APEL A WORKSHOP

APTITUDE TEST CONTENT AND STRUCTURE

Introduction

ASPECT OF TEST CONTENT STRUCTURE OF QUESTION

ASSESSMENT
DEGREE MASTER
GENERAL • Logical Reasoning 10 Multiple Choice Part A: 25 Multiple
KNOWLEDGE / • Classification Skills Question Choice Question
CRITICAL THINKING • Patern Recognition
Part B: 2 Structured
Question

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GENERAL KNOWLEDGE
Topic

• Colonization era
• Struggle for independence
• The Formation of Malaysia
• System of government
• Malaysia constitution

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 FACTORS INFLUENCING COLONISATION

The Malay Malacca Sultanate: Factors

of Development

Strategic Location
& Wealth Political & Administrative

Geographical

Economic

Social & Culture

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 COLONISATION PERIOD

PORTUGUESE DUTCH JAPAN BRITISH

1511 – 1641 1641 1941 – 1945 1786 - 1957

The purpose The purpose The purpose The purpose

To spread • Controlling • World War II • To spread

Christianity spice trade altered western Christianity
• Monopolising colonisation • Controlling &
the tin ore • Control & monopolising
trade liberate Asean wealth & trade
countries
Japanese Military
administration The Effects of Japanese Communist Party
Colonisation of Malaya – the
Singapore was strongest party
separated from Malaya

Chinese people has been Active in strengthening

suppressed - raised Greater political
awareness existed Confidence for identites & roots
resentment towards Malay 6
self-rule
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 FEDERATION OF MALAYSIA

• The formation of the new federation was planned to occur on 1 June 1963,
but was later postponed to 31 August 1963, to coincide with the sixth Hari
Merdeka.

• Several issues related to objections of neighboring Indonesia and the

Philippines to the formation of Malaysia delayed the declaration to 16
September of the same year.

• The formation of Malaysia was made possible with the signing of the International
Treaty the Malaysia Agreement 1963 between
• United Kingdom
• The Federation of Malaya (constituted by 11 states created under the
Federation of Malaya Agreement 1957 ; as one component)
• Sarawak,
• North Borneo (renamed Sabah) and
• Singapore.

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 FACTORS LEADING TO THE
FEDERATION OF MALAYSIA

• Independence through unification

• Singapore, Brunei, Sabah and Sarawak were still under British control.

• Ethnic balance and unity

• to protect the indigenous people, preserve the ethnic balance and maintain their
majority.

• Collective fight against communist

• Malaya was constantly exposed to communist threat even though the communist
terrorist was over

• Economic cooperation

• United in international relations

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a) Internal opposition: - Though there was general agreement for the
merger, some groups within these territories were against the move.

b) External opposition: - Indonesia and Philippines were againstthe

merger.

c) Cobbold Commission was formed to investigate the views of the people

in Sabah and Sarawak towards the merger. Commission reported that 80
per cent of residents in the two states were in favour of the merger.

d) A referendum was held in Singapore with 71 per cent of the residents

favouring a merger.

e) Inter-government committee (Landsdowne Committee) was formed to

prepare the basic framework of a new MalaysianConstitution.

f) Malaysia agreement signed in July 1963.

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EXERCISE

Which is the following decisions All of the following were factors leading
CANNOT be made by His Majesty the to the formation of Malaysia
YDPA following his own discretion? EXCEPT___________.

A. The appointment of the Prime A. Defending the fate of the local

Minister communities in Sabah and Sarawak
B. To call upon the Royal Council to B. The threat of the communist that
hold meeting was becoming more widespread
C. To dismiss the Parliamentary C. Forming an independent country
conference which was far larger, with Malaya as
the central administration

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EXERCISE

During the announcement of the The British officer appointed as the

formation of Malaysia by Tunku Abdul Govenor of the Malayan Union on 1
Rahman, the following regions were still April 1946 was ___________.
under the patronage and rule of the
British EXCEPT ___________. A. Sir Harold MacMichael
I. Sarawak B. Sir Malcom MacDonald
II. Malaya C. Sir Edward Gent
III. Brunei
The British officer who was given the
A. I and III task of obtaining the signatures of
B. II and III the Malay Sultans and their approval
C. I, II and III to form the Malayan Union was
___________.

A. Sir Harold MacMichael

B. Sir Malcom MacDonald
C. Sir Edward Gent
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EXERCISE

Before any draft of new laws presented Other than executing the county’s
in the Parliament is approved, it must administrative power, the Cabinet also
first ___________. play role of ___________.

A. be approved by YDPA A. Approving the draft of the law

B. be agreed by the Cabinet B. Monitoring the movement of the
C. be approved by the Royal Council political parties
C. Forming and implementing the
highest policy of the country

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CRITICAL THINKING
Topic

• Definition of Critical thinking

• Hyperbole
• Argumentation
• Illustrate
• Decision Making Process

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WHAT IS CRITICAL THINKING?

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Types Of Alternative In Decision Making Process

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 CAF: Consider All Factors

Used to look as widely as possible at all the factors

involved in a situation.

Steps involved:
List down all the factors.
Consider each factor.
What is the appropriate decision to be made?

Example:
Should UNITAR have a main campus?

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FIP: First Important Priorities

Choosing from a number of different possibilities and

alternatives (e.g. putting priorities in order).

Steps involved:
What are the important matters involved?
Which is the most important one to be considered?
Which one should be given priority?

Example:
Helping the flood victims in Johor.

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PMI: Plus, Minus, Interesting

Examining an idea for good, bad or interesting points,

instead of immediate acceptance or rejection.

Steps involved:
List down all the plus points.
List down all the minus points.
List down all the interesting points.
What is your decision after considering all the factors?

Example:
Should UNITAR have Online Learning Teaching?

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APC: Alternatives, Possibilities, Choices

Generating new alternatives and choices, instead of

feeling confined to the obvious ones.

Steps involved
What are the other alternatives to overcome the
problem?
What are the implications incur if every step is taken?
What is the best solution?
Example
Exams should be abolished.

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OPV: Other People's Views

Moving out of one’s own viewpoint to consider the points

of view of all others involved in any situation.

Steps involved
Will this idea influence others? Other’s
people opinion on this matter?
Is your idea relevant before actions are taken?

Example
Student should be barred from UNIECCAMPUSV2
if they do not pay their study fees.

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AGO: Aims, Goals, Objectives

Picking out and defining the objectives so as one is

clear about his own aims and understanding those of
others (Purpose).

Steps involved:
What is the AGO of the plan?
Are the implementations out of The AGO?
How do I make sure that the AGO is achieved?
Example
What is the AGO of the Critical Thinking
Course?

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C&S: Consequence and Sequel

Considering the immediate, short (e.g. 1 - 2 years),

medium (e.g. 2 - 5 year) and long term (e.g. over 5
years) consequences.

Steps involved:
What are the long term effects?
What are the risks I have to face?
To what extent the new plan would bring changes?
Example:
The future of e-Learning at UNITAR.

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• “Student should be permitted to using smartphone at school”

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THANK YOU

u n i t a r.my