducted involving 40 lecturers
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is intended to improve item quality and confidence in interpreting findings data and the results
show the value of reliability respondent (person reliability) is 0.95 which is the value of
reliability can be accepted. The value of the separation index (separation index) obtained also
shows a high result of 4.33 where the value of good isolation index is more of the value of 2.0.
The measured item statistics also show the reliability of the item (item reliability) with a value
note of 0.93. This indicates a high reliability value in line with Bond & Fox (2007) who state
that greater value of 0.80 is a value indicating high and acceptable reliability strong.
3.1 Findings of the Level of Sustainability Practice of TVET Lecturers Analysis

The findings of the analysis of this section are intended to answer the research question. To
answer the research question, researchers have used Winsteps software version V3.69.1.11 to
analyze each practices element of sustainability of TEI lecturers by looking at the value of the
mean measure and mean score.
3.1.1 Level of Sustainable Practice Elements

The findings were analyses quantitatively using Winsteps version V3.69.1.11. The results of
the analysis of the overall level of sustainable practice of TEI lecturers are high as the following
elements; i) Culture and Social (mean size = 0.13 logit; mean score = 3.48); ii) Environment
(mean size = -0.04 logit; mean score = 3.42) and Economics (mean size = 0.21 logit; mean
score = 3.24). While for the analysis of the level required by the TEI lecturer on the whole
element Sustainable Practices are all high i.e. sub-elements; Culture (mean size = 0.09 logit;
mean score = 4.44), Social (mean size = 0.06 logit; mean score = 4.43); Environment (mean
size = -0.03 logit; mean score = 4.42) and Economics (mean size = 0.08 logit; mean score =
4.36). The level analysis for the elements of Sustainable Practices is shown in Table 3.1. These
findings indicate that the overall element of Sustainable Practice is high which TIE lecturers
the overall sustainable elements is high.
Table 3.1: Level of Sustainable Practices

Element of Mean Mean Level of
Sustainable Practices Logit Score Practices
Environment -0.04 3.42 Higher
Economics 0.21 3.24 Higher
Social -0.13 3.48 Higher
Cultural -0.13 3.48 Higher
3.1.2 Level of Environmental Elements

The results of the existing level analysis of TEI lecturers on the Environmental element for the
whole item at a high level. For items: Providing guidelines for sustainability practices was at a
moderate level (mean measure = 0.04 logit; mean score = 3.39); While other items were at a
high level namely items: Supporting the ban on the use of plastic (mean measurement = 0.00
logit; mean score = 4.40); items: Using recycling bins (mean measure = 0.02 logit; mean score
= 4.42); items: Practicing 3R Practices (mean measure = 0.05 logit; mean score = 4.42); item:
Taking into account the implications of open burning (mean measure = 0.07 logit; mean score
= 4.43) and item: Selecting tools according to SIRIM standards (mean measure = - 0.09 logit;
mean score = 4.44). The level analysis for the Environmental element is shown in Table 3.2.
These findings indicate that the element of Environmental is high which TIE lecturers the
overall sub-element is high but item number A01 is moderate level.
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Table 3.2: Level of Environmental Elements

No Item of Mean Mean Level of
Environmental Elements Logit Score Practices
A01 Provide guidelines sustainability practices 0.17 3.39 Moderate
A02 Supports prohibition the use of plastic 0.11 4.32 Higher
A03 Using a recycle bin 0.05 4.36 Higher
A04 3R Practices -0.09 4.46 Higher
A05 Ban open burning -0.23 4.43 Higher
A06 Select tools according to SIRIM standards -0.23 4.43 Higher
3.1.3 Level of Economic Elements

The results of the existing level analysis of TEI lecturers on the Economic element for the
whole item at a high level. For items: Providing guidelines for sustainability practices was at a
moderate level (mean measure = 0.04 logit; mean score = 3.39); While other items were at a
high level namely items: Supporting the ban on the use of plastic (mean measurement = 0.00
logit; mean score = 4.40); items: Using recycling bins (mean measure = 0.02 logit; mean score
= 4.42); items: Practicing 3R Practices (mean measure = 0.05 logit; mean score = 4.42); item:
Taking into account the implications of open burning (mean measure = 0.07 logit; mean score
= 4.43) and item: Selecting tools according to SIRIM standards (mean measure = - 0.09 logit;
mean score = 4.44). The level analysis for the Economic element is shown in Table 3.2.
Table 3.2: Level of Economic Elements

Economic Elements Logit Score Practices
B07 Practicing austerity water usage 0.18 4.32 Higher
B08 Using LED lights 0.14 4.34 Higher
B09 Turn off the aircond during recess time 0.14 4.34 Higher
B10 Using solar energy on the building 0.13 4.34 Higher
B11 Creating a nursery (green house) 0.08 4.36 Higher
B12 Buy products from community -0.19 4.41 Higher
3.1.4 Level of Social Elements

The results of the existing level analysis of TEI lecturers on the Social element for the whole
item at a high level. For items: Execute the program prevention of social symptoms (mean size
= 0.04 logit; mean score = 4.39); Using materials environmentally friendly (mean measure =
0.06 logit; mean score = 4.34); items: Work with local community (mean size = 0.13 logit;
mean score = 4.46); and items: Practicing 5S Practices (Sort, Set in Order, Shine, Standardize,
Sustain) (mean measure = -0.20 logit; min score = 4.48). Level analysis for the Social element
is shown in Table 3.3. The level analysis for the Social element is shown in Table 3.3.
Table 3.3: Level of Social Elements

Social Elements Logit Score Practices
C13 Execute the program prevention of social 0.18 4.32 Higher
symptoms
C14 Using materials environmentally friendly 0.14 4.34 Higher
C15 Work with local community 0.14 4.34 Higher
C16 Practicing 5S Practices (Sort, Set in Order, 0.13 4.34 Higher
Shine, Standardize, Sustain)
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3.1.5 Level of Cultural Elements

The results of the existing level analysis of TEI lecturers on the Cultural element for the whole
item at a high level. For items: Cultivate lifelong learning (mean measure = 0.04 logit; mean
score = 4.38); Accept gender equality as a culture (mean size = 0.00 logit; mean score = 4.40);
item: Promote research culture (mean measure = -0.01 logit; mean score = 4.41); and items:
Appreciate the cultural diversity of the community (mean measure = 0.28 logit; mean score =
4.52). The level analysis for cultural elements is shown in Table 3.4.
Table 3.4: Level of Cultural Elements

Social Elements Logit Score Practices
D17 Cultivate lifelong learning 0.04 4.38 Higher
D17 Accept gender equality as a culture 0.00 4.40 Higher
D19 Promote research culture -0.01 4.41 Higher
D20 Appreciate the cultural diversity of the -0.28 4.52 Higher
community
4. Discussion
The results of this study clearly indicate that the sustainability of TEI can oriented successfully
based on the willingness of TVET lecturers to adopt the concept of sustainability in campus.
This is based on the results of the analysis have proved that the constructs formed are the four
elements of sustainable TVET lecturer’s practices. The Pillars of Sustainable Education
Development are; environmental, economic, social and cultural are the constructs that
influence the elements of predictor variables in this study. This study is expected to have
implications for lecturers TVET on sustainable development that they need to master for supply
knowledge and skills to trainee teachers. Therefore, the findings of this study are very
meaningful and beneficial and can be applied by various parties, especially Teacher Education
Institutions (TEI) to implement the concept of SDGs.
5. Conclusions
Based on the statement of the International Union for Sustainability of Nature (Majumdar S.,
2006), to improve the quality of life while living within the carrying capacity of eco-systems.
This statement is in line with the aspirations and vision of the Malaysian government to achieve
the vision by improving the quality of life of the people. To achieve the vision of sustainability
is dependent on initiatives to use all forms of education as a catalyst to bring society to change
in values, attitudes and quality lifestyles as well as a sustainable future. Thus, this fact is in
accordance with Ban Ki Moon (2012); education is the key to sustainable, hence TVET
programs are the master key for sustainability. The contribution of the study to researchers is
as a reference material for the implementation of a sustainable elements in TEI, it is also a
treasure trove of theoretical knowledge.
Acknowledgments
Appreciation to the TVET lecturers at the Teacher Education Institute (Campus of TEI) and
Malaysia of Teacher Education Institute (MTEI, MoE) for their cooperation.
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Kreativiti Pelajar-Pelajar dalam Pendidikan STEM di Salah Sebuah

Institusi Pendidikan
Mohd Zulfahmi Bahaudin, PhD1*, Zulkefli Daud, PhD2, Halina Kasmani3,
Norhashimah Mohd Yusof 4 dan Nurulhamizah Azman 5
1,2,3,4
5
SMK Taman Desa Skudai, Johor
*zulfahmi14-55@epembelajaran.edu.my
ABSTRAK
Salah satu kemahiran yang merupakan elemen penting dalam pendidikan STEM ialah
Kemahiran Berfikir Secara Kritis dan Kreatif (KBKK). Disebabkan elemen kreativiti ini
tercetus daripada KBKK maka ia merupakan suatu kunci yang perlu dikuasai oleh semua
pelajar amnya dan khususnya bagi pelajar yang ingin mendalami ilmu STEM. Justeru kajian
ini telah dijalankan bagi meninjau tahap kreativiti pelajar-pelajar dalam pendidikan STEM di
salah sebuah Institusi Pendidikan. Seramai dua ratus empat belas orang pelajar-pelajar diuji
bagi menjayakan kajian ini. Instrumen kajian yang digunakan adalah berbentuk soal selidik
dengan soalan-soalan kreativiti diubahsuai berdasarkan Ujian Pemikiran Kreatif Guilford dan
Torrance untuk menguji tahap kreativiti pelajar dalam Pendidikan STEM. Data yang diperolehi
disemak dan pemarkahan diberikan berdasarkan skema yang dicadangkan oleh Guilford dan
Torrance seterusnya diproses untuk mendapatkan frekuensi, peratusan dan min dengan
menggunakan perisian Statistical Package for the Social Science versi 16.0 (SPSS 16.0). Ujian-
t pula digunakan untuk menentukan perbezaan tahap kreativiti pelajar-pelajar dalam
Pendidikan STEM merentasi jantina dan juga merentasi program. Dapatan menunjukkan tahap
kreativiti pelajar-pelajar dalam pendidikan STEM adalah tidak kreatif dan hanya minoriti
pelajar sahaja yang dapat dikategorikan sebagai pelajar yang sangat kreatif. Dapatan juga
menunjukkan bahawa tidak ada perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar
dalam pendidikan STEM merentasi jantina dan program. Kajian ini mencadangkan beberapa
amalan terbaik untuk meningkatkan tahap kreativiti pelajar bagi menangani cabaran
pendidikan STEM abad ke-21.
Keywords: Kreativiti, KBKK, STEM, Tahap Kreativiti
1.0 Pengenalan
Kreativiti meliputi suatu konsep yang sangat luas dan saintifik. Terdapat pelbagai definisi atau
konsep yang dikemukakan oleh tokoh akademik, penyelidik atau sarjana berdasarkan
pemerhatian, kajian, pengalaman dan latar belakang disiplin keilmuan yang dimiliki mereka.
Menurut Mohd Azhar (2003), terminologi kreatif berasal daripada perkataan latin „creare‟
yang bermaksud „membuat‟ (to make). Manakala dalam bahasa Greek pula „krainein‟ yang
membawa makna „memenuhi‟. Dalam bahasa Inggeris „create‟ atau „cipta‟ dalam bahasa
Melayu. Menurut Mohd Azhar (2003) lagi, kreativiti merupakan suatu kebolehan berfikir dan
bertindak yang tidak berasaskan logik biasa kerana logik bersifat penilaian‟. Seseorang yang
berfikir secara kreatif pula mempunyai imaginasi tinggi, berupaya menjanakan idea yang
inovatif dan asli serta boleh mengubah suai idea dan produk yang sedia ada.
Pendidikan STEM ialah pendidikan yang bertunjangkan pengintegrasian empat bidang
iaitu Sains, Teknologi, Kejuruteraan dan Matematik. Dalam konteks negara Malaysia,
Pendidikan STEM ini merupakan salah satu agenda yang ditekankan dalam pelaksanaan Pelan
Pembangunan Pendidikan Malaysia (PPPM) 2013-2025. Kementerian Pendidikan Malaysia
(KPM) sedang berusaha untuk meningkatkan sumber tenaga yang mahir serta pakar dalam
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bidang penyelidikan dan industri, maka, salah satu inisiatif yang dilakukan ialah pengukuhan
Pendidikan STEM di negara kita. Beberapa dasar yang dilihat menyokong hasrat murni ini
ialah Dasar 60% Sains: 40% Sastera (Dasar 60:40), Wawasan 2020, PPPM 2013-2025 serta
Dasar Sains, Teknologi dan Inovasi Negara (DSTIN), selain pengoperasian Pusat STEM
Negara yang bermula sejak Mei 2018.
STEM merupakan akronim untuk ‘Sains’, ‘Teknologi’, ‘Kejuruteraan’ (Engineering)
dan ‘Matematik’. Mata pelajaran yang terangkum dalam bidang STEM ini adalah seperti Sains,
Fizik, Matematik, Kimia, Biologi, Asas Sains Komputer (ASK) dan Reka Bentuk dan
Teknologi (RBT). STEM dalam konteks pengajaran dan pemudahcaraan (PdPc) mencakupi
tiga aspek utama iaitu bidang pembelajaran (di sekolah dan di peringkat tertiari), pakej mata
pelajaran (berdasarkan kombinasi mata pelajaran pengkhususan STEM) dan pendekatan PdPc
(pengaplikasian pengetahuan, kemahiran dan nilai untuk menyelesaikan masalah). Pendidikan
literasi STEM diperkenalkan di Malaysia pada tahun 2014, sejajar dengan keperluan pada era
ini yang membolehkan lonjakan pengetahuan berlaku dengan sangat pantas. Becker & Park
(2011) menyatakan, Pendidikan STEM ialah satu penerokaan yang berlaku dalam proses
pengajaran dan pembelajaran, melibatkan mana-mana dua komponen STEM atau lebih. Satu
komponen STEM juga boleh dipelajari dengan disiplin ilmu yang lain. Pengintegrasian
Pendidikan STEM dalam PdPc kini menjadi tumpuan KPM melalui latihan serta kursus kepada
guru-guru dan kolaborasi bersama universiti-universiti.
1.1 Penyataan Masalah

Penekanan terhadap kemahiran berfikir dan kemahiran saintifik pendidikan STEM dalam
konteks pengajaran dan pemudahcaraan (PdPc) mencakupi tiga aspek utama iaitu bidang
pembelajaran (di sekolah dan di peringkat tertiari), pakej mata pelajaran (berdasarkan
kombinasi mata pelajaran pengkhususan STEM) dan pendekatan PdPc (pengaplikasian
pengetahuan, kemahiran dan nilai untuk menyelesaikan masalah) itu memerlukan guru yang
bukan sekadar seorang penyampai maklumat, malah guru perlu kreatif dan inovatif dalam
melaksanakan pengajaran dan pembelajaran (PdPc) bagi membina modal insan yang
cemerlang di kalangan pelajar. Sikap ini penting kerana golongan guru berada di barisan
hadapan bagi membentuk generasi akan datang yang memenuhi keperluan sumber tenaga
negara. Disebabkan itu, maka kajian berkenaan dengan kreativiti pelajar-pelajar dalam
pendidikan STEM di salah sebuah Institusi Pendidikan guru ini dijalankan.
1.2 Objektif Kajian

Kajian ini dijalankan untuk mengukur tahap kreativiti pelajar-pelajar dalam pendidikan STEM
di salah sebuah Institusi Pendidikan guru ini dijalankan. Diantaranya ialah:
1. Mengenal pasti tahap kreativiti pelajar-pelajar dalam pendidikan STEM.
2. Menentukan sama ada terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-
pelajar dalam pendidikan STEM merentasi jantina.
3. Menentukan sama ada terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-
pelajar dalam pendidikan STEM merentasi program.

Kajian ini dijalankan agar dapat menjawab beberapa persoalan. Diantaranya ialah:
1. Apakah tahap kreativiti pelajar-pelajar dalam pendidikan STEM?
2. Adakah terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam
pendidikan STEM merentasi jantina?
3. Adakah terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam
pendidikan STEM merentasi program?
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1.4 Hipotesis Kajian

Terdapat dua hipotesis yang akan diuji, Diantaranya ialah:
1. HO1: Tidak terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar
dalam pendidikan STEM yang merentasi jantina.
2. HO2: Tidak terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar
dalam pendidikan STEM yang merentasi program
2.0 Reka Bentuk Kajian

Kaedah Reka bentuk kajian ini adalah berbentuk deskriptif. Kajian deskriptif adalah satu kajian
yang mengkaji tentang suatu peristiwa atau fenomena sesuatu keadaan (Azizi, 2007).
Pengumpulan data pula dilakukan secara deskriptif iaitu data mentah yang diperolehi oleh
responden akan disusun untuk mengetahui prestasi sebenar. Penyelidikan yang dijalankan ini
ialah penyelidikan jenis tinjauan. Tinjauan dijalankan bagi mengukur tahap kreativiti pelajar-
pelajar di dalam pendidikan STEM (Mohd Najib, 1999).
2.1 Persampelan
Sampel merupakan responden kajian yang telah dipilih daripada populasi yang telah ditetapkan
(Mohd Najib, 1999). Sampel kajian ini adalah seramai 214 orang pelajar-pelajar dalam
Pendidikan STEM di salah sebuah Institusi Pendidikan yang terdiri daripada pelajar-pelajar
Program Ijazah Sarjana Muda Perguruan (PISMP) dan program pelajar-pelajar cemerlang
(PPC) yang terdiri daripada Kursus Perguruan Lepas Ijazah (KPLI) dan Diploma Perguruan
Lepas Ijazah (DPLI). Saiz sampel kajian ini adalah besar kerana ia melebihi tiga puluh orang.
Menurut Mohd Majid (2000), penggunaan saiz sampel perlu digalakkan melebihi 30 unit
kerana andaian bahawa taburan normal biasanya dipenuhi apabila saiz sampel melebihi 30 unit.
Pertambahan saiz sampel akan lebih mewakili populasi dan mengurangkan ralat persampelan.
Menurut Krejcie dan Morgan (1970), sampel yang disarankan adalah sebanyak 196 dan untuk
mengelakkan terjadinya kekurangan sampel, soal selidik telah diedarkan lebih sedikit daripada
sampel yang dicadangkan.
2.2 Instrumen Kajian

Instrumen merupakan alat yang digunakan untuk memperoleh data kajian. Di dalam kajian ini,
penyelidik menggunakan soal selidik sebagai instrumen kajian. Menurut Tuckman (1978),
instrumen berbentuk soal selidik merupakan cara yang paling berkesan bagi mendapatkan
maklumat daripada responden jika ia disediakan dengan baik dan mempunyai item-item yang
konsisten dan boleh dipercayai. Dengan menggunakan soal selidik juga responden tidak perlu
menulis nama dan ini memungkinkan mereka menjawab dengan jujur. Pembinaan soal selidik
ini telah dilakukan berdasarkan beberapa andaian iaitu pertama responden menjawab soal
selidik secara sukarela dan ikhlas. Kedua, responden mempunyai pengetahuan atau
pengalaman yang mencukupi untuk menjawab item-item dalam soal selidik dan terakhir
responden mudah membaca dan memahami item-item soal selidik
Instrumen kajian ini adalah satu set soal selidik. Item-item pada bahagian tahap
kreativiti pelajar telah diambil daripada kajian Torrance dan Guilford (dalam Torrance, 1974)).
Instrumen ini mempunyai dua bahagian yang berasingan. Bahagian A dibina bagi mendapatkan
maklumat mengenai demografi. Bahagian B dibina bagi mendapatkan maklumat mengenai
tahap kreativiti pelajar dalam pendidikan STEM dan soalan bahagian ini adalah berbentuk
subjektif.
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3. Dapatan Kajian
3.1 Persoalan Kajian 1:

Apakah tahap kreativiti pelajar-pelajar dalam Pendidikan STEM?
Jadual 1.0: Kategori Pemarkahan dan Taburan Peratus Responden Mengikut Tahap
Kreativiti
Markah Tahap Kreativiti Frekuensi Peratusan Min

0-8 Sangat tidak kreatif 9.0 4.2
9-16 Tidak kreatif 27.0 12.6
17-24 Kreatif 125.0 58.4
25-32 Sangat kreatif 53.0 24.8
Jumlah 214.0 100.0
Merujuk Jadual 1.0 menunjukkan analisis yang dijalankan bagi mengenal pasti tahap kreativiti
pelajar-pelajar dalam Pendidikan STEM. Data menunjukkan tahap kreativiti pelajar-pelajar
dalam Pendidikan STEM dikategorikan sebagai kreatif dengan peratusan min 58.4. Ini diikuti
dengan sangat kreatif dengan peratusan min 24.8, tidak kreatif pula dengan peratusan min 12.6
manakala sangat tidak kreatif hanya dengan peratusan min 9.0. Secara keseluruhannya, dapat
disimpulkan bahawa kebanyakan tahap kreativiti pelajar-pelajar pelajar-pelajar dalam
Pendidikan STEM adalah kreatif dan hanya minoriti pelajar sahaja yang dapat dikategorikan
sebagai pelajar yang sangat tidak kreatif

Adakah terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajardalam
Pendidikan STEM merentasi jantina?
HO1: Tidak terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam
Pendidikan STEM yang merentasi jantina.
Jadual 2.0: Taburan Bagi Nilai Min Kreativiti Mengikut Jantina
Kumpulan statistik
Standard Standard Error
Jantina Mean deviation Mean
Jumlah Kreatif Lelaki 16.2324 6.08065 .84532
Perempuan 14.7219 4.02345 .30934
Merujuk kepada Jadual 2.0, didapati bahawa nilai min bagi jumlah kreativiti pelajar lelaki dan
perempuan adalah berbeza. Nilai min bagi pelajar lelaki adalah lebih tinggi berbanding nilai
min pelajar perempuan iaitu 16.23 bagi pelajar lelaki dan 14.72 bagi pelajar perempuan. Oleh
itu, untuk mengetahui perbezaan ini adalah signifikan atau pun tidak, ujian-t telah dilakukan
seperti dalam Jadual 3.0.
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Jadual 3.0: Analisis Ujian-t Terhadap Perbezaan Tahap Kreativiti Pelajar-Pelajar

dalam Pendidikan STEM dengan Jantina
.
Ujian Pensampelan Tidak Bersandar
Levene’s
Test for t-test for Equality of Means
Equality of
Varians
95%Confidence
interval of the
Sig.(2- Mean Std. Error difference
F Sig. t df tailed) difference difference Lower Upper
Jumlah Equal .432 .647 1.756 204 .080 1.35432 .78234 - 2.9676
kreatif variances .167
assumed
Equal
variances 1.512 42.12 .138 1.35654 .91232 - 3.21344
not .458
assumed
Jadual 3.0 menunjukkan analisis ujian-t terhadap jumlah kreativiti pelajar-pelajar dalam
Pendidikan STEM. Jumlah ini diuji terhadap dua kumpulan jantina iaitu lelaki dan perempuan.
Merujuk kepada data Jadual 3.0, didapati nilai signifikan yang dianalisis adalah melebihi
daripada .050 iaitu .647. Nilai ini menunjukkan perbezaan min bagi ke dua-dua jantina adalah
tidak signifikan. Maka, hipotesis nol diterima. Ini menunjukkan tidak ada perbezaan yang
signifikan bagi tahap kreativiti pelajar-pelajar dalam Pendidikan STEM merentasi jantina.
Dapatan kajian ini disokong oleh beberapa kajian seperti kajian Barrantes-Vidal,
Caparro´ s, & Obiols, Demos, Melich, & Demers, Kershner & Ledger, dan Ogletree dalam
Matud M. P., Rodrı´guez C. dan Grande J. (2007) yang mengatakan bahawa tidak terdapat
perbezaan yang signifikan dalam tahap kreativiti antara pelajar lelaki dan pelajar perempuan.
Ini menunjukkan bahawa tidak terdapat perbezaan yang signifikan antara tahap kreativiti
merentasi jantina walaupun ada kajian yang dijalankan telah menunjukkan dapatan kajian yang
berbeza seperti kajian Ecles, Eysenck, Maccoby Jaclin, dan Reiss (dalam Reiss, 2002).
Menurut Reiss (2002), terdapat pelbagai faktor yang mempengaruhi tahap kreativiti iaitu
pemilihan individu, sosial dan kebudayaan.

Adakah terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam
Pendidikan STEM merentasi program?
HO2 : Tidak terdapat perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam
Pendidikan STEM yang merentasi program.
Jadual 4.0: Taburan Bagi Nilai Min Kreativiti Mengikut Program

Kumpulan statistic
Standard Standard Error
Program Mean deviation Mean
Jumlah Kreatif PISMP 6.8364 2.07065 .44512
PPC 7.3259 3.22545 .20134
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Merujuk kepada Jadual 4.0, didapati bahawa nilai min bagi jumlah kreativiti pelajar bagi
program PISMP dan PPC adalah berbeza. Nilai min bagi pelajar-pelajar program PPC adalah
lebih tinggi berbanding nilai min pelajar-pelajar program PISMP iaitu 7.32 bagi pelajar-pelajar
PPC dan 6.83 bagi pelajar-pelajar program PISMP. Oleh itu, untuk mengetahui perbezaan ini
adalah signifikan atau pun tidak, ujian-t telah dilakukan seperti dalam Jadual 5.0.
Jadual 5.0: Analisis Ujian-t Terhadap Perbezaan Tahap Kreativiti Pelajar-Pelajar

dalam Pendidikan STEM dengan Program
Ujian Pensampelan Tidak Bersandar

Levene’s
Test for t-test for Equality of Means
Equality of
Varians
95%Confidence
interval of the
Sig.(2- Mean Std. Error difference
F Sig. t df tailed) difference difference Lower Upper
Jumlah Equal 1.262 .254 1.756 204 .080 1.35432 .78234 - 2.9676
kreatif variances .167
assumed
Equal
variances 1.512 42.12 .138 1.35654 .91232 - 3.21344
not .458
assumed
Jadual 5.0 menunjukkan analisis ujian-t terhadap jumlah kreativiti pelajar-pelajar dalam
Pendidikan STEM. Jumlah ini diuji terhadap dua kumpulan program iaitu PPC dan PISMP.
Merujuk kepada data Jadual 3.1, didapati nilai signifikan yang dianalisis adalah melebihi
daripada .050 iaitu .254. Nilai ini menunjukkan perbezaan min bagi program PPC dan PISMP
adalah tidak signifikan. Maka, hipotesis nol diterima. Ini menunjukkan tidak ada perbezaan
yang signifikan bagi tahap kreativiti pelajar-pelajar dalam Pendidikan STEM merentasi
program.
4. Perbincangan
Secara keseluruhannya kajian ini menunjukkan tahap kreativiti pelajar-pelajar dalam
Pendidikan STEM dikategorikan sebagai kreatif dengan peratusan min 58.4. Ini diikuti dengan
sangat kreatif dengan peratusan min 24.8, tidak kreatif pula dengan peratusan min 12.6
manakala sangat tidak kreatif hanya dengan peratusan min 9.0. Dapat disimpulkan bahawa
kebanyakan tahap kreativiti pelajar-pelajar dalam Pendidikan STEM adalah kreatif dan hanya
minoriti pelajar sahaja yang dapat dikategorikan sebagai pelajar yang sangat tidak kreatif.
Menurut Siti Hajar (2008) dalam kajiannya Tahap Kreativiti Di Kalangan Pelajar Program
Sains Di Fakulti Pendididkan, Universiti Teknologi Malaysia. Universiti Teknologi
menunjukkan kebanyakkan responden yang diuji terdiri daripada pelajar kreatif dengan 50.5%
yang tertinggi diikuti pelajar yang sangat kreatif 38.5% dan pelajar yang tidak kreatif 7.5% dan
hanya 3.5% pelajar yang sangat tidak kreatif.
Menurut Nurulhamizah (2009) dalam Kajian Mengenai Hubungan Kreativiti Dengan
Pencapaian Kimia Bagi Pelajar Tingkatan Empat Di Daerah Skudai, Johor menunjukkan 58.6%
pelajar-pelajar dikategorikan sebagai kreatif, 34.1% pula sebagai pelajar-pelajar yang kreatif
manakala 4.8% dan 2.4% pula pelajar-pelajar yang sangat tidak kreatif dan sangat kreatif.
Manakala menurut Mohd Zulfahmi (2011) dalam Kajian Mengenai Hubungan Kreativiti
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Dengan Pencapaian Fizik Bagi Pelajar Tingkatan Empat Di Daerah Hulu Selangor, Selangor
menunjukkan dapatan hampir sama dengan Nurulhamizah (2009) dan Siti Hajar (2008) dengan
57.3% pelajar-pelajar dikategorikan sebagai tidak kreatif, 36.5% pula terdiri daripada pelajar-
pelajar yang kreatif manakala 3.1% pula untuk pelajar yang sangat kreatif dan sangat tidak
kreatif. Rafidah (2009) dalam Kajian Mengenai Perkaitan Antara Kreativiti Dan Kemahiran
Penyelesaian Masalah Topik Elektrokimia Bagi Pelajar Tingkatan Empat menunjukkan tahap
kreativiti pelajar dapat dikategorikan sebagai tidak kreatif dengan 56.8% manakala 37.2%
dikategorikan sebagai pelajar-pelajar yang kreatif. Seterusnya 4.5% dan 1.5% pula
dikategorikan sebagai pelajar yang sangat tidak kreatif dan sangat kreatif. Menurut Suriani
(2006) pula dalam kajiannya bertajuk Kecerdasan Pelbagai dan Tahap Kreativiti Pelajar
Tingkatan Empat Aliran Sains Di sekolah Menengah Teknik Di Daerah Johor Bahru juga
menunjukkan pelajar-pelajar dapat dikategorikan sebagai tidak kreatif dan kreatif dengan
masing-masing 55.5% dan 38.5%. Manakala hanya 4.9% dan 1.1% pelajar-pelajar
dikategorikan sebagai sangat tidak kreatif dan kreatif.
Menurut Harre (1985), kreativiti adalah sesuatu yang sangat diperlukan kerana ia
melibatkan kebolehan menggambar sesuatu konsep dan bahagian logikal. Torrance (1974)
pula mengatakan bahawa subjek sains adalah sesuatu aktiviti yang luas yang dapat
menggalakkan kreativiti berbanding subjek lain di sekolah. Ini kerana proses kreativiti iaitu
penyediaan, pengeraman, ilham dan penyelesaian mempunyai langkah yang sama dengan
kaedah saintifik seperti pemerhatian, hipotesis dan eksperimen. Kajian ini juga dapat
menentukan sama ada terdapat perbezaan yang signifikan bagi tahap kreativiti bagi pelajar-
pelajar dalam pendidikan STEM merentasi jantina dan program. Kesimpulannya menunjukkan
tidak ada perbezaan yang signifikan bagi tahap kreativiti pelajar-pelajar dalam Pendidikan
STEM merentasi jantina. Maka hipotesis nol diterima. Dapatan kajian ini disokong oleh
beberapa kajian seperti kajian Barrantes-Vidal, Caparro´ s, & Obiols, Demos, Melich, &
Demers, Kershner & Ledger, dan Ogletree dalam Matud M. P., Rodrı´guez C. dan Grande J.
(2007) yang mengatakan bahawa tidak terdapat perbezaan yang signifikan dalam tahap
kreativiti antara pelajar lelaki dan pelajar perempuan. Ini menunjukkan bahawa tidak terdapat
perbezaan yang signifikan antara tahap kreativiti merentasi jantina walaupun ada kajian yang
dijalankan telah menunjukkan dapatan kajian yang berbeza seperti kajian Ecles, Eysenck,
Maccoby Jaclin, dan Reiss (dalam Reiss, 2002). Menurut Reiss (2002), terdapat pelbagai faktor
yang mempengaruhi tahap kreativiti iaitu pemilihan individu, sosial dan kebudayaan.
Seterusnya, kesimpulannya menunjukkan tidak ada perbezaan yang signifikan bagi tahap
kreativiti pelajar-pelajar dalam Pendidikan STEM merentasi program. Maka hipotesis nol
diterima.
Menurut Adam, N. A., (2019) Usaha pengintegrasian Pendidikan STEM dalam
kurikulum di Malaysia bukanlah sesuatu yang mudah, namun bukanlah mustahil. Inisiatif-
inisiatif yang kreatif serta produktif perlu dilaksanakan untuk membantu guru-guru khasnya,
ke arah pemerkasaan pendekatan ini. Guru-guru perlu didedahkan dengan pelbagai aktiviti
‘hands-on’ yang dapat meningkatkan tahap kreativiti dan sesuai dilaksanakan dalam satu
tempoh masa PdPc yang rigid supaya pengisian aktiviti tersebut menjadi ringkas tetapi padat.
Usaha melatih guru ini perlulah dilaksanakan secara berterusan supaya kreativiti dalam
Pendidikan STEM akan menjadi pendekatan yang relevan dalam PdPc bukan sahaja pada masa
ini, tetapi memberikan kesan positif dalam jangka masa yang panjang. Di samping itu, latihan
dan kursus profesional yang dilaksanakan perlu memastikan penyertaan serta keterlibatan yang
saksama antara guru-guru yang berbeza pengalaman mengajar dan lokasi sekolah. Tambahan
pula, agenda ini telah menghampiri penghujung gelombang kedua, maka kesedaran terhadap
STEM perlu diperkasa secara holistik.
Guru Cemerlang bagi mata pelajaran STEM seperti Sains dan Matematik boleh
diangkat sebagai ‘Ikon STEM’ di sekolah. Saidin (2016) menyatakan bahawa Guru Cemerlang
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berperanan untuk berkongsi pengetahuan dan kepakaran dengan guru-guru lain. Bersesuaian
dengan pengiktirafan yang dimiliki oleh golongan ini, Guru Cemerlang perlu diberikan peluang
untuk menzahirkan pandangan tentang STEM dan berkongsi kaedah serta teknik yang
dipraktikkan dalam PdPc. Menghampiri fasa Gelombang Ketiga pelaksanaannya, Pendidikan
STEM di Malaysia boleh dilaksanakan meskipun tiada penggubalan satu kurikulum rasmi yang
baru, namun memerlukan penambahbaikan seperti penyediaan modul integrasi STEM bagi
setiap topik dalam subjek-subjek yang terlibat. Modul ini perlulah merangkumi konsep-konsep
Sains dan Matematik yang dihubungkan dengan aplikasi kejuruteraan dan teknologi. Menurut
Rahayu (2018) Pelajar-pelajar juga perlu diberikan platform untuk mencuba dan menzahirkan
idea dengan menghasilkan model prototaip berasaskan kefahaman dalam mata pelajaran-mata
pelajaran STEM yang dipelajari di sekolah. Hal ini demikian memberikan peluang kepada
mereka untuk mengaplikasikan pengetahuan dalam dua atau lebih domain STEM, yang
seterusnya membawa kepada pengintegrasian bidang yang berbeza tetapi kewujudan perkaitan
antara bidang-bidang tersebut boleh difahami secara teroretikal dan dipersembahkan secara
praktikal.
5. Rumusan
Pendidikan STEM merupakan satu pendekatan yang semakin mendapat perhatian oleh pihak
KPM untuk diintegrasikan dalam proses pengajaran dan pemudahcaraan. Agenda ini telah
diberikan penekanan dalam dokumen Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-
2025 dan pelaksanannya disusun dalam tiga fasa iaitu Gelombang 1, Gelombang 2 dan
Gelombang 3. Kini, agenda ini berada dalam fasa kedua dan kita mempunyai kurang dua tahun
sebelum fasa yang terakhir bermula. Tidak dinafikan bahawa terdapat beberapa kekangan
untuk mengintegrasikan Pendidikan STEM dalam kurikulum di Malaysia, antaranya ialah
kurangnya dedahan kepada guru-guru Sains dan Matematik terhadap elemen kejuruteraan serta
reka bentuk. Latihan professional yang berterusan perlu disediakan kepada guru-guru ini
supaya dapat melaksanakan satu PdPc STEM yang berkesan. Inisiatif ini turut dibantu oleh
Pusat STEM Negara yang beroperasi sejak 2018. Dalam pada itu, kurikulum Sains dan
Matematik di Malaysia juga perlu diperhalusi kembali supaya unsur STEM yang sebenar
dipastikan terdapat dalam sukatan pembelajaran. Pengintegrasian STEM dalam PdPc perlu
berlaku secara realistik, maka, kurikulum sedia ada mestilah memberikan penekanan terhadap
unsur-unsur penting yang menyokong kebolehlaksanaan Pendidikan STEM selain konsep
Sains dan Matematik, iaitu Reka Bentuk Kejuruteraan dan Kemahiran Abad ke-21. Seterusnya
dalam meningkatkan tahap kreativiti pelajar-pelajar khususnya dalam pendidikan STEM
dengan membangunkan dan meningkatkan kompetensi guru abad ke-21 adalah. Pertamanya
dengan menjadikan kemahiran berfikir secara kreatif sebagai asas dalam pemerolehan ilmu dan
kemahiran. Ini akan melengkapkan individu dengan ilmu, kemahiran serta pengalaman dalam
menangani cabaran dan masalah dalam kehidupan seharian. Keduanya pelajar-pelajar harus
dilatih untuk menggunakan segala kemahiran dan pengetahuan yang dipelajari dengan lebih
kreatif. Seterusnya dengan mengadakan lebih banyak program-program yang dapat
merangsang kreativiti untuk disertai oleh pelajar-pelajar agar mereka dapat mengasah lagi
elemen kreativiti yang terpendam di dalam diri mereka. Pelajar-pelajar juga perlu lebih peka
untuk mewujudkan suasana yang lebih kreatif dan dapat melaksanakan pengajaran dan
pembelajaran dengan lebih menarik dan berkesan
References
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Pelajar Tingkatan Empat di Daerah Hulu Selangor. Kertas kerja dibentangkan di
Seminar Penyelidikan Pendidikan Zon Selatan 2013 pada 3-5 September 2013 di IPG
Kampus Raja Melewar Negeri Sembilan.
[16] Mohd Zulfahmi Bahaudin dan Nurulhamizah Azman (2015). Tahap Kreativiti Pelajar-
Pelajar PISMP dan KPLI/DPLI di Jabatan Sains IPG Kampus Temenggong Ibrahim
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[17] Nurulhamizah Azman dan Mohd Zulfahmi Bahaudin (2015). Meninjau Tahap
Kreativiti Pelajar Tingkatan Empat Aliran Sains di Daerah Hulu Selangor. Kertas kerja
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Selatan 2015 pada 24 hingga 26 ogos 2015 di IPG Kampus Temengong Ibrahim, Johor
Bahru.
[18] NurulHamizah Azman dan Mohd Zulfahmi Bahaudin (2013). Hubungan Kreativiti
Dengan Pencapaian Kimia Pelajar Tingkatan Empat di Daerah Hulu Selangor.
Kertas kerja dibentangkan di Konvensyen Kebangsaan Pendidikan Guru (KKPG)
Tahun 2013 pada 22-24 Oktober 2013 di Hotel Le Grandeur, Johor Bahru.
[19] Ng. A.K. (2001). Why Asians Are Less Creative Than Westerns. Singapore: Prentice
Hall.
[20] Nurulhamizah Binti Azman (2010). Kajian Mengenai Hubungan Kreativiti Dengan
Pencapaian Kimia Bagi Pelajar Tingkatan Empat Di Daerah hulu Selangor, Universiti
Teknologi Malaysia, Skudai: Tesis Sarjana.
[21] OECD. (2012). Program for International Student Assessment results (PISA) from
PISA 2012: Country Note-United States. Diakses pada 20 Oktober, 2018 dari
http://www.oecd.org/pisa/keyfindings/PISA-2012-results US.pdf
[22] Rahayu, T., Syafril, S., Othman, K. B., Halim, L., & Erlina, N. (2018). Kualiti Guru,
Isu Dan Cabaran Dalam Pembelajaran STEM. Diakses pada 12 Januari 2019 dari
https://doi.org/10.31219/osf.io/jqcu6
[23] Rafidah Binti Othman (2009). Kajian Mengenai Perkaitan Antara Kreativiti Dan
Kemahiran Penyelesaian Masalah Topik Elektrokimia Bagi Pelajar Tingkatan Empat.
Universiti Teknologi Malaysia, Skudai: Tesis Sarjana.
[24] Rohani Abdul Hamid (1999). Keperluan Pendidikan Abad Ke 21: Projek Sekolah
Bestari. Prosiding Seminar Isu-isu
Pendidikan Negara. 2. 1-22.
[25] Rose, C. and Nicholl, M.J. (1997). Accelated Learning for The 21st Century: The Six-
Step Plan to Unlock Your MASTER-Mind. New York: Delacorte Press.
[26] Saidin, K., Dali, M., H. & Ambotang, A., S. (2016). Peranan Guru Cemerlang Malaysia
di Sekolah. Jurnal Pusat Penataran Ilmu dan Bahasa, Universiti Malaysia Sabah. 24,
161-177.
[27] Sternberg, R.J. dan O’hara, L.A. (1999). Creativity and Intelligence: (dalam Sternberg,
R.J. (ed). Handbook of creativity). Cambridge: Cambridge University Press.
[28] Torrance, E. P. (1974). Torrance Test of Creative Thinking. Lexington: Personel Press
Ginn and Company
[29] Weisberg, R.W. (1999). Creativity and Knowledge: A challenge Theories. Cambridge:
Cambrige University Press.
[30] Wycoff, J. 1995. Transformation Thinking. New York: Berley Books.
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Pupils. Universiti Malaya: Thesis Ph.D. Tidak Diterbitkan.
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Pengetahuan Kandungan dan Pedagogi Pensyarah Kursus Hubungan

Etnik dalam Pembinaan Negara Bangsa dalam Kalangan Guru Pelatih di
Institut Pendidikan Guru.
Anita Abu Hasan, PhD

*arrissa71@gmail.com
ABSTRAK
Kajian ini dijalankan bagi meninjau tahap pengetahuan kandungan dan pedagogi pensyarah
kursus Hubungan Etnik di peringkat IPG samada ada menyumbang kepada proses pembinaan
negara bangsa dalam kalangan guru pelatih. Kajian ini menggunakan pendekatan kuantitatif
melalui pengedaran soal selidik kepada pensyarah yang melaksanakan aktiviti pengajaran dan
pembelajaran kursus Hubungan Etnik di peringkat IPG. Pengkaji menggunakan kaedah
persampelan rawak berkelompok melalui kaedah tinjauan. Kajian ini melibatkan 35 orang
pensyarah yang mengajar kursus Hubungan Etnik dari 5 buah IPG di zon selatan dari
Semenanjung Malaysia. Pembinaan soal selidik merangkumi perkara-perkara yang hendak
dikaji dengan menggunakan Skala Likert Lima Mata. Dapatan keseluruhan bagi nilai min tahap
pengetahuan kandungan pensyarah yang mengajar kursus Hubungan Etnik adalah pada tahap
yang tinggi. Pengetahuan pensyarah yang mendalam mengenai isi kandungan kursus
Hubungan Etnik termasuk pengetahuan mengenai isu-isu semasa yang berkaitan dengan
hubungan etnik telah memudahkan lagi proses pembinaan negara bangsa dilakukan dalam
kalangan guru pelatih. Manakala dapatan nilai min tahap pedagogi pensyarah dari aspek
perancangan dan amalan pengajaran dan pembelajaran melalui kursus Hubungan Etnik juga
berada pada tahap yang sangat tinggi. Perancangan awal sebelum melakukan proses pdp
termasuk bijak mempelbagai cara pengajaran dalam melaksanakan strategi pengajaran dan
teknik pengajaran serta penghasilan bahan bantu mengajar (BBM) yang menarik telah berjaya
memotivasikan pelajar minat kepada aktiviti pembelajaran kursus Hubungan Etnik. Secara
keseluruhan kajian ini mendapati bahawa, pengetahuan pensyarah yang mendalam terhadap isi
kandungan kurikulum kursus disamping bijak mempelbagaikan kaedah dan strategi pengajaran
semasa melaksanakan aktiviti pengajaran dan pembelajaran telah memudahkan lagi proses
pembinaan negara bangsa dilakukan. Implikasi kajian ini jelas menunjukkan bahawa
kemampuan pensyarah melaksanakan pengajaran dan pembelajaran yang berkesan dan
berkualiti telah sedikit sebanyak menyumbang kepada matlamat yang digariskan dalam FPG
dan Pelan Pembangunan Pendidikan Malaysia (2013-2025).
Kata kunci: Pengetahuan kandungan dan pedagogi pensyarah
1. Pengenalan
Perpaduan dapat diertikan sebagai hubungan erat bersifat toleransi yang diwujudkan secara
sengaja dalam kalangan kaum yang berbeza untuk mencapai matlamat bersama secara jujur
dan ikhlas. Dalam kata lain perpaduan adalah proses menyatupadukan seluruh masyarakat
untuk membentuk satu identiti dan nilai bersama serta perasaan cinta dan banggakan negara.
Isu perpaduan sememangnya menjadi isu yang penting dalam konteks Malaysia yang
berlatarbelakang masyarakat yang berbilang agama, bangsa dan budaya. Kepelbagaiaan
etnik yang terdapat di Malaysia ini walaupun merupakan kaum yang bercampur tetapi
mempunyai kehidupan yang berasingan, interaksi sesama yang terbatas, penuh prasangka
serta “bersama” dan tidak bersatu.
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Keadaan ini telah mewujudkan pelbagai konflik yang menjadi penghalang kepada proses
penyatuan, proses perpaduan dan pembinaan bangsa Malaysia.Ini dapat dibuktikan melalui
pengalaman konflik yang telah berlaku seperti konflik Peristiwa 13 Mei, konflik agama di
Kampung Rawa, Demonstrasi Jalan Pergerakan Reformasi, Tuntutan Pilihan Raya Suqui,
konflik sosial di Kampung Medan dan sebagainya yang telah mencetuskan ketegangan dalam
masyarakat (Mansor 2005). Sejak insiden tersebut, isu perkauman atau ketegangan etnik di
Malaysia kembali disemarakan oleh provokator. Konflik yang berlaku ini telah membawa
kepada masalah perpaduan kaum atau tidak wujud negara bangsa dalam erti yang sebenar.
Secara ringkas apa yang dimaksudkan di sini ialah wujud negara namun tidak wujud bangsa
misalnya ada negara Malaysia namun tidak wujud bangsa Malaysia, yang ada hanya bangsa
Melayu, Cina, India, Kadazan, Dayak dan sebagainya. Ancaman api perkauman dan
kejumudan ini, tidak harus dipandang enteng dan dikesampingkan, malah jika dibiar ia mampu
meroboh segala usaha dalam mencapai matlamat pembentukan negara bangsa Malaysia. Usaha
membina bangsa Malaysia yang bersemangat patriotik, penuh dengan semangat kebangsaan
dan mengamalkan sifat-sifat seperti berbangga sebagai rakyat negara Malaysia, memiliki
semangat cinta akan negara yang utuh, mempunyai semangat kekitaan, berdisiplin,
berwawasan dan produktif perlu ditingkatkan lagi. Sifat –sifat inilah yang membentuk cara
seseorang individu itu bertingkahlaku, berfikir dan bertindak sehingga mencorakkan
kebudayaan atau norma sesebuah masyarakat.
Sehubungan dengan itu telah menjadi tanggungjawab Kementerian Pelajaran Malaysia
(KPM) menjadikan pendidikan sebagai landasan dalam memupuk dan menyemai nilai-nilai
perpaduan dalam kalangan rakyat bagi merancakkan proses pembinaan negara bangsa dalam
kalangan rakyat Malaysia bermula di peringkat awal pendidikan kanak-kanak lagi. Secara
khususnya terdapat empat elemen yang perlu difokuskan untuk memupuk proses pembinaan
negara bangsa melalui pendidikan iaitu peranan guru sebagai tenaga penggerak, pengisian
kurikulum dengan elemen perpaduan, pelajar sebagai sasaran dan kepelbagaian kaedah sebagai
medium pengajaran (Lihat Rajah 1.1). Penekanan elemen ini jelas menunjukan peranan
pendidikan sebagai medium di dalam mewujudkan perpaduan kaum di Malaysia dan
seterusnya memperkukuhkan proses pembinaan negara bangsa Malaysia. Di sini jelas
menunjukkan yang pengisian kurikulum di dalam pendidikan menerusi penerapan nilai-nilai
murni ke dalam jiwa pelajar, diharap dapat melahirkan generasi yang mempunyai sifat
penyayang dan patriotik kepada negara, bangsa dan seterusnya mampu membawa kepada
proses pembinaan negara bangsa Malaysia (Tajul et al. 2002).
Kepelbagaian
Kaedah
sebagai
Guru sebagai medium
tenaga pengajaran
penggerak
Pengisian
kurikulum
dengan elemen
perpaduan
Pelajar sebagai sasaran
Rajah 1.1: Pendidikan Ke Arah Pembinaan Negara Bangsa
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Matlamat menjadikan pendidikan sebagai agen ke arah pembinaan negara bangsa juga
dilakukan di peringkat IPTA melalui pengenalan kursus seperti Pengajian Kenegaraan atau
Pengajian Malaysia (Hasnah 2009), Kursus Tamadun Islam dan Tamadun Asia (TITAS)
(Faridah et al. 2011), Kursus Hubungan Etnik (Samsul Amri 2008; Khalim et al. 2010) dan
sebagainya dalam kalangan mahasiswa. Kursus Hubungan Etnik sebagai contohnya merupakan
kursus yang wajib diikuti oleh setiap orang pelajar. Kursus ini merangkumi bidang sejarah,
budaya, agama, sosio-ekonomi, dietari dan lingustik yang menjadi asas keunikan cara hidup
masyarakat majmuk di Malaysia. Disinilah aktiviti pengajaran dan pembelajaran yang
dilakukan secara teori dan praktikal diharap dapat menerapkan nilai-nilai murni ke arah
pembinaan negara bangsa Malaysia dalam kalangan para pelajar.
Malah menurut Shulman (1986) dalam model Pedagogical Content Knowledge (PCK)
atau Pengetahuan Pedagogi Kandungan (PPK) telah menyatakan bahawa untuk memberikan
pengajaran yang berkesan, para pendidik perlu menguasai dua elemen pengetahuan yang
penting iaitu pengetahuan isi kandungan dan pengetahuan pedagogi dalam sesuatu mata
pelajaran. Memiliki pengetahuan kandungan dan pengetahuan pedagogi yang baik dapat
membolehkan para pendidik memberikan pengajaran yang berkualiti dan berkesan semasa di
dalam bilik darjah (Pella, 2015 & Shulman, 1987). Kegagalan para pendidik melaksanakan
pengajaran dan pembelajaran yang berkesan akan menjadi penghalang kepada mecapai objektif
sesuatu kurikulum (Tajularipin et. al. 2015). Melihat kepada kepentingan inilah, penyelidik
menjalankan kajian ini untuk meninjau tahap pengetahuan kandungan dan tahap pedagogi
pensyarah kursus Hubungan Etnik di peringkat IPG samada ada menyumbang kepada proses
penerapan elemen nilai-nilai murni dalam usaha pembinaan negara bangsa, kalangan guru
pelatih di IPG. Pengetahuan pensyarah merujuk kepada pengetahuan mengenai isi kandungan
kursus dan juga pengetahuan pedagogi yang meliputi penggunaan pelbagai strategi dan kaedah
pengajaran dan pembelajaran. Pengetahuan pedagogi kandungan dianggap paling penting
(Abd. Shatar 2007).
2. Pernyataan Masalah
Beberapa tahun kebelakangan ini, isu-isu yang berkaitan dengan kerenggangan hubungan etnik
di Malaysia seringkali menghantui usaha-usaha kerajaan untuk mencapai matlamat pembinaan
negara bangsa di negara ini. Ekstermis kaum seperti isu ketidaksamaan pencapaian ekonomi
antara kaum, isu murtad, penukaran agama, pemakanan, pembinaan tempat beribadah dan lain-
lain semakin ketara kerana masyarakat Malaysia pada hari ini secara keseluruhannya masih
berbentuk polarisasi (Hasnah 2009 & Mohd Ridhuan 2010). Sifat curiga mencurigai antara
kaum juga berlaku akibat daripada wujudnya parti yang memperjuangkan kaum mereka sahaja.
Menurut Wan Ros (2006), antara sebab sukar merealisasikan hasrat pembinaan negara bangsa
adalah kerana masalah polarisasi kaum yang terus wujud dalam kalangan anggota masyarakat.
Berdasarkan kajian Mohd Ridhuan (2010) dan Chin (2013) kewujudan polarisasi kaum
juga berlaku dalam kalangan pelajar di peringkat IPTA. Masalah hubungan etnik ini sekiranya
berterusan berlaku akan menganggu gugat proses pembinaan negara bangsa dalam kalangan
rakyat Malaysia. Di sinilah para pendidik memainkan peranan untuk menyemarakkan konsep
perpaduan dan menerapkan nilai-nilai murni yang mampu membangkitkan aura perpaduan ke
arah pembinaan negara bangsa dalam kalangan pelajar. Interaksi antara pelajar pelbagai kaum
dalam sistem pendidikan akan membantu mewujudkan persefahaman dan perpaduan dalam
kalangan para pelajar berbilang kaum seperti sikap bertolak ansur, hormat-
menghormati,menunjukkan sikap patriotik terhadap bangsa dan negara serta bekerjasama dan
berinteraksi dalam kepelbagaian budaya.Walau bagaimanapun, timbul persoalan sama ada
pengetahuan kandungan dan pedagogi pensyarah di IPG, mampu memupuk elemen nilai-nilai
murni dalam kalangan guru pelaih dalam usaha merancak proses pembinaan negara bangsa.
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Penguasaan pengetahuan dan pemahaman kandungan sesuatu mata pelajaran adalah penting
dalam menentukan keupayaan pensyarah memindahkan pengetahuan kepada pelajar.
2.1 Tinjauan Perpustakaan

Terdapat banyak kajian dilakukan oleh penyelidik berkaitan dengan pengetahuan kandungan
dan pedagogi pensyarah seperti kajian Shahril (2010), Nor Asniza (2015), Tajularipin et. al.
(2015), Paolini (2015). Pella (2015), Nor Asniza et al (2018), Baharudin Saleh et. al. (2018),
Cathrine (2019) dan lain-lain.
Menurut Magnusson, Borko, & Krajcik (1994) dan Shulman (1987) dalam Cathrine
(2019), pengetahuan isi kandungan merujuk kepada pengetahuan berkaitan dengan kurikulum,
sukatan pelajaran, isi pelajaran dan hasil pembelajaran manakala pengetahuan pedagogi pula
adalah pengetahuan berkaitan pelajar, pengurusan kelas, pengetahuan tentang bahan dan alat
bantu mengajar, pendekatan dan teknik untuk menyampaikan isi kandungan mata pelajaran.
Kualiti dan keberkesanan pengajaran guru menjadi ukuran utama dalam menentukan objektif
pembelajaran tercapai (Paolini 2015). Kajian oleh Pella (2015) mendapati guru yang berkualiti
dan berkesan semasa di dalam kelas adalah guru yang mampu menyampaikan pengetahuan,
konsep dan kemahiran kepada pelajar dengan cara yang baik. Kemampuan guru untuk
menyampaikan pengajaran yang berkesan dan berkualiti adalah suatu elemen yang penting
dalam proses pengajaran dan pembelajaran, lebih-lebih lagi guru merupakan agen utama dalam
melaksanakan perubahan dalam suatu kurikulum.
Kajian Azizi & Roslan (2000) adalah mengenai keberkesanan pelaksanaan mata
pelajaran Lukisan Kejuruteraan dari aspek pengajaran dan pembelajaran. Sampel kajian
melibatkan 72 orang pelajar tingkatan empat dari Sekolah Menengah Teknik di Negeri
Sembilan, Johor dan Melaka. Dapatan kajian mendapati bahawa guru-guru mempunyai
pengetahuan yang luas pada setiap tajuk yang terdapat dalam mata pelajaran Lukisan
Kejuruteraan malah menguasai kemahiran yang diperlukan dalam melaksanakan mata
pelajaran tersebut. Keberkesanan kaedah dan strategi pengajaran guru telah menyebabkan
minat pelajar terhadap mata pelajaran tersebut semakin bertambah dan seterusnya membawa
kepada peningkatan kemahiran pelajar dalam mengendalikan peralatan Lukisan Kejuruteraan.
Kajian Shahril (2010) yang melibatkan 208 orang pelajar daripada tingkatan empat dan
lima dari kawasan Kepong dan Kuala Lumpur bagi mengkaji amalan pengajaran yang berkesan
dalam kalangan guru dari persepsi pelajar dari aspek jantina. Kajian dilakukan dengan memberi
fokus kepada penyampaian isi pelajaran secara sistematik, jelas, mudah difahami dan
sebagainya. Dapatan kajian mendapati guru mereka berpengetahuan mengenai silibus mata
pelajaran terutama mengenai ketepatan isi pelajaran. Sebanyak 56.3% mengatakan yang guru
mereka selalu memastikan ketepatan isi pelajaran sebelum menyampaikan isi pengajaran
kepada pelajar. Tanpa pengetahuan kandungan dan pengetahuan pedagogi yang baik,
pengajaran guru menjadi kurang berkesan. Menurut Jalal Nouri (2016), kaedah pengajaran
yang menepati kualiti pembelajaran pelajar mampu memenuhi matlamat dan hala tuju negara.
Oleh itu guru perlu mempelbagaikan kaedah pengajaran kerana guru berperanan sebagai agen
perubahan dalam menyampaikan maklumat. Keberkesanan pengajaran pensyarah di IPTA juga
bergantung kepada amalan pedagogi yang digunakan di dalam kelas.
2.1.1 Tujuan dan Objektif Kajian

Kajian dilakukan untuk meninjau tahap pengetahuan kandungan dan pedagogi pensyarah
kursus Hubungan Etnik dalam menerapkan elemen nilai-nilai murni ke arah proses pembinaan
negara bangsa dalam kalangan guru pelatih. Secara khususnya, objektif kajian adalah untuk:
a. Mengenalpasti tahap pengetahuan kandungan pensyarah kursus Hubungan Etnik dalam
menerapkan elemen nilai-nilai murni ke arah proses pembinaan negara bangsa dalam
kalangan guru pelatih dari perspektif pensyarah.
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b. Mengenalpasti tahap pedagogi pensyarah kursus Hubungan Etnik dalam menerapkan

elemen nilai-nilai murni ke arah proses pembinaan negara bangsa dalam kalangan guru
pelatih dari perspektif pensyarah.
Sebagai rumusan kajian ini mengkaji tahap pengetahuan kandungan dan pedagogi
pensyarah kursus Hubungan Etnik dalam menerapkan elemen nilai-nilai murni ke arah proses
pembinaan negara bangsa dalam kalangan guru pelatih di peringkat IPG.
2.1.2 Metadologi Kajian

Kajian ini menggunakan pendekatan kuantitatif melalui pengedaran soal selidik kepada
pensyarah yang melaksanakan aktiviti pengajaran dan pembelajaran kursus Hubungan Etnik di
peringkat IPG. Pengkaji menggunakan kaedah persampelan rawak berkelompok melalui
kaedah tinjuan. Keputusan analisis digeneralisasi daripada sampel kepada seluruh populasi
(Chua 2006). Kajian ini melibatkan 35 orang pensyarah yang mengajar kursus Hubungan Etnik
dari 5 buah IPG di Zon Selatan dari Semenanjung Malaysia. Skala Likert Lima Mata digunakan
dalam soal selidik yang terdiri daripada Bahagian A berkaitan dengan demografi pensyarah.
Manakala Bahagian B pula melibatkan perspektif pensyarah terhadap tahap pengetahuan
kandungan dan pedagogi mereka dalam usaha menerapkan elemen nilai-nilai murni seperti jati
diri, taat setia, semangat patriotisme dan berbangga sebagai rakyat Malaysia ke arah proses
pembinaan negara bangsa dalam kalangan guru pelatih. Kedudukan skala yang digunakan di
dalam kajian ini adalah seperti dalam Jadual 1
Jadual 1: Skala Likert yang digunakan dalam soal selidik

Konstruk Skala Yang Digunakan
Pengetahuan Pensyarah Sangat Tidak Mengetahui/ Tidak Mengetahui/ Kurang
Mengetahui/ Mengetahui/ Sangat Mengetahui
Perancangan Pengajaran dan Sangat Tidak Mahir/Tidak Mahir/Kurang Mahir/
Pembelajaran Mahir/Sangat Mahir
Amalan Pengajaran dan Tidak Dilaksanakan Langsung/Sebahagian Kecil
Pembelajaran Dilaksanakan/Dilaksanakan Sebahagian Sahaja/
Sebahagian Besar Dilaksanakan/Dilaksanakan
Sepenuhnya
3. Dapatan dan Perbincangan

Secara keseluruhan perspektif pensyarah terhadap tahap pengetahuan kandungan mereka
mengenai kursus Hubungan Etnik dalam usaha melakukan penerapan elemen nilai-nilai murni
ke arah proses pembinaan negara bangsa dalam kalangan guru pelatih adalah sangat tinggi.
Perincian perspektif pensyarah terhadap aspek yang dikaji dibincangkan dalam bahagian
berikut:
Tahap Pengetahuan Kandungan Pensyarah kursus Hubungan Etnik dalam Menerapkan

Elemen Nilai-nilai Murni ke arah proses pembinaan negara bangsa dalam kalangan
Guru Pelatih dari perspektif pensyarah.
Dapatan keseluruhan bagi nilai min tahap pengetahuan kandungan pensyarah yang mengajar
kursus Hubungan Etnik adalah pada tahap yang tinggi (min = 4.24; S.P = 0.51) berdasarkan
perspektif pensyarah. Empat item pada tahap nilai min yang sangat tinggi (min = 4.30 hingga
5.00) dan dua item lagi pada tahap nilai min yang tinggi (min = 3.50 hingga 4.29).
Pengetahuan pensyarah yang mendalam mengenai isi kandungan kursus Hubungan
Etnik termasuk pengetahuan mengenai isu-isu semasa yang berkaitan dengan hubungan etnik
telah memudahkan lagi proses penerapan elemen nilai-nilai murni dilakukan. Pengetahuan
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pensyarah dalam konteks kajian ini menjurus kepada pengetahuan pensyarah mengenai
kandungan kurikulum kursus dan keupayaan pensyarah menyampaikan isi pelajaran dengan
menggunakan pelbagai kemahiran yang terdapat dalam pedagogi. Dapatan ini selari dengan
kajian yang dijalankan oleh Shulman (1986), Ball, Thames, & Phelps (2008), Pella (2015) yang
menegaskan bahawa pengetahuan dan kefahaman berkaitan isi kandungan mata pelajaran
penting bagi mencapai pengajaran dan pembelajaran yang berkesan. Dapatan ini mengukuhkan
lagi pandangan Usiskin (2002) dan Ahamad (2012) mengenai penguasaan pengetahuan dan
pemahaman kandungan sesuatu mata pelajaran adalah penting dalam menentukan keupayaan
guru memindahkan pengetahuan kepada pelajar.
Tahap Pedagogi Pensyarah kursus Hubungan Etnik dalam Menerapkan Elemen Nilai-
nilai Murni ke arah proses pembinaan negara bangsa dalam kalangan Guru Pelatih dari
perspektif pensyarah
Dapatan keseluruhan bagi nilai min tahap pedagogi pensyarah dari aspek perancangan
pengajaran dan pembelajaran melalui kursus Hubungan Etnik adalah pada tahap yang sangat
tinggi (min = 4.48; S.P = 0.39) dari perspektif pensyarah. Semua item pada tahap nilai min
yang sangat tinggi (min = 4.30 hingga 5.00).
Pendidik perlu menguasai pengetahuan mengajar terutama pengetahuan ilmu pedagogi
(Shulman 1986). Ilmu pedagogi merangkumi perancangan pengajaran yang melibatkan proses
menentukan objektif, matlamat, kaedah, strategi dan aktiviti yang ingin dijalankan di dalam
bilik darjah. Dapatan menunjukkan yang perancangan awal pensyarah dalam menyediakan
dokumen-dokumen asas seperti rancangan semester, rancangan mingguan termasuk
pembinaan soalan tutorial dan soalan kerja kursus telah memudahkan lagi proses pdpc.
Perancangan awal telah memudahkan pensyarah untuk merangka kaedah dan strategi
pengajaran yang sesuai berdasarkan tajuk yang akan dibincangkan. Perancangan aktiviti
pengajaran dan pembelajaran lebih tertumpu kepada penglibatan guru pelatih dalam kumpulan
perbincangan, kebebasan melakukan perbincangan sesama mereka mengenai sesuatu isu
mengenai hubungan etnik agar ianya dapat memupuk sentimen-sentimen positif ke arah
mengeratkan lagi hubungan mereka. Dapatan ini jelas menunjukkan perancangan awal dapat
membantu pensyarah dalam menerapkan elemen nilai-nilai murni dalam kalangan guru pelatih.
Menurut Sabri et al. (2006), penyediaan pengajaran yang bersistematik memungkinkan untuk
wujudnya ruang pembelajaran yang benar-benar berjaya dan memberi kesan yang positif.
Dapatan kajian ini menyokong dapatan kajian Masnora & Nur Zakiah (2011) yang
menyatakan para pensyarah ada membuat perancangan dengan teliti sebelum memulakan sesi
pengajaran dan pembelajaran melalui penyediaan rancangan mengajar semester berdasarkan
proforma terkini termasuk penyediaan rancangan mengajar mingguan. Dapatan kajian ini juga
selari dengan kajian yang dijalankan oleh Shahril (2010), Jalal Nouri (2016), dan Cathrine
(2019) yang menyatakan pensyarah perlu membuat persediaan yang rapi terhadap bahan
pengajaran yang akan digunakan bagi memastikan bahan pengajaran tersebut berfungsi dengan
baik, menarik reka bentuknya, tidak membosankan, sesuai dengan topik pembelajaran yang
bakal diajar dan seterusnya membantu meningkatkan kefahaman pelajar.
Selain melakukan perancangan awal sebelum melakukan proses pdp, dapatan
keseluruhan mendapati amalan pengajaran dan pembelajaran pensyarah di dalam bilik kuliah
jyga berada pada tahap sangat tinggi (min = 4.52; S.P = 0.39) dari perspektif pensyarah. Lapan
item pada tahap nilai min yang sangat tinggi (min = 4.30 hingga 5.00) kecuali dua item pada
tahap nilai min yang tinggi (min = 3.50 hingga 4.29).Amalan pengajaran dan pembelajaran
berkesan merujuk kepada cara pengajaran pensyarah dalam melaksanakan strategi pengajaran
sama ada dalam mempelbagaikan kaedah dan teknik pengajaran, menggunakan alat bantu
mengajar (ABM) dan bahan bantu mengajar (BBM) termasuk membimbing, menggalak dan
memotivasikan pelajar (Shahril 2010). Pengetahuan pedagogi kandungan juga dianggap paling
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penting dalam menentukan keberkesanan proses pengajaran dan pembelajaran kerana ia

membantu kepada perancangan pengetahuan pedagogi (Abd. Shatar 2007). Dapatan ini telah
mengembangkan lagi idea dalam menentukan objektif pembelajaran tercapai seperti mana
kajian yang dikemukakan oleh Paolini (2015) Pella (2015) dan Cathrine (2019), Pensyarah
perlu lebih peka dan kreatif dalam menggunakan pengetahuan pedagogi mereka dalam
pengajaran supaya ia adalah lebih sesuai dengan persekitaran pembelajaran pelajar dan
akhirnya boleh mencapai objektif pengajaran. Oleh itu, pengetahuan dan kecekapan dalam
semua aspek pedagogi dalam kalangan pensyarah pasti akan dapat membantu dalam kejayaan
pengajaran dan pembelajaran dan seterusnya mencapai objektif pembelajaran yang telah
digariskan.
Dapatan ini menunjukkan pensyarah kursus Hubungan Etnik lebih tertumpu kepada
penggunaan kaedah kerjasama antara guru pelatih pelbagai etnik semasa melakukan tugasan
tutorial dan tugasan kerja kursus pendek telah menggalakkan lagi interaksi sesama guru pelatih
yang berlainan etnik. Malah telah merapatkan hubungan antara guru pelatih dalam usaha
menerapkan elemen nilai-nilai murni dalam kalangan mereka. Dapatan kajian ini menyokong
pandangan Shahril (2010) yang menyatakan amalan mempelbagaikan kaedah pengajaran dan
pembelajaran sememangnya akan membawa kepada pembelajaran yang berkesan kepada para
pelajar. Pensyarah yang berkesan akan menggunakan pelbagai kaedah pengajaran termasuk
mempelbagaikan penggunaan bahan bantu mengajar (BBM) (Siti Fatimah & Abd. Halim
2010). Malah berdasarkan dapatan kajian Fazilah et al. (2011) mendapati 76% daripada pelajar
menyatakan bahawa pensyarah yang mengajar mereka sememangnya menggunakan pelbagai
kaedah pengajaran untuk meningkatkan keberkesanan proses pengajaran dan pembelajaran
kursus Hubungan Etnik dan seterusnya berkesan dalam menarik minat pelajar seronok
mengikuti kuliah kursus ini. Keakraban yang terjalin dalam kalangan pelajar pelbagai kaum
memudahkan lagi proses penerapan nilai-nilai murni. Keberkesanan kaedah dan strategi
pengajaran yang dijalankan akan menyebabkan minat pelajar terhadap mata pelajaran tersebut
semakin bertambah. Hal ini selari dengan pandangan Abdul Ghafar (2003) yang menyatakan
penggunaan kaedah pengajaran yang bijak akan menjamin kelicinan dan keberkesanan
penyampaian sesuatu mata pelajaran malahan ia akan menjadikan sesuatu pelajaran itu lebih
bermakna dan menyeronokkan pelajar. Dapatan kajian ini juga menyokong dapatan kajian
yang dijalankan oleh Brush & Saye (2008); Shahril (2010) dan lain-lain.
Secara keseluruhan kajian ini mendapati, kefahaman dan pengetahuan pensyarah bukan
sahaja tertumpu kepada pengetahuan isi kandungan kurikulum kursus tetapi sangat
berpengetahuan dalam menggunakan pedagogi yang sesuai ketika melakukan proses
pengajaran dan pembelajaran. Pengetahuan yang mendalam terhadap isi kandungan kurikulum
kursus disamping bijak mempelbagaikan kaedah dan strategi pengajaran semasa melaksanakan
aktiviti pengajaran dan pembelajaran telah memudahkan lagi proses penerapan elemen nilai-
nilai murni dilakukan.
4. Kesimpulan
Tahap pengetahuan kandungan serta pedagogi pensyarah kursus Hubungan Etnik di peringkat
IPG adalah sangat tinggi telah memudahkan lagi proses penerapan elemen nilai-nilai murni
dalam kalangan guru pelatih menerusi aktiviti pengajaran dan pembelajaran. Kemampuan
pensyarah melaksanakan pengajaran dan pembelajaran yang berkesan dan berkualiti telah
sedikit sebanyak menyumbang kepada matlamat yang digariskan dalam FPG dan Pelan
Pembangunan Pendidikan Malaysia (2013-2025) berkaitan dengan anjakan 3 iaitu keperluan
rakyat menghayati nilai.
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Rujukan
[1] Abdul Ghapar Harun, Rupawan Ahmad & Zubaidah Hamzah. (2011). Dilema
pembinaan bangsa dalam negara pelbagai kaum – rujukan khusus kepada Dasar
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Asia (TITAS) Di IPTA. Dlm Tareq Ladjal. (pnyt.). World Congress for Islamic History
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[12] Fazilah Idris, Mashitoh Yaacob & Mat Taha. (2011). Kaedah pengajaran dan
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Pengajaran dan Pembelajaran. Universiti Kebangsaan Malaysia. 17-20 Disember.
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[13] Hasnah Husin. (2009). Sejarah Isu dan Dimensi. Pahang: Universiti Malaysia Pahang
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Harvard Education Review, 57(1), 1–22.
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Validity and Test Retest Reliability Study for Achievement Test on

Java Programming
Noor Azizah Aziz1*, Amirmudin Udin2, Sarimah Ismail 3
and Kamalularifin Subari 4
1,2,3,4
School of Education, Universiti Teknologi Malaysia
*aziz.noorazizah5@gmail.com
ABSTRACT
Java Programming is a course offered in the Computer Programming program at vocational
colleges. The purpose of JavaPraPos test instrument is to obtain students’ achievement value
and memory retention in a specific time period. JavaPraPos test consists of three topics; Array,
String Manipulation as well as Class and Object. JavaPraPos test was evaluated by five experts
in the fields of computer programming, language, education assessment, programming content
and Bloom’s taxonomy. The question validity of JavaPraPos test was evaluated based on
median value by experts and correlation value between two tests. Samples were chosen using
purposive sampling method among vocational college students who enroll in Java
Programming course in the first semester of Diploma Vokasional Malaysia (DVM). The
researchers constructed the JavaPraPos test consisting of nine questions on Array, 12 questions
on String Manipulation and seven questions on Class and Object. Findings showed that almost
all questions fulfilled content validity with median value of 3 for every nine items prepared.
The reliability test towards the questions obtained the value of 0.823 using the Pearson
correlation, and it was significant at 0.01 level (2-tailed). In conclusion, the research managed
to construct and evaluate JavaPraPos test instrument to measure students’ achievement and
memory retention in Java Programming, and the usage can be widened to train and produce
competent future computer programmers.
Keywords: Validity and reliability, Java programming
1. Introduction
Information technology advancement and computer usage has brought a huge implication
towards human life especially in the education field. Technological aspects have been
integrated in school curriculum as an effort towards implementing positive interest and attitude
towards the teaching and learning process [1], and to improve students’ comprehension towards
programming [2]. Thus, students have to be taught the needed skills. Modifications and
improvements in terms of teaching and learning approaches need to be done to prepare skilled
students in the 21st century so that they are able to overcome future challenges. Therefore, the
JavaPraPos test instrument was constructed in order to obtain students’ achievement and
memory retention in a certain period to improve their proficiency in programming.
Computer programming learning has various challenges and different techniques, and they do
not only include reading and writing [3]. Programming learning involves pseudocode,
algorithm, flow chart and syntax. Java programming learning is challenging compared to other
courses. This causes the chances to improve learning potential in examination to be affected.
There are three types of errors that are commonly made by students when writing a program,
which are syntax error, run time error and logic error [4], [5]. A study by Jegede, Olajubu,
Ejidokun, and Elesemoyo (2019) states that the use of inaccurate symbol or syntax error is
found to be the most common type of error. In order to overcome this issue, the JavaPraPos
test instrument was used as a measuring tool to measure students’ mastery in programming,
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and to identify common errors made by students when answering questions. JavaPraPos is also
used to test long-term memory retention for Java Programming.
2. Research objective
In this study, the researchers need to evaluate the validity and reliability of the JavaPraPos test
instrument which will be used to identify the preparedness of the instrument before being
utilized.
3. Reseach methodology
The samples were chosen using purposive sampling method, and only vocational college
students who enrolled in Java Programming course in the first semester of Diploma Vocational
Malaysia (DVM) were involved. A total of 17 students were chosen from a vocational college
in Malaysia who fit the required characteristics. The pilot test was conducted for a month to
ensure the instrument has good quality and can measure the required characteristics.
The main instrument of this study was the pre-test and post-test constructed based on the
official document prepared by the Bahagian Pendidikan Teknik dan Vokasional (BPTV, KPM)
for the Java Programming course. Vocational college students were given the pre-test on the
chosen topics based on the levels of item construction which are easy, intermediate and
difficult. The questions were also constructed according to six levels of measurement which
are memorizing, understanding, application, analysing, evaluating and developing. This study
was focused on only three levels of Bloom’s taxonomy which are memorizing, understanding
and application.
The JavaPraPos test comprised of three topics; Array, String Manipulation and Class
and Object. Each topic consists of different number of questions and marks. The JavaPraPos
test instrument contains nine questions on Array, 12 questions on String Manipulation and
seven questions on Class and Object. The total mark is 100%. The time allocated for this test
was 30 minutes. The design of the pre-post tests used two times of measurement which are
achievement and memory before and after RBL was implemented. With this instrument, the
researchers managed to obtain and make comparison between both groups, and can decide the
effectiveness of RBL strategy in Java Programming learning. Table 1 shows the number of
questions and marks allocated by the researchers according to the chosen topic based on
Bloom’s taxonomy to measure students’ achievement.
Table 1: Number of questions and marks of JavaPraPos using Bloom’s Taxonomy
Content Knowledge Comprehension Analysis Total Total

question mark question mark question mark item mark
3
Array 2 6 9 4 6 9 21
String
2 3 9 9 1 3 12 15
Manipulation
Class and
2 6 4 12 1 6 7 24
Object
Total item/
Total mark 6 15 16 30 6 15 28 60
Table 2 shows the number of questions and marks allocated by the researchers according to the
chosen topics based on recall type.
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Table 2: Number of questions and marks of JavaPraPos test to measure memory

retention
Content Cue Recall Serial Recall Free Recall Total Total

question mark question mark question mark item mark
Array 4 6 3 9 2 6 9 21
String
9 9 1 3 2 3 12 15
Manipulation
Class and
1 6 4 12 2 6 7 24
Object
Total item/
14 21 8 24 6 15 28 60
Total mark
4. The Jadual Spesifikasi Ujian (JSU) of JavaPraPos

The rubric and Jadual Spesifikasi Ujian (JSU) were the instruments that supported the pre-test
and post-test. They are the materials that evaluate students’ level of knowledge and memory.
The marking rubric aims to observe scores achieved by students based on their answers, while
JSU is a document to ensure that the levels of questions constructed were based on Bloom’s
taxonomy. The construction of JavaPraPos test instrument took into account the taxonomy
levels and based on JSU. The questions were distributed according to the levels of taxonomy
as shown in Diagram 1.
58.6
PERCENTAGE (%)
20.7
20.7
0.0
0.0
0.0
1 2 3 4 5 6
COGNITIVE LEVEL
*Notes:
1 Knowledge.
2 Comprehension.
3 Application.
The questions in JavaPraPos test instrument only involve the levels of comprehension,
application and analysis that are suitable with students’ level of education. According to the
levels of taxonomy, it was found that the questions constructed had different levels, while a
low ratio has been done for questions on the knowledge and analysis levels.
5. Instrument Validity
The draft of the instrument on learning strategies was referred to experts to obtain content
validity, and to gain comments or suggestions to produce the best learning strategies. Content
validity was done by two computer programming experts and three vocational college lecturers
who have more than six years of teaching experience. The expert evaluation form was given to
each expert to provide the overall evaluation on JavaPraPos test. Each item on the form was
categorized into three criteria as shown in Table 3.
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Table 3: Expert Validity on JavaPraPos test questions

No. Statement Expert Expert Expert Expert Expert Median
1 2 3 4 5
1. Instructions on the question 3 3 3 3 3 3
paper are clear.
2. Appropriate use of language 3 3 3 3 3 3
and sentence structures.
3. Suitable level of difficulty 3 3 3 3 3 3
according to the constructed
JSU.
4. Good question construct 2 3 3 3 3 3
according to cognitive level
on the matrix document
prepared by BPTV.
5. No obscurity in questions. 2 3 3 3 3 3
6. Suitable questions with the 2 3 3 3 3 3
level of knowledge being
measured.
7. Sufficient time to answer the 3 3 3 3 3 3
questions.
8. Questions are arranged in a 2 3 3 3 3 3
suitable manner.
9. Suitable answer pattern. 3 3 3 3 3 3
*Notes:
3 follow the set criteria.
2 follow part of the set criteria and need amendments.
1 does not follow the set criteria.
Table 4: Expertise and Years of Experience of the Panels

Panel Expert Experience
(years)
Expert 1 Lecturer of Technical and Vocational Education (UTHM) 11
Expert in Cognitive and Computer Programming
Cognitive Ergonomic, Cognitive Science, Computer Programming
Expert 2 Lecturer of Institut Perguruan Teknikal Nilai (IPTN) 18
ICT Education, Curriculum Development
Expert in ICT teaching and learning
Vocational training manager
Expert 3 Lecturer of Kolej Vokasional Kulim 15
Guru Cemerlang ICT
Item construct teacher for Lembaga Peperiksaan
Expert 4 Lecturer of Kolej Vokasional Sepang 12
ICT teacher
Expert 5 Lecturer of Kolej Vokasional Kuala Selangor 6
ICT teacher
According to the list of panels from Table 4, they have agreed on the overall instrument items
and content with a few improvement and modification suggestions. The next step after
improvements and modifications was to conduct the pilot test. Some notes were taken during
the pilot test. Among the findings obtained include time required to answer the questions,
problematic or redundant questions and arrangement or instrument format used. Then, the data
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was analysed for its reliability. The items in the research instrument were improved to obtain
more accurate items. The modified questions were re-evaluated by experts, and finally, all
experts agreed with the constructed questions in terms of content validity.
6. Instrument Reliability
A strategy developed is considered to be appropriate when it comes to the particular validity
and reliability. Thus, the assessment was focused on identifying strategies that have been
developed with good validity and high reliability before testing their impact on learning in Java
Programming classes. The reliability of learning strategies that have undergone improvements
in content validity has also been tested. In addition, pre- and post-tests should also be conducted
to ensure that the strategies developed will achieve the expected objectives.
The test retest method is one of the most used methods by researchers [7] to determine
an instrument’s reliability value, and is done twice on the same respondent [8]. JavaPraPos test
was conducted twice, and the correlation between scores in the first and second sets was
determined. Java Programming test was given to 17 students for the first time, followed by the
second time after a week without any learning session in between both tests. According to
Bachman (1996), the time interval minimizes any effects of practice and learning. The purpose
of correlation is to identify the strength and direction of relationship through correlation
coefficient either strong or weak, and either positive or negative. The correlation between 0.1
and 0.3 is interpreted as low correlation, 0.3-0.5 as moderate correlation and ≥0.5 as strong
correlation. If the correlation is <0.1, it is interpreted as no relation [10]. The correlation
between two sets of test scores in this study was r= 0.823, which was significant at p<.01. Thus,
it can be concluded that this test had a strong and positive degree of reliability.
Table 5: Correlation between two JavaPraPos tests

Test 1 Test 2
Test 1 Pearson Correlation 1 .823**
Sig. (2-tailed) .000
N 17 17
Test 2 Pearson Correlation .823** 1
Sig. (2-tailed) .000
N 17 17
**. Correlation is significant at the 0.01 level (2-

tailed).
Diagram 2 Correlation for test retest
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7. DISCUSSION AND CONCLUSION

When the first test was conducted, one out of 17 students obtained the lowest score of 33%.
On the second test, the same student obtained the same mark. This means that students’
achievements were a bit disappointing. However, this finding cannot be generalized to all other
vocational college students, as this was a pilot test and only involved one school. Based on the
construct process of the pilot JavaPraPos test, the researchers managed to produce a useful set
of JavaPraPos test to measure students’ achievement and memory retention. Common errors
made by students while writing a program including syntax error, run time error and logic error
were able to be reduced.
In terms of content validity, most questions fulfilled the criteria. Through this pilot
study, the researchers have also identified a few confusing sentences to be improved. The
reliability value of the correlation test was r=0.823, which was significant at p<.01. Thus, both
instruments can be used for real test. The total time taken to answer and the number of questions
has also been determined and are suitable with the common assessments done in vocational
colleges. It is hoped that JavaPraPos test such as this could be used to measure students’
achievement and memory retention in Java Programming for diploma students in Malaysia.
References
[1] Masyuniza Yunos, “Hubungan Sikap dan Persepsi Murid Terhadap Pembelajaran
Bahasa Melayu dengan Kemahiran Abad ke-21,” J. Pendidik. Bhs. Melayu, vol. 5, no.
2, pp. 22–30, 2015.
[2] Y. T. Chun, “Computers in Human Behavior Improving students ’ understanding of
basic programming concepts through visual programming language : The role of self-e
ffi cacy,” Comput. Human Behav., vol. 95, no. May 2018, pp. 224–232, 2019.
[3] N. C. C. Brown and G. Wilson, “Ten quick tips for teaching programming,” PLOS
Comput. Biol. Educ., pp. 1–9, 2018.
[4] M. Hristova, A. Misra, M. Rutter, and R. Mercuri, “Identifying and Correcting Java
Programming Errors for Introductory Computer Science Students,” in SIGCSE ’03,
2003, pp. 153–156.
[5] I. Mow, “Analyses of Student Programming Errors In Java Programming Courses,” J.
Emerg. Trends Comput. …, vol. 3, no. 5, pp. 739–749, 2012.
[6] P. O. Jegede, E. A. Olajubu, A. O. Ejidokun, and I. O. Elesemoyo, “Concept–based
Analysis of Java Programming Errors among Low, Average and High Achieving Novice
Programmers,” J. Inf. Technol. Educ. Innov. Pract., vol. 18, no. June, p. 11, 2019.
[7] B. K. Ajayi, “A Comparative Analysis Of Test Re-Test And Equivalent Reliability
Methods,” Int. J. Educ. Res., vol. 1, no. 6, pp. 209–216, 2013.
[8] A. Berchtold, “Test – retest : Agreement or reliability ?,” Methodol. Innov., vol. 9, no.
1–7, p. 7, 2016.
[9] A. S. P. Lyle F. Bachman, Designing and Developing Useful language Test. oxford
university press, 1996.
[10] Cohen−Swerdlik, An Introduction to Tests and Measurement. McGraw−Hill Primis,
2009.
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Penerapan Kapasiti Pedagogi Pembelajaran Bermakna Melalui

Pelaksanaan Pembelajaran Berasaskan Projek Digital: Satu Kajian
Ngau Chai Hong, PhD

*ngauchaihong@ipgm.edu.my
ABSTRAK
Agenda tentang pendekatan pembelajaran sering didebat secara global demi memenuhi
keperluan perubahan model pedagogikal dalam institusi pendidikan untuk mencapai
masyarakat bermaklumat. Pendekatan khusus yang berkesan mampu melibatkan pelajar belajar
secara pembelajaran bermakna. Untuk itu, kajian ini bertujuan untuk mengkaji penerapan
Kapasiti Pedagogi Pembelajaran Bermakna (KPPB) (New Pedagogy for Deep Learning,
NPDL) melalui pelaksanaan Pembelajaran Berasaskan Projek Digital (e-PBP) (Digital Project
Based Learning). Kajian kes KPPB melalui e-PBP ini melibatkan 3 orang guru pelatih pra
perkhidmatan sebagai sampel kajian dari sebuah kampus Institut Pendidikan Guru. Data kajian
telah dikumpul melalui analisis dokumen, penulisan refleksi, rakaman video dan temu bual
secara separa berstruktur melalui kaedah kualitatif. Tempoh pelaksanaan kajian ini adalah
selama 8 minggu. Dapatan kajian telah menunjukkan bahawa e-PBP bukan sahaja
membolehkan para pelajar menguasai 6 kompetensi pembelajaran bermakna [pemikiran kritis,
kreativiti, komunikasi, sahsiah, kewarganegaraan dan kolaboratif], malah telah menggalakkan
pelajar menghasilkan projek digital yang berkualiti. Tambahan, e-PBP juga telah
meningkatkan keyakinan dan motivasi guru pelatih untuk belajar. Selain itu, dapatan kajian
juga menunjukkan bahawa langkah-langkah e-PBP yang jelas dan sistematik sangat membantu
para pelajar dalam pelaksanaan projek digital secara berkumpulan. Walau bagaimanapun,
kajian ini telah mengenal pasti beberapa cabaran dalam pelaksanaan e-PBP. Oleh itu, beberapa
cadangan untuk mengatasi cabaran pelaksanaan e-PBP juga telah dicadangkan untuk
membantu menyelesaikan persoalan yang diutarakan. Kajian kes ini dapat memberikan
implikasi dan impak yang signifikan kepada para pendidik dalam mereka bentuk pendekatan
pedagogikal dalam proses pengajaran dan pembelajaran.
Kata Kunci: Kapasiti Pedagogi Pembelajaran Bermakna (KPPB), Pembelajaran Berasaskan

Projek Digital (e-PBP), 6 kompetensi pembelajaran bermakna, kaedah kualitatif.
ABSTRACT
Agenda on learning approaches are often debated globally to meet the need for a change in
educational institution’s pedagogical model to achieve a knowledge society. An effective
approach can engage students with meaningful learning so that the knowledge can be put into
practice. This study aims to identify the application of New Pedagogy for Deep Learning
(NPDL) through Digital Project Based Learning (e-PBP). This is a case study that consisted
of 3 pre-service trainee teachers from a campus of the Institute of Teacher Education. Data
were collected through document analysis, reflective writing, video recordings, and interviews
and data analysis was conducted using qualitative methods. The study was conducted over the
period of 8 weeks. Findings showed that e-PBP allowed the students to master 6 competencies
of deep learning [critical thinking, creativity, communication, personality, citizenship, and
collaborative] and the implementation of NPDL through e-PBP could also encourage them to
produce high quality digital projects. Through e-PBP, students could increase their confidence
and motivation in learning. In addition, the findings of the study also showed that clear and
systematic e-PBP measures are essential for the implementation of digital projects in groups.
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Moreover, this study also identified several challenges related to the implementation of e-PBP
and provided suggestions to overcome these challenges. This case study will have a significant
impact on the teaching and learning process and can provide ideas to educators in designing
pedagogical approaches.
Keywords: New Pedagogy for Deep Learning (NPDL) / (KPPB), Digital Project Based
Learning (e-PBL)/ (e-PBP), 6 competencies of deep learning, qualitative methods.
1. Pengenalan
Pengetahuan pedagogi merupakan salah satu elemen yang sangat penting dan harus dikuasai
oleh setiap pendidik [1]. Ia merangkumi pengetahuan tentang proses serta amalan yang diguna
pakai dalam pengajaran yang berfungsi untuk menyokong pengajaran berkesan. Di samping
itu, para pendidik juga digalakkan sentiasa meningkatkan ilmu pengetahuan tentang
penguasaan pedagogi dan membuat kajian demi menghasilkan proses pengajaran dan
pembelajaran (PdP) yang berkualiti [2]. Dalam konteks ini, satu konsep baharu tentang proses
pembelajaran yang dinamakan New Pedagogy for Deep Learning (NPDL) [Kapasiti Pedagogi
Pembelajaran Bermakna (KPPB)] telah diperkenalkan oleh Fullan [3].
Pembelajaran Bermakna adalah satu proses memperoleh enam kecekapan (kompetensi)
global bagi mengukur pembelajaran bermakna. Dalam hal ini, kompetensi pembelajaran
bermakna 6C yang dicadangkan merangkumi Character (Sahsiah), Citizenship
(Kewarganegaraan), Collaboration (Kolaboratif), Communication (Komunikasi), Creativity
(Kreativiti) dan Critical Thinking (Pemikiran kritis) [3]. Manakala strategi Project Based
Learning (PBL), [Pembelajaran Berasaskan Projek (PBP)] merupakan salah satu strategi
pengajaran yang sangat digemari dan diguna pakai oleh banyak lapisan masyarakat
terutamanya dalam bidang pendidikan [4,13].
Selain itu, ekoran daripada perubahan globalisasi, perkembangan ‘Digitalisasi’ dari
pelbagai bidang dalam masyarakat bermaklumat telah mengubah cara hidup kita yang
mencorak kepada bagaimana kita berinteraksi, berkomunikasi, mengakses tugasan, belajar, dan
menjana pengetahuan baru [5,6]. Natijahnya, warga masyarakat sekarang memerlukan
pelbagai pengetahuan baharu dan keperluan untuk melengkapkan diri dengan sumber digital
[7] untuk membolehkan kita bersaing dalam masyarakat moden secara efektif. Situasi sebegini
telah menimbulkan persoalan tentang apakah kemahiran baru yang sepatutnya harus dimiliki
oleh warganegara jenerasi baharu dan kemahiran apa yang harus dikuasai oleh guru yang
bertanggungjawab untuk mendidik jenerasi warga negara tersebut.
Oleh yang demikian, kajian ini bertujuan untuk mengkaji penerapan KPPB melalui
pelaksanaan Pembelajaran Berasaskan Projek Digital (e-PBP). Antara persoalan kajian ini
adalah:
a) Apakah kompetensi pembelajaran bermakna yang dapat dicapai melalui pelaksanaan e-
PBP?
b) Bagaimana kompetensi pembelajaran bermakna dapat dicapai melalui pelaksanaan e-
PBP?
c) Apakah cabaran yang dihadapi oleh guru pelatih dalam pelaksanaan e-PBP?
d) Apakah cadangan langkah penyelesaian guru pelatih terhadap cabaran tersebut?
2. Metodologi
Kajian kes boleh dikaji pada semua fenomena. Justeru, reka bentuk kajian kes melibatkan
pengumpulan sumber, maklumat atau data secara terperinci [8,9] mengenai tingkah laku
sasaran seperti individu, kumpulan atau peristiwa khusus untuk mengenal pasti mengapa dan
bagaimana kejadian tingkah laku tersebut berlaku [10]. Dalam konteks ini, reka bentuk kajian
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ini merupakan kajian kes untuk mengkaji penerapan KPPB melalui pelaksanaan e-PBP dengan
kaedah persampelan secara bertujuan. Selain itu,
2.1 Sampel Kajian

Sampel kajian ini melibatkan 3 orang guru pelatih (iaitu seorang guru pelatih lelaki berbangsa
Cina dan dua orang guru pelatih perempuan berbangsa India) yang sedang melanjutkan
pelajaran dalam Program Ijazah Sarjana Muda Perguruan (PISMP) Ambilan Jun 2019 opsyen
Reka Bentuk Dan Teknologi (RBT) dari sebuah kampus Institut Pendidikan Guru. Manakala
pengkaji adalah pensyarah kursus Teknologi untuk Pengajaran dan Pembelajaran (Kod kursus:
EDUP3053) yang terlibat secara langsung dalam kajian ini.
2.2 Proses aliran kerja pelaksanaan e-PBP

Pengkaji telah menggunakan strategi e-PBP terhadap Kerja Kursus Pendek (KKP) kursus
EDUP3053 untuk mengkaji penerapan KPPB melalui pelaksanaan e-PBP. Tempoh masa
pelaksanaan projek digital e-PBP adalah selama 8 minggu. Walaupun pengkaji telah mereka
bentuk KKP yang dilaksanakan secara berkumpulan, namun pentaksiran KPP telah dilakukan
secara individu berasaskan senarai pembahagian tugas dalam kalangan 3 ahli kumpulan. Oleh
yang demikian, kerjasama untuk berkongsi idea dan menyumbang kepakaran ahli-ahli dalam
satu kumpulan untuk menghasilkan projek digital yang berkualiti sangat penting. Jadual 1.1
merupakan jadual proses aliran kerja pelaksanaan e-PBP oleh pengkaji sendiri yang selaku
pensyarah kursus EDUP3053.
Jadual 1: Jadual proses aliran kerja pelaksanaan e-PBP oleh pengkaji (pensyarah)
Bil. Peringkat Tindakan Peranan Catatan

1. Perancangan Pensyarah merancang KKP dengan Pensyarah Backward Design – (a).
pendekatan Kefahaman Melalui sebagai Kurikulum: Mengenal
Reka Bentuk (PdP-KmR). Perancang pasti hasil pembelajaran.
(Backward Design: Curriculum- (b). Pentaksiran:
Assessment -Pedagogy) Menetapkan bukti
hasilan untuk dinilai. (c).
Pedagogi: Merancang
aktiviti PdP.
2. Pelaksanaan  Pensyarah memberi taklimat Pensyarah * Merujuk kepada
KKP kepada para guru pelatih. sebagai Standard Kualiti
 Pensyarah menyelia Pengawal / Pendidikan Malaysia
proposal projek untuk membimbing Pembimbing/ Gelombang 2 (SKPMg2)
dan memberi dorongan kepada para Pendorong -Standard 4:
guru pelatih. dan Penilai. Pembelajaran Dan
 Pensyarah membimbing, Pemudahcaraan (PdPc).
mendorong, menyelia, memantau
dan menilai projek guru pelatih
sepanjang proses pelaksanaan
projek digital.
Manakala Jadual 1.2 adalah jadual proses aliran kerja pelaksanaan e-PBP oleh guru pelatih.
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Jadual 2: Jadual pelaksanaan proses aliran kerja e-PBP oleh guru pelatih
Peringkat Tindakan Pelajar Peranan
1. Permulaan  Guru pelatih menerima taklimat
KKP oleh pensyarah EDUP3053.
 Guru pelatih membentuk
kumpulan mengikut kesesuaian KKP.
2. Perancangan  Pelajar mulakan perbincangan * Merujuk kepada Standard Kualiti
dan sertakan perincian pembahagian Pendidikan Malaysia Gelombang 2
tugas dalam kumpulan kepada (SKPMg2) -Standard 4.6: Murid
pensyarah. sebagai pembelajar aktif.
 Guru pelatih menyediakan
proposal projek (KKP Multimedia
dengan memilih salah satu model reka
bentuk pengajaran yang sesuai) yang
lengkap. (* Pensyarah bekalkan garis
panduan: rangka projek, template papan
cerita, * Pelajar menghantar proposal
projek (dalam bentuk papan cerita)
bersama dengan timeline project untuk
semakan pensyarah.
3. Pelaksanaan  Setiap kumpulan membuat * Merujuk kepada Standard Kualiti
penambahbaikan pada proposal projek Pendidikan Malaysia Gelombang 2
(papan cerita) dan timeline project (SKPMg2) -Standard 4.6: Murid
berdasarkan komen daripada pensyarah. sebagai pembelajar aktif.
 Pelajar melaksanakan projek
mengikut timeline project.
 Pelajar berbincang dengan
pensyarah sama ada secara bersemuka,
dalam talian atau melalui sosial media
(WhatsApp) untuk mengemaskini status
pelaksanaan projek mengikut ketetapan
pensyarah.
4. Penilaian  Pelajar membuat pembentangan * Merujuk kepada Standard Kualiti
dan Show projek, membuat refleksi secara Pendidikan Malaysia Gelombang 2
Casing berkumpulan (secara rakaman video), (SKPMg2) -Standard 4.6: Murid
Project dan membuat penulisan refleksi kendiri. sebagai pembelajar aktif.
2.3 Kaedah menganalisis data

Setelah pengumpulan data kajian lengkap, langkah pelaksanaan seterusnya adalah pengkaji
menganalisis data kualitatif melalui analisis dokumen, rakaman video tentang refleksi secara
berkumpulan serta penulisan refleksi kendiri dan hasil dapatan temu bual secara separa
berstruktur yang dibuat secara berkumpulan.
2.3.1 Analisis dokumen

Hasil projek digital (artifak) KKP guru pelatih telah dibuat penilaian dengan rubrik. Di samping
itu, pengkaji juga mengenal pasti kompetensi-kompetensi pembelajaran bermakna yang dapat
dikenali pasti melalui rakaman video tentang perkongsian pengalaman 3 orang guru pelatih
terhadap e-PBP dan melalui hasil penulisan refleksi kendiri.
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2.3.2 Temu bual secara berstruktur

Pengkaji telah membuat temu bual secara berstruktur dengan 3 orang guru pelatih. Hasil temu
bual seterusnya dianalisis dan dibuat pengekodan untuk pembentukan tema-tema. Tema-tema
tersebut kemudian telah dibuat mapping dengan 6 kompetensi pembelajaran bermakna.
3. Dapatan
Pengumpulan data kualitatif daripada pelbagai sumber yang diperolehi melalui kaedah
dokumentasi iaitu penulisan refleksi kendiri, rakaman video tentang perkongsian pengalaman
guru pelatih terhadap pelaksanaan KPPB melalui e-PBP dan hasil temu bual separa berstruktur
telah dianalisis untuk menjawab 3 persoalan kajian.
3.1 Dokumentasi
Berikut adalah pengenalan tentang projek digital e-PBP yang bertajuk ‘POWER’ daripada
dokumentasi 3 orang guru pelatih.
‘Projek digital yang bertajuk POWER merupakan satu laman web yang dibangunkan oleh
pasukan POWER dengan Wix yang merupakan satu gerakan menghijau ke arah pemuliharaan
bumi tercinta daripada ketandusan akibat daripada tindak tanduk manusia. Projek digital
POWER ini dibangunkan bagi menggalakkan amalan berkebun dan usaha pemuliharaan alam
sekitar dalam kalangan semua lapisan masyarakat. Tujuan utama pembangunan projek digital
POWER adalah untuk memberikan pengetahuan, bimbingan serta latihan tentang kemahiran
perkebunan secara dalam talian. Dalam konteks ini, seramai 152 responden telah melibatkan
diri dalam kajian melalui soal selidik dalam talian (Google Form) tentang perkebunan yang
dikelolakan oleh pasukan POWER. Hasil dapatan projek digital POWER menunjukkan
bahawa wujudnya peningkatan pengetahuan dan kemahiran dalam bidang perkebunan. Di
samping itu, projek digital POWER juga telah berjaya menerapkan nilai murni dan
keprihatinan orang ramai terhadap penjagaan alam sekitar. Selain itu, pasukan POWER juga
telah membantu lima buah sekolah dalam memberi kesedaran kepada murid-murid terhadap
penjagaan alam sekitar melalui aktiviti berkebun. Seterusnya, pasukan POWER juga telah
menjalani sesi temu bual bersama pentadbir sekolah bagi mendapatkan maklum balas tentang
perlaksanaan aktiviti tanaman di sekolah-sekolah tersebut. Hasil daripada maklum balas
didapati projek digital POWER telah berjaya mengatasi masalah disiplin murid-murid melalui
aktiviti memajukan Botanical Garden. Oleh itu, boleh dibuat kesimpulan bahawa projek
POWER telah berjaya menanam rasa tanggungjawab dan cintai bumi pertiwi dalam kalangan
masyarakat. Harapan kami projek digital Power dapat memberi sumbangan dan impak besar
kepada semua demi menjaga kesejahteraan hidup bersama.
(Projek digital POWER telah memperoleh Anugerah Pingat Perak dalam

Pertandingan NICETech 2020, anjuran Jabatan Pendidikan Negeri Johor).
Daripada abstrak projek digital yang bertajuk ‘POWER’, jelas kelihatan elemen-
element PBP berdasarkan ‘GRASPS’ yang terdiri daripada Matlamat (Goal) projek digital
adalah ‘memberikan pengetahuan, bimbingan serta latihan tentang kemahiran perkebunan
kepada semua lapisan masyarakat dalam mod secara dalam talian’. Peranan (Role) yang
dimainkan oleh guru pelatih adalah ‘Perancang (Projek digital) / Pereka bentuk dan Pembangun
multimedia (Laman web yang bertajuk PROJEK) / Jurulatih (Memberi bimbingan dan latihan
kemahiran) / Penyelidik (Membuat kajian keberkesanan projek digital) dan lain-lain lagi.
Sasaran (Audience) adalah terdiri daripada semua lapisan masyarakat. Situasi (Situation) di
rumah / sekolah atau tempat yang bersesuaian untuk melaksanakan aktiviti perkebunan.
Produk (Product) projek digital adalah laman web yang bertajuk ‘POWER’, rakaman video
tentang pembentangan projek digital dan membuat refleksi tentang KPPB melalui pelaksanaan
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e-PBP (secara berkumpulan), penulisan refleksi kendiri (secara individu). Standard

(Standard) projek digital dinilai keberkesanan projek digital ‘POWER’ melalui Google Form
oleh pengguna dan melalui rubrik yang disediakan oleh penyelaras kursus EDUP3053.
Selain itu, untuk menjawab persoalan kajian pertama adalah melalui hasil artifak projek
KKP guru pelatih (laman web yang bertajuk ‘POWER’), 6 kompetensi pembelajaran bermakna
telah dikenali pasti melalui e-PBP oleh 3 orang guru pelatih dalam penguasaan pembelajaran
bermakna. Rajah 1 adalah salah satu contoh pelaksanaan e-PBP yang membawa kepada
penguasaan kompetensi pemikiran kritis, kompetensi kewarganegaraan, kompetensi sahsiah,
kompetensi komunikasi, kompetensi kolaboratif dan kompetensi kreativiti kepada
pembelajaran bermakna.
Rajah 1.1: Pencemaran Rajah 1.2: Rebirth Rajah 1.3:

Cadangan Penyelesaian
Rajah 1: Enam Kompetensi Yang Wujud Dalam Projek Digital ‘POWER’
Artifak dalam Rajah 1 mencerminkan bahawa 3 orang guru pelatih dapat membuat
hubungkait tentang isu pencemaran yang berlaku di dunia dengan projek digital mereka
(kompetensi pemikiran kritis). Secara tersiratnya perkara ini juga memaparkan keprihatinan
dan kepekaan guru pelatih terhadap alam sekitar kita. Mereka telah mengambil inisiatif untuk
menjalankan tanggungjawab sebagai penghuni di alam semester ini (kompetensi
kewarganegaraan) dengan memberi kesedaran kepada orang ramai (kompetensi kolaboratif)
supaya sama-sama bergerak menghijau ke arah pemuliharaan bumi tercinta (kompetensi
sahsiah) daripada ketandusan yang disebabkan kecuaian dan tindak tanduk manusia yang
kurang keprihatinan terhadap alam semester kita. Di samping itu, melalui perbincangan dan
perkongsian idea (kompetensi komunikasi), mereka telah berjaya menghasilkan idea yang
kreatif dengan menggunakan ‘Like an Eagle, Get the Rebirth’ (kompetensi kreativiti) untuk
membuat perkaitan antara burung helang dengan pemuliharaan bumi. Senario ini memang
mencerminkan penghayatan pencintaan guru-guru pelatih kita terhadap alam sekitar. Di
samping itu, pengkaji juga telah menganalisis artifak projek digital yang bertajuk ‘POWER’
dengan membuat pemetaan di antara artifak yang dihasilkan dengan kompetensi pembelajaran
bermakna seperti yang ditunjukkan dalam Jadual 3.
Jadual 3: Hasil Analisis Daripada Artifak Projek Digital

Bil. Kompetensi Hasil analisis daripada artifak projek digital
1 Kreativiti Kompetensi kreativiti dapat dikenali pasti daripada
penghasilan pelbagai elemen multimedia seperti
grafik / infografik yang sangat bertepatan dan
menarik, video yang bermaklumat dan mempunyai
ciri keaslian yang tinggi. Idea-idea dan artifak projek
digital yang ditunjukkan dalam laman web Wix
dengan projek digital yang bertajuk ‘POWER’ sangat
kreatif.
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2 Kewarganegaraan Kompetensi kewarganegaraan dapat dikenal pasti

daripada teguran dan nasihat daripada guru-guru
pelatih terhadap lapisan masyarakat yang kurang peka
pada kemusnahan alam. Mereka diberi kesedaran dan
garis panduan melalui projek digital laman web yang
bertajuk ‘POWER’ tentang aktiviti berkebun supaya
semua lapisan masyarakat mengambil inisiatif untuk
melibatkan diri dalam usaha menjaga alam sekitar.
3 Komunikasi Kompetensi komunikasi dapat dikenal pasti daripada
platform ‘Heart To Heart” dalam laman sesawang
projek digital ‘POWER’ yang bertujuan untuk
membolehkan anggota masyarakat mengemukakan
soalan dan mendapatkan bantuan daripada ahli-ahli
pasukan POWER. Malah, mereka juga boleh
berkongsi gambar perkebunan mereka di platform
tersebut serta berkongsi pengalaman mereka. Selain
itu, platform Heart To Heart juga membolehkan
pengguna-pengguna berkongsi resepi makanan hasil
daripada sayur-sayuran yang ditanam oleh mereka.
Guru-guru pelatih juga berharap platform ini dapat
menarik perhatian bagi orang yang suka memasak dan
mencuba resepi baharu bagi melibatkan diri dalam
penanaman sayur-sayuran sendiri dan memasak hasil
tanaman tersebut.
4 Kolaboratif Kompetensi Kolaboratif dapat dikenal pasti daripada
penghasilan modul tanaman oleh 3 orang guru pelatih
untuk membimbing sekolah-sekolah menubuhkan
Kelab Tanaman melalui projek digital. Misalnya,
penubuhan persatuan pencinta alam, kelab bumi
lestari, kelab tanaman dan sebagainya. Aktiviti yang
dicadangkan dalam modul telah dijadikan sebagai
panduan kepada guru-guru sekolah untuk
mengadakan pelbagai jenis aktiviti dengan lebih
sistematik dan berkesan.
5 Sahsiah Kompetensi Sahsiah dapat dikenal pasti daripada sifat
cintakan alam yang ditunjukkan oleh 3 orang guru
pelatih dan galakan daripada mereka terhadap rakyat
jelata untuk mengamalkan aktiviti berkebun dan usaha
pemuliharaan alam sekitar dalam semua lapisan
masyarakat melalui projek digital.
6 Pemikiran Kritis Kompetensi Pemikiran Kritis dapat dikenal pasti

daripada penghasilan pelbagai kuiz-kuiz dalam
bentuk penyelesaian masalah (terdapat dalam laman
sesawang projek digital) yang boleh diguna pakai oleh
guru RBT dan guru Sains dalam PdPc. Selain dari itu,
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mereka juga menyediakan kuiz-kuiz dalam format pdf

untuk berkongsi dengan para guru dan murid sekolah.
3.2 Refleksi
Penyelidik telah menganalisis rakaman video tentang perkongsian pengalaman guru pelatih
terhadap pelaksanaan KPPB melalui e-PBP (secara berkumpulan) dan penulisan refleksi
kendiri untuk menjawab persoalan kajian (a) Apakah kompetensi pembelajaran bermakna
yang dapat dicapai melalui pelaksanaan e-PBP? (b) Bagaimana kompetensi pembelajaran
bermakna dapat dicapai melalui pelaksanaan e-PBP? (c) Apakah cabaran yang dihadapi
oleh guru pelatih dalam pelaksanaan e-PBP?
3.2.1 Refleksi Berkumpulan

Analisis dapatan kajian daripada rakaman video oleh 3 orang guru pelatih telah menunjukkan
bahawa pelaksanaan e-PBP membolehkan para guru pelatih menguasai 6 kompetensi
pembelajaran bermakna iaitu kompetensi Kreativiti, kompetensi Kewarganegaraan,
kompetensi Komunikasi, kompetensi Kolaboratif, kompetensi Sahsiah, dan kompetensi
Pemikiran Kritis seperti yang ditunjukkan dalam Rajah 1.
Rajah 2.1 Kompetensi Kreativiti Rajah 2.2 Kompetensi Rajah 2.3 Kompetensi
Kewarganegaraan Komunikasi
Rajah 2.4 Kompetensi Kolaboratif Rajah 2.5 Kompetensi Sahsiah Rajah 2.6 Kompetensi
Pemikiran Kritis
Rajah 2: Enam Kompetensi Pembelajaran Bermakna Melalui e-PBP
3.2.2 Refleksi Kendiri

Analisis dapatan kajian daripada penulisan refleksi kendiri oleh 3 orang guru pelatih telah
ditunjukkan seperti dalam Jadual 4 untuk menjawab persoalan kajian yang bertajuk (b).
Bagaimana kompetensi pembelajaran bermakna dapat dicapai melalui pelaksanaan e-PBP? (c).
Apakah cabaran yang dihadapi oleh guru pelatih dalam pelaksanaan e-PBP? (d). Apakah
cadangan langkah penyelesaian guru pelatih terhadap cabaran yang dihadapi?
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Jadual 4: Penulisan Refleksi Kendiri

Soalan Guru Pelatih 1 Guru Pelatih 2 Guru Pelatih 3
a) Bagaimana Perancangan reka Sepanjang Projek digital kami yang
kompetensi bentuk e-PBP ini dapat pelaksanaan e-PBP, mempunyai unsur ‘wow’ ini
pembelajaran memberi ruang dan kami telah (Wow sebab projek digital
bermakna dapat peluang kepada guru mengambil inisiatif POWER memperoleh
dicapai melalui pelatih untuk excel cuba membuat Anugerah Pingat Perak
pelaksanaan dalam projek digital. projek digital sebaik dalam Pertandingan
e-PBP? Kami telah diberi yang mungkin. NICETech 2020, anjuran
kebebasan oleh Pelbagai ilmu, Jabatan Pendidikan Negeri
pensyarah untuk cabaran, perasaan Johor) adalah hasil daripada
merancang dan suka dan duka dan kami banyak meneroka,
melaksana projek banyak lagi yang banyak membaca dan sering
digital mengikut idea diperolehi daripada membuat perbincangan
dan kreativiti kami. pengalaman dengan pensyarah dan ahli
Oleh itu 6 kompetensi pelaksanaan e-PBP kumpulan. Penerapan
pembelajaran telah menyumbang unsur-unsur ini secara tidak
bermakna dapat kepada kompetensi langsung telah membantu
dicapai melalui projek pembelajaran kami menguasai kompetensi
digital ini. bermakna. pembelajaran bermakna.
b) Apakah Sebagai ketua projek Mungkin saya Sewaktu pelaksanaan projek
cabaran yang saya perlu berfikir one kurang mahir dalam digital ini telah berlakunya
dihadapi oleh guru step ahead berbanding pembahagian masa. penularan pandemik Covid-
pelatih dalam dengan ahli kumpulan. Oleh itu, saya telah 19, masalah internet di
pelaksanaan Selain itu, e-PBP ini menghadapi masalah kampung halaman saya
e-PBP? juga telah kekangan masa telah menjadikan saya
menyedarkan saya sewaktu melakukan sangat stress. Nasib baik
bahawa ada banyak projek digital ini. masalah ini dapat diatasi
ilmu lagi yang perlu dengan bantuan rakan-
saya belajar. rakan.
c) Apakah Belajar cara untuk Perlu ada disiplin Mencari alternatif yang lain
cadangan langkah menjadi seorang diri yang kuat. Buat seperti muatnaik tugasan
penyelesaian anda pemimpin yang tugasan secara dari rumah saudara-mara
terhadap cabaran berkesan dan sistematik. yang mempunyai line
tersebut? memperlengkapkan Sebaiknya internet yang kuat, atau
diri dengan banyak pelaksanaan e-PBP meminta izin untuk tinggal
e-learning untuk dilaksanakan di asrama IPGK supaya
meningkatkan lagi mengikut time frame tidak menghadapi masalah
kompetensi saya. e-PBP yang telah internet.
ditetapkan.
3.3 Temu bual separa berstruktur

Jadual 5 merupakan hasil dapatan analisis daripada temu bual separa berstruktur di antara
pengkaji dan 3 orang guru pelatih untuk menjawab persoalan kajian yang bertajuk (b).
Bagaimana kompetensi pembelajaran bermakna dapat dicapai melalui pelaksanaan e-PBP?
Jadual 5: Pelaksanaan e-PBP terhadap KPPB

Bil. Pelaksanaan e-PBP terhadap KPPB Tema Kompetensi
1.  Projek digital membolehkan kami saling Berkebolehan Kreativiti
berkongsi idea, belajar cara berfikir yang efektif, berfikir atau
‘always think out of the box’, belajar banyak ilmu bertindak dengan
pengetahuan yang baharu, lebih competent tentang lebih fleksibel.
ICT, mengubah cara berfikir.
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2.  Pelaksanaan projek digital telah Peka dan Kewarganegaraan

menyedarkan kami supaya prihatin terhadap alam mengambil berat
sekitar secara amnya dan harus bertindak sebagai pada hal ehwal
seorang warganegara yang bertanggungjawab secara negara dan dunia.
khususnya.
3.  Melalui pengalaman pelaksanaan projek Peningkatan Komunikasi
digital bukan sahaja telah membolehkan kami kemahiran dan
menguasai kemahiran komunikasi yang berkesan, kecerdasan
bahkan pengalaman bekerjasama ini telah interpersonal dan
mengeratkan lagi hubungan silaturahim kami intrapersonal.
walaupun daripada bangsa yang berlainan.
4.  Sekarang kami berasa lebih yakin dan berani Mempertingkatkan Kolaboratif
untuk menghubungi dengan pakar-pakar dari luar jalinan dan
(menjalin hubungan) untuk mendapatkan maklumat jaringan dengan
yang diperlukan dan disebabkan projek digital ini pihak luar.
telah memperluaskan jaringan kami dengan banyak
sekolah.
5.  Sepanjang pelaksanaan projek digital kami Menguasai nilai- Sahsiah
belajar untuk menjadi personality yang lebih baik nilai murni dan
seperti perlu bekerjasama dan hormat-menghormati membentuk
antara satu sama lain (semangat kekitaan), berusaha individu yang
gigih, perlu ada sifat sabar, empati, berani menyahut bersahsiah unggul.
cabaran, tidak mudah putus asa, yakin pada diri
sendiri, bermotivasi, open minded, berinovatif.
6.  Untuk menghasilkan projek digital yang Kemahiran Pemikiran Kritis

berkualiti, kami perlu sentiasa bertindak proactive metakognitif
and deep thinking supaya dapat membuat keputusan meningkat
yang terbaik.
Dapatan kajian ini telah menggunakan teknik triangulasi untuk semakan data dengan
bertujuan supaya pengkaji dapat memperoleh data yang konsisten [11]. Oleh itu, analisis
dokumen artifak e-PBP, analisis video refleksi berkumpulan dan analisis transkrip temu bual
secara separa berstruktur telah menunjukkan bahawa 6 kompetensi pembelajaran bermakna
dapat dicapai melalui pelaksanaan e-PBP. Manakala hasil dapatan daripada analisis dokumen
terhadap penulisan refleksi kendiri dan temu bual secara separa berstruktur telah menunjukkan
bahawa untuk membolehkan para guru pelatih melaksanakan e-PBP yang mempunyai nilai
tambah (added value) dengan penguasaan kompetensi pembelajaran bermakna, aktiviti
pengajaran mahupun KKP perlu direka bentuk dengan terancang, di mana ia harus mampu
memberi impak kepada pembelajaran guru-guru pelatih. Selain itu, tiga orang guru pelatih juga
telah mengutarakan cabaran-cabaran yang dihadapi dalam pelaksanaan e-PBP. Namun dengan
ciri-ciri yang ada pada PBP, contohnya garis masa telah membantu salah seorang guru pelatih
mendisiplinkan diri dalam pelaksanaan e-PBP. Dengan wujudnya ciri refleksi kendiri
membolehkan seorang lagi guru pelatih menyedari limitasi pengetahuan dan kemahiran yang
ada pada dirinya. Oleh itu, dengan adanya ciri-ciri garis masa dan proses membuat refleksi
telah membolehkan pendekatan PBP amat sesuai diguna pakai dalam proses PdP.
4. Perbincangan
Dalam mereka bentuk pengajaran, pendidik perlu mengambil kira faktor memberi ruang dan
peluang kepada guru pelatih untuk melibatkan diri secara amali melalui situasi sebenar.
Pendekatan ini adalah supaya mereka dapat belajar secara bermakna di samping berupaya
memperkembangkan potensi diri mereka [7,16]. Hal ini bertepatan dengan kenyataan Fullan
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[7] bahawa pembelajaran bermakna membolehkan para pelajar membuat rujukan individu dari
luar untuk membina pengetahuan baharu. Manakala Stanley [17] memberi penegasan bahawa
semasa membuat perancangan pembelajaran, seseorang pendidik harus mengambil kira
elemen-elemen seperti aktiviti yang mampu mendorong kepada pemikiran kritis, yang dapat
dibuat hubungkait, pelbagai rupa bentuk interdisciplinary, elemen seperti authentic dan
interaktif juga perlu diberi pertimbangan yang sewajarnya. Di samping itu, interaksi yang
bermakna di antara pelajar dan guru juga memainkan peranan penting untuk menghasilkan
pengalaman pembelajaran yang berkualiti kepada para guru pelatih [18].
Dalam konteks ini, proses pembelajaran melalui elemen-element PBP yang
direkabentuk berdasarkan ‘GRASPS’ telah memberi pengalaman pembelajaran bermakna
kepada ketiga orang guru pelatih dalam penguasaan kompetensi pembelajaran bermakna. Salah
satu kekuatan pelaksanaan e-PBP yang memberikan implikasi kepada ketiga orang guru pelatih
adalah mereka berperanan sebagai pengamal dan pembelajaran reflektif telah membolehkan
mereka lebih mengetahui kekuatan, kelemahan, keupayaan pada diri mereka. Selain itu, dalam
pelaksanaan e-PBP, mereka telah menghadapi pelbagai cabaran. Ketiga-tiga orang guru pelatih
telah menyenaraikan cabaran dan memberikan langkah penyelesaian masing-masing.
Sepanjang proses menyahut cabaran yang dihadapi, mereka telah bersifat proactive untuk
mengatasi masalah yang berlaku. Dalam konteks ini, Fullan [7] berpendapat bahawa terdapat
faktor-faktor yang menyumbang kepada perubahan dalam era digital ini. Perkara ini secara
tidak langsung telah menjadi cabaran-cabaran kepada para pelajar. Namun jika para pelajar
dapat mencari langkah penyelesaian yang sesuai untuk menyahut cabaran-cabaran ini, cara ini
secara tidak langsung telah meningkatkan kreativiti, ketabahan, keberanian dan lebih berfikiran
kritis [16, 17].
Dengan penerapan 6 kompetensi pembelajaran bermakna global yang diperkenalkan
dalam KPPB melalui e-PBP, secara tidak langsung, pengalaman yang bermakna ini akan
sentiasa diingati oleh mereka. Tambahan, semua kemahiran insaniah yang diperolehi daripada
pelaksanaan e-PBP ini akan dapat dipraktikkan oleh mereka sepanjang hayat [12]. Oleh itu,
pengetahuan pedagogikal memainkan peranan yang amat penting dalam proses perancangan
pembelajaran. Unsur kejayaan sangat bergantung kepada reka bentuk pengajaran atau melalui
KKP yang berkesan dan bersesuaian. Natijahnya, elemen-elemen seperti kerangka kerja
TPACK, teori-teori pembelajaran dan lain-lain lagi pengetahuan pedagogikal yang dapat
meningkatkan kompetensi pedagogi seseorang pendidik perlu dikuasai sebaik yang mungkin.
Dengan kewujudan perbezaan individu, maka pedagogi adalah tidak sesuai dilaksanakan
secara one fit for all.
Selain itu, bersesuaian dengan perkembangan digitalisasi yang pesat berlaku secara
globalisasi [13] serta situasi sekarang yang kritikal dengan berlakunya penularan pandemik
Covid-19 yang melanda di seluruh dunia, maka KKP guru pelatih EDUP3053 telah direka
bentuk secara penuh dalam bentuk e-PBP. Hal ini bukan sahaja bersesuaian dengan kenyataan
Covello [14] bahawa pengetahuan dapat dimanfaatkan dengan adanya kemudahan sumber
digital. Tambahan, dengan keadaan kesukaran untuk berinteraksi secara bersemuka, semua
guru pelatih terpaksa melaksanakan PdP sepenuhnya dalam talian. KKP dengan e-PBP ini telah
memudahkan para guru pelatih untuk menghantar KKP dalam bentuk digital kepada pensyarah
secara dalam talian.
Secara ringkasnya, kajian kes tentang KPPB melalui e-PBP telah menunjukkan bahawa
pelaksanaan e-PBP bukan sahaja berjaya mewujudkan pembelajaran bermakna dalam
penguasaan enam kompetensi global, malah ia juga membolehkan para guru pelatih
menghasilkan projek digital yang berkualiti. Tambahan, e-PBP juga telah meningkatkan
keyakinan dan motivasi guru pelatih untuk belajar.
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5. Rumusan
Demi merealisasikan hasrat Institut Pendidikan Guru Malaysia (IPGM) dalam melahirkan
guru-guru sekolah rendah yang mampu bersaing dalam persada dunia, maka usaha dan inisiatif
untuk meningkatkan profesionalisme perguruan dalam kalangan pensyarah IPG harus diberi
keutamaan supaya pensyarah-pensyarah IPG sentiasa dilengkapi dengan pengetahuan
pedagogikal yang terkini dalam mendidik bakal guru.
Perkongsian kajian kes dengan pendekatan PBP yang menekankan interdisciplinary
curriculum tentang KPPB melalui e-PBP ini diharap dapat memberi gambaran secara holistik
tentang proses pengajaran dan pembelajaran yang menghasilkan pembelajaran bermakna
kepada para guru pelatih. Memandangkan kajian kes KPPB melalui e-PBP hanya dijalankan
di sebuah IPG, hanya fokus kepada 3 sampel kajian, dan hanya menggabungkan dua kursus
dalam e-PBP, maka dicadangkan kajian kes yang berlainan reka bentuk dapat dilakukan dan
diperluaskan ke IPG lain untuk dikenal pasti pola-pola hasil dapatan kajian kes yang berlainan
bentuk dan lokasi untuk berkongsi bersama.
Saranan kepada semua pendidik, khasnya para pensyarah IPG untuk menerima kaedah
pengajaran yang baharu dengan menggunakan teknologi digital. Hal ini adalah bertujuan untuk
mewujudkan pembelajaran bermakna demi ke arah penghasilan kemenjadian guru yang
berkualiti untuk merealisasikan hasrat pelaksanaan pembelajaran bermakna di IPG. Selain itu,
tindakan ini juga dapat mempertabatkan profesion perguruan dengan membangunkan modal
insan guru yang berkaliber untuk menyahut cabaran revolusi industri 4.0.
Penghargaan
Penghargaan dan ucapan terima kasih kepada anak-anak didik Temenggong saya iaitu saudara
How Chen Ee, saudari Sanggari A/P S. Parthasarathee dan saudari Lohamalar A/P Illango yang
memberikan kebenaran kepada saya untuk berkongsi pengalaman mereka sepanjang
pembelajaran kursus EDUP3053.
Rujukan
[1] Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on
Innovation and Technology. (Ed.), Handbook of technological pedagogical content
knowledge (TPCK) hlm.1–29. New York: Routledge.
[2] Archambault, L. M. & Barnett, J. H. (2010). Revisiting technological pedagogical
content knowledge: Exploring the TPACK framework. Computers & Education, 55(4),
1656–1662. doi: 10.1016/j.compedu.2010.07.009.
[3] Fullan, Michael; Quinn, Joanne, & McEachen, Joanne (2018). Deep Learning: Engage the
world change the world. Thousand Oaks, California: Corwin.
[4] Erdogan, N., & Bozeman, T. D. (2015). Models of Project-Based Learning for the 21st
Century. In A Practice-based Models of STEM Teaching (pp. 31-42). Sense Publishers,
Rotterdam.
[5] Covello, S. (2010). A review of Digital Literacy Assessment Instruments. IDE-712
Front-End Analysis Research. Analysis for Human Performance Technology Decisions.
Syracuse University, School of Education.
[6] Brynjolfsson, E., & McAfee, A. (2014). The Second Machine Age: Work, Progress, and
Prosperity in a Time of Brilliant Technologies. New York: Norton & Company.
[7] Fullan, M. & Amp; Langwarthy, M. (2013). Towards a new end: new pedagogies for
deep learning. Seattle, Washington, USA: Collaborative Impact.
[8] Gall, M.G., Bong, W., & Gall, J. P. (1998). Applying Educational Research. New York:
Longman Publishing Group.
[9] Othman Lebar (2017). Penyelidikan Kualitatif: Pengenalan Kepada Teori dan Metode.
Tanjong Malim: Penerbit Universiti Pendidikan Sultan Idris.
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[10] Chua Yan Piaw (2006). Kaedah Penyelidikan. Shah Alam: McGraw-Hill Education.
[11] Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods
approach (4th ed.). Thousand Oaks, CA: Sage.
[12] Fullan, Michael; Quinn, Joanne (2016). Coherence: The right drivers in action for
schools, districts, and systems. Thousand Oaks, California: Corwin.
[13] Gilster, P. (1997). Digital Literacy. New York: Wiley and Computer Publishing.
[14] Covello, S. (2010). A review of Digital Literacy Assessment Instruments. IDE-712
Front-End Analysis Research. Analysis for Human Performance Technology Decisions.
Syracuse University, School of Education.
[15] Norrila, S., & Zaleha, I. (2015). Project-based learning: Multitude of strategies critical
for success in 21st century. Conference: IEPS, at UTM, Skudai, 2, (p.p 279-286).
[16] Fullan, M., Langworthy, M., & Barber, M. (2014). A rich seam. How New Pedagogies
Find Deep Learning. London, Pearson.
[17] Stanley, T. (2018). Authentic learning: real-world experiences that build 21st century
skills. Waco, TX: Prufrock Press, Inc.
[18] Tadesse, T., Manathunga, C., & amp; Gillies, R. (2020). Teachers’ Pedagogical
Practices and Students’ Learning Experiences in an Ethiopian University Setting. Asian
Journal of University Education, 16(2), 205. Doi:10.24191/ajue. v16i2.8994.
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Knowledge Management as A Basis of Teaching and Learning Innovation

Sugunah Supermane, PhD

*sugunah559@gmail.com
ABSTRACT
Innovation in education is an effective strategy when aiming to achieve national progress
according to the contemporary development trends. Knowledge management is acknowledged
as the most substantial resource for initiating innovation in educational institutions because it
is evaluated according to aspects such as generating new knowledge, impact of knowledge as
well as the rate of disseminating new knowledge. Therefore, the purpose of this study is to
investigate the effect of knowledge management dimensions (knowledge generation,
knowledge storage, knowledge transfer and knowledge application) on teaching and learning
innovation. A cross-sectional survey design was used to collect the primary data from 359
teacher educators throughout Malaysia. Structural equation modelling (SEM) with AMOS 21
was employed to get the results. It was found that 50.3 percent of the total variance in teaching
and learning innovation predicted by knowledge management. The findings also showed that
all the dimensions of knowledge management contributed positively to the teaching and
learning innovation except knowledge transfer. Knowledge management should be practiced
comprehensively in all the education institutions as it enables educators in enhancing the
teaching and learning innovation and contribute towards an attractive lesson delivery method.
Keywords: Knowledge management, knowledge generation, knowledge storage, knowledge

transfer, knowledge application, SEM approach.
1. Introduction
In the battle towards modernization, innovation appears to be the main agenda. An
organisation’s ability to innovate could create its own uniqueness, which would enable the
organization to withstand high levels of competition in a competitive market place (Ologbo &
Nor, 2015). The organization’s competitiveness could be enhanced by developing innovation
as it is not easily replicated in a short span of time. Hence, the organization that develop
innovation could portray its uniqueness to the world market. The Global Innovation Index (GII)
is used to measure a country’s level of innovation at the international level. In order to expedite
the transition from a developing nation to a developed nation, the Conference Board of The
World Bank had stated clearly that countries need to work harder to achieve a higher level
through an economy that is driven by innovation (Economy Planning Unit-EPU, 2015). Hence,
innovation is an important element that increases efficiency and overall output of a nation.
Therefore, innovation was set to be the main focus of the in each any every country’s
development plan (Cornell, INSEAD & WIPO, 2015). This was one of the main initiatives
taken by countries to enhance innovation based activities. This step would prepare a platform
for both production and service sectors to produce innovation from an internal aspect as well
as to the international level.
According to the GII report, human capital and research as well as knowledge and
technology are GII’s two contributing factors related directly to the education sector. The
knowledge and technology factor are evaluated according to the ability to generate new
knowledge, dissemination of the new knowledge and the rate of disseminating the new
knowledge. The human capital and research factor totally focuses on educational quality. The
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ability to implement research and development in the education field contributes towards
enhancing the overall innovation index.
Therefore, ministry of education needs to design an action plan to encourage innovation
development through the education sector. This priority should be emphasized in order to
realise the economic revolution based on innovation and knowledge (Ramachandran et al.,
2009; Sohail & Daud, 2009). This is a wise decision and Lifang and Ziling (2011) had
mentioned that education is fundamental and innovation is the soul in this revolution, when
referring to the aim of achieving a knowledge-based economy. Hence, innovation development
in the education sector is an effective strategy when aiming to achieve national progress
according to the contemporary development trends. In addition, knowledge and technology is
one of the GII’s contributing factor which closely related to innovation initiated in an
educational institution because it is evaluated according to aspects such as generating new
knowledge, impact of knowledge as well as the rate of disseminating new knowledge. The
report on data analysis done on GII contributing factors could help country leaders in taking
proactive steps to increase the innovation index in the future. Moreover, the innovation and use
of the knowledge approach could enhance the quality of education in a country (Hariri &
Roberts, 2015). It is a great evident that new knowledge as well as skills required for developing
innovation which could assist educators in using an innovative teaching and learning method
in educational institutions.
An economic revolution based on innovation and knowledge is the main focus and one
of the objectives of the education sector. Therefore, teachers play an important role in educating
and guiding children to become innovative citizens who excel in this age of globalization
(Karavas-Doukas, 1995). In relation to this, Ami et al., (2016) stated that the Malaysian
government has shown concern about the education sector by lending priority to the teaching
profession via the launch of Malaysian Education Development Blueprint (PPPM) 2013-2025.
Liu et al., (2014) supported this by saying that teachers training colleges needed to play a
pioneering role in the field of education so as to equip future teachers in the culture of
excellence and all the skills needed to educate the new generation. In relation to that, the
traditional education system needs to undergo change so that the teaching and learning process
is more innovative and student-centred. Moreover, approaches of integrating innovation in
teaching and learning activities are found to be very significant in enhancing the quality of
teacher education (Supermane & Tahir, 2017b). Thus, students would have the chance to equip
themselves with the main competencies in order to achieve the excellency in the education
sector.
2. The dimensions of knowledge management and teaching and learning innovation

Comparative studies between variables have shown that knowledge management is the main
contributor to innovation. This is found to be aligned with Supemane and Tahir (2017a) who
have proved that there was a positive relationship between knowledge management and
teaching and learning innovation. Rahim et al. (2013) found that knowledge management was
the main driver in developing innovation compared to management styles and innovative
attitudes of organizational members. This finding was substantiated when the study examined
the significance in coping with organizational competitiveness through the four processes of
knowledge management namely; 1) knowledge generation 2) knowledge storage 3) knowledge
transfer and 4) knowledge application (Ologbo & Nor, 2015; Ferraresi, 2012; Alavi & Leidner,
2001).
Since 1991, Nonaka had stated that only organizations that generate new knowledge
would be able to cope in an innovative world. Generating new knowledge and ideas could be
realized if there is an open attitude towards change and an effective communication that is
encouraged among members of the organization (Hall, 2013; Ramachandran et al., 2013).
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Buckley (2012) stated that generating new knowledge could be a strategic method based on
trust towards educators in efforts to produce innovations in educational institutions. On top of
that, Yeh et al. (2012) found that discussions and group interactions could produce more new
knowledge and ideas. Specifically, new knowledge generated through brainstormings,
arguments and debates held during the small group communication sessions.
Besides that, feedbacks and comments given during group discussions could enhance
the creativity in generating new knowledge aimed at developing innovations in teaching and
learning activities. In addition, research practices also encourage the generation of new
knowledge that could influence the development of innovation in an organization (Donate &
Sánchez de Pablo, 2014). This statement was agreed upon by Talebi and Galekandi (2013),
who stated that knowledge management activities could substantiate the research and
development of innovation. Aligned with this, Chong (2014), in his study involving the teacher
education in Singapore, found that generated knowledge was used to produce improvements
and innovation for enhancing the institution’s capabilities. However, previous studies by
Mohayidin et al. (2007) as well as Kuah and Wong (2012) had shown that the dimension of
knowledge generation was not significant from the value added aspect in teaching and learning
activities in Malaysian higher learning institutions.
Reacquisition of knowledge for future use depends heavily on the process of systematic
storage (Kiran et al., 2013). Therefore, the dimension of knowledge storage has the highest
degree of implementation compared to other dimensions of knowledge management (Kuah &
Wong, 2012). It was well explained by Mohayidin et al., (2007) who found that the knowledge
storage dimension was significant in the process of reformation involving teaching and learning
activities in higher learning institutions. This was agreed by Muda and Yusof (2015) who stated
that the process of retrieval from the knowledge repository is capable of enhancing the teaching
and learning performance as well as influencing the development of innovation among
lecturers. More specifically, knowledge that is stored and retrieved from the main repository in
educational institutions could be used to develop innovations in teaching and learning activities
which are not redundant (Fidalgo et al., 2015) as well as providing opportunities for lecturers
to review knowledge so as to create a new learning environment (Budiarta, 2015). Zellermayer
and Tabak (2013) also agreed that intellectual property should be well safeguarded so that
innovation could be realized in teacher education system. On the contrary, Donate and Sánchez
de Pablo (2014) found that the knowledge storage dimension could only influence innovation
indirectly through the mediation effect of the dimension of knowledge dissemination and
knowledge application.
The dimension of knowledge transfer is an important process for changing normal ideas
into products or services that are more innovative (Nonaka & Takeuchi, 1995). This dimension
is presumed to be important for enhancing quality, achieving success as well as coping with
organizational competition (Ramachandran et al., 2013). Specifically, Buckley (2012) found
that sharing knowledge by transferring it could increase the level of innovation and quality of
learning by stimulating interaction among organizational members. According to Chawla and
Lenka (2015), knowledge sharing among educators could provide creative and innovative
solutions to most of the educational problems. Most of the newly shared knowledge will be
manipulated accordingly to plan and execute proactive and creative teaching and learning
activities.
Knowledge can be shared or transferred according to traditional methods. Hence, the
use of knowledge expedites the sharing process (Kiran et al., 2013). Yeh et al. (2012) studied
36 future teachers and found that online community learning could contribute towards
knowledge sharing. All feedbacks and comments pertaining to students’ assignments which
were sent via online could be shared widely and became an useful guide for improving
upcoming assignments. Reading and evaluation of assignments could be done via online and
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this could contribute towards knowledge sharing among students and teacher educators.
Turcsanyi Szabo (2012) mentioned that the use of Web 2.0 technology could encourage
innovations in teaching and learning through the sharing of knowledge and useful ideas among
educators, students and administrators in teachers training colleges. In addition, Blass and
Hayward (2014) found that electronic publications could also help widen the efforts of
knowledge sharing. Research findings published in journals and articles could disseminate new
knowledge as well as ideas to the target groups, especially someone who is innovating
something, specifically in the education sector.
The process of generating, storing and transferring knowledge would be meaningless if
the innovation in teaching and learning generated through new knowledge is not well applied.
According to Donate and Sánchez de Pablo (2014), the rate and frequency of integrating and
applying new knowledge would influence the innovation of products and services in an
organization. In the field of education, Biasutti and El-Deghaidy (2012) found that the re-use
of new knowledge and the innovation process is a level where decisions are made. It is
categorized as a process that is directed related to professional teaching skills where teachers
practice self-learning when they form an innovative learning environment.
Although aforementioned studies have established the relationship between the
dimensions of knowledge management and innovations in education, only a few touches on
the dimensions and their impact on the teaching and learning innovations among educators in
teachers training colleges. Therefore, there is a necessity for research to understand the
practical effectiveness of knowledge management dimensions for innovations in teaching and
learning activities (Supermane & Tahir, 2017a) within developing countries and particularly in
teachers training colleges. Hence, this research proposes the following:
1) H1: Knowledge generating will positively affect teaching and learning innovations.
2) H2: Knowledge storage will positively affect teaching and learning innovations.
3) H3: Knowledge transfer will positively affect teaching and learning innovations.
4) H4: Knowledge generating will positively affect teaching and learning innovations.
3. Methodology
This study used a quantitative approach to examine the effects of knowledge generation,
storage, transfer and application on teaching and learning innovation. Sixteen items were
developed from Alavi and Leidner (2001) to measure knowledge management reflecting the
knowledge processes among teacher educators, and six items measured teaching and learning
innovations were drawn from Koehler & Mishra (2009), Archambault et al. (2010), Robles
(2013), Blass & Hayward (2014), Liu et al. (2014), Henriksen & Mishra (2015) and Zoch et
al. (2015). These referred to the degree to which teacher educators aware, produced and
implemented innovations such as educational websites, creative teaching and learning
activities, technological teaching materials and online learning. A self-administered
questionnaire was developed, using five-point Likert scales ranging from 1-never to 5-very
frequent. Around 460 questionnaires were sent to six Malaysian teachers training colleges
according to the zone locations (northern, middle, southern, east coast, Sabah and Sarawak)
using the postal service. 401 questionnaires were returned and only 359 were usable for further
analyses.
4. Findings
The SEM analysis was performed using the AMOS 21 software to test the hypotheses. First,
measurement models were used to evaluate the validity and reliability of the constructs. Then,
a structural model was used to identify the effect of knowledge management on teaching and
learning innovation. All the five factors were validated using convergent validity, construct
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validity and discriminant validity through confirmatory factor analysis (CFA). According to
Hair et al. (2014), the convergent validity was tested by measuring Average Variance Extracted
(AVE), which should be 0.5 and above; whereas, construct validity is considered achieved if
the measurement model’s fit indices were all met the acceptance level (RMSEA≤ 0.08,
CFI≥0.90, TLI≥0.90 and CMIN/df<5). The model reliability was evaluated separately for each
factor included in the model, based on the Cronbach’s alphas and composite reliability (CR),
each of which should be 0.7 and higher (Hair et al., 2014).
The results shown in Table I indicate that the convergent validity was satisfactory
because all the AVE values were above 0.5 but in between 0.511 and 0.752. Simultaneously,
construct validity was achieved as all the model fit indices met the acceptance level as shown
in the Table 2. The internal reliability values (CR and α) were higher for all the factors except
knowledge storage and knowledge transfer. Though, the two aforesaid factors had met the
acceptance level which is above 0.7. Hence, all the factor loadings, AVE, CR and α were
acceptable and significant.
Table 1: The Validity and Reliability of The Models
Factors Code Factor Loadings CR AVE α

Knowledge PPPM2 0.69 0.806 0.511 0.801
generation PPPM3 0.64
(KG) PPPM5 0.72 0.790
PPPM6 0.80 0.559 0.780
Knowledge PPSP1 0.74
storage (KS) PPSP2 0.84
PPSP3 0.65
Knowledge PPPP1 0.77 0.787 0.619 0.860

Transfer (KT) PPPP2 0.83
PPPP3 0.70
PPPP5 0.84 0.903
Knowledge PPAP1 0.72 0.652 0.911
application (KA) PPAP2 0.78
PPAP3 0.81 0.857
PPAP4 0.87
PPAP5 0.85
Teaching & INO2 0.62 0.752 0.862
learning INO3 0.72
innovation (INO) INO4 0.68
INO5 0.76
INO6 0.81
INO8 0.64
*AVE = average variance extracted, CR = composite reliability, α= Cronbach’s alpha, N= 359
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Table 2: The fit indices of the models

Construct CMIN/df CFI TLI RMSEA
Knowledge 3.293 0.930 0.914 0.080

Management
2.197
Teaching & Learning 0.991 0.981 0.058
Innovation
<5
Acceptance level ≥0.90 ≥0.90 ≥0.080
Finally, discriminant validity (DV) was tested by measuring the square root of each
factor’s AVE value. DV was measured using the principles established by Hair et al. (2014).
According to them, the higher the DV index, the greater the differences between factors. As
per this study, the derived DV index for all the five factors (KG=0.71, KS=0.75, KT=0.79,
KA=0.81, INO=0.81) revealed that the constructs for all of the data were found to be
empirically different and statistically proven.
The structural model that depicts the contribution made by the dimensions of
knowledge management used in teaching and learning innovation had achieved the level of
acceptance. The model’s goodness-of-fit indices (RMSEA=0.066, CFI=0.930, TLI=0.918 and
CMIN/df=2.556) had met the required level of acceptance after several modification criteria
were adapted. Figure 1 shows the structural model that was produced to certify the results of
the hypotheses for this study.
Figure 1. The structural model shows the contribution of knowledge management

dimensions towards innovation in teaching and learning
Table 3 shows the estimated parameter, coefficient of determination (R²), standard

error (S.E.) and critical ratio value (C.R.). The estimated parameter represents the
contributions of knowledge management (independent variable) towards teaching and learning
innovation (dependent variable). R² is the total value of variance of teaching and learning
innovation that could be predicted by all the dimensions of knowledge management. SE and
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CR values show the capabilities of the knowledge management dimensions in predicting

teaching and learning innovation.
Based on the Table 3, the SEM analysis showed that the total variance of teaching and
learning innovation predicted by knowledge management was 0.503. This means that 50.3 per
cent of the total variance in teaching and learning innovation was predicted by all the
dimensions of knowledge management.
Table 3: The contribution of knowledge management towards teaching and learning

innovation
_________________________________________________________
Dimensions Estimated Parameter S.E. C.R.
knowledge 0.329 0.078 4.212
generation
knowledge 0.071 0.039 1.829

storing
knowledge -0.034 0.064 -0.531

transfer
6.713
knowledge 0.442 0.066
application
R² 0.503
The estimated parameters in Table 3 showed that the dimension of knowledge

generation as well as knowledge storage had contributed 32.9 and 7.1 percent respectively
towards teaching and learning innovation. Next, the dimension of knowledge application was
the biggest contributor with 44.2 per cent. Whereas, the knowledge transfer had contributed
negatively towards innovation in teaching and learning by 3.4 per cent. Therefore, all the
hypotheses for this study are fully supported except the H3. The analysis showed that
knowledge transfer could not contribute positively towards teaching and learning innovation.
5. Discussion and Conclusion

Knowledge management is the main competent for students in educational institutions, such as
teacher training colleges. These are the educational institutions give priorities and importance
in generating ideas and new knowledge to produce innovation in teaching and learning. This
study found that knowledge management has a great influence on teaching and learning
innovation in teachers training colleges. Knowledge management in this study was measured
through four main dimensions, consisting of knowledge generation, knowledge storage,
knowledge transfer and knowledge application.
Overall, knowledge management has contributed 50.3 percent towards the teaching and
learning innovation in teachers training colleges. This sort of contribution was also found to be
high in this study. The researcher is of the view that all the processes (dimensions) of
knowledge management are routine for teacher educators. As an educator, they are active in
generating, storing, transferring and applying knowledge in their daily tasks. Therefore, teacher
educators not only get to command knowledge management but are capable of developing
innovation in teaching and learning activities, which reacts productively by enhancing the
quality of teaching education. This finding is in line with Budiarta (2015), who found that
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knowledge management contributes significantly towards teaching and learning innovation in

teaching education.
The findings of this study also indicate that the dimensions of knowledge generation,
storage, transfer as well as the application have their own strength when contributing towards
innovation in teaching and learning in Malaysian teachers training colleges. Among the four
dimensions of knowledge management, the knowledge application is the main contributor to
knowledge management, which was 44.2 per cent. This is followed by the knowledge
generation dimension, by 32.9 per cent, while the knowledge storage was 7.1 per cent. The
dimension of knowledge transfer has contributed negatively by 3.4 per cent.
This study asserted that the knowledge application was the main contributor to teaching
and learning innovation. This shows that application of new ideas and knowledge obtained
through the knowledge management process could enhance innovations in teaching and
learning in teachers training colleges. In this situation, teacher educators could produce
variations in teaching and learning methods if they apply new knowledge and ideas in planning,
executing and evaluating teaching and learning activities. This might happen because the
educator’s skills and quality increases when new knowledge is applied in developing
innovation in teaching and learning activities. A new learning method that is produced and
continuously upgraded is capable of enhancing the quality of teacher education at the
international level.
The findings of this study were consistent with Von Krogh et al. (2012), who stated that
using new knowledge would affect the learning aspect as well as encourage changes in
behaviour that leads to innovation development. The findings were also supported by Biasutti
and El-Deghaidy (2012), who had shown that applying new knowledge to develop innovation
could directly enhance the professional teaching skills. In addition, Chong (2014) also
acknowledged the findings of this study, in which information as well as knowledge generated
in teachers training colleges, were used effectively to enhance teaching quality by developing
innovation. Hence, it is evident that teacher educators who practicing the knowledge
application are capable of contributing towards teaching and learning innovation besides
enhancing self-skills as well as the quality of teacher education.
Next, the dimension of knowledge generation is the second largest contributor to
teaching and learning innovation in teachers training colleges. This shows that the knowledge
gathered by educators from courses, experts, senior educators, fellow educators, printed
documents and the Internet could contribute towards development of innovation in teaching
and learning activities. Sources used for knowledge generation are found to be significant in
developing teaching and learning innovation among teacher educators. This could be due to
the facilities such as discussion rooms, resource rooms and the Internet provided by the
ministry of education for teachers training colleges. This finding was in a line with Budiarta
(2015), who stated that generating new knowledge from the tacit knowledge of fellow
educators could help to develop innovations in teachers training colleges. This finding was also
supported by Turcsanyi Szabo (2012), who stated that generating knowledge from technology-
based interactive websites could contribute towards innovations in student-based teaching and
learning activities in teacher education. Hence, educators who generate knowledge from
various sources would be capable of developing effective teaching and learning innovation.
This study also found that the dimension of knowledge storage was the third largest
contributor towards teaching and learning innovation. This shows that teacher educators store
all the generated knowledge to be accessed when needed in order to plan and implement more
attractive teaching and learning activities. It was found that teacher educators could contribute
towards the teaching and learning innovation because they store generated knowledge in online
files such as the dropbox and in their personal laptops. This would afford them easy excess to
the knowledge that was stored during the teaching and learning process. In a similar,
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Zellermayer and Tabak (2013) stated that all forms of intellectual property should be
safeguarded in order to produce innovations that could fend off competition in teacher
education. Fidalgo et al. (2015) stated that storage and retrieval of knowledge from the
knowledge repository would help educators to evaluate as well as choose the best knowledge
for developing innovation in teaching and learning activities that would be different from one
another.
The dimension of knowledge transfer had contributed the least towards teaching and
learning innovation. Compared to the other dimensions, knowledge transfer has contributed
negatively (3.4 per cent) towards the teaching and learning innovation. In the context of this
study, the development of innovation in teaching and learning activities had decreased when
the process of knowledge transfer increased. Knowledge transfer is an effort to disseminate
knowledge widely. The dimension of knowledge transfer was not significant to the teaching
and learning innovation because once knowledge is transferred and disseminated widely,
innovation would be ceased because there is a huge possibility that the disseminated knowledge
has been already utilized by other educators. Thus, teacher educators preffered to hoard the
knowledge in order to preserve it for themselves. Moreover, they would feel that they are
special and appreciated when they possess new knowledge which other do not have. This
finding is similar to the statement by Davenport and Prusak (1998) who asserted that the
attitude of not wanting to share knowledge is a human nature. This was supported by Ramayah
et al. (2013), who found that educators seldom share or transfer knowledge. As a solution,
Biasutti and El-Deghaidy (2012) as well as Turcsanyi Szabo (2012) found out that using
technology could influence effective knowledge transfer towards the development of
innovation in teaching and learning activities.
Based on the percentage of contributions by each dimension of knowledge management
towards teaching and learning innovation, it can be concluded that the knowledge application,
knowledge generation as well as knowledge storage had contributed positively to teaching and
learning innovation in teachers training colleges. Therefore, educators should emphasize on the
practice of knowledge generation, knowledge storage and knowledge application in their
routine tasks. This step would help them to find new solutions for all the issues as well as to
develop innovative learning environments in teachers training colleges. Thus, the findings of
this study certified that knowledge management contributes positively to teaching and learning
innovation in teachers training colleges.
6. Implications
Firstly, this study had contributed empirical evidence about the role of knowledge management
in enhancing teaching and learning innovation in teachers training colleges. The findings had
confirmed the effectiveness of suggestions made by Hariri and Roberts (2015), such as
knowledge obtained from the Internet and other technologies could be used to enhance the
effectiveness of teaching and learning activities through innovations. Besides that, the findings
also showed that a positive relationship between knowledge management and teaching and
learning innovation in teachers training colleges. This study had also contributed to information
regarding knowledge management dimensions (knowledge generation, knowledge storage and
knowledge application) that were dominant in influencing teaching and learning innovation in
teachers training colleges. These findings are suitable for use by all administrators and
educators who wish to choose a significant knowledge management dimensions that assists
innovations in the field of education. As for now, a comprehensive study on knowledge
management in the context of teacher education has yet to be produced. Therefore, this is the
first study to be produced in the context of teachers training colleges.
As for the implications of the implementation, this study also showed the effectiveness
of knowledge management activities in developing innovations in teaching and learning
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activities in teachers training colleges. The findings of this study could be used as a complete
guide for educators who wish to produce something special in teaching and learning activities.
The guide could enhance the performance of educators by generating a lot of new knowledge
through knowledge management activities. Besides, educators could take inspiration from this
study to generate, store and apply knowledge to produce variations in teaching and learning
activities in teachers training colleges. The knowledge possessed or obtained from other
sources could enhance the effectiveness of teaching and learning activities if applied in a pre-
planned manner. Therefore, all teacher educators should manage their knowledge effectively
in order to contribute towards the development of innovative teaching and learning
environment.
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Penggunaan Didik Hibur dalam Sains di Dua Buah Sekolah Rendah

Nur Arifah Zamry1*, Rosyidah Mohamed2, Najihah Abdullah3
dan Halina Kasmani4
1,2,3,4
* arifahzamry5520@gmail.com
ABSTRAK
Penerapan teknik didik hibur sebagai kaedah pengajaran dalam subjek sains sekolah rendah
telah diketengahkan agar murid dapat belajar dalam suasana yang santai dan menyeronokkan
selaras dengan cadangan Kementerian Pendidikan Malaysia (KPM) dalam Kurikulm Standard
Sekolah Rendah (KSSR). Penerapan teknik didik hibur dijalankan bertujuan untuk mengkaji
sikap murid, kesediaan murid dan penerimaan murid terhadap teknik didik hibur dalam proses
pembelajaran sains. Kajian ini dijalankan menggunakan kaedah kajian tinjauan yang dilakukan
ke atas 105 orang murid tahun 4 di dua buah sekolah kebangsaan di daerah johor bahru. Hasil
kajian daripada analisis deskriptif mendapati bahawa min konstruk sikap murid berada pada
tahap sederhana manakala min konstruk penerimaan dan kesediaan murid berada pada tahap
yang tinggi. Hasil analisis inferensi pula menunjukkan tidak terdapat perbezaan yang signifikan
di antara sikap murid berdasarkan jantina. Justeru itu, kajian ini dapat memberi impak kepada
murid terutama dalam mewujudkan suasana pembelajaran yang kondusif di samping
membentuk sikap yang positif dalam diri mereka.
Kata Kunci: Teknik Didik Hibur, subjek sains, sikap, kesediaan, penerimaan murid
1. PENGENALAN
Kajian ini dijalankan adalah bertujuan untuk mengkaji penggunaan kaedah PdPc secara didik
hibur dalam mata pelajaran sains terhadap sikap, penerimaan dan persediaan bagi murid
sekolah rendah. Istilah didik hibur atau fun learning diperkenalkan seiring dengan pelaksanaan
Kurikulum Standard Sekolah Rendah (KSSR) pada tahun 2010. Standard kurikulum sains
sekolah rendah bertujuan untuk menyemai minat murid terhadap sains dan teknoligi serta
mengembangkan kreativiti murid melalui pengalaman dan penyiasatan bagi menguasai ilmu
sains, kemahiran serta sikap saintifik dan nilai murni. Justeru murid mempunyai landasan untuk
mengaplikasikan sains dan teknologi dalam kehidupan harian (Kementerian Pelajaran
Malaysia, 2010).
Pendidikan pada masa kini mementingkan suasana pembelajaran yang menyeronokkan
dan bermakna yang menuntut guru untuk menjadi seorang individu yang kreatif dan inovatif.
Apabila murid melakukan aktiviti didik hibur iaitu menyanyi, main peranan, bermain
permainan interaktif, hal ini secara tidak langsung ia merupakan ekspresiemosi dan dapat
membina keyakinan murid. Selain itu, didik hibur juga merujuk kepada kandungan
pembelajaran yang membolehkan murid berasa seronok ketika belajar, seperti bermain
permainan. Namun tidak seperti permainan biasa, didik hibur bertujuan untuk mengukuhkan
motivasi bagi pendidikan dan meningkatkan tahap pembelajaran (Park & Oh, 2014).
LATAR BELAKANG MASALAH

Kajian ini dijalankan untuk mengatasi masalah sikap murid yang kurang berminat untuk
mempelajari mata pelajaran Sains disebabkan oleh PdPc yang dijalankan adalah tidak menarik
dan lebih berpusatkan guru. Mata pelajaran Sains selalunya dianggap sukar, sangat kompleks,
rumit dan sukar difahami oleh murid kerana tahap kognitif mereka masih rendah, berbeza
dengan orang dewasa (Wong, Mohamad Isa, Rafidah, 2016).
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Pengajaran sains di sekolah juga kebanyakan adalah berasaskan penghafalan fakta

sahaja kerana guru-guru lebih berfokus kepada pencapaian murid. Menurut Zalizan Ismail
(2013), pengajaran Sains di sekolah rendah mempunyai beberapa masalah disebabkan
penggunaan kaedah yang tidak begitu menarik dan lebih berorentasikan peperiksaan. Guru-
guru memberi keutamaan kepada peperiksaan agar murid-murid sekurang-kurangnya boleh
mencapai tahap minimum dalam pentaksiran yang dijalankan.
Menurut kajian Zalizan Ismail (2013), proses PdPc mata pelajaran Sains berlaku secara hafalan
fakta, teori, konsep dan hukum Sains semata-mata tanpa melibatkan aktiviti pembelajaran yang
pelbagai. Namun, murid-murid pada masa kini ingin lebih berdikari untuk menimba ilmu.
Mereka agak bosan dengan bimbingan yang terlalu berterusan daripada guru dan mereka juga
menginginkan pembaharuan dalam pembelajaran mereka. Oleh hal yang demikian, guru
perlulah menggunakan pelbagai pendekatan dan kaedah PdPc agar murid lebih tertarik untuk
mempelajari subjek sains.
PERNYATAAN MASALAH
Minat murid dalam mata pelajaran Sains adalah sangat penting bagi membolehkan
pembelajaran bermakna berlaku dalam kalangan murid. Oleh itu, adalah sangat penting untuk
mengetahui sikap, tahap penerimaan dan persediaan murid terhadap pendekatan didik hibur
dalam PdPc sains dalam kalangan murid tahun 4 di dua buah sekolah dalam daerah Johor
Bahru.
OBJEKTIF KAJIAN
Kajian ini bertujuan untuk mengenal pasti penggunaan kaedah PdPc secara didik hibur dalam
mata pelajaran sains terhadap sikap, penerimaan dan persediaan bagi murid sekolah rendah di
dua buah sekolah dalam daerah Johor Bahru.
SOALAN KAJIAN
1. Apakah tahap penerimaan murid terhadap penggunaan pendekatan didik hibur dalam
subjek Sains?
2. Apakah tahap kesediaan murid terhadap penggunaan pendekatan didik hibur dalam subjek
Sains?
3. Adakah terdapat perbezaan yang signifikan antara sikap murid setelah menggunakan
pendekatan secara didik hibur dalam mata pelajaran Sains berdasarkan jantina?
DEFINISI ISTILAH
Pengajaran
Pengajaran didefinisikan sebagai aktiviti menyampaikan isi pengajaran di samping
memotivasikan murid supaya bersedia untuk belajar, berdisiplin dan mempunyai interaksi
positif (Mok, 2000). Oleh itu, dalam kajian ini, pengajaran merujuk kepada penyampaian input
pembelajaran melalui aktiviti didik hibur dimana murid memperoleh dan membina
pengetahuan sendiri berkenaan sesuatu topik dalam suasana yang menyeronokkan.
Didik Hibur
Menurut Mazlan Ismail (2016), pengajaran dan pembelajaran menggunakan kaedah didik hibur
merupakan kaedah baru yang sesuai dengan zaman moden kini memandangkan kaedah ini
mampu menimbulkan rasa ingin tahu dan meningkatkan kualiti belajar murid. Dalam masa
yang sama, kaedah ini juga mempraktikkan kemahiran berfikir aras tinggi (KBAT).
Bagi kajian ini, kaedah didik hibur ditakrifkan sebagai aktiviti pembelajaran melalui
permainan seperti permainan tradisional dan e-games serta penggunaan elemen muzik, tarian,
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bercerita dan sebagainya. Perancangan aktiviti melibatkan kaedah didik hibur juga adalah
mengikut silibus dan isi kandungan bagi mata pelajaran Sains yang bersesuaian.
KERANGKA KONSEP
Minat murid
terhadap
Sains rendah
(Pemboleh
Ubah Tak
Bersandar)
Penggunaan
Kaedah
Didik Hibur
(Pemboleh
Ubah
Bersandar)
Sikap murid,
Kesediaan
belajar,
Penerimaan
murid
Rajah 1: Kerangka Konsep Kajian
Berdasarkan kerangka konsep tersebut, dapat difokuskan bahawa isu utama atau pemboleh
ubah bersandar dalam kajian ini adalah minat murid yang rendah terhadap mata pelajaran
Sains. Hal ini kerana mata pelajaran Sains selalunya dianggap sukar difahami dan sangat
komplek kerana tahap kognitif murid masih rendah. Dalam masa yang sama, kaedah
pengajaran tradisional bersifat hafalan dan kaedah PdPc yang tidak begitu menarik masih
diteruskan sehingga sekarang (Zalizan Ismail, 2013). Hal ini memberi kesan kepada sikap,
kesediaan belajar dan penerimaan murid kepada mata pelajaran Sains. Oleh itu, bagi mengatasi
masalah ini, kaedah pembelajaran didik hibur diperkenalkan dalam mata pelajaran Sains
selaras dengan silibus pembelajaran bagi menguji keberkesanan kepada kesediaan belajar,
penerimaan dan sikap murid mengikut jantina.
KERANGKA TEORI
Teori Pembelajaran yang terlibat dalam kajian ini adalah Teori Kecerdasan Pelbagai Howard
Gardner. Howard Gardner (1983) menyatakan bahawa manusia mempunyai sekurang-
kurangnya lapan kecerdasan yang merangkumi pelbagai kebolehan, keupayaan, bakat atau
kemahiran yang wujud secara semulajadi (Peng, 2011).
Kecerdasan merujuk kepada kebolehan untuk menyelesaikan masalah atau mencipta
barangan yang bernilai dalam lingkungan satu atau lebih latar budaya. Merujuk kepada Rajah
2 di bawah, antara 8 jenis kecerdasan yang dikenalpasti adalah visual linguistik, logik-
matematik, visual-ruang, kinestetiik, muzik, intrapersonal, interpersonal dan naturalis.
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Rajah 2: 8 Jenis Kecerdasan Pelbagai oleh Howard Gardner
Dari aspek responden yang dikaji, setiap murid mempunyai pelbagai kecerdasan pelbagai
meliputi 8 jenis kecerdasan yang dibincangkan oleh Howard Gardner (Abdullah, 2008). Jadual
1 dibawah merujuk kepada ciri-ciri kecerdasan pelbagai.
Jadual 1: Ciri-Ciri Murid Berdasarkan Kecerdasan Pelbagai (Abdullah, 2008)

Kecerdasan Pelbagai Ciri-ciri murid
Verbal – Linguistik  Berfikir dengan perkataan.

 Menggunakan pelbagai bentuk bahasa dan perkataan untuk
melahirkan makna yang kompleks dan indah.
Logikal – Matematik  Mendekati masalah logik
 Mengecam dan menyelesaikan masalah yang memerlukan penaakulan
Visual – Ruang  Dapat mengesan dunia visual dengan tepat.
 Berfikir dalam 3D dan mampu mencipta imej mental.
 Peka akan pertalian antara objek dan ruang.
Muzik  Peka kepada bunyi bukan verbal dalam persekitaran termasuk melodi
dan nada,
 Sedar akan pola pada ritma, nada dan timbre.
Kinestetik  Guna pergerakan badan untuk berkomunikasi dan menyelesaikan
masalah.
 Mahir dengan objek dan aktiviti yang melibatkan kecekapan motor
halus dan motor kasar.
Interpersonal  Peka terhadap emosi orang lain.
 Faham dan berinteraksi secara berkesan dengan orang lain.
Intrapersonal  Peka kepada emosi kendiri serta tahu kekuatan dan kelemahan diri.
 Guna pengetahuan endiri sebagai panduan membuat keputusan dan
menetapkan maklumat.
Naturalis  Peka kepada alam semula jadi.
 Nampak pertalian dan pola dalam alam tumbuh-tumbuhan dan haiwan.
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Apabila guru menggunakan kaedah pembelajaran tradisional bersifat chalk and talk, murid
dengan kecerdasan visual-linguistik mampu memberi fokus dengan baik kepada sesi PdPc
kerana murid kecerdasan visual-linguistik mampu berfikir dengan perkataan manakala murid
dengan kecerdasan kinestetik mudah bosan dan tidak berminat untuk belajar. Hal ini kerana
sesi PdPc tersebut tidak melibatkan pergerakan sama ada motor halus mahupun kasar murid.
Oleh itu, menjadi tugas utama guru untuk menganalisis kecerdasan pelbagai murid terlebih
dahulu dan merancang kaedah pembelajaran yang bersesuaian dengan kesemua kecerdasan
murid agar sesi PdPc berkesan dapat dijalankan.
Penggunaan kaedah didik hibur dalam proses pengajaran dan pembelajaran adalah
pendekatan yang tepat dalam usaha melibatkan kesemua kecerdasan pelbagai murid. Hal ini
kerana kaedah ini merangkumi pelbagai aktiviti menarik seperti permainan, tarian, muzik,
lakonan, main peranan, bercerita dan puisi secara sistematik dan terancang. Dalam masa yang
sama, kaedah didik hibur menjadikan sesi PdPc lebih menyeronokkan kerana mengandungi
unsur kecindan, kelakar, unsur estetik, permainan dan lain-lain (Kementerian Pendidikan
Malaysia, 2010).
Aktiviti didik hibur yang mengandungi pelbagai elemen mampu memenuhi keperluan
kecerdasan pelbagai murid serta dapat disesuaikan dengan silibus pembelajaran terkini.
Kaedah didik hibur merupakan satu teknik dalam pengajaran dan pembelajaran dan
menyediakan pelajar-pelajar peluang untuk mengintegrasi, bereksperimentasi dan
menggunakan apa yang telah dipelajari dalam modul berdasarkan aktiviti, seronok dan
bermakna (Jamian, Razali, Othman, 2016). Disamping itu juga, kaedah didik hibur dapat
melancarkan sesi PdPc dan menjadikannya lebih bermakna, kaedah didik hibur dapat
merangsang motivasi intrinsik murid untuk lebih berminat dan bersedia untuk belajar Sains
kerana lebih santai dan menyeronokkan.
KEPENTINGAN KAJIAN
Merujuk kepada pernyataan masalah tujuan kajian dan persoalan kajian yang dibincangkan,
terdapat beberapa kepentingan kajian meliputi pelbagai aspek antaranya murid, guru, sekolah
dan negara. Kaedah didik hibur atau fun learning telah diperkenalkan seiring dengan
pelaksanaan Kurikulum Standard Sekolah Rendah (KSSR) pada 2010. Kepentingan kajian ini
dijalankan kepada murid adalah untuk merubah perspektif murid terhadap matapelajaran Sains
daripada suatu perkara yang sukar kepada perkara yang diminati. Hal ini dapat dilihat secara
melalui kepada sikap, penerimaan dan kesediaan murid dalam mempelajari mata pelajaran
Sains setelah kaedah didik hibur dijalankan sewaktu sesi PdPc.
Selain itu, kajian ini juga memberi maklum balas kepada warga pendidik tentang impak
penggunaan kaedah didik hibur dalam PdPc kepada kefahaman murid melalui pencapaian
objektif pembelajaran bagi setiap topik yang dipelajari. Guru bertindak sebagai tonggak utama
dalam mencapai visi pendidikan dengan merancang sesi PdPc menarik dan mewujudkan
suasana pembelajaran kondusif kepada murid agar motivasi intrinsik murid untuk belajar Sains
dapat ditingkatkan dari semasa ke semasa. Kajian ini juga menunjukkan bahawa guru
berperanan dalam mengurangkan tekanan belajar murid dan menjadikan sesi PdPc lebih
menyeronokkan menggunakan kaedah pembelajaran didik hibur.
Disamping itu, kepentingan kajian kepada sekolah adalah kajian ini mampu menjadi
penanda aras kepada keberkesanan kaedah pengajaran didik hibur dalam meningkatkan sikap,
penerimaan dan kesediaan belajar murid bagi mata pelajaran Sains. Dalam masa yang sama,
kecemerlangan sekolah dari aspek akademik dapat ditingkatkan.
METODOLOGI
Kajian melibatkan proses pemberian borang soal selidik kepada responden untuk menjawab
tentang demografi murid, sikap murid, kesediaan murid dan penerimaan murid mengenai didik
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hibur dalam pembelajaran Sains. Kajian ini merupakan tinjauan deskriptif dengan
menggunakan soal selidik atas talian. Populasi kajian adalah terdiri daripada 105 orang murid
Tahun 4 yang telah diajar menggunaan teknik didik hibur dalam Sains daripada dua buah
sekolah dalam daerah Johor Bahru, Malaysia. Seramai 105 orang sampel telah menjawab soal
selidik mengikut skala Likert yang disediakan secara atas talian (Google Form). Skala Likert
membolehkan responden untuk memilih daripada set linear jawapan yang menaikkan atau
menurunkan dalam intensiti atau kekuatan (Cherry, 2018).
Instrumen-Instrumen Kajian
Soal selidik kajian ini terdiri daripada tiga bahagian, iaitu Bahagian A, Bahagian B, Bahagian
C dan Bahagian D. Bahagian A yang mempunyai 3 item dalam soal selidik ini terdiri daripada
demografi responden. Bahagian B dalam soal selidik ini terdiri daripada penilaian sikap murid
terhadap penggunaan kaedah didik hibur dalam subjek Sains sebanyak 10 item menggunakan
skala Likert 5 mata. Bahagian C dan Bahagian D masing-masing menpunyai 6 item dalam
bentuk skala Likert 5 mata mengenai tahap penerimaan dan kesediaan kaedah didik hibur
dalam subjek Sains. Item-item ini adalah hasil pengubahsuaian daripada soal selidik dalam
internet dan disahkan oleh pihak pakar.
Kesahan dan Kebolehpercayaan Soal Selidik

Borang soal selidik yang telah siap perlu dihantar kepada beberapa orang pensyarah untuk
mendapatkan kesahan gagasan. Kesahan gagasan adalah merujuk kepada ciri-ciri psikologi
ujian, iaitu merangkumi semua ciri elemen kreativiti yang hendak dikaji. Soal selidik tersebut
akan disemak dan dinilai oleh pensyarah tersebut terlebih dahulu. Pensyarah diminta untuk
menyemak soal selidik berkenaan dan kemudiannya, beliau memberi kelulusan dan kebenaran
pada penyelidik bagi mengedarkan set soal selidik tersebut kepada responden.
Kebolehpercayaan instrumen menunjukkan sejauh mana instrumen itu tanpa ralat, lalu
memastikan pengukuran yang konsisten pada masa yang berbeza dan item yang pelbagai dalam
instrumen (Mohd Najib, 1999). Kebolehpercayaan merujuk kepada konsistensi responden
memberi jawapan. Bentuk kebolehpercayaan item soal selidik menggunakan kaedah Cronbach
Alpha, di mana satu item pengujian untuk satu perkara sahaja dengan sekali tadbir. Seramai 15
orang responden akan dipilih secara rawak untuk menjawab set soal selidik tersebut. Nilai 0.8
didapati memadai untuk diterima sebagai tahap kebolehpercayaan yang sesuai untuk sesuatu
alat (Mohd Najib, 1999).
Keputusan daripada kajian lepas menunjukkan dapatan nilai kebolehpercayaan yang
tinggi iaitu 0.9605 bagi sikap responden terhadap penggunaan didik hibur pada bahagian B,
0.9538 bagi kesediaan murid dalam penggunaan kaedah didik hibur pada bahagian C dan
bahagian D yang mengenal pasti penerimaan murid terhadap penggunaan kaedah didik hibur
mencapai kebolehpercayaan 0.9438.
Kajian Rintis
Bagi memastikan kebolehpercayaan instrumen, kajian rintis telah dijalankan. Kajian rintis
memberi peluang kepada responden untuk memberikan komen terhadap instrumen kajian
khasnya untuk menilai dan membaiki kekurangan, kekeliruan dan kekaburan bahasa instrumen
(Wiersma, 1995). Kajian rintis yang dijalankan membolehkan pengkaji mengenalpasti
kelemahan dan kekuatan instrumen kajian dan seterusnya memperbaikinya supaya tidak
menjejaskan hasil kajian.
Seramai 15 orang murid Tahun 4 di SK Taman Perling 3 dan SK Taman Tun Aminah 2 dipilih
secara rawak untuk kajian rintis kajian ini. Skala bagi item sikap murid mencatat
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kebolehpercayaan 0.85, kesediaan murid pula mencapai kebolehpercayaan 0.82 dan

penemrimaan murid terhadap didik hibur dalam sains pula mencapai kebolehpercayaan 0.81.
Prosedur Kajian
Pengkaji telah merancang prosedur kajian supaya kajian dapat dijalankan berdasarkan langkah-
langkah yang sistematik. Langkah-langkah yang telah dilakukan oleh pengkaji adalah seperti
mengenalpasti masalah yang berlaku, pernyataan masalah, rekabentuk kajian, pengumpulan
data, analisis dan interpretasi data secara deskriptif dan inferensi kemudian akhirnya menulis
laporan penyelidikan berkenaan.
Analisis Data
Pengkaji telah menggunakan Statistical Package for Sosial Science Version 20.0 for Windows
(SPSS) untuk menganalisis data yang telah dikumpul. Pendekatan yang digunakan dalam
analisis data adalah pendekatan statistik deskriptif di mana data yang diperolehi dibentangkan
dalam bentuk jadual yang menunjukkan bilangan dan peratusan, min, sisihan piawai serta
taburan kekerapan. Ujian-t dilakukan untuk analisis inferensi bagi menentukan perbezaan yang
signifikan antara sikap murid setelah menggunakan pendekatan secara didik hibur dalam mata
pelajaran Sains berdasarkan jantina.
DAPATAN KAJIAN
Hasil dapatan kajian ini dibahagikan kepada lima bahagian, iaitu taburan demografi, mengenal
pasti sikap murid terhadap penggunaan kaedah didik hibur dalam subjek Sains, mengenal pasti
kesediaan murid dalam penggunaan kaedah didik hibur, mengenal pasti penerimaan pelajar
dalam penggunaan kaedah didik hibur dan analisis bagi perbezaan yang signifikan antara siap
murid terhadap didik hibur dan jantina. Data dianalisis secara deskriptif bagi mencari
kekerapan dan peratus bagi demografi responden dan min dan sisihan piawai bagi item-item
soal selidik. Manakala analisis inferensi iaitu ujian t dua sampel bebas dijalankan bagi melihat
perbezaan pemboleh ubah berdasarkan jantina responden.
1.0 Demografi Responden

Demografi responden kajian merujuk kepada maklumat responden iaitu termasuk nama
sekolah, kelas dan jantina responden. Kajian ini melibatkan 105 orang pelajar tahun empat di
dua buah sekolah di daerah Johor Bahru.
Jadual 1: Nama Sekolah

Nama sekolah Kekerapan (N) Peratus (100%)
SK Taman Tun Aminah 2 67 63.8%
SK Taman Perling 3 38 36.2%
Jumlah 105 100.0%
Jadual 1 memperlihatkan sejumlah 105 orang responden yang terlibat dalam kajian ini.
Bilangan responden dari SK Taman Tun Aminah 2 adalah lebih ramai berbanding responden
dari SK Taman Perling 3. Seramai 67 orang atau 63.8% responden terdiri daripada murid SK
Taman Tun Aminah 2, manakala hanya 38 orang atau 36.2% responden terdiri daripada murid
SK Taman Perling 3.
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Jadual 2: Kelas
Kelas Kekerapan (N) Peratus (%)
4 UITM 38 36.2
4 UTHM 29 27.6
4 BERLIAN 38 36.2
Jumlah 105 100.0
Jadual 2 menunjukkan 38 orang atau 36.2% responden masing-masing dari kelas 4 UITM dan
4 BERLIAN, manakala hanya 29 orang atau 27.6% responden dari kelas 4 UTHM.
Jadual 3: Jantina
Jantina Kekerapan (N) Peratus (%)
Lelaki 43 41
Perempuan 62 59
Jumlah 105 100
Jadual 3 memaparkan jantina responden. Bilangan responden perempuan adalah lebih ramai
berbanding responden lelaki. Sejumlah 43 atau 41% responden adalah lelaki, manakala seramai
62 atau 59% responden adalah perempuan.
2.0 Tahap Sikap Murid terhadap Penggunaan Kaedah Didik Hibur Dalam Subjek Sains
Jadual 4: Nilai Skor Min Bagi Sikap Murid
Item Pernyataan Min Sisihan piawai Interpretasi

1 Saya suka mempelajari subjek Sains 3.91 0.56 Tinggi
2 Saya suka membaca dan mengulang kaji 2.74 0.98 Sederhana
menggunakan modul buku teks Sains
3 Saya suka mempelajari Sains kerana mudah 2.87 0.79 Sederhana
difahami dan mudah dipelajari
4 Saya suka menjawab soalan-soalan yang 3.22 0.94 Sederhana
diberikan oleh guru
5 Saya sentiasa segera menyiapkan kerja 3.28 0.93 Sederhana
rumah yang diberikan oleh guru
6 Saya berpendapat Sains adalah mata 3.65 0.55 Tinggi
pelajaran yang wajib dipelajari
7 Saya sentiasa memberi tumpuan ketika 3.49 0.62 Sederhana
mempelajari Sains
8 Sains mengajar saya banyak nilai murni 2.57 0.73 Sederhana
9 Pengajaran guru sangat menggalakkan saya 3.46 0.57 Sederhana
untuk berfikir
10 Guru sentiasa membuat penerangan yang 3.86 0.43 Tinggi
jelas perihal topik yang dipelajari dalam
mata pelajaran Sains
Skor Min Keseluruhan 3.31 0.71 Sederhana
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3.0 Tahap Penerimaan Murid terhadap Penggunaan Kaedah Didik Hibur Dalam Subjek Sains
Jadual 5: Nilai Skor Min Bagi Penerimaan Murid

1 Saya sentiasa mengambil bahagian yang 4.27 0.67 Tinggi
aktif dalam menjalankan aktiviti didik hibur
seperti menari, menyanyi, berlakon dan
bermain di dalam bilik darjah
2 Saya sentiasa mengambil bahagian dalam 4.26 0.67 Tinggi
interaksi kerja kumpulan menggunakan
pendekatan didik hibur
3 Saya sentiasa membaca bahan Sains yang 3.78 0.68 Tinggi
berkaitan setelah selesai menggunakan
pendekatan didik hibur dalam bilik darjah
4 Aktiviti menggunakan pendekatan didik 4.62 0.51 Tinggi
hibur yang dijalankan membantu saya
menguasai isi pembelajaran Sains
5 Pendekatan didik hibur yang digunakan 4.73 0.44 Tinggi
oleh guru menarik minat saya untuk
meningkatkan pengetahuan dalam subjek
Sains
oleh guru menarik minat saya untuk
memberikan tumpuan sepanjang
pembelajaran
Skor Min Keseluruhan 4.38 0.58 Tinggi
4.0 Tahap Kesediaan Murid terhadap Penggunaan Kaedah Didik Hibur Dalam Subjek Sains
Jadual 5: Nilai Skor Min Bagi Kesediaan Murid

1 Saya suka mempelajari Sains dengan 4.90 0.29 Tinggi
menggunakan pendekatan didik hibur
2 Saya ingin belajar dan menguasai subjek 4.76 0.43 Tinggi
Sains dengan menggunakan pendekatan
didik hibur
3 Saya suka membaca buku Sains selepas 3.88 0.57 Tinggi
menggunakan pendekatan didik hibur
4 Pendekatan didik hibur membantu saya 4.69 0.49 Tinggi
memahami sesuatu tajuk yang diajar oleh
guru
oleh guru sangat menyeronokkan, mudah
dan menarik
6 Pengajaran guru dengan menggunakan 4.50 0.50 Tinggi
pendekatan didik hibur amat berkesan untuk
membantu saya menguasai isi pembelajaran
Skor Min Keseluruhan 4.61 0.58 Tinggi
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5.0 Perbezaan Yang Signifikan Antara Sikap Murid Terhadap Didik Hibur Dalam Subjek Sains
Berdasarkan Jantina.
Jadual 6: Perbezaan Sikap Murid Antara Jantina
Jantina N Min Sisihan t Sig.

piawai
Lelaki 43 3.43 0.84 1.25 0.21
Perempuan 62 3.22 0.85
Berdasarkan Jadual 6 didapati nilai-t bagi perbandingan sikap murid terhadap didik hibur
dalam subjek sains bagi murid lelaki dan perempuan ialah t=1.23 pada tahap signifikan p=0.21.
Tahap signifikan ini lebih besar daripada 0.05(p˃0.05). Oleh hal yang demikian, tidak terdapat
perbezaan yang signifikan terhadap sikap murid terhadap didik hibur dalam subjek sains bagi
murid lelaki dan perempuan.
RUMUSAN
Teknik didik hibur bukan suatu pendekatan baru dalam sistem pendidikan namun masih
diabaikan serta tidak diaplikasikan oleh rata-rata warga pendidik yang kurang arif akan
keberkesanannya dalam membentuk sikap, kesediaan dan penerimaan murid terutama bagi
matapelajaran yang sukar seperti Sains. Pengajaran berteraskan teknik didik hibur mampu
merangsang minat dan penglibatan murid secara maksimum disamping mewujudkan suasana
pembelajaran yang menyeronokkan kerana melibatkan pelbagai elemen menarik seperti
permainan, lakonan, bercerita, puisi dan lain-lain. Elemen yang terkandung dalam teknik didik
hibur ini pastinya mampu memberi aura positif dan meningkatkan motivasi intrinsik murid
berbeza daripada pendekatan pembelajaran secara konvensional. Dalam masa yang sama,
Teknik didik hibur sangat menepati keperluan murid berdasarkan teori kecerdasan pelbagai
Howard Gardner. Murid-murid pastinya akan lebih bersemangat dan berminat untuk
mendalami ilmu Sains melalui aktiviti yang menarik dan sesi PdPc yang bermakna.
KESIMPULAN
Kajian ini telah dijalankan bagi mengkaji sikap murid, kesediaan murid dan penerimaan murid
terhadap teknik didik hibur dalam proses pembelajaran Sains. Walaupun nilai skor min bagi
sikap murid adalah pada aras sederhana, aspek ini boleh ditambahbaik dari semasa ke semasa
bergantung kepada kreativiti guru dalam mendidik dan membimbing murid melalui teknik
didik hibur. Menjadi tanggungjawab warga pendidik dalam merancang dan memilih
pendekatan pembelajaran yang bersesuaian berdasarkan keperluan kecerdasaan murid yang
pelbagai. Akhir sekali, guru yang bijak merancang mampu menarik minat murid disamping
melahirkan murid yang cinta akan Sains melalui kaedah didik hibur.
RUJUKAN
Abdullah, S. (2008). Kecerdasan Pelbagai-Aplikasi dalam Pengajaran dan Pembelajaran.
Shah Alam: PTS Professional.
Cherry, K. (2018). Menggunakan Likert Skala Psikologi. Verywell Mind. Diperoleh daripada:
https://www.verywellmind.com/what-is-a-likert-scale-2795333
Jamian, A. R., Razali, N. N., & Othman, S. (2016). Pengaplikasian Teknik Didik Hibur
Meningkatkan Pencapaian Penulisan Karangan Bahasa Melayu (Applications of Fun
Learning Technique in Improving Achievement in Malay Language Essay). Jurnal
Pendidikan Malaysia (Malaysian Journal of Education), 41(1), 39-45.
Kamus Dewan Edisi Keempat (2007). Kuala Lumpur: Dewan Bahasa dan Pustaka.
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Kamus Dewan Edisi Keempat. (2010). Kuala Lumpur: Dewan Bahasa dan Pustaka.
Kementerian Pendidikan Malaysia (2010). Pelan Induk Pembangunan Pendidikan (2006-
2010). Edisi Pelancaran PIPP 2006. Putrajaya: Kementerian Pelajaran Malaysia
(KPM).
Kementerian Pendidikan Malaysia. (2010). KSSR: Dunia Sains dan Teknologi. Putrajaya:
Kementerian Pendidikan Malaysia
Mazlan Ismail. (2016). Pengajaran Bahasa Melayu: Didik Hibur dan Seni Bahasa. Selangor:
Dewan Bahasa dan Pustaka.
Mohd Najib Abdul Ghaffar (1999). Penyelidikan Pendidikan. Skudai: Penerbit Universiti
Teknologi Malaysia.
Mok, S. S. (2000). Pedagogi II: Perlaksanaan Pengajaran. Shah Alam: Fajar Bakti, 1-54.
Park, S. & Oh, D. S. (2014). An Exploratory Study on the Content Design of Mobile
Edutainment for Preschool Children. International Journal of Software Engineering
and Its Applications, Vol.8, No.11, pp.55-66.
Wiersma, W. (1995). Research Methods in Education: An Introduction. Boston Allyn and
Bacon.
Wong, K. W; Mohamad Isa Azis, Rafidah Ruhani. (2016). Perkembangan Kanak-kanak Edisi
Kedua. Selangor: Oxford Fajar Sdn Bhd
Zalizan, I. (2013). Masalah Pembelajaran Sains. Universiti Teknologi Malaysia: Tesis Sarjana
Muda
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Penerimaan dan Penglibatan Murid Terhadap Penerapan Analogi Melalui

Bahan dalam PDPC Sains Tahun 5
Wan Kamaruzziati Wan Kamarudin1*, Ainul Tasnim Kamarudin2,
Nur Arifah Mustafa3 dan Halina Kasmani4
1,2,3,4
*tieyzziatie@gmail.com
Abstrak
Konsep Sains dalam sistem peredaran darah merupakan suatu konsep yang abstrak untuk
dikuasai oleh murid. Penerapan konsep Sains ini adalah perkara baharu untuk murid pelajari
dalam silibus kurikulum Sains semakan 2017 terbaharu. Oleh itu, pendekatan analogi
digunakan dalam PdPc Sains Tahun 5 berpusatkan bahan menggunakan permainan litar kereta
lumba bagi mewakili sistem peredaran darah manusia. Kajian ini bertujuan untuk
mengenalpasti penerimaan dan penglibatan murid terhadap penerapan analogi dalam PdPc
Sains Tahun 5 dalam memetakan persamaan pengalaman dan pengetahuan sedia ada bagi
memahami topik sistem peredaran darah. Kajian ini melibatkan 42 orang murid di sebuah
sekolah rendah di Skudai, Johor. Ia menggunakan reka bentuk kajian tinjauan yang melibatkan
maklum balas murid setelah menjalani sesi PdPc dengan pendekatan analogi melalui bahan
bantu mengajar. Data kajian dikumpulkan melalui borang soal selidik dan pemerhatian guru.
Analisis daripada dapatan kajian menunjukkan penerapan analogi mampu meningkatkan
kefahaman dan penguasaan konsep Sains dengan jelas. Hasil kajian mendapati bahawa
penerimaan dan penglibatan murid dalam memetakan persamaan pengalaman dan pengetahuan
sedia ada murid melalui pendekatan ini mencatat min persetujuan yang tertinggi. Ini
menunjukkan penerapan analogi berupaya untuk meningkatkan kefahaman murid dalam
konsep sains di samping memberi ruang kepada murid untuk memantapkan kemahiran berfikir
secara kritis dan kreatif secara berkesan.
Kata kunci: Strategi berpusatkan bahan, Penerapan analogi, penguasaan konsep abstrak,
Permainan Litar Kereta Lumba (Sistem peredaran darah)
PENGENALAN
Sains merupakan disiplin ilmu yang penting dalam kehidupan seharian kita. Lazimnya, sains
dilihat sebagai satu ilmu yang kompleks dan saling berkaitan antara satu sama lain. Ini
menjadikan Sains sukar dipelajari dan difahami. Siti Mariam & Roslinda (2017) berpendapat
bahawa murid dilihat lebih senang menggambarkan sesuatu konsep sekiranya menggunakan
pengalaman sebenar. Oleh itu, pendekatan analogi dalam PdPc dalam kajian ini menekankan
pengetahuan sedia ada dan pengalaman murid dengan konsep Sains bagi meningkatkan
kefahaman murid terhadap konsep abstrak di samping meningkatkan kemahiran berfikir.
Analogi merupakan alat yang sering digunapakai dalam kehidupan seharian untuk
menerangkan sesuatu perkara yang sukar difahami dengan perkara yang sudah biasa berlaku.
Analogi ini dapat membandingkan dua perkara yang mempunyai ciri yang sama dan
mempunyai hubungan antara satu sama lain. Dalam pendidikan, analogi ialah suatu instrumen
yang bernilai untuk membantu murid memahami sesuatu konsep yang abstrak dengan
memetakan terhadap persamaan-persamaan di alam sebenar yang lumrah kepada murid (Chiu
dan Lin, 2005). Maria (2011) bersetuju bahawa analogi bukan sahaja menjadi alat intelektual
dalam sains malah menjadi sumber pedagogi untuk guru menerangkan konsep yang saintifik.
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LATAR BELAKANG MASALAH

Pendidikan di Malaysia telah mengalami perubahan struktur kurikulum dari semasa ke
semasa bagi meningkatkan kualiti pendidikan negara dari segi pengetahuan, kemahiran dan
nilai untuk mencapai negara maju. Maka, kurikulum baharu telah diperkenalkan bagi
meningkatkan standard kandungan dan pembelajaran setanding dengan taraf antarabangsa
melalui Kurikulum Standard Sekolah Menengah (KSSM) dan Kurikulum Standard Sekolah
Rendah (KSSR) semakan semula. Walau bagaimanapun dalam kurikulum Sains Sekolah
Rendah, terdapat topik baharu yang dilihat sukar untuk digambarkan oleh murid pada
peringkat permulaan iaitu topik sistem peredaran darah. Hal ini demikian kerana konsep Sains
mengandungi elemen yang abstrak untuk difahami dan dirungkai oleh murid secara langsung.
Sekiranya pembinaan pengetahuan baharu murid yang berlaku dalam kognitif mereka
terhadap sesuatu konsep baharu adalah tidak jelas pada awalnya, ini menyebabkan berlakunya
miskonsepsi terjadi dalam pemahaman konsep sains. Kurniyatul (2017) menyatakan bahawa
kebiasaanya miskonsepsi sukar untuk diperbaiki dan sering berlaku dalam memahami
hubungan antara sesuatu konsep yang dipelajari. Pembinaan konsep baharu berasaskan
pengalaman dan pengetahuan sedia perlu berlaku secara aktif dalam diri murid dengan strategi
pengajaran guru yang berkesan. Dengan adanya penguasaan konsep Sains yang kukuh melalui
pendekatan analogi maka murid dapat memperoleh kebenaran ilmu Sains yang sistematik dan
sahih seterusnya dapat mengaplikasikan ilmu tersebut dalam kehidupan seharian.
Maka satu kajian perlu dijalankan agar permasalahan berkaitan pemahaman konsep
abstrak sains oleh murid dapat diatasi dengan melihat sejauh mana pendekatan analogi
memberikan impak positif dalam PdPc Sains melalui penerimaan dan penglibatan murid.
PERNYATAAN MASALAH
Penerapan analogi merupakan antara strategi yang berkesan dalam PdPc Sains murid sekolah
rendah bagi memastikan mereka memahami konsep yang abstrak dengan betul. Oleh itu, kajian
ini sangat penting untuk melihat bagaimana penerimaan dan penglibatan murid terhadap
penerapan analogi dalam PdPc Sains Tahun 5 bagi memahami topik sistem peredaran darah
menggunakan permainan litar kereta lumba.
OBJEKTIF KAJIAN
Kajian ini bertujuan untuk mengenalpasti penerimaan murid terhadap penerapan analogi dalam
PdPc Sains Tahun 5, di samping mengenalpasti penglibatan murid terhadap penerapan analogi
dalam PdPc Sains Tahun 5 dalam memetakan persamaan pengalaman dan pengetahuan sedia
ada bagi memahami topik sistem peredaran darah manusia.
SOALAN KAJIAN
1. Bagaimanakah penerimaan murid terhadap penerapan analogi dalam PdPc Sains Tahun
5 untuk memetakan persamaan, pengalaman dan pengetahuan sedia ada murid bagi
memahami konsep sistem peredaran darah manusia?
2. Bagaimanakah penglibatan murid dalam penerapan analogi dalam PdPc Sains Tahun 5
untuk memetakan persamaaan, pengalaman dan pengetahuan sedia ada bagi memahami
konsep sistem peredaran darah manusia?
DEFINISI ISTILAH
Konsep Analogi
Menurut Kamus Dewan Bahasa & Pustaka (2010), analogi bermaksud kias,
perbandingan yang memperlihatkan ciri-ciri persamaan atau sebahagiannya dalam sesuatu hal
atau sesuatu sifat. Dalam kajian ini, sasaran (target) ialah pengetahuan mengenai konsep Sains
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bagi sistem peredaran darah yang ingin dijelaskan kepada murid Tahun 5, manakala permainan
litar kereta lumba merupakan perwakilan iaitu analog kepada target, sistem peredaran darah.
Strategi Berpusatkan Bahan

Strategi berpusatkan bahan bermaksud guru menggunakan pelbagai bahan untuk
menjalankan pengajarannya dan ia meliputi cara yang luas bagi pelajar yang dibimbing oleh
guru hingga yang belajar secara individu dapat belajar (Ormrod, J.E, 2008). Dalam kajian ini,
bahan yang digunakan ialah permainan litar kereta lumba yang digunakan dalam pengajaran
dan pengaturcaraan (PdPc) bagi menjelaskan sistem peredaran darah.
KERANGKA TEORI
Panduan Analogi FAR dapat membimbing guru bagaimana untuk membina analogi
berasaskan kepada pengetahuan atau pengalaman sedia ada murid (George & Angeline,
2011). Panduan Analogi FAR diilustrasikan dalam rajah 2 yang menerangkan model FAR
dimana ia berupaya mengelakkan kekeliruan dalam PdPc Sains bagi membantu guru-guru
menyediakan bahan dalam penggunaan analogi.
Rajah 1: Panduan FAR (Fokus, Tindakan, Refleksi) untuk mengajar dengan analogi
(Treagust et al., 1998)
Pada peringkat fokus bagi pendekatan analogi, guru pada permulaaanya harus
mempertimbangkan aspek konsep yang akan diajar adakah sukar atau mudah untuk difahami
oleh murid (Allan, Harrison, & Richard, 2013). Pada masa yang sama, guru juga harus
meneroka sama ada murid sudah mengetahui sesuatu mengenai konsep tersebut atau tidak dan
mengenalpasti pengetahuan sedia ada murid. Oleh demikian, pentingnya peringkat awal ini
untuk menentukan analogi yang sesuai dengan murid sebelum pelajaran berlangsung.
Pada peringkat tindakan iaitu semasa pembelajaran, guru harus memberikan perhatian
yang teliti terhadap kebiasaan murid dengan analogi yang digunakan (Zelalem, Ayalew, &
Yiheyes, 2020). Oleh demikian, persamaan ciri-ciri analogi dengan sasaran (konsep Sains)
diambil kira secara jelas dalam proses yang disebut pemetaan.
Panduan Analogi FAR adalah model pengajaran yang menekankan pemetaan sebagai
model pengajaran. Manakala, peringkat yang ketiga ialah refleksi yang mana guru membuat
kesimpulan selepas pembelajaran sama ada pendekatan analogi yang digunakan jelas, berkesan
atau mengelirukan murid untuk memahaminya (Widder, K.R. dan Will, J. D., 2013).
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KEPENTINGAN KAJIAN
Kepentingan kajian ini dilaksanakan adalah bertujuan supaya para pendidik lebih kreatif dalam
Pengajaran dan Pengaturcaraan (PdPc) melalui pendekatan analogi bagi konsep Sains yang
lebih abstrak. Selain itu, kepentingan kajian ini juga untuk memastikan murid tidak bosan
terhadap PdPc yang disampaikan oleh guru. Oleh itu, kaedah pembelajaran melalui penerapan
analogi dalam ilmu Sains sangat penting untuk menarik minat dan perhatian mereka di dalam
kelas.
METODOLOGI
Kajian ini merupakan tinjauan deskriptif yang menggunakan soal selidik atas talian dan
pengumpulan data pemerhatian semasa aktiviti pengajaran dijalankan. Populasi kajian terdiri
daripada 42 orang murid tahun 5 di Sekolah Kebangsaan Taman Tun Aminah 2, Johor Bahru.
Seramai 42 orang telah menjawab soal selidik yang disediakan secara atas talian dengan
menggunakan aplikasi Google Forms.
Instrumen-instrumen kajian
Soal selidik ini terdiri daripada tiga bahagian, iaitu Bahagian A, Bahagian B dan Bahagian C.
Bahagian A merangkumi 2 item yang terdiri daripada demografi responden iaitu jantina serta
umur responden.
Bahagian B dalam soal selidik merangkumi Skala Penerimaan murid terhadap
pendekatan anologi menggunakan bahan bantu mengajar Permainan Litar Kereta Lumba. Item-
item adalah berkaitan dengan pandangan responden terhadap keberkesanan bahan ini dalam
membantu pemahaman mereka. Bahagian B terdiri daripada 11 item.
Bahagian C dalam soal selidik ini adalah mengenai penglibatan murid dalam penerapan
analogi dalam PdPc Sains Tahun 5 yang mengkhususkan pemetaan persamaan, pengalaman
dan pengetahuan sedoa ada bagi memahami konsep system peredaran darah manusia. Bahagian
C ini mempunyai 10 item.
Kaedah Pemerhatian
Kaedah pemerhatian merupakan salah satu kaedah penyelidikan yang digunakan untuk
mengukur sesuatu pembolehubah kajian. Pengkaji telah menggunakan kaedah pemerhatian
untuk melihat tahap penerimaan dan penglibatan murid semasa kajian ini dilaksanakan kepada
responden. Seperti yang diketahui, kaedah pemerhatian terbahagi kepada dua jenis iaitu kaedah
pemerhatian secara terus dan pemerhatian secara penglibatan.
DAPATAN KAJIAN
Soalan kajian 1:
Bagaimanakah penerimaan murid terhadap penerapan analogi PdPc Sains Tahun 5 untuk
memetakan persamaan, pengalaman dan pengetahuan sedia ada murid bagi memahami konsep
sistem darah manusia?
Kajian ini merumusan 10 item yang menunjukkan penerimaan murid terhadap penerapan
analogi Sains yang telah disenaraikan dalam Jadual 1.
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Jadual 1: Item Penerimaan murid terhadap penerapan analogi Sains

Bil Soalan Min Sisihan
piawai
1 Saya tahu darah bergerak di dalam badan. 4.7 0.77
2 Saya tahu darah diwakili oleh kereta yang bergerak di 4.6 0.78
dalam litar.
3 Saya tahu beberapa bahagian utama yang terlibat dalam 4.1 1.26
sistem peredaran darah dalam tubuh badan manusia.
4 Saya tahu akan organ yang terlibat dalam sistem peredaran 4.7 0.92
darah dalam tubuh badan manusia.
5 Saya tahu beberapa stesen di dalam litar mewakili organ 4.5 0.87
yang terlibat dalam sistem peredaran darah manusia seperti
jantung, peparu, salur darah dan darah.
6 Saya tahu laluan peredaran darah diwakili oleh litar 4.6 0.85
permainan kereta lumba yang berwarna merah dan biru.
7 Saya dapat memahami topik sistem peredaran darah dalam 4.7 0.88
tubuh badan manusia dengan lebih mudah.
8 Saya dapat memerhati sistem peredaran darah dan laluan 4.7 0.62
peredaran darah dengan lebih baik menggunakan analogi
kereta lumba.
9 Saya boleh menggambarkan sistem peredaran darah berlaku 4.7 0.47
di jantung, paru-paru, salur darah dan sel dalam badan.
10 Saya dapat melabel laluan peredaran darah dengan betul 4.7 0.41
iaitu laluan darah lebih oksigen dan laluan lebih karbon
dioksida.
Merujuk kepada Jadual 1, min dan nilai sisihan piawai telah dinyatakan bagi item yang
merujuk item bagi Skala Penerimaan murid terhadap pembelajaran berasaskan analogi
Penerimaan responden secara keseluruhan menunjukkan nilai min sebanyak 4.7. Item
soalan 3 iaitu “Saya tahu beberapa bahagian utama yang terlibat dalam sistem peredaran darah
dalam tubuh badan manusia” mencatatkan min yang terendah iaitu 4.1. Pada pengamatan
pengkaji, murid tidak mengetahui istilah “bahagian utama” yang merujuk kepada organ
peredaran darah juga.
Item 4 iaitu “Saya tahu akan organ yang terlibat dalam sistem peredaran darah dalam
tubuh badan manusia” menunjukkan responden dapat mengetahui istilah spesifik yang
digunakan dalam matapelakaran Sains. Hal ini kerana dinilai min yang diperoleh juga agak
tinggi iaitu sebanyak 4.7 Responden dapat membuat analogi organ peredaran darah dengan
memerhati litar kereta yang telah dihasilkan. Ia juga mencatatkan nilai sisihan piawaian yang
paling besar iaitu sebanyak 0.92 yang paling menghampiri dengan nilai 1. Ini menunjukkan
data yang tidak tertumpu kepada nilai min.
Bagi item 9 dan 10 iaitu bagi soalan “Saya boleh menggambarkan sistem peredaran
darah berlaku di jantung, paru-paru, salur darah dan sel dalam badan” dan “Saya dapat melabel
laluan peredaran darah dengan betul iaitu laluan darah lebih oksigen dan laluan lebih karbon
dioksida” menunjukkan min yang sama iaitu 4.7. Namun, apabila diteliti nilai sisihan piawai
didapati bahawa nilai yang diperolehi adalah di bawah 0.5. Ini menunjukkan titik data yang
diberikan oleh responden adalah bersifat tertumpu kepada nilai min.
Soalan kajian 2:
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Bagaimanakah penglibatan murid dalam penerapan analogi dalam PdPc Sains Tahun 5 dalam
memetakan persamaan, pengalaman dan pengetahuan sedia ada bagi memahami konsep sistem
peredaran darah manusia?
Dalam kajian ini, terdapat 11 item yang menunjukkan item penglibatan murid dalam
penerapan analogi Sains yang telah dirumuskan dalam Jadual 2.
Jadual 2: Item Penglibatan murid dalam penerapan analogi dalam PdPc Sains
Sisihan
Bil Soalan Min
Piawai
1 Saya dapat membezakan laluan peredaran darah manusia iaitu laluan 4.5 0.84
darah lebih oksigen (berwarna merah) dan laluan darah lebih karbon
dioksida (berwarna biru).
2 Saya suka akan aktiviti pembelajaran berasaskan eksperimen dan 4.7 0.32
inkuiri.
3 Saya mempelajari topik peredaran darah dengan bahan maujud iaitu 4.5 0.98
permainan litar kereta lumba.
4 Saya mempelajari topik peredaran darah dengan bahan digital. 4.3 1.51
5 Saya teruja belajar topik peredaran darah dengan menggunakan 4.5 0.78
konsep analogi permainan litar kereta lumba.
6 Saya seronok ketika belajar topik sistem peredaran darah 4.6 0.35
menggunakan konsep analogi permainan litar kereta lumba.
7 Saya terlibat secara aktif semasa mempelajari topik sistem peredaran 4.6 0.35
darah.
8 Saya memahami arahan dan penerangan guru dengan jelas melalui 4.6 0.81
permainan litar kereta lumba dalam topik sistem peredaran darah.
9 Kumpulan saya dapat melabelkan kedudukan organ dan laluan 4.5 0.45
peredaran darah yang terlibat dalam sistem peredaran darah.
10 Aktiviti permainan litar kereta lumba membantu saya 4.5 0.93
menghubungkait peranan antara kereta dengan darah.
11 Aktiviti permainan litar kereta lumba membantu saya 4.6 0.76
menghubungkait antara litar kereta dengan laluan peredaran darah.
Merujuk kepada Jadual 2, terdapat 11 item yang telah disenaraikan bagi item penglibatan murid
dalam penerapan analogi. Min dan nilai sisihan piawai telah dinyatakan dalam jadual yang
telah disediakan.
Berdasarkan data yang telah diperoleh, didapati bahawa min yang tertinggi diwakili
oleh item 2 iaitu “Saya suka akan aktiviti pembelajaran berasaskan eksperimen dan inkuiri”
yang menunjukkan min sebanyak 4.7. Ini menujukkan responden bersetuju dengan kenyataan
pembelajaran berasaskan eksperimen.
Item yang mencatatkan nilai yang terendah iaitu sebanyak 4.3 iaitu “Saya mempelajari
topik peredaran darah dengan bahan digital” disebabkan oleh responden lebih cenderung
belajar dengan menggunakan bahan maujud berbanding digital dalam topik sistem peredaran
darah.
DAPATAN PEMERHATIAN GURU

Dalam kajian ini, terdapat 10 item yang menunjukkan item senarai semak pemerhatian guru
terhadap penglibatan murid dalam penerapan analogi Sains yang telah dirumuskan dalam
Jadual 3.
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Jadual 3: Item Senarai Semak pemerhatian guru terhadap penglibatan murid dalam
penerapan analogi dalam PdPc Sains
Bil Senarai Semak Pemerhatian

1 Saya mendapati murid suka akan aktiviti pembelajaran berasaskan eksperimen dan
inkuiri.
2 Saya memperkenalkan topik peredaran darah dengan bahan maujud iaitu permainan
litar kereta lumba.
3 Saya dapat membezakan laluan peredaran darah manusia iaitu laluan darah lebih
oksigen (berwarna merah) dan laluan darah lebih karbon dioksida (berwarna biru).
4 Saya melihat murid teruja belajar topik peredaran darah dengan menggunakan
konsep analogi permainan litar kereta lumba.
5 Saya melihat murid seronok ketika belajar topik sistem peredaran darah
menggunakan konsep analogi permainan litar kereta lumba.
6 Saya memerhati murid terlibat secara aktif semasa mempelajari topik sistem
peredaran darah.
7 Saya memerhati mereka memahami arahan dan penerangan saya dengan jelas
melalui permainan litar kereta lumba dalam topik sistem peredaran darah.
8 Saya mendapati kumpulan murid dapat melabelkan kedudukan organ dan laluan
peredaran darah yang terlibat dalam sistem peredaran darah.
9 Saya mendapati aktiviti permainan litar kereta lumba membantu murid
menghubungkait peranan antara kereta dengan darah.
10 Saya mendapati permainan litar kereta lumba membantu murid menghubungkait
antara litar kereta dengan laluan peredaran darah.
Merujuk kepada Jadual 3, terdapat 10 item yang telah disenaraikan bagi item senarai
semak pemerhatian guru terhadap penglibatan murid dalam penerapan analogi semasa PdPc
dijalankan. Guru membuat pemerhatian dan catatan melalui senarai semak berpandukan model
FAR pada fasa refleksi. Dapatan pemerhatian PdPc turut menyokong dapatan kuantitatif
bahawa penerapan analogi dalam PdPc Sains dalam topik sistem peredaran darah dapat
membantu meningkatkan pemahaman konsep Sains di samping menggalakkan kemahiran
berfikir melalui penglibatan murid dalam kelas.
Merujuk kepada model FAR, dapatan pemerhatian guru menjawab persoalan pada fasa
refleksi. Guru membuat refleksi PdPc dengan membuat kesimpulan dan perkembangan
terhadap pendekatan analogi yang digunakan. Dapatan pemerhatian guru yang pertama
menunjukkan guru dapat membuat kesimpulan bahawa analogi adalah berguna dan jelas
kepada hampir 85 hingga 90% murid dalam pelaksanaan pendekatan pendekatan analogi
menggunakan permainan litar kereta lumba mewakili sistem peredaran darah.
Pemerhatian ini dapat dijelaskan melalui item senarai semak 3, 7, 9 dan 10. Melalui
item-item tersebut iaitu “Saya mendapati murid dapat membezakan laluan peredaran darah
manusia iaitu laluan darah lebih oksigen (berwarna merah) dan laluan darah lebih karbon
dioksida (berwarna biru)”, “Saya mendapati aktiviti permainan litar kereta lumba membantu
murid menghubungkait peranan antara kereta dengan darah.” dan “Saya mendapati permainan
litar kereta lumba membantu murid menghubungkait antara litar kereta dengan laluan
peredaran darah.”, ini menunjukkan keberkesanan analogi dalam membantu murid membuat
perkaitan konsep dengan baik dan jelas. Item 7 iaitu “Saya memerhati mereka memahami
arahan dan penerangan saya dengan jelas melalui permainan litar kereta lumba dalam topik
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sistem peredaran darah.” dapat diperhatikan ketika mereka dapat menyelesaikan tugasan yang
diberikan dengan baik di hadapan kelas melalui perbincangan kumpulan masing-masing.
Dapatan pemerhatian seterusnya ialah guru dapat membuat kesimpulan bahawa hampir
85-90% murid mencapai hasil pembelajaran dalam topik sistem peredaran darah melalui
pendekatan analogi. Kebolehcapaian hasil pembelajaran dapat diperhatikan melalui item 3 dan
8. Item 3 iaitu “Saya mendapati murid dapat membezakan laluan peredaran darah manusia iaitu
laluan darah lebih oksigen (berwarna merah) dan laluan darah lebih karbon dioksida (berwarna
biru)” menunjukkan murid dapat melakar laluan peredaran darah yang lebih oksigen dan laluan
peredaran darah yang lebih karbon dioksida dalam tubuh manusia dengan betul. Item 8 iaitu
“Saya mendapati kumpulan murid dapat melabelkan kedudukan organ dan laluan peredaran
darah yang terlibat dalam sistem peredaran darah.” menunjukkan penglibatan aktif murid
secara maksimum dalam melaksanakan tugasan kerja berkumpulan dan murid dapat menjawab
tugasan dengan baik.
Bagi menjawab persoalan perkembangan pendekatan analogi pada fasa refleksi, masih
terdapat kekurangan yang perlu ditambahbaik pada pendekatan analogi yang digunakan untuk
memastikan hasil pembelajaran murid tercapai secara maksimum sehingga 100%. Namun
demikian, terdapat penambahbaikkan yang perlu dilakukan untuk memastikan pendekatan
analogi menggunakan permainan litar kereta lumba adalah berkesan dan berguna pada waktu
lain.
RUMUSAN
Antara rumusan yang diperoleh ialah pendekatan analogi dapat meningkatkan kefahaman
murid dalam konsep Sains yang kompleks contohnya seperti topik sistem peredaran darah
manusia. Oleh demikian, permainan kereta lumba bukan sahaja menjadi bahan bantu mengajar
yang maujud dalam PdPc bahkan menjadi perwakilan iaitu analogi kepada konsep sistem
peredaran darah. Dapatan kajian menunjukkan penglibatan dan penerimaan murid kepada
penerapan analogi melalui permainan tersebut mencatat min persetujuan yang tertinggi. Oleh
demikian, guru harus menyokong pembelajaran murid dengan menggunakan analogi secara
berkesan dan terperinci yang dapat membantu murid memahami konsep Sains yang rumit bagi
mereka. Dengan itu, mereka dapat membetulkan miskonsepsi yang timbul dan tidak lagi
menghafal fakta Sains, tetapi mencipta pengetahuan baharu secara kognitif dan inovatif.
KESIMPULAN
Berdasarkan kajian yang telah dilakukan, kedua-dua objektif kajian tercapai menerusi analisis
daripada soal selidik yang telah dijawab oleh responden iaitu mengenalpasti penerimaan murid
terhadap penerapan analogi dan penglibatan mereka terhadap penerapan analogi dalam
memetakan persamaan, pengalaman dan pengetahuan sedia ada bagi memahami topik sistem
peredaran darah manusia. Dapatan kajian menunjukkan keberkesanan pendekatan konsep
analogi dalam meningkatkan kefahaman murid bagi sistem peredaran darah manusia. Hal ini
juga dapat memupuk minat murid dalam mendalami ilmu Sains apabila menggunakan sasaran
dan bahan perwakilan sebagai analogi dan pada masa yang sama menjadikan PdPc lebih
menarik dan bermakna.
Rujukan:
Allan G. Harrison, Richard K. Coll. (2013). Using Analogies in Middle and Secondary Science
Classrooms. Sage Publications. United Kingdom.
Chiu, M. H. dan Lin, L. W. (2005). “Promoting Fourth Graders' Conceptual Change of
Their Understanding of Electric Current via Multiple Analogies”. Journal of Research
in Science Teaching, 42, (4), 429 – 464
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George, K. & Angeline, D. (2011). ART (analogical reflection tool): using analogies to
promote reflection in science education. Proceeding of 1st European Workshop on
Awareness and Reflection in Learning Networks. In conjunction with the 6th European
Conference on Technology Enhanced Learning: Towards Ubiquitous Learning 2011.
Kamus Dewan Bahasa & Pustaka edisi Keempat. (2010). Dewan Bahasa dan Pustaka.
Kurniyatul Faizah. (2016). Miskonsepsi Dalam Pembelajaran IPA. Jurnal Darussalam:
Jurnal Pendidikan, Komunikasi dan Pemikiran Hukum Islam, 8(1): 115-128.
Maria Teresa Guerra-Ramos. (2011). Analogies as Tools for Meaning Making in Elementary
Science Education: How Do They Work in Classroom Settings? Eurasia Journal of
Mathematics, Science & Technology Education, 7(1), 29-39.
Ormrod, J.E. (2008). Educational psychology: Developing learners. (6th ed.) New
Jersey: Pearson Education.
Siti Mariam Mahamood & Roslinda Rosli. (2017). Pendekatan Inkuiri Penemuan dan
Penerokaan Terbuka: Penerapan Pembelajaran Matematik Berasaskan Stem di
Peringkat Sekolah Rendah. In: Social Sciences Postgraduate International Seminar (SSPIS).
School of Social Sciences, USM, Pulau Pinang, Malaysia, pp. 774-782.
Treagust, D., Harrison, A., & Venville, G. (1996). Using an analogical teaching
approach to engender conceptual change. International Journal of Science Education,
18, 213-229.
Widder, K.R. dan Will, J. D. (2013). Analogy and Humor as Tools for Understanding and
Retention. Proceedings of the 2013 ASEE IL-IN Section Conference.
Zelalem, Ayalew, Yiheyes. (2020). Effect of Analogy Approach on The Concepts of Rates
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Penerapan Teori Pembelajaran Kontekstual dan Penggunaan Kaedah

Main Peranan dalam Subjek Reka Bentuk dan Teknologi
How C.E.1* dan Ngau C.H., PhD2
1,2
IPG Kampus Temenggong Ibrahim, Malaysia.
*chanee424@gmail.com
ABSTRAK
Sejajar dengan era globalisasi, mata pelajaran Reka Bentuk dan Teknologi (RBT) telah
diperkenalkan oleh Kementerian Pendidikan Malaysia (KPM) dalam transformasi kurikulum
pendidikan untuk perkembangan potensi murid secara menyeluruh, seimbang dan bersepadu.
Di samping itu, diharapkan murid-murid dapat mengurus kehidupan secara produktif dan
mampu mengambil inisiatif serta merebut peluang dengan bijak dan kreatif. Bagi memenuhi
hasrat ini, Guru RBT sebagai pendidik Pendidikan Teknikal Dan Vokasional (TVET) perlu
melakukan anjakan paradigma berkaitan penggunaan pedagogi abad ke-21 bagi melahirkan
modal insan berpengetahuan dan berkemahiran tinggi yang menyumbang kepada
pembangunan negara. Kertas konsep ini membincangkan isu dalam pengaplikasian pedagogi
abad ke-21 dalam PdP dalam kalangan guru RBT. Antara isu yang diketengahkan adalah
kebanyakan guru RBT di sekolah adalah guru bukan pengkhususan RBT. Hal ini telah
menyebabkan guru sukar untuk menguasai isi kandungan subjek RBT dan menerapkan
pendekatan pengajaran yang bersesuaian. Kajian literatur telah menunjukkan bahawa teori
pembelajaran kontekstual merupakan pendekatan yang mengutamakan pengalaman murid
berdasarkan situasi kehidupan sebenar sebagai asas utama dalam menghasilkan pembelajaran
bermakna yang melibatkan aktiviti hands-on dan minds-on di dalam kelas. Bagi penerapan
teori pembelajaran kontekstual dalam subjek RBT, kaedah main peranan sebagai aktiviti
berpusatkan murid yang melibatkan simulasi tingkah laku berdasarkan peranan yang diberikan
dalam persekitaran pembelajaran yang diwujudkan. Namun, kajian terhadap penerapan teori
pembelajaran kontekstual dan penggunaan kaedah main peranan dalam subjek RBT masih
kurang dan ia kurang diberi perhatian, terutamanya pada peringkat sekolah rendah. Justeru,
diharapkan dengan penghasilan contoh garis panduan melalui penerapan teori pembelajaran
kontekstual dan penggunaan kaedah main peranan dalam subjek reka bentuk dan teknologi ini
dapat menjadi satu garis panduan yang memberikan gambaran secara holistik kepada guru-
guru RBT, terutamanya guru bukan pengkhususan bagi mengaplikasikan pedagogi abad ke-21
dalam PdP mereka secara berkesan.
Kata Kunci: Kontekstual, main peranan, simulasi, RBT, pedagogi Abad ke-21
ABSTRACT
In line with the era of globalization, the subject of Design and Technology (RBT) has been
introduced by the Ministry of Education Malaysia (MOE) to transform the education
curriculum for the development of students' potential in a comprehensive, balanced, and
integrated manner. In addition, the subject may produce students who are able to take
initiative, seize opportunities, and manage life productively. Therefore, RBT Teachers as
Technical and Vocational Education (TVET) educators need to make a paradigm shift, in
coherence with the use of 21st century pedagogy, to produce knowledgeable and highly skilled
generation who can contribute to the nation. This concept paper discusses the issues that arised
during the application of 21st century pedagogy by RBT teachers. One of the issues was that
the majority of the RBT teachers in school were not trained to teach RBT. Therefore, it was
difficult for teachers to master the content of RBT subjects and apply appropriate teaching
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methods. Contextual learning theory is an approach that prioritizes meaningful learning that
involves hands-on and minds-on activities in the classroom to create real life student
experience. The role-play method plays a important role in teaching RBT. It is a student-
centered activity that involves the simulation of behavior based on a given role in the learning
environment. However, research on the use of role-playing methods in RBT subjects is
insufficient and the method was rarely used in school, especially at the primary school level.
Therefore, this paper provides useful guidelines for non-RBT trained teachers regarding the
use of role-playing methods as a tool of the 21st century pedagogy in teaching and facilitating
RBT subjects effectively.
Keywords: Contextual, role-play, simulation, RBT, 21st century pedagogy
1.0 Pengenalan
Konsep 'Industri 4.0' pertama kali muncul di Jerman pada tahun 2011 dan telah menjadi
nilai yang semakin meningkat di dunia disebabkan oleh manfaat ekonomi dan sosial yang
diberikan terutamanya dalam bidang pengeluaran. Menurut Bilim [1], revolusi Industri 4.0
merujuk kepada transformasi struktur pengeluaran ke dalam sistem digital menggunakan
teknologi maklumat. Justeru itu, pendidikan perlu memberikan perhatian terutama
Pendidikan Teknik Dan Vokasional (PTV). Hal ini disebabkan PTV merupakan kunci utama
untuk menyokong industri 4.0 dalam menyediakan tenaga buruh mahir yang diperlukan.
Sejajar dengan era globalisasi, mata pelajaran Reka Bentuk dan Teknologi (RBT) telah
diperkenalkan oleh Kementerian Pendidikan Malaysia (KPM) dalam transformasi kurikulum
pendidikan untuk memperkembangkan potensi murid secara menyeluruh, seimbang dan
bersepadu. Di samping itu, diharapkan murid-murid dapat mengurus kehidupan secara
produktif dan mampu mengambil inisiatif serta merebut peluang dengan bijak dan kreatif.
RBT ialah mata pelajaran yang telah diperkenalkan bagi menggantikan subjek
Kemahiran Hidup selepas kemunculan Kurikulum Standard Sekolah Rendah (KSSR) pada
tahun 2011. Mata pelajaran RBT diajar kepada murid-murid Tahun 4 hingga Tahun 6 (Tahap
II) di sekolah rendah sebagai usaha untuk membangunkan modal insan yang dapat bersaing
dalam abad ke-21. Isi kandungan subjek RBT yang diajar kepada murid adalah aspek reka
bentuk menggunakan teknologi dalam pembinaan dan pembuatan produk supaya mereka
menjadi individu yang mempunyai pemikiran global serta memahami teknologi terkini yang
berupaya menyelesaikan masalah pada masa akan datang [2]. Kurikulum RBT menjurus ke
arah mengembangkan potensi dan kebolehan murid supaya berdikari dalam menguruskan
kehidupan mereka secara produktif. Hal ini bertujuan untuk membantu murid-murid dalam
mencungkil potensi sendiri dalam mereka bentuk dan berkebolehan dalam mengaplikasikan
teknologi asas, mengamalkan asas keusahawanan serta mempunyai nilai atau sikap yang positif
ke arah melahirkan insan yang kompetitif, kritis, kreatif dan inovatif [2].
Walaupun mata pelajaran RBT merupakan mata pelajaran yang bermula diperkenalkan
pada tahun 2011, tetapi masih ramai guru RBT yang belum menguasai pengetahuan kandungan
mata pelajaran tersebut. Hal ini dapat dibuktikan oleh kenyataan dalam kajian Masingan [3, 4]
di mana guru yang mengajar subjek RBT masih kurang faham dan menguasai ilmu
pengetahuan yang berkaitan dengan mata pelajaran tersebut. Secara langsung guru telah
menghadapi kesukaran untuk memberi penjelasan terhadap sesuatu konsep, kemahiran atau
nilai yang tepat dan seterusnya menjejaskan keberkesanan pengajaran mata pelajaran RBT
dalam bilik darjah.
Selain itu, salah satu masalah yang timbul dalam pengajaran RBT adalah kebanyakan
guru RBT merupakan guru yang mengajar mata pelajaran Kemahiran Hidup Bersepadu (KHB)
sebelum subjek tersebut diganti oleh subjek RBT. Hal ini telah menimbulkan masalah golongan
guru-guru RBT tersebut bukan dari pengkhususan RBT dan seterusnya berlaku kesukaran
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dalam perancangan pengajaran dan pembelajaran (PdP) mata pelajaran RBT. Penyataan ini
telah selaras dengan kajian Aini Haziah Amirullah [5] yang menjelaskan bahawa kemampuan
bagi sebahagian guru bukan pengkhususan telah menghadapi masalah dan menimbulkan isu
negatif dalam menguasai isi kandungan dan pendekatan pedagogi bagi sesuatu mata pelajaran.
Dalam kajian Rio Sumami [6] didapati bahawa terdapat maklum balas yang positif
dalam kalangan guru apabila melaksanakan pengajaran secara kontekstual. Pendekatan
kontekstual dengan penggunan bahan media pengajaran telah diguna oleh kebanyakan guru
dan ia telah menghasilkan kesan positif terhadap pembelajaran. Selain itu, walaupun hasil
dapatan kajian Muhamad Hussin [7] menunjukkan bahawa persepsi bagi guru bukan
pengkhususan RBT iaitu guru KHB terhadap kaedah main peranan dari segi pengetahuan dan
sikap adalah tinggi. Namun begitu, persepsi guru KHB terhadap kaedah main-peranan dari segi
penggunaan bahan bantu mengajar adalah sederhana sahaja. Berdasarkan dapatan kajian Rio
Sumami [6,7,8] dapat dirumuskan bahawa persepsi guru RBT terhadap penggunaan
pendekatan kontekstual dan kaedah main peranan adalah positif. Kertas konsep ini telah
mencadangkan satu garis panduan melalui penerapan teori pembelajaran kontekstual dan
penggunaan kaedah main peranan dalam subjek RBT, dengan tujuan untuk memberi gambaran
secara holistik kepada guru-guru RBT, khasnya guru RBT bukan dari pengkhususan RBT
mengaplikasikan pedagogi abad ke-21 dalam PdP secara berkesan.
1.1 Subjek Reka Bentuk Dan Teknologi

Pelaksanaan kurikulum mata pelajaran RBT mempersiapkan murid untuk menghubung dengan
dunia luar serta membantu murid dalam mengaplikasikan apa yang mereka dipelajari di
samping memastikan mereka dicabar untuk mengembangkan kemahiran dan pengetahuan
mereka. Kementerian Pendidikan Malaysia [9] menanamkan hasrat dan tekad untuk
menaiktaraf kualiti kemenjadian murid sejajar dengan aspirasi menempatkan Malaysia dalam
kelompok terbaik dunia. Namun, persediaan guru RBT dalam menguasai strategi pengajaran
yang menarik, turut mempengaruhi kegemilangan hasrat ini. Tie [10] menyatakan murid adalah
individu yang naif dan memerlukan sokongan serta bimbingan yang berguna dari para guru.
Malahan, guru RBT hendaklah bersedia dalam menyampaikan teknik pengajaran yang
produktif dalam mewujudkan suasana pembelajaran RBT yang unggul. Menurut Haidiri [11]
guru seharusnya mempunyai kompetensi yang tinggi dalam merancang pengajaran agar dapat
mencapai objektif yang ditetapkan. Hal ini demikian kerana guru yang tidak menggunakan
kaedah pengajaran yang bersesuaian dalam pengajaran RBT akan menyebabkan murid mudah
berasa bosan serta hilang tumpuan terhadap pengajaran. Namun, kesediaan guru dalam PdP
mata pelajaran ini amat penting kerana guru yang tidak membuat persiapan serta perancangan
dalam melaksanakan pengajaran akan menyebabkan pembelajaran yang kurang berkesan [12].
Tambahan pula, bidang RBT mampu membekalkan murid pengetahuan dan kemahiran
teknologi dalam menghasilkan projek yang inovatif dengan menggunakan proses reka bentuk.
Malahan, guru yang mengajar RBT hendaklah mempunyai kaedah pengajaran yang berkesan
bagi memudahkan seseorang murid untuk menjalankan kerja amali mereka [13].
1.2 Teori Pembelajaran Kontekstual

Menurut Pusat Kembangan Kurikulum [14], teori pembelajaran kontekstual didefinisikan
sebagai pembelajaran kontektual yang menggabungkan atau menghubungkait kandungan
pelajaran dengan pengalaman individu, masyarakat, persekitaran dan alam pekerjaan.
Pembelajaran kontekstual menyediakan pembelajaran secara konkrit yang menerapkan aktiviti
hands-on dan minds-on dalam pelbagai persekitaran.
Pendekatan kontekstual merupakan sejenis pembelajaran yang merangkumi aktiviti
amali dan praktikal berdasarkan keadaan, situasi dan kejadian sebenar yang seharusnya mampu
membawa murid kepada matlamat dan objektif pembelajaran serta dapat memberi makna
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dalam kehidupan seharian [15]. Satriani [16] berpendapat bahawa teori pembelajaran
kontekstual merupakan falsafah pembelajaran yang mementingkan pengalaman murid dalam
penyediaan cara dalam pencapaian matlamat pembelajaran murid melalui kemahiran berfikir
aras tinggi.
Jika ditelusuri dengan kajian Dina Novita [17], Satriani [16] dan tafsiran Pusat
Kembangan Kurikulum [14], dapat disimpulkan bahawa pembelajaran kontekstual berlaku
ketika murid dapat memproses maklumat dengan cara menggabung dan menghubungkait
pengalaman yang sedia ada dengan pengetahuan yang baharu dengan lebih bermakna. Proses
hubungkait ini berlaku dalam minda seiras dengan teori pembelajaran dan kemudian
diterjemahkan secara nyata sama ada melalui kata-kata, tingkah laku atau penghasilan tugasan.
Pengalaman sedia ada ini bukan sahaja merangkumi peraturan bahasa malah ia juga
merangkumi adat budaya, persekitaran sosial, psikologi, alam fizikal, amalan kehidupan,
sekolah, tempat kerja atau tempat tinggal, pelbagai bidang ilmu dan lain-lain. Pembelajaran
melalui pendekatan kontekstual pada asasnya hanya memerlukan murid bertanya, mencuba (uji
kaji) dan mendiri jaring di mana kemenjadian murid dapat dinilai berdasarkan tiga domain iaitu
sikap, pengetahuan dan ketangkasan. Lebih-lebih lagi, untuk mencapai ketiga-tiga domain
tersebut, guru harus mengambil langkah-langkah dengan merangsang kemampuan murid
dalam memperoleh pengetahuan bermakna di mana murid akan melibatkan diri dalam proses
pembelajaran berasaskan kaedah ilmiah [18].
1.3 Main Peranan

Aktiviti main peranan atau ‘Role Play’ merupakan sejenis kaedah PdP ia biasanya dirujuk
sebagai definisi yang sama dengan permainan dan simulasi. Berdasarkan pandangan Smith
[18,19], sebuah persekitaran pengajaran tidak seharusnya dalam keadaan positif sahaja tetapi
ia juga harus mewujudkan suasana yang menarik minat murid dengan memberi peluang kepada
mereka untuk mengetuai sesebuah aktiviti, inilah merupakan tujuan aktiviti main peranan
dilaksanakan dalam kelas. Kamus Cambridge [20] menunjukkan bahawa aktiviti main peranan
dikenali sebagai meniru tingkah laku orang lain, terutamanya dari aspek mempelajari
kemahiran baharu. Main peranan merupakan hasil "main", "permainan" dan "simulasi" bukan
sahaja terikat kepada aktiviti persembahan drama [21] malah ia lebih cenderung kepada aktiviti
praktikal, latihan dan keberkesanan dalam mencapai hasil pembelajaran dalam tiga domain
pembelajaran utama iaitu afektif, kognitif dan tingkah laku [22].
Sekiranya aktiviti main peranan diterapkan dengan baik, ia akan membawa suasana
yang menggembirakan, mendorong interaksi dalam kelas dan peningkatan motivasi murid [23]
serta pemancar kimia otak akan bertindak balas terhadap tahap keselesaan dan mempengaruhi
penghantaran dan penyimpanan maklumat dalam otak [24]. Di samping itu, aktiviti main
peranan juga melibatkan pergerakan psikomotor seperti aktiviti amali [21] dan pergerakan
tersebut memberi endorfin, iaitu hormon yang gembira. Gembira merupakan sejenis emosi
yang dapat mempengaruhi ingatan [24]. Oleh itu pelaksanaan aktiviti main peranan dapat
memudahkan murid untuk mengingat secara mendalam [25]. Pada pendapat Öhman [24,25],
aktiviti main peranan adalah salah satu kaedah untuk mengurangkan tekanan pembelajaran
murid dan ia dapat membina persekitaran emosi yang positif, supaya murid dapat belajar
dengan lebih cekap pada tahap kognisi yang lebih tinggi.
Din [26] juga menyatakan aktiviti main peranan sebagai aktiviti yang melibatkan
simulasi tingkah laku berdasarkan peranan yang diberikan dalam situasi tertentu. Drama,
simulasi, permainan dan demonstrasi dalam kehidupan seharian yang dijalankan dalam sesi
PdP juga dikategorikan sebagai main peranan [27]. Dari segi penglibatan, Sofyan [28]
menyatakan main peranan melibatkan interaksi antara dua atau lebih ramai murid dalam suatu
topik atau situasi yang diberikan oleh guru. Daripada definisi tersebut, simulasi dapat dilihat
sebagai satu kaedah pembelajaran yang berpusatkan murid. Ia memberi peluang kepada murid
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untuk mendengar, melihat, merasa, mempraktik dan mendominasi aktiviti pembelajaran [29].
Pembelajaran aktif bukan sahaja untuk menjadikan sesi pembelajaran menjadi menarik, tetapi
juga memberi peluang kepada murid merasai pengalaman serta mengingati konsep dan fakta
[30]. Berdasarkan kajian Ogbu [27], pelaksanaan kaedah main peranan dapat menjimatkan kos
dan masa, menjadikan proses PdP berlangsung dengan efektif serta menggalakkan pemahaman
konsep dengan mudah. Berdasarkan definisi dan konsep diterangkan melalui kajian yang lepas,
kaedah main peranan dilihat dapat memberi impak yang positif terhadap guru dan murid dari
segi aspek pembelajaran, emosi dan sosial.
2.0 Kerangka Konsep Kaedah Main Peranan Bagi Penerapan Teori Kontekstual
Dalam Subjek RBT
Kertas konsep ini disediakan bagi tujuan untuk menawarkan cadangan kerangka konsep
Kaedah Main Peranan Bagi Penerapan Teori Kontekstual Dalam Subjek RBT untuk dijadikan
panduan kepada guru RBT terutama guru bukan pengkhususan RBT berkeupayaan untuk
mereka sebuah pedagogi abad-21 dalam PdP mata pelajaran RBT. Dalam kalangan teori
pembelajaran yang pelbagai, terdapat satu teori pembelajaran yang amat sesuai untuk
diterapkan dalam PdP RBT, iaitu teori pembelajaran kontekstual. Berdasarkan Rajah 1 dapat
dilihat bahawa Teori Pembelajaran Kontekstual boleh dijadikan sebagai pencetusan idea
kepada guru untuk melaksanakan pedagogi abad-21 dalam PdP RBT. Teori pembelajaran
kontekstual merupakan salah satu teori pembelajaran yang berpusatkan murid ketika murid
memproses maklumat atau ilmu pengetahuan baharu dalam situasi sebenar melalui cara
tertentu sehingga ia membawa maksud atau bermakna kepada mereka dalam kerangka rujukan
mereka sendiri. Guru RBT mempunyai peluang untuk mewujudkan sebuah persekitaran
pembelajaran konstekstual dalam aktiviti minds-on dan hands-on kepada murid mereka dalam
bilik darjah. Dalam persekitaran pembelajaran kontekstual ini, main peranan merupakan salah
satu aktiviti yang amat menarik dan amat sesuai diterapkan bersama teori pembelajaran
kontekstual dalam pedagogi RBT. Melalui aktiviti main peranan, murid dapat memperoleh
banyak pengetahuan dan kemahiran yang sukar untuk dialami dan didapati melalui penerangan
buku teks. Dalam situasi ini, murid berpeluang untuk memainkan watak tentang sesuatu
profesion secara aktif dan mereka dapat meneroka sesuatu pengetahuan dan kemahiran yang
sedia ada terhadap sesuatu pekerjaan. Oleh yang demikian, interaksi antara murid dengan
murid dan interaksi murid dengan guru ataupun sesuatu profesion dengan profesion menjadi
elemen yang penting dalam mengintegrasikan kaedah main peranan. Dalam proses
pembelajaran tersebut, guru berperanan sebagai fasilitator dan bukannya penyampai maklumat
manakala murid diminta untuk melaksanakan perbincangan dalam kumpulan untuk menguasai
sesuatu pengetahuan dan kemahiran. Pada masa yang sama, kemahiran insaniah seperti
kemahiran berkomunikasi, pemikiran kritis dan kemahiran penyelesaian masalah juga dapat
dipertingkat ketika murid memain sesuatu peranan dalam penyelesaian masalah yang sebenar.
Justeru, kertas konsep ini membantu para guru RBT bagi menghasilkan sebuah PdP yang
bermakna dan seronok.
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Rajah 1: Kerangka konsep Kaedah Main Peranan Bagi Penerapan Teori Kontekstual Dalam
Subjek RBT
2.1 Hubungan antara main peranan dan teori kontekstual dalam subjek RBT
Dalam perancangan pengajaran dan pembelajaran mata pelajaran RBT, guru RBT
diminta menghubungkait pengetahuan akademik dengan situasi kehidupan seharian yang
sebenar iaitu menggabungkan konsep dan praktikal dalam sukatan pelajaran RBT merupakan
salah satu ciri bagi teori pembelajaran kontekstual. Pengajaran ini dapat membantu murid
menghubungkait pembelajaran akademik dengan situasi kehidupan harian, persekitaran, dan
dunia nyata, sehingga murid dapat memahami makna pemahaman yang diperoleh di dalam
kelas [31,32]. Bagi pelaksanaan teori tersebut, kaedah main peranan merupakan salah satu
pendekatan yang sesuai bagi menerapkan teori pembelajaran kontekstual dalam subjek RBT.
Azlina [33] berpendapat bahawa main peranan dikenali sebagai sebuah pedagogi yang
digunakan dalam pelbagai konteks dan kandungan. Garis panduan untuk aktiviti main peranan
biasanya dimodelkan berdasarkan kriteria yang realistik supaya murid dapat lebih mendekati
dengan perkara atau situasi yang sebenar [33]. Murid boleh memainkan peranan yang selaras
dengan sukatan pelajaran RBT seperti petani moden, tukang masak, tukang jahit ataupun
pereka fesyen, usahawan, pereka perabot dan sebagainya. Dalam proses memainkan peranan
terhadap sesuatu profesion tersebut, murid dapat melibatkan diri secara aktif dan meneroka
ciri-ciri peranan yang hendak dimain dan seterusnya mengaplikasikan segala pengetahuan dan
kemahiran yang sedia ada bagi menyelesaikan masalah yang sebenar pada peranan tersebut.
Penyataan tersebut telah selaras dengan [33] aktiviti main peranan dapat membantu murid
memahami pengetahuan dengan lebih baik kerana murid perlu mempelajari dan memahami
peranan sebelum mereka bermain. Dalam pelaksanaan aktiviti main peranan tersebut, murid
yang berada dalam persekitaran pembelajaran kontekstual dapat memainkan peranan yang aktif
dalam proses pembelajaran mereka melalui penerokaan, penyiasatan, pengesahan dan
perbincangan [18].
Keterlibatan murid dalam proses main peranan dalam persekitaran pembelajaran
kontekstual dapat melengkapkan mereka dengan pengetahuan dan kemahiran yang selaras
dengan perkembangan sistem pendidikan masa kini iaitu juga mementingkan pembangunan
diri murid berkaitan dengan kemahiran insaniah (soft skill). Penerapan aktiviti main peranan
dalam pendidikan secara tidak langsung telah memupuk kecenderungan berfikir kritis,
kemahiran menyelesaikan masalah, kemahiran membuat keputusan, kemahiran komunikasi,
pasukan pembinaan, dan kemahiran kepemimpinan dalam proses pembelajaran jangka panjang
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[19,22,34] disebabkan murid akan berfikir dan berbincang dalam kalangan mereka untuk
membuat perancangan tentang kaedah yang paling sesuai untuk menyampaikan topik yang
diberikan. Sejajar dengan penjelasan di atas, Nasrun [35] berpendapat bahawa pengajaran
kontekstual membekalkan peluang kepada mereka untuk meningkatkan kemahiran
penyelesaian masalah. murid memahami apa yang mereka pelajari, bagaimana ia diperoleh,
dan bagaimana mereka mengaplikasi apa yang telah mereka pelajari. Justeru, aktiviti main
peranan yang diterap dengan teori pembelajaran kontekstual dapat menggalakkan murid
bekerja dalam kumpulan dan mereka didorong untuk bekerjasama, menunjukkan rasa hormat
dan saling membantu. Seiring dengan pandapat Supian [36] bahawa aktiviti pembelajaran yang
melibatkan kemahiran insaniah dapat membentuk seorang modal insan yang mempunyai
kecemerlangan akhlak, berfikiran kritis dan inovatif serta serba boleh selepas meninggal dari
alam persekolahan dalam kehidupan realiti yang sebenar.
Justeru, menurut pelbagai hasil penyelidikan, pelaksanaan pembelajaran kontekstual
dapat meningkatkan pemahaman konsep pembelajaran [37,38,39,31,40,41] dan menguasai
pengetahuan, konsep dan pembelajaran prinsip, serta kualiti pembelajaran [42], hasil
pembelajaran [43] dan amalan pembelajaran iman [44]. Dalam persekitaran pembelajaran
kontekstual, murid dapat menerangkan sesuatu konsep dengan lebih jelas dan mendalam
semasa mengambil bahagian dalam setiap proses melalui main peranan [33,45]. Di samping
itu, murid berupaya untuk memproses segala pengetahuan dan kemahiran serta
mengintegrasikannya dalam kehidupan seharian mereka. Melalui aktiviti main peranan, murid
telah menunjukkan pengetahuan dan kemahiran yang kursus dan mendalam walaupun ia tidak
termasuk dalam silibus mereka.
Bagi aspek guru RBT, setelah guru dapat melaksanakan aktiviti PdP yang berpusatkan
murid seperti kaedah main peranan, guru lebih mudah dan dapat mempelbagaikan cara untuk
menyampaikan pengetahuan ataupun kemahiran terutamanya dalam subjek RBT. Penyataan
ini telah disokong oleh kajian [46] menyatakan bahawa guru lebih mudah untuk menyampaikan
segala maklumat atau sumber yang ada kepada murid apabila melaksanakan pendekatan PdP
yang berpusatkan murid.
3.0 Kesimpulan
Sejajar dengan era globalisasi, mata pelajaran RBT telah diperkenalkan oleh KPM dalam
transformasi kurikulum pendidikan untuk memperkembangkan potensi murid secara
menyeluruh, seimbang dan bersepadu. Malahan, peranan guru dalam bidang Pendidikan
Teknik Dan Vokasional (PTV) harus sentiasa berada dalam keadaan bersedia dalam
menghadapi cabaran revolusi 4.0 ini. Pembelajaran kontekstual menggabung dan
menghubungkait pengalaman sedia ada murid dengan pengetahuan yang baharu dalam situasi
sebenar dengan lebih bermakna. Lebih-lebih lagi, hasil kajian-kajian lepas menunjukkan
kaedah main peranan merupakan kaedah pengajaran yang sesuai serta mendatangkan impak
yang positif kepada murid dalam menerapkan teori pembelajaran kontekstual dalam subjek
Reka Bentuk Dan Teknologi. Namun demikian, kajian empirikal tentang penggunaan
pembelajaran konstektual dan kaedah main peranan dalam subjek RBT dalam kalangan guru
RBT masih kurang dijalankan dalam Malaysia. Oleh demikian, pelaksanaan kaedah main
peranan yang diterapkan dengan teori pembelajaran kontekstual ini secara langsung membantu
guru dalam mempercepat pemahaman murid , melatih kemandirian dan tanggungjawab murid
yang berperanan sebagai seorang agen pembelajaran. Kaedah ini juga secara langsung
memberikan peluang kepada semua guru dalam menyampaikan pemahaman yang lebih
mendalam mengenai sesuatu isu serta membantu guru bagi merangsang murid melibatkan diri
secara aktif dalam aktiviti pembelajaran untuk menguasai kemahiran insaniah yang terdiri
daripada kemahiran berfikir aras tinggi, kemahiran sosial-interpersonal, kemahiran memimpin
dan kemahiran menyelesaikan masalah supaya mereka dapat meningkatkan penguasaan
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pengetahuan, meningkatkan kefahaman serta memperkukuhkan pembelajaran mereka.

Kerangka konsep yang dicadangkan diharap dapat memberikan satu idea kepada guru-guru,
khususnya guru RBT dalam merancang PdP terhadap subjek RBT.
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978-967-10160-4-6.
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User Need Analysis in Learning Literature Component in English Via

Web-Based Learning Platform
Noorafizah Daud1*, Azlina Abdul Aziz2, Rosseni Din3, Zulkefli Daud4
1
Faculty of Education, Universiti Kebangsaan Malaysia
2
Centre of Teaching and Learning, Universiti Kebangsaan Malaysia
3
Faculty of Education, Universiti Kebangsaan Malaysia
4
ITE Temenggong Ibrahim Campus, Malaysia
*nooriezah11@gmail.com
ABSTRACT
This research is carried out to conduct a need analysis of the problem the students face in
learning literature Component in English. The inclusion of literature component in English into
English language syllabus is relevant as it can improve students’ language proficiency.
However, it is most daunting as many students cannot understand the literature text as the
language is foreign to them. In addition, the text that remote from their culture also become
part of the problems that arise in learning the component. This research explores the needs for
learning literature component in English for form 1 secondary school student. This research
also attempts to identify the needs of learning the component. Students and teachers from five
schools in Batu Pahat district were involved. Random sampling was employed to obtain the
data. Thus, the data was collected using questionnaires and analysed using SPSS 23. The
findings of the needs analysis showed that respondents are well prepared to incorporated web-
based learning material into their learning session particularly for literature component in
English.
Keywords: Need analysis, Literature component in English, Quantitative research, Web-

based learning.
1.Introduction
Literature Component in English is one of the required topic in English language subject for
secondary school in Malaysia. Students have to do much of their reading and reader response
to analyse the texts for exercise and exam in class as well as important exam such as
Pentaksiran Tingkatan 3 (PT3) and Malaysian Certificate Examination (SPM). It is however, a
stressful task for many students especially for non-native speaker because they have difficulty
in reading and analysing the text as the learners’ level of expertise varied regarding to their
mastery of the reader response skills in analysing literary texts. It is also an extremely
challenging and demanding teaching task for some English Language teacher because they
need to spend time preparing teaching material, facing difficulties to teach when it comes to
the class that consists of advance to intermediate students and the students themselves lack of
exploring foreign reading material. Some of the teachers also consider the text chosen as
difficult regarding to students’ level.
Recent studies have proven that student was unable to analysing the text due to poor
understanding of the text and vocabulary (Rashidah Rahamat 2012). Poor background
knowledge of literature component in English, inappropriate literary text selection, students’
language anxiety and cultural misperceptions also become the problems in learning literature
(Zengin et al. 2019, Alshammari et al. 2020). Furthermore, the students also cannot relate text
being studied to own life, giving response and opinion thus justify the text. The student also
found out that they felt difficult to understand the words although the meaning of difficult
words is given in the glossary and they found that the poem and novel prescribed are lengthy
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(Gopal, P. R, Mohtar, M.M 2020). Literature also has often been regarded as difficult and
complex to teach due to students’ language proficiency and text readability (Nor Hashimah Isa
et. al. 2012, Jo Ann, A.Y et all, 2018). Therefore, the objective of this study is to investigate
learners’ need for learning Literature Component in English.
In order to investigate the learners’ needs for learning Literature Component in English in a
web-based environment, the following research questions lead the study:
a) What is the perception towards learning Literature Component in English?

b) What is the content needed of web-based learning resource for literature component in
English?
c) What is the perception of ICT usage among the learners?
This paper consists of four phases. First phase consists of material and methods used in this
study to analyse the data collected. Second phase consists of result of the research. Third phase
consists of discussion of the research, and fourth phase consists of conclusion of the research.

Analysis of students needs for the development of web-based learning resources was conducted
using questionnaires for need analysis. The questionnaire was developed by the researcher to
obtain students’ view on learning literature using web-based resource. The items in the
questionnaire were adapted from a number of literatures (Juhaida Abd Aziz 2015; Rashidah
Rahamat 2013; Small & Arnone 1999) and the researcher herself included necessary items for
literature Component in English. The questionnaire consists of four sections.
The population of this study includes form one student in Batu Pahat district. Target group
analysis will be done using a survey sample n=250. It is randomly selected form one secondary
school students with various levels of English proficiency from five different National type
(Sekolah Menengah Kebangsaan – SMK) secondary schools in the mainstream coeducation
Grade A category in the district of Batu Pahat in Johor. According to Creswell (2012), stratified
random sampling procedure is a quantitative sampling method in which the researcher stratified
the population due to some specific characteristic, in this case, simple random sampling has
been implemented to collect the data. A total of 250 n=250 form one mainstream secondary
schools (SMK) in Batu Pahat district will be involved in this small-scale study.
3. Results
3.1 The profile of students
250 respondents were involved and of this total, 103 (41.2%) were male, while 147(58.8%)
were female. All respondents are form one student from selected secondary schools. Table 1
summarize the percentage of respondents by gender.
Table 1. Number of Respondent for Needs Analysis by Gender
Gender Number Percent

Male 103 41.2
Female 147 58.8
Total 250 100
Most respondents 41.6 % (n=104) like to play computer games, 26% (n=65) others
hobby, 14.4 % (n=36) like to read, 9% (n= 9) like to draw, 3.6% like to reading and drawing
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ad 3.6 % (n=9) like to reading, drawing and playing computer games. This finding is described
by following Figure 1:
Hobby
Number Percent
104
65
41.6
36
14.4
26
3.6
3.6
3.6
9
9
Figure 1: Hobby
3.2 Learning Literature Component in English

Table 2. Learning Literature Component in English
strongly neither agree strongly

learning literature disagree agree Mean Std
disagree nor disagree agree
I like to read 10(4%) 9 (3.6 %) 121(48.4%) 83 (33.2%) 27(10.8 %) 3.44 0.881

I like read literary book 19 (7.6%) 83 (33.3%) 102(40.8%) 46(18.4%) 2.7 0.856
I like learning literature 18 (7.2%) 65 (26%) 119 (47.6%) 48(19%) 2.78 1.082
learning literature with my
18 (7.2%) 37 (14.8%) 72 (28.8%) 95 (38%) 28 (11.2%) 3.31 1.083
teacher in class
It is better to learn English

Literature Components
9 (3.6%) 10 (3.6%) 91(36.4%) 74 (29.6) 66 (26.4) 3.31 1.082
through computer in the
computer labs.
I do not have any problems

explaining the element of the 18 (7.2%) 46(18.4) 118 (47.2%) 47 (18.8) 21(8.4%) 3.02 0.999
story verbally in English
explaining the element of the 18 (7.2%) 73 (29.2) 101(40.4) 37 (14.8%) 21(8.4%) 2.88 1.026
story by writing
27 (10.8 %) 73 (29.2) 74 (29.6%) 55 (22%) 21(8.4%) 2.88 1.127
understanding difficult words
I do not have any problems in
understand the lessons learnt 27 (10.8 %) 120 (48%) 64 (25.6%) 39 (15.6%) 3.46 0.882
from the stories
I like reading English literary
19 (7.6%) 54 (21.6%) 102 (40.8%) 66 (26.4) 9 (3.6%) 2.96 0.964
books alone
I like reading English literary
19 (7.6%) 45 (18%) 101 (40.4%) 75 (30%) 10 (4%) 3.04 0.972
books at home
I like learning Literature with
9 (3.6%) 57(22.8%) 45 (18%) 120 (48%) 19 (7.6%) 3.33 1.024
friend
I do not have any problems in
understand the culture learnt 9 (3.6%) 45 (18%) 93 (37.2%) 74 (29.6%) 29 (11.6%) 3.27 1.005
from the stories
Other resources to get
information on English
Literature Component
a. reference book 9 (3.6%) 28 (11.2%) 46(18.4%) 119(47.6%) 48(19%) 3.67 1.023
b. internet 9 (3.6%) 9 (3.6%) 56 (22.4%) 48(19%) 57(22.8%) 3.82 0.944
c.tuition 28 (11.2%) 18(7.2%) 55 (22%) 84(33.6%) 65 (26%) 3.56 1.26
d.library 9 (3.6%) 37(14.8%) 65 (26%) 83(33.2%) 56 (22.4%) 3.56 1.1
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In order to develop a good learning resources of Literature component in English, the

researcher figure out the perception on learning literature among the students. Table 2 describe
how respondents learn literature component in English. From the table, most of the respondent
answered neither disagree nor agree. 121(48.4%) did not know whether they like to read or not,
120 (48%) neither understand nor not understand the lesson learn from the literary text.
Followed by 119 (47.6%) respondents neither agree they like learning literature nor agree they
like learning literature and 118(47.2 %) neither they have problem nor do not have problem
when explaining the element of the story. However, 120(48%) agree that they like to learn
literature with their friends and 119(47.6%) agree they found out the information about
literature component thru reference book.
Table 3 Genre of English Literature

The genre of
English the least less a little bit the most
problematic Mean Std
Literature problematic problem problem problematic
Component
a. short story 47 (18.8) 46(18.4%) 110 (44%) 37(14.8%) 10(4%) 2.66 1.06
b. novel 55 (22%) 120 (48%) 56 (22.4%) 19 (7.6%) 3.15 0.852
c. poem 28 (11.2%) 55 (22%) 129(51.6%) 28 (11.2%) 10(4%) 2.74 0.938
d. drama 10(4%) 56(22.4%) 119 (47.6%) 46(18.4) 19 (7.6%) 3.03 0.935
Table 3 summarize the genre of English Literature that the respondents had problem
the most. Overall, all the respondents did not have any big problem in understanding the genres.
However, 110 (44%) have a little problem in short story, 120(48%) novel, 129 (51.6%) poem
and 119(47.6%) drama respectively.
3.3 ICT usage in Literature Component in English
Table 4 ICT usage in Literature Component in English

strongly neither agree
ICT usage disagree agree strongly agree mean Std
disagree nor disagree
I do not have any
problem to learn
37 (14.8%) 102 (40.8%) 111 (40.4%) 4.29 0.711
poem, short story,
novel and drama.
I like using the
19 (7.6%) 18 (7.2%) 91 (36.4%) 102 (40.8%) 20 (8%) 3.34 0.994
computer
I like using
computer to learn
Literature 74 29.6%) 92 (36.8%) 84(33.6%) 4.04 0.795
Component in
English
I like using
computer to play 28 (11.2%) 128 (51.2%) 75 (30%) 3.22 1.002
games
I like using the
computer to read
74 (29.6%) 92 (36.8%) 84(33.6%) 4.40 0.683
English reading
materials
I like using the
computer to surf the 9 (3.6%) 37 (14.8%) 110 (44%) 94 (37.6&) 4.15 0.803
internet
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I like surfing the

internet to play 19 (7.6%) 91 (36.4%) 111 (40.4%) 29 (11.6%) 3.52 0.970
games
I like surfing the
internet to find
55 (22%) 130(52%) 65 (26%) 4.04 0.693
information on
literature
I like surfing the

internet to chat in
18 (7.2%) 65 (26%) 55 (22%) 112 (44.8%) 4.04 0.999
Facebook or Yahoo
Messenger
I like surfing the

internet to do my 55 (22%) 110 (44%) 85 (34%) 4.12 0.740
assignment
I like surfing the

Internet to go to
27(10.8% 28 (11.2%) 84(33.6%) 111 (40.4%) 4.11 0.989
websites and blogs
for information
Table 4 describe the ICT usage in Literature component in English among the
respondents. Most respondent agree with the statements provided. 130 (52%) respondents
strongly agree that they surf internet to find information about literature.111 (40.4%)
respondent agree that they like to use computer to play games, 110 (44%) like to use computer
to surf internet and doing assignment. However, 112 (44.8%) strongly agree that they like to
surf internet to chat in Facebook or yahoo messenger.
3.4 Contents of reading Literature Component in English
Table 5 Contents of reading Literature Component in English

Content of reading literature strongly neither agree strongly
disagree agree mean Std
Component in English disagree nor disagree agree
I like playing games from
18 (7.2%) 18 (7.2%) 101(40.4%) 67(26.8) 64(25.6%) 3.7 0.93
the internet
I like doing word puzzles
10(4%) 9(3.6%) 121(48.4%) 64(25.6%) 46(18.4) 3.5 0.966
from the internet
I like doing quizzes from the
10(4%) 45(18%) 92 (36.8%) 93(37.2%) 10(4%) 3.19 0.915
internet
I like reading English short
stories or novel from the 18 (7.2%) 38(15.2) 48(19.2) 146(58.4%) 4.28 0.972
internet
I like downloading songs
from the internet, e.g from 9(3.6%) 64(25.6% 37(14.8%) 140(56%) 4.23 0.953
the YouTube
I like downloading videos
from the internet, e.g from 9 (3.6%) 37 (14.8%) 55 (22%) 27(10.8%) 122(48.8%) 3.86 1.269
the youTube
I like watching videos from
the internet, e g cartoon 18 (7.2%) 92 (36.8%) 120(48%) 20(8%) 3.56 0.742
series
I like searching information
10(4%) 36(14.4%) 83(33.2) 64(25.6%) 57(22.8%) 3.48 1.113
from websites
I like surfing the internet to
10(4%) 36(14.4%) 92(36.8%) 64(25.6%) 48(19.2%) 3.41 1.076
learn English for the exams
I like surfing the internet to
find information of 9(3.6%) 19(7.6%) 27(10.8%) 84(33.6%) 111(44.4%) 4.07 1.085
Literature
The researcher also needed to know the kind of content and activities the respondent like to do
when surfing the internet. This can be a guide line for the researcher in terms of developing
good and interactive content. 146 (58.4%) of respondents strongly agree that they like to read
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English short story or novel from the internet. 140 (56%) respondents like to download songs
followed by 122 (48.8%) like to download video from the internet. However, 111(44.4%)
respondents like to surf the internet to search find information of literature component in
English. Table 4 summarize the content of reading literature component in English
3.5 Satisfaction on reading literature Component in English
Table 6 Satisfaction on reading literature Component in English

neither
strongly strongly
satisfaction disagree agree nor agree mean Std
disagree agree
disagree
I like playing
games from the 19(7.6%) 27(10.8%) 112(44.8%) 63(25.2%) 29(11.6%) 3.22 1.04
internet
I like reading
English short
10(4%) 27(10.8%) 65(26%) 76(30.4%) 72(28.8%) 3.69 1.118
stories or novels
from the internet
I like doing the
reading exercise 9(3.6%) 27(10.8%) 66(26.4%) 148(59.2%) 4.26 1.131
from the internet
I like listening to
songs from the 9(3.6%) 18 (7.2%) 27(10.8%) 83(33.2%) 113(45.2%) 4.09 1.08
internet
I like watching
videos of cartoon
18 (7.2%) 92 (36.8%) 91(36.4%) 49(19.6% 3.68 0.869
series from the
internet
I like searching
information from
websites e.g 64(25.6%) 110(44%) 76(30.4%) 4.04 0.748
national
geographic
The internet
links are 9(3.6%) 18 (7.2%) 119(47.6%) 104(41.6%) 4.27 0.748
wonderful
I enjoy using the
internet with my 10(4%) 37(14.8%) 73(29.2%) 102(40.8%) 28(11.2%) 3.40 1.002
friend
I enjoy using the
internet with my 9(3.6%) 64(25.6%) 121(48.4%) 56(22.4%) 3.89 0.784
teacher
To explore respondents’ satisfaction on reading literature component in English, it is vital to

analyse Table 6. This is important to figure out what is their satisfaction when using internet in
terms of reading literature reading material or searching the information. 148 (59.2%)
respondents strongly agree that they like doing the reading exercise from the internet,
121(48.4%) agree that the respondent enjoy using internet with their parent. The respondents
also agree that the internet links are wonderful 119 (47.6%).
4. Discussion
It seems like the respondents are rather learn it for exam or because they need to. The
respondents are not able to state precisely whether they really like to learn literature component
in English or not. Respondents are also still having problem in learning all genres and to explain
the element in writing or verbally. It is strongly recommended that a web-based resources for
learning Literature in English be developed in order to help these students access it anytime,
anywhere to overcome the problem in learning the subject. The resources also can be used as
teaching aid to help the teachers lessen their teaching burden. The resource also can scaffold
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the students’ learning in a better way as well as can motivate the students in understanding the
subject better (Ngo,2018)
5. Conclusions
This research was carried out to conduct a need analysis of the problem students face in their
Literature Component in English learning. The finding reveals that the students need a web-
based learning resources to be developed as it can facilitate the students with deep learning of
the subject. The resources also will offer more interactive and flexible learning opportunity for
the students in order to enjoy learning the subject well.
Acknowledgments
We would like to acknowledge all the 250 form one students who took part in the need analysis
process for web-based literature component in English as well as their teachers and schools
management.
References
[1] Alshammari, H. A., Ahmed, E.A., & Shouk, M. A.A. (2020). Challenges to Studying
English literature by the Saudi undergraduate EFL student as perceived by the
instructor. English Language Teaching, 13(3), 8-9
[2] Gopal, P. R, Mohtar, M.M (2020). Literary Text Selection for Lower Malaysia
Secondary School in Perak. Universal Journal of Language Research 8(8). DOI:
10.13189/ujer.2020.080815
[3] Hall, G. (2005). Literature in Language Education. Basingstoke: Palgrave Mcmillan
[4] Jo Ann, A.Y (2018). ESL Trainee Teachers’ Approaches and Activities in Teaching
Literature: Usage, Factor and Confidence. The Asian EFL Journal. Vol. 20. No4. 2018
[5] Ngo Cong Lem. (2018). Web-based Language Learning (WBLL) for Enhancing L2
Speaking Performance: A review. Advance in Language and Literary Studies. 9(4) 143-
152
[6] Nor Hashimah Isa, Che Ton Mahmud. (2012). Literary Text for Malaysian Secondary
Schools: Need versus Policy. International Journal of Humanities and Social Science.
Vol.2.No7.2014.
[7] Rashidah Rahamat. (2013). Pembangunan Dan Penilaian Pakej Pembelajaran Mudah
Alih KOMSAS Dalam Bahasa Inggeris Tingkatan Empat. Thesis PhD. Universiti
Kebangsaan Malaysia.
[8] Savvidau, C. (2004). An integrated Approach to Teaching Literature in the EFL Classroom.
The Internet TESL Journal. Accessed on 10 May 2021, from
http://itselj.org/Techniques/SavvidouLiterature.html
[9] Sidhu, G. K. (2003). Literature in the Language Classroom: Seeing Through the Eye of
the Learner. In M.E Vethamani& G. Subramaniam (Eds). Teaching of Literature in
ESL/ EFL Context: Petaling Jaya: Sasbadi MELTA Series, 88-100
[10] Tan, Y. Z, & Aziz, A. A. (2019). Producing global Malaysian secondary students
through foreign novels: Challenges. Indonesian EFL Journal, 5(2), 31-40.
doi:10.25134/ieflj. v5i2.1798
[11] Zengin, B., Basal, A., & Yukseler, C. (2019). Investigation into the perceptions of
English teachers and instructors on the use of literature in English Language Teaching.
The Reading Matrix, 19(1) 155-166.
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How Should EFL Be Taught in Indonesia to Face the

21st Century Education?
Mirjam Anugerahwati
Universitas Negeri Malang, Indonesia

*mirjam.anugerahwati.fs@um.ac.id
ABSTRACT
Facing the 21st Century education is something inevitable, for teachers and students all the
world over, and Indonesia is no exception. The Indonesian Ministry of Education and Culture
(MoEC) has been preparing for this since the issuance of the 2013 Curriculum, and over the
years, it has been revised and improved several times. The latest development in Indonesian
Education is the concept of Profil Pelajar Pancasila (the profile of Indonesian students who
adhere to the Five Principles of Pancasila Ideology). This profile comprises six aspects, which
are 1) religious, believing in one God, and having noble characters, 2) independent, 3) having
critical reasoning, 4) having global, intercultural values, 5) cooperative, and 6) creative. In the
realm of EFL teaching and learning, Indonesian teachers should incorporate those six aspects
to ensure that students master not only the skills of the English language, but also the strong
character as citizens of the world. This paper proposes some ways to conduct EFL instructions
to fulfill those aims. Several suggestions are provided, together with sample materials and
suggested media. Some of the samples come from the writer’s students, while others are the
writer’s ideas.
Keywords: 21st century education, EFL, noble characters Profil Pelajar Pancasila
1. Introduction
In the era where people can interact with one another very easily, where students can learn
from various sources other than their teachers at schools, and are exposed to other cultures
around the world, it is crucial that teachers equip the students with the skills for global
interaction. The ways to equip students can be in the form of teaching them how to find sources
of materials which are suitable for their needs, teaching science and other subjects which they
will need in developing their knowledge and skills, teaching the languages of the world so that
they can get access of diverse sources, and of course providing them with good moral values.
In facing the 21st Century education, the Ministry of Education and Culture (MoEC) of
Indonesia has been preparing schools with different programs; the School Literacy Movement
(Gerakan Literasi Sekolah/ GLS), changing the National Examination to another form of
examination, the Minimum Competence Assessment (Asesmen Kompetensi Minimum/AKM),
which covers Literacy, Numeracy, and character survey, etc. All of those efforts are geared to
bring Indonesian education to improved quality, so that Indonesian students are ready to face
the 21st century world.
Amidst the efforts to improve the quality of education in Indonesia, the MoEC is giving
very high importance to character education, or character building, of students from all levels,
from Kindergarten to High School, even Tertiary education. In 2010 it was called Character
Education, then in 2017 the Government issued the Strengthening of Character Education
(Penguatan Pendidikan Karakter/PPK), as a part of the 9 Goals (Nawa Cita) of the President
Joko Widodo. As the Minister, Nadiem Anwar Makarim, states, “Through Character education,
the young generation will have the ability to sort out and select which information is true and
which is not”. This ability is very crucial since with the ability, students and the young
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generation in general, can improve and use their knowledge to analyze, internalize, and
personalize noble characters so as to practice them in daily life.
Later on, early this year (2021), the MoEC issued the Profile of Students who adhere to
the Values of the Five Ideologies/Pancasila. [1] The profile, or Profil Pelajar Pancasila,
covers six components: 1) having faith and noble characters, 2) independent, 3) having critical
reasoning, 4) having global intercultural values, 5) cooperative, and 6) creative. The profile
components are designed as part of the Strategic Plan of the Ministry of Education and Culture
2020-2024 [2]
There have been a number of studies on character education in Indonesia, such as the
ones by Rokhman, Syaifudin, and Yuliati (2014) [3] on Character Education for Golden
Generation 2045; Kurniadi and Hapsari (2017) [4] on the Implementation of Character
Education in English Classroom Learning Process; and Albantani and Madkur (2016) [5] on
Integrating Character Education Values in Language Teaching: Why and How? However,
studies on the implementation of Profil Pelajar Pancasila are still scarce; hence, the idea to
conduct this research.
Each of the six components of the profile has its own sub-values, as follows. Having
faith and noble characters: having noble characters in religion, personality, relationships with
other human beings, nature, and the nation. Independent: being responsible for their own
learning process and achievement. Having critical reasoning/critical thinking: being able to
critically process information, build inter connection among various information, analyze,
evaluate information, and draw conclusions.
The next component, having global intercultural values, refers to the ability to
preserve the local, and national culture, while respecting and being open minded to other
cultures. Cooperative refers to the willingness to do activities together, so as to achieve better
results. Lastly, creative, means being able to modify and produce something original,
meaningful, and useful.[6]
Regarding the concept of Profil Pelajar Pancasila, and its practices in school, the
researcher then got interested in finding out whether teachers, especially English teachers, are
familiar with the concept, and how they have implemented it in their lessons.

The researcher then contacted her students and ex-students who are teachers in junior and
senior high schools, and asked them to answer the following questions: 1. What do you know
about Profil Pelajar Pancasila? And 2. How have you integrated the components in your
English Lessons?
The researcher contacted the people whom she thought had sufficient knowledge and
experience to answer the questions. Some of them were her ex-students who were teachers in
other cities, and others were her students in the graduate school in Universitas Negeri Malang
and the Islamic University of Malang. She posted the questions in the Whatsapp groups of the
respondents, and asked them to send the answers via private message. There were 29 people to
whom she posted the questions, but only six gave adequate answers.
3. Results and Discussion

It turned out that in fact, the majority of teachers were not yet familiar with the Profil
Pelajar Pancasila (PPP), some even had not heard about it. However, six respondents who
stated that they had heard about PPP, gave varying answers. One respondent answered quite
briefly, that he believed this concept is essentially the same as PPK (Penguatan Pendidikan
Karakter) or the strengthening of character education issued earlier. Other respondents stated
that they had implemented the components of PPP, although not all of them. Here I will
describe the answers of the respondents in the order of the frequency of statement.
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The common practice (stated by 5 of the 6 respondents who stated that they have heard
about PPP) is the habituation of saying greetings (salam) at the beginning of the lesson, or
whenever they meet other people. One respondent mentioned that in her school each school
day is started with praying together in class. I believe this is also done in most schools, some
even by reciting a short prayer from Qur’an or Holy book. These acts can of course be
categorized into the first aspect: having faith and noble characters.
Another common practice is group work/discussion. The respondents stated that they
implemented the aspect of cooperation by asking the students to work in groups, discuss the
tasks given by the teacher, and work together to finish the assignment. The important key
elements in cooperation is collaboration, caring, and sharing. Groups can be teacher-assigned,
or it can also be self-selected by the students, particularly for older students. The concept of
cooperation in English is cultivated through various activities, such as collaborative writing,
doing project-work, and other problem-solving tasks.
Critical thinking and independence are described by 2 respondents: they would give
their students actual cases from recent occurrences, give them problems to solve or discuss,
and let the students discuss in their groups to find the solutions to the problems. In finding the
solutions, the students should find other sources and references besides the course books that
they have.
There are two elaborate descriptions by two respondents concerning the aspects of the
PPP that they integrate into their English lessons. One is a teacher of English in an Islamic-
based private Junior High School, the other is an English teacher in a Vocational High School.
The Junior high school teacher describes her practices as follows:
a. Noble character: the habituation of the students to practice the Shalat (daily worship)
together with their classmates. As the school is a private, Islamic-based school, this
habituation comes naturally as one of the basic practices of the school. The teacher,
however, confided in me that those activities are the hidden curriculum of the school.
She said that she preferred inserting good habits in the students’ daily activities.
b. Independence: students are given the responsibility to handle school events, lead
prayers (in English), and arrange the schedule of class duties. They should look for
references themselves (such as how to manage class competitions for the school
anniversary, conduct meetings among the students, etc.). As for conducting activities
in English, the teacher would give the English version of the daily prayers and train
the pronunciation. Each student then would get the turn to lead the prayer each day.
c. Critical thinking: the teacher familiarizes the students with HOTS questions in every
lesson, and uses them to train the students’ critical thinking skills. One such question
would be: “Why do you have to wash your hands every day?”, “What can happen if
you don’t wash your hands?”
d. Having global cultural values: students are taught the cultures of other countries,
then lessons are designed to integrate cultural values. Students are then asked to
discuss how the cultural practices are similar to, or different from, Indonesian
culture, and how they should perceive it.
e. Cooperation: students are arranged to work in groups in doing the school routines,
such as daily duties (cleaning the classroom, taking care of class garden, taking care
of the books in the class library, etc.) English can be used in giving names of the
plants in the garden, or making labels for the books in the library.
f. Creativity; students are given project work to design or make something, using their
original ideas. One example would be making a poster for National Holiday, e.g. the
Independence Day, the National Education Day, etc. Or, they can be assigned to
decorate the classroom with their own creative works. All the works (the poster, the
decorations) should be in English.
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The second respondent to give an elaborate answer to my question was a student in the
Graduate school. She gave an example of the activities concerning one of the Basic
Competences in the curriculum of Senior High School. It is stated in the Basic Competence
that students should be able to ask for and give directions, using the correct language elements
and text structure. She taught her students by using a video as the instructional media. First,
students should watch the video, then they would do class discussion on the contents of the
video. Here, the teacher elaborated the six aspects of Profil Pelajar Pancasila as follows:
a. Noble character: students have to start every conversation with a greeting, and asking
about how their class mates are doing. They should observe the greetings used by the
people in the video, and they can use similar greetings or use their own, depending on
the situation.
b. Independence: the teacher gives a group task to create a dialog/conversation about
asking for and giving direction to a certain (factual) location around the school. The
students then have to discuss in their groups to find their own sources and ways to
guide a tourist to that location.
c. Critical Thinking: in guiding the students to create their conversation, the teacher will
ask questions, such as “what landmarks will you give the tourist to go to that place?”;
“What will you do when the tourist does not understand the directions you give
him/her?”, and other questions which will drive the students to think critically.
d. Global cultural values: the teacher tells the students that the tourist who asks them for
direction is someone from another country, so they have to find out ways to
communicate with him/her which is culturally appropriate.
e. Cooperation: in doing the group discussion and creating the conversation, students
should work together, assigning who will be the tourist, who will give the directions,
etc. Of course, there can be more than one tourists and more than one persons who give
the directions. They should also be trained not to dominate the conversation, nor be
passive participants.
f. Creativity: in making the conversation, the students have to create their own words,
situation, and characters.
I will now propose some examples for the practice of the six components in Tertiary
Education contexts. The first is in the context of CCU Course; as the name implies, this course
is, by design, concerned with the understanding and respecting other cultures. However, I will
describe the steps in my class which represent the six components of the Profile which the
students should internalize.
As the opening in my first meeting, I usually ask my students how they define “an
American”, or “an English person”, and “an Asian”. The various answers are then written on
the board, and after there are 8 to 10 answers, I invite them to discuss the definitions. Quite
frequently, I get the answer of “individualistic” for an American or an English person, and
“friendly” for an Asian or an Indonesian. This, then, will lead to very interesting discussions,
where I will assign my students to work in groups and discuss their definition, and other
definitions written on the board, and what they think of them. Quite often, after the discussion,
students will see how their definitions contain fallacies, and how, unknowingly, they have
made the definitions on the basis of stereotyping and biases. Finally, at the end of the session,
I will ask my students to create a poster which shows the various characteristics of Westerners
and Easterners.
As is probably clear from the sample lesson above, in one meeting I try to incorporate the
six components of the Profil Pelajar Pancasila: noble character in acknowledging and
accepting differences, Independence and cooperation in doing the group work and finding out
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and discussing the definitions, and global interculturalism in being open to differences between
Westerners and Easterners. Critical thinking is done in discussing the various definitions given
by the classmates, and coming to the conclusion that there are fallacies in their definitions, and
creativity in making the group posters.
Another sample lesson I would like to propose is in the context of TEFL course. As is the
usual practice in my classes, I ask the students to form groups which will be permanent
throughout the semester. In one of the sessions, when the topic is models of teaching which
can encourage student-centered learning, I ask them to discuss in groups, where each group
discuss one model of teaching; why it is included in the model which will encourage student-
centered learning; which steps in the model can do that, what should the teacher do when
students are still passive? Etc. The students are given 40 minutes to discuss and make
PowerPoint slides, then present them in class.
Like the first example, in this lesson also I try to inculcate the six components of the
Pancasila profiles; when groups start their presentations, they should always greet me and the
classmates politely, then introduce the group members’ names. Cooperation, Independence,
and Critical thinking are practiced simultaneously during the group discussion, when students
find their own additional sources apart from the required text book, then discuss the information
they get, which information is relevant and which is not, for their sub-topic, and make the
PowerPoint slides. Creativity is practiced when they make the slides as interesting as possible,
and Global interculturalism is exercised when they compare the practices of the model of
teaching in Indonesia and in other countries. Of course, as the instructor, I will lead the class
discussion and give feedback to their presentations, and finally lead them to draw conclusions.
However, important as it may seem to cultivate the six components in our students, things
are not always as easy as it looks. This is especially true in this time of the Covid-19 pandemic,
when classes are conducted online. It is easy to imagine how hard it is to integrate the character
building through online classes. As my respondents state, most of the components cannot be
detected, such as religiosity, global interculturalism, and cooperation among the students.
There has to be close coordination and involvement among the school, parents, teachers,
students, and the society in general.
4. Conclusions
From the responses that I obtained, and the practices that I implement in my own
classes, a conclusion can be drawn; that the six components in the Profil Pelajar Pancasila are
in fact very important to be implanted and continuously integrated into the lessons that we
teach, so as to result in students who are spiritually faithful, having noble characters, able to
adapt to new situations, critical thinkers, and ready to compete in global situations. However,
there are always challenges in implementing it, not the least of which is the pandemic situation,
where classes must be conducted online. It is very difficult, if not impossible, to observe and
assess the students’ good conduct in practicing the six components. The teacher must develop
a way to continue upholding those values and components, and make sure that students’ noble
characters continue to develop, in this case, through English lessons. That way, Indonesian
students learning English will be ready to face the 21st Century, to be lifelong learners, with
global competences and noble values of Pancasila, as is specified in the Strategic Plans for the
Ministry of Education and Culture, 2020-2024.
References
[1] Kementrian Pendidikan dan Kebudayaan (2020) Mendikbud: Pendidikan Karakter
Wujudkan Pelajar Pancasila. https://www.antaranews.com Retrieved on February 4,
2021.
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[2] Permendikbud No.22/2020, on Rencana Strategis Kementerian Pendidikan dan

Kebudayaan 2020-2024 (https://cerdasberkarakter.kemdikbud.go.id) retrieved on
September 1, 2020.
[3] Rokhman, F., Syaifudin.A, Yuliati (2014) Character Education for Golden Generation
2045 (National CharacterBuilding for Indonesian Golden Years). Procedia – Social and
Behavioral Sciences 141, 1161-1165.
[4] Kurniadi, C. and Hapsari, A. (2017) The Implementation of Character Education in
English Classroom Learning Process: a Case Study. EDSA ELT Conference
Proceeding 2017.
[5] Albantani, A.M., and Madkur, A. (2016). Integrating Character Education Values in
Language Teaching: Why and How? The 4th ELITE Conference, UIN Jakarta.
[6] Kemdikbud. 2020. Pusat Penguatan Karakter. Enam Ciri Profil Pelajar Pancasila
(https://cerdasberkarakter.kemdikbud.go.id) retrieved on August 30, 2020.
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Service -Learning as a Means of Increasing Human Capital Development

in Nigeria
Olagoke-Oladokun L.I1* and Mahani Mokhtar 2
1,2University Technology Malaysia, Malaysia.
*lilliangoke@gmail.com
ABSTRACT
One of the major roles of Nigeria higher institutions of learning is to produce graduates who
can contribute towards socio economic development of the nation. However, the present
scenario indicates that these institutions have been producing incompetent and unskilled
graduates into the labour market since traditional instructional methods are still widely
employed by university lecturers. This situation is referred to as the “banking system of
education”. Purpose: This paper explores the effects of implementing service-learning as a
teaching and learning strategy in higher institutions on the development of human capital in
Nigeria. Methodology: Data were generated using qualitative approach and exploratory design.
Semi- structured interviews were conducted among undergraduate students at selected public
universities in Nigeria where service-learning is being implemented. Thematic analysis was
used to analyze the data and the researcher used NVivo 12 software during the analysis phase.
Findings: The study revealed that service-learning has managed to promote working
experiences; hands-on experiences; insights to career development; problem-solving skill and
instill critical thinking. Findings showed that service-learning has the potential to develop the
human capital population of Nigeria. Implication: This study advocates service-learning
implementation in higher institutions in Nigeria to enable students use the knowledge and skills
gained into practice while still actively studying in institutions of learning.
Keywords: Service-Learning, Human Capital, Human Capital Development, Nigeria, Higher

Institution
1. Introduction
Hennessy, et al. [1] identified higher institutions of learning in developing world have been
plagued with the challenge of lack of appropriate teaching facilities; the use of mechanistic
form of teaching and learning which is mostly in abstract constitutes to the reason why the
method of teaching adopted by the Nigerian education system is often theoretical even for the
courses which require a laboratory setting in expected cases. The scenario makes the course
content irrelevant to the students as they are unable to link it with the reality obtainable in the
society[2, 3]. Studies showed, that the methods adopted by educators in teaching and learning
at the Nigeria public universities, had a significant effect in development of the key factors
which contribute to the efficiency of human capital[4].
Human capital is referred to as the productivity and the income enhancing skills, the
knowledge, experience and the health which an individual possess due to the educational
qualification or educational training obtained [5, 6]. The human capital of a given country is
known to determine her economic growth [7]. Therefore, if the human capital of a given
country has so much effect on her economic growth, it can then be said that the process of
human capital developments; the process through which the skills and ability are inculcated is
intentionally and adequately equipped to develop and produce competent individuals who will
be not only be trained but will possess productive skills and abilities which is required for the
21st century to positively affect the economic returns of the individual, the immediate society,
nationally or globally [8, 9]. Studies showed that the competency of the human capital of a
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given society is absolutely dependent on the educational training acquired by such individual
[9]. Education may not necessarily be obtained in schools; however, it is education such as
obtained in schools that is usually the bedrock of human capital development. Although
education obtained in schools solely does not determine the human capital of a given society.
it is the effectiveness and the quality of education of such an education system which influence
the skills acquired by the citizens [10]. Although human capital is developed in the schools but
the restriction of knowledge acquisition within the classroom is discovered not to be as
beneficial and effective enough compared to students learning outside the classroom.
Especially, in a form of learning known as experiential learning, particularly with education
acquired in the higher institutions such as universities etc. [5, 11]. Dewey in Glassman [2] says
real learning comes from experiences. This experience is said to be a set of activities where
there is a connection between actions and the consequence which can be related either with
past or future activities. By engaging in experiential form of education, students create new
knowledge through the transformation of experience. The students’ ideas are not dormant or
undeveloped but can be transformed when they engage in new activities at different occasions.
Whereas, the traditional form of educating students is mainly content-specific thereby
encouraging rote learning without students being able to generalize or apply the knowledge
acquired in resolving new challenges [12, 13].
Coincidentally, the Nigerian higher education system has however faced criticism for
the use of a mechanistic form of teaching and learning leading to a form of abstract learning.
Whereby the students are unable to relate and apply what is taught in the classroom with any
societal issues or any experience either within or outside the classroom [14, 15]. The effect of
rote learning has been attributed to the inability to meet the desires of both students and the
society at large due to the quality of graduates which these institutions produce yearly [16].
Similarly, the Nigerian higher education system has also been blamed on the decline of quality
and competent graduates which many institutions release into the labour market year in year
out. The half-baked graduate issue is attributed to the method of teaching adopted by the
Nigerian education system, often theoretical even for the courses which require a laboratory
setting typical to what was described by. This makes the course content irrelevant to the
students as they are unable to link it with the reality obtainable in the society. Graduating
students who were unable to learn from experiences because of what is referred to as the
banking system of education only issue statements to students instead of instilling skills in
students. Thereby making graduates who are supposed to form a larger percentage of the human
capital of the country empty and lacking the desire and skills required to achieve a task except
supervised [2, 3]. Hence, Ostrow, et al. [17], said the conventional ways of teaching habitually
encourage passivity, apathetic attitude among students discouraging them from taking up
responsibility for their own learning, encourage students to stuff and spew up the information
for test just to earn marks leaving them with little or no understanding of the course content
and this also provide them little opportunity for thoughtful engagement to produce a deep
understanding and growth [17-19].
However, to amend these anomalies in the educational systems, a large community of
academics, believe service-learning as a type of experiential learning is an ingress to such an
educational and pedagogical transformation. Past studies on service-learning put it as a form
of pedagogy which enables students to be actively engaged in the learning process as the
knowledge acquired in the classroom is put into immediate use by the students within the
community. The fact that the benefits have been attested as discovered in several studies in
both developed and developing countries as shown by Kalles and Ryan [20]; Olagoke-
Oladokun, et al. [21], Lin, et al. [22] makes it worth trying and been implemented. Many
academics and researchers, believes service learning provides an alternative pedagogy to
correct the “educational bulimia” which has plagued most societies with the inclusion of the
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Nigeria education system [18, 23]. According to Dewey [24], the existing educational tradition
must be opposed with education which encourages the society towards the development of
individual’s vocation as it uses its scientific and social factors to enhance a courageous acumen
to make intelligence practical and executive decisions. Service-learning is, therefore, the
pedagogy which is different from the traditional method of education and believed to be a
panacea for the negative impact which the current educational system referred to as the
“banking system of education” which is believed to be a suppressive way of depositing
information into students. The system deter students’ intellectual growth as they are made to
be receptors and collectors of information which have no tangible connection to their existence
[25]. Therefore, this article’s main objective is to explore the possibility of students to
effectively build their career while engaged in service-learning and enable them to become a
part of the human capital population. Nigeria higher education system constantly engage
students in service-learning as this exposes them to creatively solve the problem in the
community, ability to work unsupervised and also help them develop a sense of responsibility
towards their community and in a democratic society, contribute to academic excellence and
thereby equipping the future labour force. [26, 27].
3. Material and Methods

This study adopted a qualitative approach and phenomenological design was employed because
of the experiences of the Nigerian students who participated in the service-learning
phenomenon needed to be carefully studied. Data gathered from the participants showed
service-learning can instill skills required for human capital development. Twenty-five
undergraduate students from the University of Ibadan the Federal University Kashere located
in Oyo and Gombe states of Nigeria were purposely sampled for this study because they had
actively participated in service-learning implementation. This assured the researcher of the
participants’ experience and accurate information to yield the required data collected in a one-
one interview using open-ended questions for this study. However, nineteen of these students
were interviewed as the data became saturated on the 19th participant [28, 29]. The data
gathered were transcribed and employed member checking technique for validation [30]. The
transcribed data were read severally to generate codes and the themes which they represent
using Nvivo software. Codes generated from the transcripts were used to identify each theme.
Each themed statement was treated as a separate quote and could be assigned as many codes
as possible. The data were analysed by interpreting the coded quotes from the most occurred
themes using an inductive-deductive approach [31].
• Understanding the
course better
• Hands on experience
Service- Human
Learning • Work experience Capital
• Problem solving skills
• Instill critical thinking
• Collegiality
Figure 1. Potentials of service-learning on human capital development
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Using the inductive-deductive approach, seven key themes were identified: Work experience;
Hands-on experience; Insight to career development; Understand course better; Problem-
solving skill; Collegiality and Instil critical thinking. We then developed a conceptual model
illustrating how a perceived implementation of service-learning with time can contribute to
human capital development in each society (Figure. 1).
Claudia 2014, says education, vocational training, creative thinking are factors which
increase human capital and further identified skills and qualifications, education levels, work
experience, social skills, emotional intelligence, creativity, individual’s working nature, and
ability harmoniously with other. However, the themes which emerged during the data analysis
identified, work experience, hands-on experience, insight to career development, understand
the course better, problem-solving skills, collegiality and instil critical thinking into the
participants. This, therefore, shows that for human capital development education is important
however, the method of educating students matters. Such education must enable students to
actively participate in the learning process to yield the desired potentials.
3.1. Theme 1: Exposure to work experience

It was showed that participating in service can expose an individual to the nature of the job
before a student graduate. This is made possible due to the hands-on experiences which occur
during service-learning implementation. Such exposure with time can increase their efficiency
in such a job.
“it takes us to the practical aspect even beyond learning at the four
corners of the classroom entirely we already have a taste of ok what
my course to society issue or societal issue”
“I am a geographer who believes in afforestation. I have seen what
deforestation” Ava
“It helped me to overcome the fear of Oh when we get to 400L how am

I supposed to do this.. because I will have to write project and our
project is more of like experimental sort of so you have to go to school,
talk to the students, diagnose them give them a solution or a remedy of
that behavior in child and all that so it really helped to instead of
thinking how am supposed to do this when am in 400L and all that.”
Damola
3.2. Theme 2: Hands-on experience

As an experiential form of learning, service-learning takes teaching beyond the classroom as
students are made to practicalize what they are meant to know. These students said service-
learning increased their learning and retention of what is taught.
“Yes, I will because I believe anything practical Is really hard to forget

and so many people remember -practical assignment practical works
do like when we were been given the group assignment how how we
were told to do” Dorks
“Yes, Yes, the reason for this is that any academics or center for
learning such as the university is not only the paper oriented . but what
you can do for the society so that the society will realize that you a
literate not ordinary somebody that go to school” Udo.
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3.3. Theme 3: Insight to career Development

Giving students insight into career development is another promising potential of service-
learning. Students have the idea of what to expect as professionals.
“I am going to study that particular field that is of urban planning. I

think I will be putting afforestation into consideration as one of societal
development or community development” Ava
“I think I can have this kind of NGO stuff which does with going to
school, talking to learners, working together in hands with the security
people to just ensure the safety of girls child and I think it is something
I will love to do in the future “Dammy
3.4. Theme 4: Understand course better

Service-learning gives an opportunity for multiple learning styles as students are made to
practicalize, reflect orally after the classroom teaching. A situation which leads to knowledge
retention.
“It help me to achieve my learning outcome if what we practice they

will know the question very well and they answer it” Doris
“” …. okay my engaging the students, it helped in my teaching and it

makes it easy for me or to impact knowledge to make them understand
there are some students that if you don’t engage them they will just bee
looking at you” Abdul
3.5. Theme 5: Problem-solving skills

Service-learning can be referred to as experiential learning which encourages a problem-based
learning approach where students learn about a subject through the experiences gathered while
solving an open-ended, and this develops this skill in them to know how to handle situations
on their own.
“it should be made compulsory because in our society nowadays

majority have go into the university higher institutions of learning but
to just haven the certificate but now we have several problems that we
can solve without using the certificate. the only difference someone
between somebody that went to higher instituting is what the can do to
makes a difference to the society. For example, now an engineering
students who graduated from the university, he doesn’t know how to
repair mechanical device” Toyin
“Yes it was connected because I studied educational management so

we manage everything. We manage time we manage house. so
providing the waste bin is to help the school look more beautiful”.
Dami
3.6. Theme 6: Instils critical thinking

Service-learning instils critical thinking in students such as it enables them to observe, analyse,
reflect, evaluate, explain, infer, solve a problem and thereby make a wise decision. Thinking
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critically enables an individual to be able to solve a problem, good skills needed as human
capital for productivity.
“And further more is that in terms of grade this SL is very educative

one that help any student to think deeply to have more rational thinking
than others” . Mumin
“Infact it helps our reasoning ability, it helps to reason fast okay”, Arin
3.7. Theme 7: Collegiality

Collegiality or teamwork spirit enables an individual to be able to work effectively with others
and promotes productivity of the individuals and as well as the team and thereby lead to the
overall productivity of the organization.
“…. and also team work also Ma, team work. How to work with my
team mate. it helps everybody to.. it helps all hands to be on deck..”
Arin
“we have group pages where we have to keep tabs on them and the
ones that where not on group pages, I will have to call them and
implore them sometimes when we even have group meetings will
encourage them. It was quite stressful because you will be talking to an
adult in that manner this is something we are all doing for our own
benefit so why should I have to beg you or I just feel it is a way to
encourage then so we can all participate to achieve one goal which is
getting the assignment done and getting a grade to mark from it so that
is why “ Cy
5. Conclusions
The ability of a nation to foster human capital development absolutely depends on the existence
of an institution that enables the students to develop abilities which assist students to function
as professionals. This can only be achieved through an experiential form of learning which is
pragmatic in nature as it exposes students to situations where they learn from experiences.
Service-learning is a form of experiential form of learning enable students to have hands-on
experience in learning activities and during the process enhances development of potentials
that are essential for human capital. By employing service-learning, abstract form of learning
is dissuaded. This showed that adopting service-learning in the Nigerian higher education
system will enable students, the potential human capital population of Nigeria to develop skills
which will enable them to function effectively as expected of them in their chosen professions.
This is because service-learning brings students beyond the state of memorizing content to been
creative.
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The Hybrid Practice of Product and Process Approach as a Paradigm Shift

in ESL Classrooms
Palpanadan, S.T.,1*, Ahmad, I.2 and Ros Eliana A. Z.3
1
Universiti Tun Hussein Onn Malaysia, Malaysia.
2
University of Malakand, Pakistan.
3
IPG Kampus Temenggong Ibrahim, Malaysia.
* sarala@uthm.edu.my
ABSTRACT
Writing instruction is known for its complexity in the academic world. Many teachers including
teacher trainees face tremendous enigma in finding appropriate strategies and activities to
perform teaching and learning tasks effectively. Numerous theories and models applied and
practised in English as a second language (ESL) writing classrooms were found to be
impractical due to several circumstances. Despite the careful planning and implementation of
selected language activities, getting the students to write effectively remains a huge challenge
for writing teachers. Hence, this study was conducted to investigate the dominant writing
approach (between the product and process approach) of ten pre-service teachers’ in ESL
primary classrooms. The effects of the adopted approach were also studied in detail. A mixed-
method design was employed, and data were collected from observations, semi-structured
interviews and students’ written texts. The findings highlighted that the product approach was
practised dominantly in the ESL writing classrooms. Meanwhile, process approach was also
practised but partially. The written texts prepared by the students exhibited good linguistic
accuracy, however, lacked creativity. Therefore, this study recommends the writing teachers to
perform hybrid practice by blending the product and process approaches as an alternative
writing instruction to provide room for teachers to begin using process approach more
profoundly without negating product approach. In this way, the benefits of both the
predominant approaches in writing instructions can be utilized to help students to become
effective independent writers of the future.
Keywords: Product approach; Process approach; Hybrid practices, writing instruction, English
as a Second Language (ESL)
1. Introduction
Teaching and learning a second language can be very challenging for both educators and
learners. In many Asian countries including Malaysia, English is treated as a second language
(L2) which is a compulsory subject to be taught and learnt starting from primary education
itself. Even though English is taught from primary schools, Malaysian students are still
struggling to master the language especially in the writing skills. Despite various efforts taken
to enhance students’ ability to perform in the language, students are still seemed to be grappling
to acquire or learn the required skills [1]. Unfortunately, this problem prevails in many
countries up to the level of tertiary education where even university students face problems to
write efficiently [2]. This situation calls for scrutiny of the writing instructions that take place
in the classrooms.
Writing instructions which include the teaching practices of the teachers and learning
styles of the students have been discussed, debated and argued for a long time but the enigma
in mastering the skill persists [3],[4]. Some scholars argue that teachers and pre-service
teachers should implement more learner-oriented practices to help students to acquire writing
skills more effectively [5]. Apparently, English as a Second Language (ESL) teachers and pre-
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service teachers have been trying their level best to help learners master the writing skills in
English. In fact, the Malaysian government’s initiative to emphasize writing skills from year
one itself for primary students so that they “are taught good writing habits” is a great effort [6]
in trying to help the students to learn the writing skills sufficiently. In this case, the teachers
including the pre-service teachers have been trained to teach writing lessons to students from
a young age itself. This allows the teachers and pre-service teachers to start emphasizing the
writing skills as soon as the students enter schooling session so that writing lessons and skills
can be of more familiar to students as they continue to pursue their education to higher levels.
Teaching writing skills is very important to students to allow them to comprehend ideas
and concepts better [7]. Even though there are many courses and trainings provided for good
teaching instructions, there are issues and challenges when it comes to real situation of teaching
practices in the classrooms. These disparities may lead towards poor command of the language
among students [8]. Thus, it is very important to prepare the pre-service teachers to be equipped
to face the challenges that they may face in real classroom setting by studying their practices
of writing instructions in the classrooms. Generally, the two prominently practised approaches
as writing instructions include the product approach and the process approach [9]. Generally,
product approach consists of four strategies (familiarization, controlled writing, guided writing
and free writing) and process approach consists of eight strategies (brainstorming, planning,
mind mapping, first draft, peer feedback, editing, final draft and evaluation) [10]. These two
approaches have been widely used in writing instruction for decades. The teachers seem to
favour the product approach while researchers prefer process approach in teaching writing to
students. Thus, in this regard, this study was conducted to achieve the following objectives:
i. To investigate to common practices employed by the pre-service teachers in teaching

writing in ESL classrooms.
ii. To explore the effect of the pre-service teacher’s writing instructions towards the
students’ writing patterns.

This mixed-method study involved 10 pre-service teachers selected from a teacher education
institute in the southern part of Malaysia. The participants comprised the final year trainees
who were undergoing practicum phases at various primary schools as part of their Teaching
English as a Second Language (TESL) program. The pre-service teachers’ teaching strategies
were observed while they conducted the writing lessons in their respective classrooms. Data
were collected from classroom observations and semi-structured interviews to study the pre-
service teachers’ writing instructions. The students’ written texts were collected to study the
effect of the teaching practices on students writing patterns. The observation checklist was
validated by Rasch Measurement Model. The Cronbach Alpha obtained was 0.98. Apparently,
if the reading of the item measurement reliability is above 0.94, the value is considered
excellent. Thus, the items were considered reliable [11]. The items in the observation checklist
contained characteristics of product approach and process approach being studied. The number
of times that the pre-service teachers applied the strategies of the approaches were quantified
descriptively. Meanwhile, thematic analysis was conducted on the data from semi-structured
interview. Finally, textual analysis was conducted on the students written essays to find the
effects of the teaching practices of the pre-service teachers.
3. Results & Discussion

The data collected from observation checklist were quantified to investigate the preferred
teaching practices adopted by the pre-service teachers. The application frequency of the two
approaches were studied. Each pre-service teacher was observed five times which amounted to
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50 observations. Each observation was divided into three sections or stages – presentation,
practice and production. The strategies of the approaches were identified at each stage to
investigate if the pre-service teachers have employed product approach, process approach or
mixed-approaches (product and process approaches). Table 1 shows the summary of the
approaches applied by the pre-service teachers.
Table 1: Summary of the adopted approaches according to teaching stages

Mixed
Stage/Approach Product (%) Process (%) Total (%)
Approaches (%)
Presentation 62 2 36 100
Practice 96 - 4 100
Production 98 2 - 100
Based on Table, the analysis conducted showed that out of the 50 (100%) observations for the
writing classes for presentation stage, 31 (62%) lessons were conducted fully using product
approach, 1 (2%) lesson was conducted using process approach and 18 (36%) lessons were
conducted using mixed approaches. As for the practice stage, 48 (96%) writing lessons were
conducted using product approach and 2 (4%) lessons were conducted using mixed approaches.
Meanwhile, 49 (98%) writing lessons were conducted using product approach and only one
(2%) lesson was conducted using process approach during the production stage. This showed
that the majority of the pre-service teachers commonly used product approach as their writing
instructions in the classrooms. Among the three stages, they seemed to have employed process
approach insignificantly during the presentation stage by blending the strategies with the
product approach strategies. This showed that most of them preferred to adopt product
approaches during the writing lessons. This idea is further enhanced with the views shared by
the pre-service teachers during the semi-structured interview sessions. Some of the views are
shared in Table 2 below.
Table 2: Participants’ views regarding the teaching strategies
Stage
Participants’ Views (Sample)
(Approach)
/…what I have done was letting my pupils to read the story again. I did this because I
wanted my pupils to be able to remember the flow of the story. / (Product Approach)
Presentation
/ Pupils were required to create a mind map based on the reading text given. / (Process
Approach)
/ The pupils were given an example of the ending of the story in dialogue form. Then, pupils
were asked to complete the dialogue given by choosing the correct phrases and words
provided … Phrases and words were given to guide pupils to get used to the sentence
structures. / (Product Approach)
Practice
/ I showed them several examples of simple sentences and how to do the exercises… I
wanted them to complete several sentences by following the sentences I provided and write
them in the space provided … I chose the activities because I wanted them to familiarize
with build sentence building techniques. / (Product Approach)
/Lastly, I asked the pupils to draw one of the topics learned and build a sentence with the
help of the sentence structure provided … I gave them the sentence structure to help them in
building simple sentence. I guided my pupils to participate by giving simple and clear
instructions. / (Product Approach) Production
/ That's why, when it comes to constructing a sentence or what.. em.. whatever, related to
the constructing sentences ... em… they need my guidance ... even though with the pictures,
they still need my guidance/ (Product Approach)
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The pre-service teachers were found to have employed strategies of product approach more
profoundly that the process approach. Thus, the effects of the adopted styles were studies by
conducting textual analysis by collecting sample essays (short essays) from five students from
after each lesson. The essays were randomly selected to avoid biasness. The findings of the
analysis showed that many students wrote the ways pre-service teachers taught the students.
The essays were mostly found to be error-free. Thus, the students were also found to have
adopted product-oriented writing style. Table 3 shows the short essays written by three
randomly selected students based on a participant’s writing instruction.
Table 3: Students’ sample short essays
Sample Guidance Students’ sample short essays

Sample sentences: Student 1:
This is my favourite This is my favourite notebook computer. It has a keyboard. It also
notebook computer. It has a has a touch pad and a screen. I can search for information. I can
camera. It has a keyboard. It also watch movie and listen to the music. I can send emails.
also has a touch pad and Lastly, I can photographs using my notebook computer.
screen. … Student 2:
This is my favourite notebook computer. It has a keyboard. It also
Key words: has a touch pad and a screen. I can also send emails and play
camera, screen, keyboard, games. I can also search for information. Lastly, I can watch
touch pad, send emails, movies and listen to the music.
play games, Student 3:
search for information, This is my favourite notebook computer. It has a keyboard. It also
watch movies has a touch pad and a screen. I can send emails and play games I
and listen to the music. can also search for information. Lastly, watch movies and listen to
the music.
Based on Table 3, it was found that the students of the teacher trainees were able to follow their
instructions well and prepare the short essays within the stipulated time during the writing
lessons.
4. Discussion
Based on the result obtained from the observation and semi-structured interviews conducted
on the 10 selected pre-service teachers, the most popular approach that they had employed was
found to be the product approach. This was learned from the strategies that they adopted during
the three prominent stages in their writing classroom which were the presentation, practice and
production stages. Strategies of familiarization during presentation stage, controlled writing
during practice stage and guided writing during production stage were very profoundly
practised by the pre-service teachers who participated in the study. On the contrary, the process
approach was not widely practiced. Only very few lessons were found to have had strategies
of process approach such as brainstorming during the presentation stage, mind mapping during
the practice stage and drafting during the production stage. The views that the pre-service
teachers shared also indicated that they were more inclined towards practising product
approach during the writing lessons in the classrooms in teaching English to the primary
students. As a result, the students’ written texts also mostly portrayed the product-oriented style
of writing. Apparently, the process approach was found to be less practised during the writing
lessons among the pre-service teachers. The process approach would be useful to provide more
practices for student to have more practice in writing [12]. Thus, the lack of practice of process
writing approach may reduce the chances of writing experience for students. Therefore, both
the research objectives of the study have been achieved.
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5. Conclusions
The study was conducted to investigate the prominent teaching approaches adopted by the pre-
service teachers who were trained to teach English in the primary schools and the effects of
their teaching practices on the students writing patterns. The dominant practices of product
approach with strategies such as familiarization, controlled writing and guided writing were
found to be practised by the pre-service teachers. They highlighted that due to the time
constraint and other pedagogical factors, they found product approach to best suit the way to
impart knowledge to students. Students were found to have produced largely error-free short
essays by referring to the samples provided by their teachers. Although it was good to learn
that the students were able to write accurately in terms of spelling, sentence structure and
grammar accuracy, there were other elements such as creativity that was lacking in the
students’ final written text. As the scholars suggest, more independent and creative writing
could be enhanced among the students if the process approach can be practised more
rigorously. Strategies of process approach such as brainstorming, planning, mind mapping,
drafting, and editing can be very useful to enhance students writing experiences where they
have more opportunities to involve in the process of writing itself. Thus, this study suggests
writing teachers including the pre-service teachers to conduct writing lessons using hybrid
practises where the strategies of both the approaches can be utilized based on the convenience
of the teachers and students to enhance students’ writing skills.
References
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[4] Zuwati Hasim, Tunku Mohtar, Tunku Mohani, Barnard, R.C. and Abd Razak Zakaria.
(2013). "Metaphors Used by Malaysian Teachers-in-Training: Implications
for Language Teacher Education." Creative Education, 4(74).
[5] Melor Md Yunus, Hadi Salehi, and Norazah Nordin. (2012). ESL Pre-service Teachers’
Perception on the Use of Paragraph Punch in Teaching Writing. English Language Teaching,
5(10), 138-147.
[6] Ministry of Education. (2013). Malaysia Education Blueprint 2013-2025. Malaysia.
[7] Chow V. F. T. (2007). The Effects of the process-genre approach to writing
instruction on the expository essays of ESL students in a Malaysian secondary school.
Unpublished doctoral dissertation. Kuala Lumpur, Malaysia.
[8] Normazidah Che Musa, Koo, Y. L. and Hazita Azman. (2012). Exploring English
Language Learning and Teaching In Malaysia. GEMA Online TM Journal of Language Studies,
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[9] Badger, R. and White, G. (2000). A process genre approach to teaching writing. ELT
Journal, 52(2), 153-160.
[10] Steel, V. (2004). Product and process writing. Retrieved on 10 Mac 2013 from
http://www.teachingenglish.english.org.uk/think/write/approaches.htmll
[11] Fisher, W.P. (2007). Rating Scale Instrument Quality Criteria. Rasch Measurement
Transactions, 21(1).
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affective reactions to and perceptions of their teachers’ written feedback.
English Language Teaching, 4(3), p14.
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Student Engagement Pattern Through Authentic-Based Multimedia

Learning in Accounting Education in Nigerian Higher Institutions
Olusola-Fadumiye Titilope Olufunke1* and Jamalludin B Harun2
1
Ekiti State University, Ado-Ekiti, Nigeria
1,2
Universiti Teknologi Malaysia, Malaysia
* titilope1987@graduate.utm.my
ABSTRACT
The need for tertiary education to produce good graduate students for developing countries to
cope with global shifts in the learning climate seems to be stimulated by increased global
technological growth. Similarly, interactive innovation in educational institutions is needed to
improve the innovative thinking of students, particularly in the fields of science and vocational
education. Moreover, student performance in accounting has remained unsatisfactory, leading
to poor cognitive reasoning ability among students, with high dropout rates and low
engagement attributed to inadequate teaching methods. Therefore, this paper aims to address
this gap by investigating an authentic-based multimedia learning environment to facilitate
student engagement in the teaching of undergraduate accounting education in Nigerian higher
institutions. A review of 90 respondents of sample size from the total population of 120
undergraduates’ students offering accounting courses was conducted. Data were collected
through questionnaire surveys and semi structured interviews using open-ended questions. The
results of the study have implications for instructors and administrators who wish to enhance
engagement in the multimedia learning environment on the students' courses. Future research
may focus on the challenges in implementing authentic-based multimedia learning by engaging
the students. This paper therefore recommends that the federal government, higher institution
administrators, curricula designers and accounting teachers to further promote better student
engagement in the multimedia learning environment in higher institutions in Nigeria.
Keywords: Students Engagement, Technology, Accounting education, Authentic-based

multimedia learning, Student performance.
1. INTRODUCTION
The advancement in technology has enabled the general public to gain access to the digital era,
and computer multimedia has slowly crept into various strands of society. Simultaneously with
the rapid growth of computer multimedia technological skills, higher education teaching and
learning has been consistently rationalized to become supplementary teaching [8], causing
technology to continue to change the world around us. The technologies, according to [7], have
an effect on how societies are organized, making society more virtual and establishing
horizontal interactive networking networks.
In the educational field, technology has influenced how students’ study in the form of
simulations and tablet computers, which have moved beyond the traditional instructor approach
and have influenced students' engagement in the classroom [9]. As a result, the engagement
form of teaching has been combined with multimedia activities, which can also aid in the
development of the students' intellectual thinking abilities during the learning process [20].
Student engagement has grown and been more commonly used as a way of dealing with
classroom behaviour, and has historically centred on increasing achievement, good actions,
and a sense of belonging among students, so that they can study hard [18].
This implies that student involvement will be a proactive learning tool and a transparent result
of becoming a lifetime learner in an information-based community for possible solutions to
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education using the appropriate strategy such as authentic learning to affect the students' skills
ability [17].
Most higher education institutions now use the expository approach of teaching in the
learning process because they feel it is easier to manage when transferring knowledge to
students. However, in the educational field today, technology technologies have influenced
how students learn through the use of machine visualization tools as well as immersive and
shared learning platforms for involving students, which has moved beyond the conventional
approach of learning [1]. According to [14], authentic-based learning illustrates how
information can be applied in real-life situations. As a result, genuine practices are critical in
assisting students in comprehending the complexities of the world outside of the classroom
atmosphere, which is learned in higher education through conventional instructional methods
and multimedia.
As a result, having a similar similarity to real-life environments, through the use of a range
of auditory aids to bridge the distance between learning and the scope of the real world, creates
the illusion of actual learning. The architecture and facilitation of meaningful learning in the
global classroom is complex, requiring a degree of flexibility in opening up instructional
approaches to solutions such as thinking about real-world problems or providing students with
the potential for appropriate learning through collaboration alongside other teammates [16].
This implies that as accounting students participate in authentic learning in a global classroom
setting, they will be able to shape themselves as global citizens by creating learning that
involves them in the sense of accounting while still gaining the skills and expertise required
for current technical development [19].
Several scholars acknowledged that identifying the essential aspects of engaging students is
challenging for them, despite the fact that it has an effect on the learning process and causes
ideas to be unclear. Besides that, [6] described engagement as social networks, shared
participation and commitment, contact with teachers and peers that can help develop a
reputation, and involvement in a school association that can help to develop a social platform
that can be beneficial in learning activities
1.1 Learning Issues of Engagement

Student engagement in learning has also been identified as a strategic learning procedure that
influences students' success. A major difficulty may arise as students leave school
inexperienced or unknowledgeable in the information Community for a comfortable and
successful life in which they can serve and lead if teachers struggle to change the pedagogy,
curriculum, and assessment approaches used for teaching, which can jeopardize their own
future [21].
Students want education that is valuable, not challenging, according to [10]: they want
to engage with topics that matter, overcome realistic problems, learn from each other, people
in their cultures, participate in classroom discussions, and understand that their studies
contribute to having a significant effect on the environment. Therefore, students dropping out
of school due to problematic behaviour in the institution and failure to meet their academic
goals has been identified as a significant issue of student interest in higher education [2].
When students seem to be engaging in the school system successfully, teachers should
communicate in their learning and interact with them using suitable approaches to connect their
learning.
1.2 Current Authentic-based Multimedia Learning Issues

In this study, the issues with learning engagement are related to how students use
interactive media within the university community to disseminate knowledge across open
mediums. Conversely, challenges will also impede learning where the media is misused and
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inadequately provided to pupils, contributing to a loss of awareness on the students'

engagement and desire to learn successfully in the school setting [4], [5]. It is also necessary
to address how media can foster learning through engagement challenges and how these topics
can be resolved through a new approach to teaching to overcome these concerns by [13] with
an authentic learning approach.
The precision is that technology improves student interaction with the use of multimedia as
an immersive application that integrates graphics, images, text, and animation, which makes
learning more realistic through the instructors' capability [14]. As a result, instructors must be
encouraged to embrace multimedia as a new development in education, since using technology
in the classroom will provide students with improved visual, auditory, and sensory experiences.
Hence, to engage students in accounting education, authentic learning allows them to perform
assignments that will be completed in a real-world context.
[11] highlighted the problems with conventional teaching approaches taught in tertiary
education as being unsuitable for real-life and problem-solving situations that require discrete
information and intervention, while in today's universities. Although much work on authentic
learning has been done in many fields over the last decade, accounting has been neglected, and
the lack of interaction and issue of communication with the use of multimedia program to
educate the students are not being adequately guided to enhance the students in the learning
context.
Therefore, having a close correlation to authentic environments, the reliability in the
use of a variety of audio-visual aids, and focusing on information generates accessible learning
environments [3].
2. OBJECTIVES
1. To identify the factors affecting learning success among accounting education
students in tertiary institutions.
2. To evaluate the elements of authentic-based multimedia as a determinant learning
success among accounting education students in Nigerian tertiary institutions.
3. To determine the level at which authentic-based multimedia influence learning
success among accounting education students.
4. To analyze the effects of authentic-based multimedia on learning success of
accounting students.
5. To identify the challenges faced to implements authentic-based multimedia for
learning success of accounting students in Nigerian tertiary institutions.
6. To establish the relationship between authentic-based multimedia and accounting
students’ learning success in tertiary institution.
3. METHODS
The study adopted mixed method approach with a purposive sample of 90 undergraduates’
students from a public university in south-west geopolitical zone Nigeria. The scales
instrument's questionnaire was based on [10] nine main theoretical elements of authentic
learning contexts. The questionnaire was conducted for data collection with the use of pre-test
and post-test to describe the students’ performance test (SPT) while the qualitative data
included interview in collecting data from the participants. The questionnaire was subsequently
implemented to the final version based on feedback. The questionnaire scales have a 5-point
Likert scale, with a 5-point response being the most positive and a 1-point response being the
most negative. Positive expression was used in all of the questionnaire's item. Data analysis for
the study include the use of descriptive (Mean, percentages, standard deviation, t-test) and
inferential (correlation, analysis of variance, co-efficient, regression, p-values) statistics. The
validity and reliability of the questionnaire was developed by Cronbach’s Alpha Coefficient
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based on the data collected during the pilot study. A total of five (5) respondents was used for
the testing in the pilot sample which is not in the actual study, and the questionnaire was
conducted for 20 minutes during the class session.
3. RESULTS AND DISCUSSION

Currently, this study only examined and discussed whether the method was a useful aiding
instrument in accounting education and students' authentic learning environment. The study
findings have consequences for teachers and administrators who want to increase student
interest with multimedia learning environments in their classes. The consequences of the results
are that these issues are widespread, and educational planners should be aware of them.
4. CONCLUSION
The study has successfully identified some problems encountered in the learning success
among accounting education students in tertiary institutions. The goals of education at this
level via the knowledge of accounting and self-confidence may not be met if these problems
are not well addressed by the concerned-the government, teachers and the students. The
solutions proffered in this study are the basis of recommendations made that the federal
government, higher institution administrators, curricula designers and accounting teachers to
further promote better student engagement in the multimedia learning environment in higher
institutions in Nigeria.
ACKNOWLEDGEMENT
This work was supported by Tertiary Education Trust Fund (Tetfund) of Nigeria, and the
department of Vocational and Technical Education, Faculty of Education, Ekiti State
University, Ado-Ekiti, Nigeria.
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Learners’ Participation in Adult Literacy and Skill Acquisition

Programmes in Northwestern Nigeria
Yusuf Mohammed1, Mahani Mokhtar2*, Santhanamary R. Anthony3
1,2
University Technology Malaysia, Johor, Malaysia.
1
Federal College of Education Zaria, Kaduna State, Nigeria.
3
ITE Temenggong Ibrahim Campus, Malaysia.
*p-mahani@utm.my
ABSTRACT
Learners' participation in Adult Literacy and Skill Acquisition Programmes (ALSAP) is
challenging for the government, instructors and other relevant bodies in the educational sectors
in Nigeria. Research exists regarding the ALSAP design, implementation and evaluation, but
little is known about the adult learners’ participation in such programmes which have a high
rate of dropouts in Nigeria. This paper presents a part of the findings from a larger study which
explored experiences and perceptions of adult learners’ participation in ALSAP. The research
design of the study was purely qualitative using case study inquiry approach. Data were
collected through in-depth interviews with 6 facilitators and 12 adult learners who participated
in ALSAP in three centres in Northwestern Nigeria. Thematic analysis using the Nvivo 12
software application was used to analyse the data. Results revealed that some adult learners’
experiences were interesting and exciting, that they developed positive behaviour towards
persistence and continued learning at the ALSAP. While others were unsatisfied with the
teaching and learning experiences and poor instructional materials in the centres. They
expressed difficulties in understanding content of subjects and to cope with the pace of
teaching. The curriculum was not suitable for adult learning therefore, it was hard for them to
comprehend and cover the content within the duration given. Findings also revealed that,
personal hardships such as home responsibilities, lack of self-efficiency and transportation
were some of the challenges that adult learners experienced and faced in ALSAP.
Recommendations to improve participation, the effectiveness of teaching and learning and
functionality of ALSAP are given.
Keywords: Adult learning, adult learner, participation, adult literacy and skill acquisition
programme
1.0 Introduction
Educating and empowering the masses is one of the greatest and central concerns of nations
throughout the world, as educated and empowered societies guarantee more peace, justice and
unity for all. This is clearly seen when the United Nations Educational, Scientific and Cultural
Organization (UNESCO), in the 1990 conference in Jomtien, Thailand, launched the Education
for all (EFA) movement which is a global commitment, to provide quality basic education for
all children, youth and adults [1]. It was here that experts across the world defined the concept
of adult basic education to mean every bit of essential learning (for example literacy,
numeracy, reading or verbal expressions, and problem-solving) and the elementary learning
content (such as skills, attitudes, values, and knowledge) needed by individuals. These two
types of learning are believed, will enable individuals to survive and enhance their full
capacities to develop the quality of their lives, to make informed decision and to continue
learning [2], [3].
The terms ‘adult learning’, ‘adult literacy’, and ‘adult literacy and skill acquisition
programmes’ are well-known as alternative terms which refer to adult education. They all fall
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under lifelong learning and education of the present time that surface in the educational history
throughout the twentieth century [4], [5]. The drive for adult literacy programmes is not merely
to enable learners to acquire reading and writing skills but also to improve their living standards
through socio-economic power and job creation. In Nigeria, numerous governmental and non-
governmental organizations have considered literacy education as the main key in enhancing
and improving the lives of the community members. Thus, many literacy centers serve as
accessible opportunity to citizens to alleviate some socio-economic difficulties facing them,
such as in small petty businesses, Agric loans, and family support programmes [6]–[9].
Literature established that there is a significant link between literacy education programmes
and development, but on the other hand, the high rate of dropout in such programmes indicate
the tendency of failing to serve the purpose which they are made to serve [9]–[12].
Adult literacy in literary is considered more important for entry to the world of work
and for job opportunities, which is why reading and writing skills are given more emphasis
than simple arithmetic [13]–[15]. It could also be seen as the sort of learning aimed at assisting
the individuals to attain self-actualization, enhance knowledge and skills so that they become
active participants in the development of their communities as a whole. Thus, adult literacy
and skill acquisition refers to literacy programmes designed to intellectually improve and
economically empower learners whereby to become politically and economically relevant; and
socially responsible [16]. The inability to read, write, and do simple computation has served as
a fortress to the development for many adults which as a result, left them in abject poverty.
In Nigeria, the target groups for literacy programmes can be deduced from the National
Policy of Education that states the responsibilities and objectives of the National Commission
for Mass Literacy, Adult, and Non-Formal Education. The mandate is to provide basic literacy,
post-literacy, vocational and continuing education to the following target groups: Adults and
adolescents (15 years and above) who have never been to school and cannot read or write;
Adults and adolescents (15 years and above) who are above school-going age but have not
achieved the competencies of reading, writing, and numeracy; Early school leavers who could
not stay to achieve permanent literacy for effective work; Adults / youths requiring
rehabilitative education (including prisons inmates) known as “Yandaba” in the North, area
boys in the South-West and out-of-school boys in the South-East and South-South of Nigeria;
School-age children and youths (6-14 years) not enrolled in the formal school system. These
target groups are found among Women in purdah; Rural women; Peasant farmers; Market
women and men; Out of school children and youths; Girl-child and out- of -schoolboys; Street
children with no fixed address; Traditional Qur’anic school children (the Almajiris); Adult
Nomads/Migrant Folks; The physically challenged children/youth; Illiterate drivers; Illiterate
workers / semi-skilled workers (roadside mechanics, artisans, etc.); Illiterate / semi-skilled
junior workers in public and private sectors; Prison inmates requiring rehabilitative education
[17], [18].
The government, therefore, pays more attention to motivate and draw the interest of
these adult learners to participate in ALSAP; and on how to make learning more meaningful to
them. Learners' participation has become among the central themes of the twenty-first century
and it is seen as an avenue for enhancing equal opportunity to all as well as assisting in reaching
the “hard to reach”. The literature indicates that it is difficult to achieve the adults’ educational
goals without prioritizing equal opportunity that increases their participation rate [19], [20].
The learners include all young adult men and women of different categories of age and status
namely; married, singles, divorcees, and widowers. The adult literacy programmes are
considered as a strategic tool that enhances the quality of life in human development. Numerous
scholars have ever since theorized to work out modalities to provide literacy for all. In
achieving this, the participation of adult learners becomes a necessary tool in preparing
individuals to take part fully and actively in the competitive workforce in society. Hence, many
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organizations both governmental and non-governmental have emphasized adult literacy as a

tool to enhance human skill development and to produce a learning society. Without equal
opportunity that increase the participation rate for all, it will be difficult to attain adult
educational goals [21], [22]. Taking into account the issues around the participation of adult
learners in ALSAP, this study embarked in answering the following research questions:
Research Questions
RQ1: What are the factors that influence the participation of adults in adult literacy and
skill acquisition programmes in Nigeria?
RQ2: What is the teaching and learning experiences of learners in adult literacy and
skill acquisition programmes in Nigeria?
RQ3: What are the impacts of learners' participation in adult literacy and skill
acquisition programmes in Nigeria?
RQ4: What are the challenges faced by learners who participated in adult literacy and
skills acquisition programmes in Nigeria?
2.0 MATERIALS AND METHODS
2.1 Research Design

This research adopted the qualitative research design to collect, analyse and interpret data [23].
Subsequently, case study strategy of inquiry was chosen to obtain in-depth and adequate data
for the research [23], [24]. Case study was chosen as it enables the researchers to conduct an
in-depth exploration of the intricate phenomena within the context of the participation of the
adult learners in ALSAP in Nigeria.
2.2 Participants
Purposive sampling method was used to select the research participants in the study. In
qualitative research, the researcher may purposefully select individuals, sites document or some
other visual materials that he may think would be helpful to understand the problem under
investigation and assist in answering the research questions [23]. It is for this reason, that the
participants of the study were selected as cases for this study. The participants consisted of six
facilitators and twelve adult learners in ALSAP from three literacy centres in northwest
Nigeria. The six facilitators were between 28 to 57 years old and had a minimum of three to
ten years of working experience in the literary centres. The participants on the other hand,
consisted of twelve women between the ages of 27 and 50 years old. These twelve participants
were students in their second and final year of study in the three literary centres.
2.3 Data collection and analysis

The data collection for the larger part of the study consisted of in-depth semi- structured
interviews and document analysis of related documents. However, for the purpose of this
article, only the source of data which were obtained through semi-structured interview to
answer the research questions stated in this article are reported. Structured interview is a very
useful data collection because of it is structured enough to emphasize certain aspects of the
research problems and also flexible enough to allow participants to present new meaning for
the study [23], [25], [26]. Hence, for these reasons, the semi-structured interview was used to
explore learners’ participation in ALSAP in north western Nigeria that was investigated
through the perceptions and the experiences of the respondents. Relevant literature was
reviewed before and during the designing of the interview protocol, to obtain details on
learners’ participation in ALSAP. Experts were consulted and necessary changes were done
based on suggestions given to further refine the instrument of the study. The interview lasted
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about 35 to 45 minutes and this was done with the view to get useful information about the
research questions which were supported by probe questions to aid in getting a clear picture of
the investigation. Data were analysed using thematic analysis by employing NVivo 12 data
analysis application software.
2.4 Credibility, Applicability, Authenticity, and Limitation of the Study.

The nature and purpose of qualitative studies differ greatly with that of the quantitative study.
Therefore, the criteria employed in the study to determine the relevant value and usefulness are
not the same as used in quantitative studies [23], [25]. Therefore, to ascertain the validity and
reliability of the study, the concepts of credibility, authenticity, and applicability are often used
due to the unique nature of qualitative study. Credibility in this qualitative study was projected
in the strategies that were employed such as face to face individual interviews with respondents,
reporting the result findings, discussing the research findings and interpreting the results.
Moreover, review of literature was carried out before designing the individual interview
protocol; after which experts were consulted. Their suggestions duly affected the instrument to
provide the credibility of the study. Similarly, to increase the true credibility of the study,
participants were informed and oriented prior to the interview. To ensure the applicability of
the study, discussions on how the individual interviews were carried out, the procedure on how
data were recorded and how results were attained were reported. This information would be
helpful to any researchers in conducting similar research. In addition, to ensure the authenticity
of the study, fairness was included, by making sure the viewpoints of the participants were
fully represented. This was done by not allowing personal values, and theoretical or any
inclination biases to snatch away authenticity of the findings of the study. The study has some
limitations. Most importantly, is that participants were from northern part of Nigeria, who are
dominantly Muslims and Hausas by tribe. This may influence the way they approached and
perceived issues. The study was unable to cover southern part of Nigeria where majority
Christian and Yoruba or Ibo tribes lived due to the fact that there was a shortage of time and
resources to permit the researchers to cover Nigeria as a whole. Another limitation was that,
the study only focused on learners who participated in ALSAP, while disregarding to
investigate what prevented the illiterate non-participants from participating. These limitations
were attributed to the sole nature of the study being a qualitative research which is time
consuming [23].
3.0 Results
Findings of the qualitative data analysis using thematic analysis produced four emergent
themes in answering the research questions of the study. The four main emergent themes
identified were influence of participation, teaching and learning experiences, impact of
learners’ participation and challenges faced by adult learners. The findings of these emergent
themes will be discussed in the next sub-sections.
3.1 Factors influencing participation in adult literacy and skills acquisition programmes
(ALSAP)
The first common emergent theme was the factors that influence adult learners to participate
in the ALSAP in the three centres. The results of the analyses of the Nvivo 12 for Research
Question 1 based on the participants’ and facilitators’ semi-structured interviews are presented
in Figure 1.
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Figure 1: Factors influencing participation in ALSAP.
As shown in Figure 1, the findings from the respondents indicated that the main emergent
factors that influence learners’ participation can be categorized under the sub-themes of
literacy, employment, psychological reasons, sociological reasons, and training their
children. Below are the interview excerpts to support the findings for Research Question 1
(RQ1).
ALP3"…I join the programme to become literate."
ALP10"…because it will help you to be literate by knowing how to read and write
ALF1"…to acquire vocational Skills…to became self-reliant"
ALP2"…the way the facilitator respects the learners"
ALP4"…how to live with people within the society"
ALP8"...It’s disgrace to a woman if her son or daughter bring their assignment to
solve for them and say she don’t know or cannot do….".
The findings from the individual semi- structured interviews with facilitators and learners from
the three ALSAP centers revealed that literary is one of the reasons which made the participants
to enroll into the adult education classes. Some of the participants claimed that they were
influenced as they wanted to improve their existing skills and literacy (ALP3). All facilitators
and learners agreed that employment is one of the reasons that motivated adult learners to
participate in ALSAP (ALP1). Those already working also wanted to be able to retain and
maintain their jobs and these really encouraged them to participate in the literacy programme.
The sub-theme psychological reason refers to some of the reasons related to psychological
aspects of adult learners that influence their participation in ALSAP. The interview findings
from the respondents indicated self-esteem, confident, and among others are some of the
rationales given by the adult learners enrolled in ALSAP (ALP2).
The results also indicated that some of the learners enroll in the program for
sociological reasons; with the intent of making new connections, making new friends and to
be able to communicate with others in English language especially at marketplaces and
hospitals (ALP4). The sub-theme training their children discusses reasons why the adult
learners feel that it is necessary to enroll in ALSAP. All facilitators and learners confirmed that
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adult learners participate in literacy programmes because they want to assist their children in
doing their homework especially in assignments that are above their level literacy (ALP8).
3.2 Teaching and learning experiences in literacy and skill acquisition programmes
The second common emergent theme of the study was the teaching and learning experiences
of the respondents. Figure 2 depicts results of the analyses for Research Question 2 (RQ2),
where five sub-themes were identified namely; assessments, curriculum, lesson delivery,
professional facilitators, and slow learners.
Figure 2: Teaching and learning experiences in ALSAP.
Below are the examples of interview excerpts to support the analyses for Research Question 2.
ALP1"…we faced some challenges in examination as it is for the formal schools

exams…hard for us to understand. So, … interesting if exams designed for us
… will encourage full participation".
ALP4"…We need our own examination as the facilitators said since the one, we are
sitting for are long and hard to our level, is purely for formal schools".
ALP3"…We will benefit when the center is improved… - not as what happened
during our laboratory experiment… - most of the equipment are not available
and this discourage us and reduce our interest in learning".
ALF3"…Is important to introduce the use of technical materials like computer,
projector etc., in teaching which will serve as practical teaching than class".
ALF5"….and having their own curriculum will be easy in teaching them for example,
especially the Science Subjects….as I said these adults are slow learners, so
their programme should be designed to suit their nature".
ALF6"…Area of improvement, government should send us (facilitators) for seminars
and training on adult teaching-learning method".
All the facilitators and participants of the three literacy centres confirmed that the assessments
are not appropriate for the adult learners (ALP4). Therefore, there is a call for the need to have
a separate examination body that with look into the affairs of assessments for certification and
not just give them the same exams as their counterparts in formal schools, as is the situation
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currently. The respondents stressed on the fact that there is a need for autonomous body that
will pilot their own examinations to them. They believed this will ease the tension that is in the
formal school assessment (ALP1).
All the facilitators agreed that the lesson delivery methods they employed in teaching
the learners are inappropriate. Facilitators accommodated the difference between teaching
adults and that of other levels of education (ALF5, ALF6). They confirmed that teachers were
trying their best to accommodate all the adults in their classes but the learning content remained
difficult for some of them. The teachers even worked extra hours just to assist those who did
not understand any particular content during teaching and learning hours. A participant said
the facilitators need facilities to be able ease they teaching and learning process in ALSAP
centers (ALP3). All the participants admitted that the effectiveness of good teaching and
learning experiences in the country is determined from the type of instructional materials
available at the centers. According to them, this will serve as a means that influence learners
to become persistent in participation and even to attract others to enroll (ALP3). Most of the
participants agreed that some of the facilitators are professional in the delivering their lessons.
Others participants, on the contrary, complained that there are also some facilitators who are
not up to the standard of a professional in terms of teaching. According to them, these
facilitators should know that the adult learners are slow learners, therefore their method of
teaching should progress from simple to complex, which should be entirely different from those
of the formal system of education. The facilitators interviewed also agreed with the participants
on this finding. The facilitators related that the facilitators who are not professionals are those
who only hold National Certificate of Education (NCE). These facilitators were actually
groomed to teach formal students; therefore, they need to be trained on how to handle the adult
learners so that their teaching will be more appropriate (ALP6).
The above sub-theme focusses on the nature and characteristics of adult learners in
relation to teaching and learning in ALSAP. The nature of adult learners makes them different
in terms of the way they acquire knowledge, skills and values. It also affects the process of
teaching them as was established by many theories of adult education. All the respondents of
this study, both the facilitators and learners reaffirmed that the characteristics nature of the
adult learners being slow in learning compared to their counterpart makes the conventional
learning processes not suitable for them. Therefore, the way of teaching adult must be aligned
with their nature and should be professionally oriented (ALF5).
3.3 Impact of participation in ALSAP

The third common emergent theme of the study was impact of learners’ participation in
ALSAP. This theme explored the effects of the ALSAP on the learners. Five sub-themes
identified were: communicate with others; influence others to participate; literacy; care for
children and vocational. Figure 3 depicts results of the analyses for Research Question 3
(RQ3) which identified these five sub-themes.
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Figure 3: Impact of participation ALSAP
Below are the examples of interview excerpts to support the analyses for Research Question 3
(RQ3).
ALP4 "…We benefit a lot from the learning since we can speak English, know how
to communicate when visiting market and hospitals".
ALP6"…Since the teachers are punctual and show patience in teaching, it encourages
students to have more interest in the programme. Also make them to
influence their friends to come to school.
ALF3"…elderly women who are almost 50 to 60 years but have the interest and courage
to participate in this programme and are coping with the learning.…They
encourage others by seeing them attending classes, instead of the sitting at home
telling stories to grand-children".
ALP6"…They are benefiting since they become literate (can read and write)".
ALP4"…We know how to calculate when conducting transactions in bank and
other places"
ALF6..."If you are not educated or literate, you have less information on things that
happen around you. You fail to help yourself at home, in banks and small
businesses".
ALP2"…We learn Home Economic that is how to cook, keep our environment clean"
ALP3"…We can be able to make submission in front of people at cooperative
meetings"
ALP4"…take care of our children".
All participants confirmed that the one of the benefits they derived from participating in the
literacy programmes was that they can now communicate with others at hospitals, markets,
banks and sign or write their names as well (ALP4). They do not feel embarrassed anymore.
In addition, making positive impact to other people’s lives is a welcomed development,
especially when people change their attitudes from non-participation to active participation in
ALSAP. All participants and facilitators confirmed that their participation encourages others
to join (ALF3). Respondents also indicated that the attitudes shown by their facilitators also
encouraged others to participate which in return benefit the learners and their community at
large (ALP6).
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Illiteracy, is one of the major problems facing many adults across the world and the
Nigerian government had attempted to address these situations since the very beginning of
independence in 1960. The inability of many adults to read, write and make simple arithmetic
cause a great setback in their lives making them vulnerable and leaving them in abject poverty.
All participants agreed that literacy and ability to compute simple arithmetic are the major
benefits that they have gain in participating in ALSAP (ALP6). It was also found that the
empowerment of adult learners enables them to speak in public because their engagement in
ALSAP increases their self-confidence, self-respect and political awareness. Some of the forms
of social integration indicated by participants, especially women, are their involvement in
social clubs such as weekly or monthly contributions and multipurpose societies. Participants
indicated that they are able to take leadership positions in social clubs because learning has
given them self-confidence (ALF6, ALP3).
All participants indicated that they benefitted from the vocational training from ALSAP
(ALP2, ALF6). The provision of ALSAP for adult learners have become a need, more than a
want for their development. Poverty and joblessness affect illiterate adults because they are not
active economically. ALSAP empower adults to be able to start petty business and gain
planning skills. ALSAP provide education which improves the lives of millions of Nigerian
citizens living in extreme poverty.
3.4 Challenges faced by learners in ALSAP

The fourth common emergent theme of the study was challenges faced by learners. This
theme emerged from the exploration of the difficulties faced by adult learners who participated
in ALSAP. The sub-themes identified were: poor attendance, community participation,
facilities, lack of awareness, short of personnel, transport and home responsibilities. Figure
4 depicts results of the analyses for Research Question 4 (RQ4) which identified these five
sub-themes.
Figure 4: Challenges faced by adult learners at ALSAP
Below are the examples of interview excerpts to support the analyses for Research Question 4
(RQ4).
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ALF1"…First assignment is to make sure the teachers are in the school and class before
the students - also to see that the students come school on time always”.
ALF3"…So we should change and make all necessary arrangement in time before
school start and be punctual".
ALP3"…Fridays are when we are missing teachers when compared with other days
since the teachers are short in number".
ALP4"…For the students, they absent or come to school late due to transport problem".
ALF1"…We need the community to help in terms of personal and buildings like toilets
and class, also ensure the society are aware of the center and the importance
of education to them (community)”.
ALP2"…On the society or community, the problem here is the way they are
looking at the student (women) since majority are not married but divorcees.
Some think we are dressing and going for enjoyment rather than learning".
ALP4"…Community on the other hand, should allow their women to go to school and
stop removing them from school, also allow them to further their studies".
ALF6"…More structures be erected with solar lighting (solar) and infrastructures for
conducive atmosphere for teaching-learning. This will reduce the congestion of
students of more than 100 in a class".
ALP7"…The blackboards were not in good condition, we can’t see what was written,
they need renovation … and shortage of teachers which resulted in not
having teachers for some subjects".
ALF5"…Due to short of staff (teacher) and change of lesson time, some students feel
discourage in coming to school".
ALP2"…Government should assist by providing means of transport to ease the
hardship the students are facing by introducing school bus at cheap rate and
affordable price".
ALP3"…Sometime we wake up kobo-less (not having money) and this can result to
begging or looking for lift which this can tarnish our image. Although sometime
we help ourselves when we observed that some of us are not financially sound".
The sub-themes identified can further be categorized as internal and external barriers.
Internal barriers are barriers in ALSAP such as facilities, short of personnel and community
participation whereas, the external barriers include poor attendance, lack of awareness,
transport problems and home responsibilities. All facilitators and learners agreed that poor
attendance is one of obstacles and challenges at the ALSAP (ALP1, ALP4, ALP5). For any
programme to achieve its aims and objective, proper measures must be taken to stop learners
from being absent or coming late to class. If not, this will result in learners not meeting the
required series of training needed for him or her to acquire the targeted objective of the
programme. Another internal barrier/ challenge is the inadequate facilities in the ALSAP
centers. There must certain conditions that has to be fulfilled and met for teaching and learning
to be effective. All the participants agreed in unison that most of the centers are in bad
conditions. Among the things that they are in need of are new classrooms, seating and written
desks to make the centers more attractive and conducive for learning (ALP7, ALP6). The sub-
theme short of personnel refers to lack of adequate staff and facilitators as well as professional
facilitators is another internal challenge. The participants from all three ALSAP confirmed that
the centers were facing challenges in terms of short of personnel which resulted in the centres,
not having lessons on specific days or times (ALP3, ALP7). Some of the respondents related
that even the available facilitators they have at the centers are not professionals or experts in
terms of teaching or handling adult learners.
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The community participation sub-theme refers to support given by the community that
serves as a form of encouragement to both learners and facilitators in ALSAP. These supports
could be in any forms such as materials, moral, advice and others. The findings revealed that
the adult learners have different views about the assistance they receive from the community
members. Some respondents showed satisfaction and have indicated that their host community
are helpful especially in terms of building extra classes, digging boreholes, serving as security
guards during holidays, and being more vigilant to students, visitors and staff to ensure they
were protected from any harm or evil in the area (ALP1). While some respondents showed
dissatisfaction and unhappiness. They indicated that some attitude by the community members
discouraged them from continuing with the literacy programme (ALP2, ALP4), acting as an
external barrier to their progress.
Another sub-theme that is an external barrier/challenge is lack of awareness.
Information is power, if an individual is well-informed, he or she will be able to act in
accordance with the information available. Results indicated that lack of awareness about the
ALSAP is a challenge facing the programme in many parts of the country. This has resulted in
crisis among married women with spouses as they are denied of their rights because of
ignorance (ALP2, ALP4). On the other hand, if these spouses were well-informed about the
importance of literacy to them and their society, the married women will be allowed to
participate.
Transportation to and from the literacy centres on time is also another external
challenge facing adult learners in the ALSAP. All participants confirmed that lack of transport,
travel cost, length and ease of journey, and the inability to get transport after school closing
hours, deter students from learning. Some even complained of not having money to transport
themselves to ALSAP centres that they have to trek by their foot. This led to being late or and
even to the extent of being absent. They voiced that the Government should take action
regarding this matter (ALP3, ALP4, ALP2). All participants also agreed that home
responsibilities also act as external challenges which resulted in them, not being able to do their
day to day school responsibilities.
The above findings clearly indicated that there exist benefits as well as barriers for those adult
learners’ participating in ALSAP.
4.0 Discussion and conclusion

The study explored adult learners’ participation in ALSAP from the facilitators’ and adult
learners’ point of views. The data were collected from semi-structured interview protocol.
Findings of the study showed that the factors that influence the participation of adult learners
in ALSAP include Literacy, Employment, Psychological reason, Sociological reasons and
Training their children. There are clear positive benefits and impacts in these aspects on the
adult learners participating in ALSAP. Some of the participants claimed that they made new
contacts and were able influence others to participate. While others have even started doing
their small businesses or got employed. The findings corroborated with other studies that
stressed the impact of literacy skills on employment and could be a defining factor that changes
life [27]. The findings also corroborated with the work of [28], [29] that, the psychological
and socio-economic features of the individual should tally with the characteristics nature of the
organizational aspects and learning environment of the educational programmes for example,
content of the courses. Therefore, for adults to persist in learning, relevance with the real-life
situation must be considered as most of adult learning theories argued.
Findings also revealed that the teaching and learning experiences from the perceptions
of facilitators and learners in ALSAP include sub-themes of assessment, curriculum, lesson
delivery; professional facilitators and slow learners. The participants claimed that the
curriculum used in ALSAP centers do not align with the nature of adult learners but that of the
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formal school's curriculum. Hence, the text books they used and the type of examination they
sit for should be specifically adult primer [30]. Moreover, these findings corroborated with
experts' views [31]–[34] that content has a vital role in the motivation of adult learners.
Furthermore, the adult educator and the human interrelations in the classroom play an
important role with regards to participation of the adult learners and consequently, focus should
be strongly on teacher training and the continuous evaluation of teaching performance. Adults
are slow learners by nature therefore, teaching them should be in accordance with their nature
as they are only able to learn brief things, not much at a time and are slow in grasping
information. This finding is also in accordance with [30] argument that the facilitators should
consider the nature of learners in adult class before planning and carrying out lessons in such
a way that learners can gain new behaviour, practice if necessary and equally understand the
process of how and when to use it in a practical circumstance.
The findings from the facilitators and adult learners explained the challenges they faced
in ALSAP which are also some of the reasons for the dropouts from ALSAP. These challenges
were related to poor attendance, community participation, facilities, lack of awareness, short
of personnel, transport and home responsibilities. Previous researches indicated that learners'
performances and well-being are heavily influenced by their impressions of the learning
environment [35], [36]. This is in line with the findings of this study which indicated that the
perceptions and experiences of the respondents of the ALSAP learning environment were
generally not satisfying. With regards to the facilities in the ALSAP centers, majority of the
respondents complained that there were not enough chairs, resulting in some learners sitting on
the floor. Some of the blackboards also had faded and that they could not see clearly. This
affected their understanding of the lessons. Participants also were unsatisfied with their current
curriculum. They claimed that they need to have a new curriculum design that is appropriate
for adult learning. In addition, findings which highlight impact of ALSAP on the respondents
support the notion stated by [37] who opined that adult literacy centres are involved in
introducing learners to the world around them. Therefore, to keep abreast with the latest skills
and knowledge; and to cope with challenges, learners need to be taught and guided to develop
life skills and life orientations. Based on the findings of this study, two major recommendations
are made. Firstly, it is recommended that transportation, one of the external barriers/challenges,
is taken seriously and given due consideration by the government to ensure more participation
in ALSAP. Secondly, it is recommended that further research be carried out on the educational
needs of adult learners in the ALSAP. This will help immensely in designing adult learning
curriculum as findings indicated that the existing curriculum has some challenges and needs
improvement to further upgrade the standard of education in ALSAP and to lower the dropout
rates. With these, quality education provided at adults’ literacy and skills acquisition centres
will further exceed and assist in the efforts to produce first class human capital in Nigeria.
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Impact of STEM Education on Teaching Learning Process.

Salim Zeema, PhD
Lahore College for Women University, Lahore, Pakistan.

*Zeema.ahmad@gmail.com
ABSTRACT
STEM is an approach that combines the disciplines of science, math, engineering and
technology. No one can deny its importance, because to live and survive in 21st century STEM
Education is indispensable for preparing our students for future demands.
The present study was a meta-analysis study and its aim was to examine the impact of STEM
Education on teaching learning Process. The research began by searching research papers and
dissertation on relevant online database Google scholar. The inclusion criteria of this study
were: English language published articles and dissertation on STEM from 2000-2020,
researches done at elementary, secondary and higher level except special & vocational
education, all learning programs after school and empirical research-based researches. Total
35 articles and 5 dissertations selected for this purpose. Each study was coded. After reading
them thoroughly, their effect size calculated by using Cohen’s d formula. From data analysis it
was concluded that STEM education has good impact on teaching learning process and students
who learned through integrated STEM education approach became more creative, innovative
and higher order thinking skills developed among them as compared to those students who
learned through simple traditional approaches.
Key words: STEM Education, Teaching learning process.
1. Introduction
21st century is regarded as an era of advance technology and knowledge. Therefore, it is crucial
for all nations and societies to keep themselves up-to-date. Every nation and society desires to
excel and win in the race of advance knowledge and technology and it could be only possible
if they make their individuals creative, productive and skilful persons. The secret behind
progressed and developed societies is their productive and skilful individuals. Educational
institutions produce productive and skilful individuals. Therefore, it is the duty of 21st century
educational institutions to focus their attention not only on students’ academic achievements
and performance but also train them with upper-level skills such as critical thinking, problem
solving, cooperation, exploring, analytical thinking, creativity and other 21st century skills.
A hot and latest trend known as STEM (Science, Technology, Engineering and
Mathematics) has emerged in recent years in order to make students creative, productive and
skilful.
According to Akgunduz 2016 “STEM education is an approach that combines the
disciplines of science, math, engineering and technology”. All of these disciplines highlight
the skills in the 21st century, enabling students to obtain the abilities to adapt, social skills,
communication skills, scientific thinking, self-control, and adaptation to innovation and
creativeness (Bybee, NRC,2010; NRC). The purpose of the implementation of qualified STEM
education is to raise quality engineers, scientists, mathematicians, and tech experts. In addition,
it aims to prepare the students for the post-school life, facilitating an encounter with real-world
problems (Akgunduz, 2016).
The difference of STEM education from other approaches is that it is integrative. That STEM
education is integrative means that it blends the content of science and math with engineering
and technology (Akgunduz et al, 2015). In the integrative STEM education, learning quality
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and students' interest have the potential to increase with project-based activities. With project-
based education integrated with math, engineering, technology and science courses, students'
desire to learn and their learning levels could be higher. At this stage, methods based on
problem solving, exploration and research all have great importance for the integration of
STEM education Sarican, G., & Akgunduz, D. (2018).
Today STEM education in many countries, especially in countries like United States,
Korea, China and UK focus on STEM philosophy. STEM philosophy ensures that countries,
in which it is applied, maintains their current economic and technological leaderships. On the
other hand, it is also used to increase countries success in international examinations such as
PISA and TIMSS. These examinations are considered as podiums on which counties put
appearances. At this point, STEM has an important place for countries. Yildirim, B. (2016).
1.1 Statement of the Problem

From above discussion the importance of STEM education has revealed that it should also be
introduce at all education levels in all developing countries like Pakistan, so they can also
succeed and excel in the race of science and technology hence, researcher wants to do meta-
analysis to check the “effects of Stem Education on teaching and learning process.”
1.2 Purpose of the Study

The purpose of this study was to examine the effects of the STEM education on teaching
learning process by reviewing studies related to this topic.
1.3 Research Questions

This study has two research questions
1. What learning outcomes students can achieve by studying integrated STEM subjects?
2. To what extent do integrated STEM education effects teaching and learning process?
2. Literature Review
2.1 What is STEM Education
Satchwell and Loepp (2002) describe an integrated curriculum as one with an explicit
assimilation of concepts from more than one discipline. The idea of curriculum integration is
derived from educators’ awareness that real world problems are not separated into isolate
disciplines that are taught in schools (Shahali, E. H. M., Halim, L., Rasul, M. S., Osman, K.,
& Zulkifeli, M. A. (2016). One of the fundamental problems in schools today is the “separate
subjects” or “layer cake” approach to knowledge and skills (Furner and Kumar 2007). Often
students cannot solve problems because they do not understand the context in which the
problems are embedded (Frykholm & Glasson, 2005). Through curriculum integration, it will
provide learning experiences that connect learners’ prior knowledge with real world contexts,
through integrating meaningful content in real-life problem-solving setting (Wang et al., 2011).
STEM integration in the classroom is a type of curriculum integration. STEM
integration is a curricular approach that combines the concepts of STEM in an interdisciplinary
teaching approach (Wang et al., 2011). The goal of integrated STEM education is to be “a
holistic approach that links the disciplines so the learning becomes connected, focused,
meaningful, and relevant to learners” (Smith & Karr-Kidwell, 2000, p.22). Laboy-Rush (2011)
notes that, “integrated STEM education programs apply equal attention to the standards and
objectives of two or more of the STEM fields” (p.3). Stohlmann et al. (2012) added that, an
effort to combine STEM into one class is based on the connections between the subjects and
real world problems. Sanders (2009) argued that the focuses of STEM education should apply
knowledge of mathematics, science and engineering, design and conduct experiments, analyze
and interpret data, and communicate and corporate with multidisciplinary teams.
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STEM integration offers students one of the best opportunities to experience learning
in a real-world situation, rather than to learn bits and pieces and then to have to assimilate them
at a later time (Tsupros, Kohler & Hallinen, 2009). The separate-subject approach offers little
more than a disconnected and incoherent assortment of facts and skills. There is no unity, no
real sense to it all. It is as if in real life, when faced with problems or puzzling situations, we
stopped to ask which part is science, which part mathematics, which part art, and so on (Beane,
1995). Through STEM integration, it will (1) deepen student understanding of each discipline
by contextualizing concepts, (2) broaden student understanding of STEM disciplines through
exposure to socially and culturally relevant STEM contexts, and (3) increase interest in STEM
disciplines by increasing the pathways for students to enter the STEM fields (Moore, 2008).
Additionally, Morrison (2006) provided the criteria for what an effective STEM
instruction should look like in a classroom. She suggested in a STEM integration classroom
student should be able to perform as 1) problem solvers, 2) innovators, 3) inventors, 4) logical
thinkers, and also be able to understand and develop the skills needed for 5) self-reliance and
6) technological literacy. An analysis of different STEM programs and curricula designs
revealed that many researchers and educators agreed on the two major foci of integration: (1)
problem solving through developing solutions and (2) inquiry (e.g., Clark & Ernst, 2006; Felix
& Harris, 2010; Morrison & Bartlett, 2009; Yasar et al., 2006). Therefore, teaching STEM
integration not only needs to focus on content knowledge but also needs to include problem-
solving skills and inquiry-based instruction.
2.2 Effects of Integrated STEM education on teaching learning process.

Research shows that integrative approaches among science, mathematics, technology and
engineering give positive effect on students’ learning especially in increasing and improving
students’ interest and learning in STEM (Becker & Park, 2011). The integration of STEM in
the curriculum will increase student achievement in the disciplines (McBride & Silverman,
1991). Besides, teaching STEM disciplines through integrating them would be more in line
with the nature of STEM. The nature of the work of most STEM professionals blurs the lines
between disciplines, thus integrated STEM education can make learning more relevant and
meaningful for students (Stohlmann et al., 2013). It can improve students’ attitudes toward
STEM subjects, improve higher level thinking skills, and increase achievement (Stohlmann et
al., 2013). STEM learning experiences prepare students for the global economy of the 21st
century (Hynes & Santos, 2007).
Previous research has found that traditional didactic lecture may lead to memorization
of factual information, but often fail to elicit comprehension of meaningful learning (Loverude,
Kautz & Heron, 2002; Wright et al., 1998). Meaningful learning occurs when learners make
connections between prior knowledge and new experiences and skills within real world
contexts (Brooks & Brooks, 1993). Hirst (1974) pointed out that separated subject areas
restricted learning by making learners alienated from real world experiences. Curriculum
integration give students more meaningful learning experiences by connecting disciplinary
knowledge with personal and real-world experiences (Beane, 1995; Capraro & Slough, 2008;
Childress, 1996; Jacobs, 1989; Sweller, 1989). Students stated that lesson content that they
perceived as personally “meaningful” and interesting are topics that were important in or
related to their daily lives (Mitchel, 1993; Palmer, 2009). The form of activities (i.e., the use
of group work, computers, puzzles) through which learning took place also played an important
role in influencing student interest (Palmer, 2009).
3. Research Methodology
The researcher used Meta-analysis technique in order to conduct this study. “Meta-analysis is
a statistical analysis of some research results from individual studies for the purpose of
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integrating the findings”, (G V Glass, B McGaw, and M L Smith 1981). The reason for
choosing this method by the researcher is that this method is simple and easy to understand. As
illustrated by C.T. Fitz-Gibbon 1985 its usage not only inspires a more scientific methodology
to the analysis of quantitative results but also it is easy to understand and not a complex method
like other methods of research.
3.1 Data Collection

This study began by searching research papers and dissertation on relevant online database
Google scholar. For this purpose, researcher entered key words. “STEM education effects on
Students learning outcomes”, “Integrated STEM subjects’ effects on academic achievements
and other skills” and “Effectiveness of STEM education on students learning.
3.2 Inclusion criteria

Following inclusion criteria used by the researcher to conduct this study
 All research articles and dissertations that was published in English language on
keyword STEM from 2010 to 2020.
 The researcher used academic primary, secondary and higher levels education except
special education, vocational education and learning programs after school.
 All research papers/articles and dissertation were based on empirical research in which
at least one independent variable effect dependent variable.
3.3 Sample
The researcher selected and downloaded. total 35 articles and 5 dissertations for this purpose
from Google scholar online as a sample of the study. After thoroughly studying and
reviewing these studies the researcher gave codes to the studies as S1, S2, and so on. These
studies presented by researcher in form of tabulation given below.
Table 1
Study Author’s name Sample Location of Level Independent Dependent
Code & year of size N participants variable variable/outcomes
publication
S1 Sarican & 44 Turkey, Elementary Integrated academic
Akgunduz. Istanbul STEM achievement,
(2018). education reflective thinking
skills towards
problem solving
S2 Acar,Tertemiz 68 Turkey, Nigde Elementary STEM Academic

& Tesdemir. education achievement
(2018) Higher thinking
skills
S3 Özcan & 33 Village school in Elementary STEM Academic

Koca.(2019) a district of one education achievement Self
of the confidence
metropolitan Creative thinking
municipalities Exploring
Turkey Socialization
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S4 Alghamdi. 162 Saudi Arabia Elementary Integrated Academic

(2017) Dhahran STEM achievements
subjects
S5 Olivarez. 176 Texas Elementary STEM Academic
(2012) education achievements
S6 Guzey et al 4450 U.S.A Elementary STEM Conceptual
(2016) New York integrated Learning Academic
curriculum achievements
S7 Fan & Yu 332 Taipei, Taiwan Secondary STEM Academic
(2017). curriculum performance
Higher order
thinking skills
S8 Yoon et al 831 South central Elementary Integrated Students’ knowledge
(2014) U.S school Science Identity
district technology development
and
engineering
S9 Sagala et al 70 Indonesia Higher Integrated Critical thinking
(2019) Katibung, secondary STEM Conceptual learning
Lampung level Other thinking skills
S10 Cotabish et al 1750 U.S.A Elementary STEM Improvement in

(2013) District of intervention content knowledge,
northern state science concepts and
process skills
Table 1 represented the summary of some of the studies included in meta-analysis research. S
stands for study here, N for number of participants involve in the study and U.S.A stands for
United States of America. Table displayed authors’ names, publication year, and location of
studies where they were conducted, in addition academic levels, independent variables and
dependent variables or outcomes also described in this table. Mostly studies were conducted
at elementary level only two were conducted at secondary and higher secondary level.
4. Data Analysis
To give answer of second research question effect sizes calculated by researcher by using
Cohen’s d formula. Which is given as “Cohen’s d = (M2-M1)/SD pooled”. Where M2 is mean
of experimental group and M1 is mean of control group while SD pooled is pooled standard
deviation that is calculated by adding standard deviation of control and experimental groups
taking their under root and dividing by 2.
5. Findings & Results

Table 1 gave answer of first research question of this study.
What learning outcomes students can achieve by studying STEM subjects?
By reading research papers on STEM education the researcher identifies following outcomes.
1. Reflective thinking skills towards problem solving
2. Academic achievements.
3. Conceptual learning.
4. Higher thinking skills.
5. Self-confidence.
6. Exploring.
7. Creative thinking.
8. Socialization.
10. Identity development.
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12. Improvement in Knowledge and content.
13. Improvement in science concepts and process skills.
Following table presented the effect sizes that were calculated in order to check the effects of
STEM Education on teaching and learning process. If the value of effect size lies between 0.15-
0.50 then it determines the small effect size. Similarly, if its value lies between 0.50-0.80 then
it shows medium effect size. In addition, value of effect size above 0.80 demonstrates large
effect sizes.
Table 2
Study code Instrumentation ES
S1 The Academic Achievement Test (AAT) 0.41
Reflective Thinking Skills Scale (RTSSPS) 0.19
S2 Science Achievement Test (SAT). 1.57

Mathematics Achievement Test (MAT) 0.76
S3 Academic Achievement Test (AAT) 0.53

Attitude Towards STEM Scale (ATSS) 0.92
S4 Test of science content 1.98

Test of mathematics content 0.96
S5 Texas Assessment of Knowledge and Skills 0.90
(TAKS)
S6 Assessment in engineering, science mathematics 0.34
0.53
0.21
S7 The Mechanical conceptual knowledge test 0.44

(MCKT) 0.76
The higher-order thinking skills test (HTT)
S8 the Student Knowledge Tests (SKTs) 0.93

the Engineering Identity Development Scale 0.17
(EIDS)
S9 Concept understanding Test 0.56
S10 Adapted Fowler Test 0.36

pre–post embedded curriculum based 0.89
assessments
Here M1 = mean of control group and M2 = mean of experimental group. SD1 = standard
deviation of control group while SD2 = standard deviation of treatment group. ES = effect size.
Mostly studies used 2 instruments for collecting data. Researcher used here post-tests ‘results
as they better represent the effect of STEM. As mentioned in the table effect sizes of S1 are
0.41 and 0.19 respectively so these values lies between 0.15-0.20 that’s why it has too small
effect sizes. In S2 science achievement test SAT showed strong effect size while mathematics
achievement test indicated moderate effect size. Academic achievement test AAT in S3
depicted medium effect size i.e.0.53, on the other hand “Attitude towards STEM Scale”
(ATSS) displayed a large effect size as its value is 0.92. Both instruments of S4 demonstrated
large effect sizes i.e. 1.98 and 0.96 respectively. In S5 “Texas Assessment of Knowledge and
Skills” (TAKS) indicated a large effect size as its value is 0.90. Author of S6 used three tests,
effect sizes of 1st (engineering) and 3rd (mathematics) tests were small that are 0.34, and 0.21,
while effect size of science assessment is medium i.e. 0.53. Effect size value in S7 of “The
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Mechanical conceptual knowledge test” (MCKT) is 0.44 that shows small effect. In addition,
value of “The higher-order thinking skills test” (HTT) is 0.76 which indicated medium effect.
On the other hand, in S8 there is a large difference between two instruments value of first test
is 0.92 that depicted a large effect size while 0.17 value of second instrument presented a very
small effect size. Same case happened with S10 where effect size of first test is small i.e. 0.36
while second test effect size is large i.e. 0.89. Author of S9 used 1 test scale (Concept
understanding Test) and its effect size is moderate 0.58.
This study comprised of meta-analysis of 10 studies. The results clearly revealed that
out of 10 only 2 studies S1 and S6 showed too small effect sizes. Although S7, S8 and S10 also
showed small effect sizes but their other test results depicted moderate and large effect sizes.
The ratio is small effect sizes is relatively low hence STEM integrated subjects to some extent
have good effect on students’ learning outcomes.
Another study on the same topic has done by Sarac. H in 2018. The results of this study
described that STEM education has a positive and good effect on students’ learning outcomes.
Similarly results of another meta-analysis study conducted by Mustafa et al. exposed that
STEM integrated education is a good potential for students, if this approach implemented at
schools then it enhances students’ level of motivation, interest in learning, higher thinking
skills, academic achievement and performance.
6. Conclusion
This meta-analysis study was conducted to examine the number of outcomes achieved by
STEM integrated education and its effects on teaching learning process. The result of this study
represented a crystal-clear description of outcomes. In addition, the results also expressed that
STEM education has good effects on both teaching and learning process. Despite of its
remarkable significant, in many developing countries especially in our country Pakistan STEM
education is being neglected by our govt. policy makers, curriculum developers and
educational administrators. Therefore, it should be implemented at all levels of education in
our country in order to equip students with latest skills and knowledge.
Acknowledgments
I would like to thank my Allah Almighty first and then my teacher Dr. Sadaf who supported
me in writing this research paper.
References
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Akgunduz, D. (2016). A research about the placement of the top thousand students in STEM
fields in Turkey between 2000 and 2014. Eurasia Journal of Mathematics Science and
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Mathematics, 113(5), 215-226.
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Fan, S. C., & Yu, K. C. (2017). How an integrative STEM curriculum can benefit students in
engineering design practices. International Journal of Technology and Design
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Olivarez, N. (2014). The Impact of a STEM program on academic achievement of eighth grade
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The Use of Model-Lead-Test Direct Instruction Approach in Pre-

Vocational Classroom
Abd. Wahab, S. H. 1* and Abdul Latif, S. N. 2
1,2
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei Darussalam
*Habasyiyah.wahab@gmail.com
ABSTRACT
The knowledge of basic money skills might not be a straightforward concept for individuals
with special needs. This study investigates the use of Direct Instruction Model-Lead-Test (DI
MLT) as an intervention in teaching basic money skills to Pre-Vocational (PV) students. Two
Mathematics teachers were interviewed, and five PV students completed the pre- and post-tests
on basic money skills which include money identification, counting money (addition), and
giving change (subtraction). Prior to the intervention, teachers reported the importance of using
real money to teach students the value of money, counting, and accurate change in buying and
selling. The intervention indicated that students’ improvement on basic money skill activity
was only evidenced in the exercise of counting money. Lastly, teachers shared their positive
views on the elements of DI MLT and its effect on students’ performance, despite the
intervention having minor challenges. In general, students had a positive experience with the
intervention. These findings provide support to the use of DI MLT in the PV classroom for
teaching basic money skills. It offers insight into teachers’ perception on ways to teach basic
money skills to students with special needs.
Keywords: Direct Instruction, Model-Lead-Test, Pre-Vocational, Special Needs, Basic Money

Skills, Counting.
1. Introduction
Brunei Darussalam’s Ministry of Education (MoE) has established the five-year Pre-
Vocational Programme (PVP) in the secondary schools across the nation as an alternative
pathway to provide students with Special Educational Needs (SEN), with the necessary basic
skills in terms of living, social, academic, vocational, and employment, particularly those who
are given Individualised Education Plan (IEP) [1].
Money is a driving force in our daily lives, and it is crucial that we master the basic
money skills to be able to manage, grow wealth and avoid debts. Money skills are purposeful
not only within the education programme but also after its completion as they are valuable for
all individuals who will be employed and live independently within the community (Stood &
Jitendra, 2007 as cited in [2]). Therefore, it is not surprising that money skills have been set in
the global education curriculum for years. In Brunei Darussalam, basic money skills are taught
as early as at the primary school level. Nonetheless, it should be noted that not all primary
school students can understand the concept of money instantaneity, especially students with
IEPs. For that reason, enhancing students’ money skills in secondary school is necessary.
Hence, money skills are also taught in the secondary school setting within the PVP [3-4] as an
attempt to address this issue and subsequently make sure that the students are equipped with
necessary and satisfactory money skills before leaving school.
The intended vision for inclusive education in Brunei, particularly at the level of
secondary schools, remained unclear. This was dedicated to studies in the past that were mainly
focusing on other non-PV settings. Therefore, for the advancement of inclusive education in
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Brunei, further research on PVP and homeroom teachers is required in Brunei to inform
practice.
As there are abundant teaching strategies for money skills, teachers must ensure that
the teaching strategies used are appropriate for students according to their diagnosis and
capabilities to equip students with SEN with necessary basic money skills. For instance,
literature has suggested the use of ‘concrete’ objects [5-7] and roleplays in teaching money [6,
8-9]. Moreover, the literature shows that there is a growing interest in using Direct Instruction
(DI) to teach basic money skills as previous research indicated a positive effect in teaching
basic money skills using Direct Instructions (DI) [2, 10-12]. Additionally, previous studies
have also shown that pairing DI with a correction procedure, namely Model-Lead-Test (MLT)
in teaching money skills, yields positive results [2, 10, 12]. This is attributed to the fact that
MLT is extremely successful at fostering active student participation and improving students’
performance [13], making it a promising teaching method. The MLT approach in these studies,
however, was used in a one-to-one context. The findings of previous studies showed that
teaching high school students with SEN using the MLT method reduces errors and generates
more accurate responses [10-11].
Unlike in previous studies, this research used grouping to optimise students’ learning
experiences with the available human resources, without compromising students’ learning, as
per His Majesty’s speech about the increasing number of students with SEN, yet there is a
shortage of teachers in the SEU [14].
The purpose of this study was to explore the DI MLT used in teaching basic money
skills and its effect to students in the PVP. This research aimed to address the following
research questions:
RQ1. What technique do teachers consider or apply in teaching PV students’ basic

money skills?
RQ2. Does the DI MLT technique significantly improve the students’ basic money
skills?
RQ3. How do teachers perceive the use of DI MLT, its challenges, and suggestions to
improve students’ basic money skills?
RQ4. What are the students’ thoughts about the use of the DI MLT technique in
acquiring/developing basic money skills?
2. Materials and Methods

2.1 Participants
The participants of this research were recruited from one of the government secondary schools
in Brunei Darussalam, in which PVP has been implemented. The participants of this research
were PV students and mathematics teachers. The teacher-participants were selected as they
were teaching ‘Functional Mathematics’ in the PVP of the secondary school for the qualitative
facet of the research. Five student-participants of PVP were selected as they were able to be
present during pre-test, intervention, and post-test. However, only four student participants
agreed to take part in the interviews. Their characteristics are shown in Table 1.
To closely match their learning speed, the students were divided into same-ability
groups from the beginning according to their general mathematics performance as verified by
the mathematics teachers. Three separate interventions were focusing on three different money
skills: (1) identifying money and its value, (2) counting money, (3) giving change in each
buying and selling scenario.
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Table 1: Demographic Characteristics of the student-participants
Year Abilities
Code Gender Age Diagnosis Interviewed
Level (HA/MA/LA)
S1 Female 15 9 MA Learning Difficulties (LD) Yes
Cerebral Palsy (CP), Developmental
S2 Male 16 9 LA Yes
Delay (DD) & Epilepsy
S3 Male 13 8 MA Visual Impairment (VI) Yes
S4 Male 12 8 MA Learning Difficulties (LD) Yes
S5 Male 13 7 HA Autism Spectrum Disorders (ASD) No
2.2 Materials
Materials for the intervention include genuine dollars and coins, manipulative dollars and
coins, mini whiteboards, and grid papers. Pre- and post-tests were of worksheets consisting of
three sections: (1) identifying money and its value, (2) counting money, and (3) giving change.
2.3 Methods of data collection

2.3.1 Interviews
Teachers were interviewed twice in this study, once before the intervention and another one
after the intervention. In the first interview, teachers’ general knowledge of teaching student’s
basic money skills (RQ1) was explored. Teachers were also asked the challenges of teaching
students basic money skills. Some of their responses were then compared with their feedbacks
in the second interview after they have observed the intervention to address RQ3. In the second
interviews, teachers’ thoughts on the use of DI MLT intervention techniques after observing
its implementation was gathered and analysed to see if there was a shift in their responses of
the basic money strategies used, its effect on students’ performance and its challenges. Students
were interviewed to analyse perceptions towards the use of DI MLT in developing their basic
money skills.
2.3.2 Pre- and post-intervention tests

The purpose of the test was to assess the effect of DI MLT intervention on the performance of
students (RQ2), so it was administered as pre-test and post-test were identical items delivered
before and after the intervention. Three sections were included in both tests: (1) identifying
money and its value, (2) counting money, and (3) giving change. Multiple-choice questions are
used in section one, while ‘recall and process questions’ are used in sections two and three.
There were 20 questions in total, 10 questions in the first section (money identification), and 5
questions each in the counting money and giving change sections.

3.1 Teachers’ suggestions on ways to teach basic money skills
In exploring teaching strategies used in teaching basic money skills to students in the PVP
showed that teachers unanimously recommended the use of real money when teaching PV
students to identify money and give accurate change which is supported by Catterall [6] who
believed that it is important to use real coins or facsimiles rather than photographs to teach
individuals to recognise and name coins, particularly when using the senses of sight and touch.
Moreover, the purpose of using real money, according to teachers in this study is to simulate a
real-world situation in which real money is used. The practice of using real money can further
be argued to be beneficial, especially for the students who have difficulty in applying
knowledge into a new context [15].
Furthermore, the teachers in this study proposed a step-by-step teaching approach that allows
students to become familiar with the basics first, especially in terms of identifying and counting
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money, using examples and extra practice. This notion is further supported by Algahtani [16]
who recommended that when teaching students with SEN, teachers should break down
complicated subjects into smaller chunks to avoid the difficulties of generalization. The idea is
that gradual teaching will help students to reinforce their basics skills, which can be more
challenging for students with SEN, before moving on to more difficult tasks.
Additionally, the interviewed teachers also suggested incorporating ‘role-play’ in
lessons about money, particularly in teaching giving accurate change, to mimic a real-life
buying-selling situation. This strategy is supported in both local [3] and international context
[6] as it is perceived that role-playing in learning about money improves students’
communication skills while also improving their understanding of money. Moreover, it can be
debated that role-playing can help students with SEN achieve their long-term goals of
becoming an independent active member of the community who can manage their finances [8-
9], particularly when the scenario is similar to real situations since it allows them to practice
and polish their purchasing skills.
3.2 The effect of Direct Instruction Model-Lead-Test (DI MLT) on students’ basic money skills
The overall results of the effect of DI MLT in this study showed an increase in the total test
scores of the students, that was not very obvious (see Figure 1a). Nevertheless, upon analysing
the students’ performance in relation to each section of the test papers: money identification
and counting money, the findings showed no significant difference in terms of money
identification scores, such that only two students increased their test scores, whereas the other
four students maintain their full marks (see Figure 1b). It can be assumed that more than half
of the students in this study have already mastered money identification even before the
intervention was employed. The finding is in line with previous studies whereby the
intervention is effective in increasing students’ ability to identify money [2, 11]. The
researcher’s provision of real money during the intervention may contribute to the sustaining
of students’ full scores.
(a) (b)
Total Scores Money Identification

10
15
10 5
5
0 0
S1 S2 S3 S4 S5 S1 S2 S3 S4 S5
Pre- Post- Pre- Post-
(c) (d)
Counting Money Giving Change

5
5 4
4
3 3
2 2
1 1
0 0
S1 S2 S3 S4 S5 S3 S4 S5
Pre- Post- Pre- Post-
Figure 1: Students’ pre- and post-test scores. (a) Total scores; (b) In Money Identification; (c)
In Counting Money; (d) In Giving Change.
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Additionally, only three student-participants, with HA (S5) and MA (S3 and S4), managed to
master counting money and moved on to the next part of the intervention (giving change) in
the current study (see Figure 1c and 1d). It can be argued that more time is needed for these
students to master all three money skills, just as a study executed more than ten intervention
sessions but only two of their participants progressed to the next phase [2], not to mention this
study with only six intervention sessions. This further emphasises the value of time and practice
in the learning process for individuals with SEN. The scores of ‘giving change’ for the three
student-participants were not statistically analysed, despite increase in their scores that further
supported previous studies that DI MLT intervention is effective. This intervention,
interestingly, allowed students to work at their own pace and work on one task at a time [12],
which very beneficial for students with SEN.
Acknowledging the small sample size, hypothesis testing was done to explore if
anyhow it did support the report of findings described above. Table 3 summarises the analysis
done using Wilcoxon Signed Rank Test. It showed that the increase in the total test scores was
almost significant, z=2.032, p>0.05, following the intervention, with a moderate effect size
(r=.64), whereby the median total scores of the test before intervention (Md=11) increased in
value post-intervention (Md=15). However, a significant increase in scores was noted for the
counting money section (addition), p=0.05, with a moderate effect size (r=.65), whereby the
median before intervention was 1 and it increased to become 5 after the intervention. This
signifies that the DI MLT strategy was especially effective in teaching students how to count
money (addition). Nevertheless, no significant difference in the test scores was found in the
money identification section of the pre- and post-intervention tests. Such that, the median
scores for the money identification section remain the same (Md=10) in the pre- and post-
intervention tests, z=1.406, p>0.05, with a modest effect size of r=.44.
Table 3: A summary of Wilcoxon Signed Rank Test analysis of students’ test scores:
median, p-value, z-value and the effect size.
Median
Measure p z d
Pre-test Post-test
Money Identification 10 10 0.37 1.406 0.44
Counting Money 1 5 0.05 2.060 0.65
Total Scores 11 15 0.06 2.032 0.64
Moreover, the result in this study shows that LA students improved the most in comparison to
their MA and LA peers in general. This can be attributed due to the supports given during the
intervention varies according to their abilities, such that LA students received more guidance
than their peers. Bear in mind, however, that although MA and HA students’ progress was not
as evident, it is because their initial marks have nearly achieved maximum marks.
Based on the researcher’s observation of the group setting, grouping is useful for the
researcher only when followed with instructions, as it allowed the researcher to deal with the
issue of the student-teacher ratio in the field of special education [14, 17]. Moreover, groupings
enabled the researcher to also provide guidance based on the students’ abilities, as HA student
needs less guidance than MA and LA students.
3.3 Teachers’ thoughts on Direct Instruction Model-Lead-Test (DI MLT) prior to and after
intervention
3.3.1 Students’ Performance

The qualitative analysis of teachers’ perception of the use of DI MLT in relation to students’
performance revealed that teachers’ emphasis shifted after they observed the intervention. They
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were initially concerned about the students’ inability to identify money, however, after the
intervention, they were more concerned about the students’ inability to correctly arrange money
value, and that they still needed to be reminded. This may be because teachers believe that
students need to master the money value arrangement before they can create equations and
count money, whether using a calculator or worksheets, like how prior research had stressed
the importance of strengthening the basics before moving on to more complex tasks [2, 6, 16,
18].
Interestingly, when asked about counting money skills, teachers were initially worried
about students not being able to construct the addition equation, particularly when coins are
involved, whereby the placement of the decimal point is crucial. After the intervention, they
were more concerned about students not counting from the right end. The explanation for this
may be that the students can create the equation contradicting teachers’ initial thoughts, and
they were good at counting but do not know how to count correctly, that is, starting from the
right end. Even though most of the students can now count, teachers continued to claim that
some students can count while others cannot. This is fascinating because it seems that teachers
were oblivious by the students’ abilities and viewed themselves as incompetent in teaching
students with SEN [19], resulting in them not recognising students’ small progress. Teachers
who teach students with SEN, on the other hand, should be more appreciative of the small
progress achieved by the students [20] because such small gains are already difficult for them
to achieve.
Furthermore, teachers anticipated that giving change skills would be challenging for the
students unless they are using calculators and/or worksheets. Teachers seem to be unable to
visualise the students mentally performing the mathematical calculations. Following the
intervention, teachers identified various reasons why students had difficulty mastering this
skill, among which was its complex nature, which caused students confusion and as a result,
made students reject any change in their calculating methods. In addition, teachers highlighted
that it may take longer for these students to master it, even if a student seems to be able to
master them easily. This is supported by Brushwein et al.’s [2] findings, as their participants
needed more time to work on more complicated skills, such as counting money and giving
change. Moreover, this study corroborated previous research where individual differences are
more pronounced in those with SEN, such as requiring a longer time to learn some skills than
others.
3.3.2 Elements of Direct Instruction Model-Lead-Test (DI MLT)

The teachers interviewed were asked about their thoughts on MLT such as giving extra practice
and providing examples, guidance, and independent practice, which are the essence of the
intervention. The finding indicated that teachers supported the notion of providing extra
practice to students, particularly because most of the students often forgot what they had just
learned. This finding opposed earlier studies which found that teachers refused the use of DI
MLT for various reasons, and one of them being simply rote learning [21]. This discrepancy
may be as a result of the earlier studies that focus on teachers who were teaching typically
developing students, unlike teachers in this study were working with SEN, in which the value
of repetition in the learning of skills is higher in the latter group of students.
After the intervention, teachers further emphasised that students needed to be reminded
through additional practice. This is backed up by previous studies that DI MLT enables students
to practice until they reach mastery of the new knowledge [2, 16]. Furthermore, the finding
suggests that teachers acknowledge the benefits of providing guidance, examples, and
opportunity for students to practice independently on their learning, particularly in
strengthening their understandings. This is supported by Algahtani [16] who discovered that
students are more likely to remember a concept taught with illustration (‘model’) than when
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taught without them. Interestingly, following the intervention, teachers expressed another
benefit of the intervention that is the increase in students’ confidence. This result matches with
findings that mastering new skills gave their participants the confidence to move on to more
complex skills [2].
It should be noted that teachers in this study recognise the elements of DI MLT and its
importance in teaching, however, it seems like they do not know that it is an existing teaching
strategy, particularly for students with SEN. Thus, there is a need to inform teachers about the
available strategies in teaching students with SEN, specifically subject teachers who are not
well-versed in the special education field to provide the students with suitable quality education
in line with Brunei’s 2035 vision [1].
3.3.3 Challenges of using Direct Instruction Model-Lead-Test as an intervention

Teachers were questioned about the possible challenges of conducting DI MLT before and
after the intervention to see if their perceived challenges had shifted. The result shows that
teachers anticipated the intervention to not have any challenges, except for it being time-
consuming due to its repetitiveness. Teachers, however, identified a few challenges after
observing the intervention, including the time consumed, materials preparation, and in ensuring
students achieved the learning goals.
When teachers expressed time consumption had posed as a challenge, instead it can be
argued that previous studies had shown the benefit for students to work at their speed and not
move on to the next task until they have mastered the current skills [2, 11-12]. Fortunately,
teachers in this study understood that students need to master the skills taught regardless of the
time it takes and that there is no reason to rush their learning as PVP did not have a set
curriculum to follow.
It is rather intriguing that teachers viewed materials preparation for the intervention as
a barrier, believing that it would take too much time and money. This is in contrast with an
earlier study whereby teachers reported many benefits of using DI, one of which was the ease
of lesson planning including the preparations of materials [20]. Contradicting with earlier
studies that found that one of the benefits of using DI MLT is that it requires minimal effort
[10-12]. As a result, it is possible to deduce that the teachers’ teaching styles and preferences
vary from those of the researcher.
Lastly, teachers claimed that ensuring PV students in meeting their learning objectives
is difficult, but describing this as a challenge is somewhat subjective, as even typically
developing students have difficulty meeting their learning goals at times. However, for PV
students, this could be attributed to the need for differentiation in terms of lesson objectives to
ensure that students can meet them. Consequently, this highlighted the importance of teachers
being familiar with their students’ needs and abilities, as shown by an earlier study that claims
that knowing the students would assist teachers in planning an effective lesson for students
with SEN [22].
3.3.4 Suggestions to further improve students’ basic money skills

Teachers in this study were asked for their recommendations on how to enhance PV students’
basic money skills. The present study supported [6] the curriculum guidebook [3] whereby the
interviewed teachers suggested incorporating role-playing of a buying-selling scenario that can
be done in the classroom or even a shopping activity at the school’s canteen. Just as Catterall
and the curriculum guidebook noted that role-playing further promotes students’ understanding
of money, possibly because it allows students to make use of their entire money skills when
making a purchase or selling an item. Additionally, teachers also took into consideration the
students’ mathematics skills as they suggested the use of a calculator to support students in the
shopping activity and most importantly to avoid being cheated on when facing with real
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situation. Lastly, teachers suggested that students participate in shopping activity in the
classroom or at the canteen to develop their basic money skills, especially in making financial
transactions that they will experience in the real world.
3.4 Students’ perceptions towards the use of Direct Instruction Model-Lead-Test (DI MLT)
Overall, students interviewed reported that they enjoyed the intervention similar to the previous
findings where participants found joy in the DI MLT intervention due to the satisfaction and
motivation it gave when they succeed earlier [2, 12] as well as the individualised praise and
attention [11]. Despite having all students liking the intervention, two of them found the lesson
employing DI MLT difficult to understand. However, this could be due to the students’ own
ability to process the lesson as the students in this study were students with SEN with different
level of abilities, just as a study noted that a couple of their participants needed additional time
to solve the problems they were given [2].
Moreover, the difficulty in understanding the lesson may be attributed to the students’
diagnosis just as a student with multiple diagnoses: cerebral palsy, developmental delay and
epilepsy, expressed that counting coins was difficult, presumably because their processing of
the whole learning experience differs from that of students with other diagnoses. This
accentuates the importance of having differentiation in the classroom, specifically in terms of
the tasks given, as some students have restricted motor function. For instance, instead of
writing, they could use a computer or calculator, which required only minimal motor function
to enter the numbers.
Furthermore, students were also asked what they like and dislike about the intervention
and results showed that they mostly mentioned the teaching aids used such as the use of real
money. This further supported previous research that found students with SEN enjoyed
learning with manipulative, which in turn reduce errors in learning [23]. This study gave
indication of possible relationship between students’ enjoyment and their performance.
Additionally, it seems that students’ difficulties play a part in whether they like or dislike the
intervention. This is certainly true for LA students, who reported that they dislike the
intervention because it requires a lot of writing, which is likely beyond their capabilities given
their diagnosis, which limits their motor skills’ functioning.
The first implication of this study continues to support the behaviourism teaching strategy such
as DI MLT as it is still relevant in the context of teaching students with SEN, whereby it helps
them to master a skill through additional practice that is reinforced by a correction procedure.
Secondly, research findings provided insights for the use of DI MLT as a teaching technique
in the PV classroom, considering the students’ diagnoses and abilities to facilitate the
development of an effective instructional environment for the acquisition of skills. Lastly, it is
recommended for the challenges encountered during the lesson intervention, it is suggested to
implement differentiation in terms of lesson materials to cater to PVP that consists of students
with varying level of ability and needs.
5. Conclusions
In summary, teachers in this study recommended a few techniques in teaching basic money
skills to the PV students which include the use of real money, teaching in a step-by-step
manner, and integrating role-playing during lessons to enable students to experience financial
transactions. Moreover, it can be deduced that DI MLT had a role in the students’ learning,
which resulted in their significant improvement in the exercise of counting money. Evidently,
LA seems to improve greatly with the use of DI MLT, possibly due to the grouping, which,
according to the researcher, is useful at the instructional level for this intervention, enabling
the researcher to provide guidance based on the abilities and needs of the students.
Furthermore, teachers viewed the use of DI MLT positively in teaching basic money skills, as
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additional practice and showing examples serves as a reminder of the lesson content for the
students. Although the interventions were time-consuming, teachers recognised that it is
beneficial for the PV students. Additionally, the teachers suggested giving students
opportunities to make a purchase, be it in the classroom or a real-world setting to enhance their
basic financial skills. Lastly, students who were interviewed expressed their enjoyment towards
the use of DI MLT in the lesson, even though a couple of them had difficulty during the lesson
mostly due to their diagnoses and abilities. Students also reported that the materials and tasks
used in the intervention were mainly the reason for their likes and dislikes.
Acknowledgments
This research was completed in partial fulfilment for the degree of Master of Teaching
(Inclusive Special Education) at Universiti Brunei Darussalam. The researcher would like to
thank the student-participants and their parents for their cooperation, support, and enthusiasm
for learning. Also, we would like to extend our gratitude toward the cooperating teachers for
their assistance and guidance throughout this study.
References
[1] Ministry of Education. (MoE, 2013). The National Education System for the 21st Century
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[2] Brushwein, L., McLaughlin, T. F., Derby, K. M., & Shank, L. (2014). The effects of
using direct instruction and model, lead and test with four young adults with
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[3] Curriculum Development Department, Ministry of Education. (2005). Curriculum
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[5] Bouck, E. C., & Park, J. (2018). A systematic review of the literature on mathematics
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[12] Watanabe, M., McLaughlin, T. F., Weber, K. P., & Shank, L. (2013). The effects of using
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i

JURNAL PENYELIDIKAN ANTARABANGSA

Patron External Reviewers

19. Student Engagement Pattern Through Authentic-Based Multimedia 167

Penggunaan Kit Perintis Mini 4.0 bagi Meningkatkan Kemahiran

Keywords: Knots and ties, camping craft, mini pioneering, skills

1.1 Refleksi pengajaran dan pembelajaran masa lalu

1.2 Tinjauan literatur

1.3 Fokus kajian

1.4 Tinjauan masalah dan analisis masalah

1.5 Objektif kajian

1.5.2 Objektif Khusus

1.6 Soalan Kajian

Prestasi Kemahiran Simpulan dan Ikatan

3.1 Temu bual Separa Berstruktur

Sehubungan itu, MPK4.0 bukan sahaja dapat memberi pendedahan kepada

3.2 Analisis Dokumen

Prestasi Penilaian Ujian Amali Responden

4. Rumusan dan perbincangan

4.2 Adakah MPK4.0 dapat meningkatkan penguasaan kemahiran pembinaan alatan

Pencahayaan dan Bunyi dalam Meningkatkan Keserlahan Dekorasi Ruang

1.1 Permasalahan Kajian

1.2 Objektif Kajian

1.3 Persoalan Kajian

Isu & Sorotan Kajian

Rajah 1: Carta Aliran Metodologi Kajian

3.1 Pedekatan Kajian

3.2 Kebolehpercayaan dan Kesahan Data

Jadual 1: Interpretasi Skala Kappa

3.3 Teoretikal Kajian

Cahaya Temu bual,

Rajah 2: Kerangka Teoretikal Kajian

4.1 Elemen Pencahayaan

4.1.1 Penggunaan lampu LED multi spotlight

4.1.2 Pencahayaan tersembunyi

4.1.3 Pemilihan warna cahaya (kesan kepada emosi)

4.1.4 Susunan Lampu

Rajah 3: Ringkasan elemen pencahayan yang dapat meningkatkan

4.2 Elemen Bunyi

Air mengalir / air

Rajah 4: Ringkasan elemen bunyi yang menimbulkan

Kajian Rintis Amalan Terbaik Pendidikan Alam Sekitar

1.1 Latar Belakang Masalah

1.2 Pernyataan Masalah

1.3 Objektif Kajian

1.4 Persoalan Kajian

1.5 Kerangka Konsep Kajian

(Pemboleh ubah Bebas) (Pemboleh ubah Moderator)

Rajah 1: Kerangka Konsep Kajian Profil Amalan Terbaik

2.1 Reka bentuk Kajian

2.2 Populasi dan Sampel Kajian

2.3 Instrumen Soal Selidik

Jadual 1: Pemarkahan Skala Likert

2.4 Kebolehpercayaan Instrumen Kajian

3. Dapatan Kajian Analisis Kajian Rintis

Jadual 2: Nilai Kebolehpercayaan Instrumen Soal Selidik

Jadual 3 di bawah menunjukkan nilai kebolehpercayaan bagi soal selidik indikator

Jadual 3: Nilai Kebolehpercayaan Instrumen Soal Selidik

Perbandingan Tahap Kesejahteraan Psikologi Guru Pelatih Semasa

1.1 Tujuan Kajian

1.2 Persoalan Kajian

1.3 Kepentingan Kajian

ii. Guru Pelatih