Cyber Security Awareness Among Malaysian Pre-University Students

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017
CYBER SECURITY AWARENESS AMONG MALAYSIAN PRE-

UNIVERSITY STUDENTS
Suwarna Rani Subramaniam
Kolej Matrikulasi Pulau Pinang
suwarnarani@gmail.com
ABSTRACT
This study investigates cyber security awareness level of students in a pre-university institution located
in northern region of peninsular Malaysia. There are two factors that have paved way for this research
to be conducted. Firstly, there are threats to students as heavy computer users and secondly, there is
need to acquire students’ cyber security awareness now as they will be future worker force upon
completion of their studies soon. Cyber Security Awareness Level questionnaire is adapted from few
other cyber security awareness related questionnaires. Stratified sampling is used for sampling purpose
as respondent from all courses in the location of research was needed. A total of 318 students have
participated in the survey. Research findings indicate that the students’ awareness is in average level
and there is no difference in cyber security awareness level between male and female students. The
study also reveals that hours of computer usage do not contribute to the students’ level of cyber security
awareness. Interestingly, this research further, found that different levels of cyber security awareness
exist among students’ from different course and students with better computing skills have better cyber
security awareness level. Practical suggestion of solutions is provided at the end of this paper to address
cyber security challenges in pre-university institutions.
Field of Research: cyber security awareness, pre-university institution, Malaysia
---------------------------------------------------------------------------------------------------------------------------
1.1 Overview
Among the serious cyber-attack in 2016 that startled cyber users are probably the Russian spies hacking
the US presidential election information, regional energy distribution companies in Ukraine that
suffered a coordinated cyber-attack which left approximately 225,000 customers without power across
various regions and data breach in Yahoo which estimated up to one billion user account were thought
to have been tracked down (Christopher, 2016). According to Internet Security Threat Report:Symantec
(2016), more than 430 million exclusive malware were detected in 2015, which made 36 percent from
the year before. Perhaps what's most notable is that those numbers no longer marvel us. Attacks against
companies and nations hit the headlines, discussed and shared through on-line social network with such
regularity that cyber users grow to be numb to the sheer extent and acceleration of cyber threats. As real
life and online emerge as in distinguishable from each other, cyber-crime has become a part of our
everyday lives. In education field for example, as education systems evolve, an increasing number of
technology is finding its way into classrooms. The most likely factors for the embedding education with
technology could probably because of cheaper mobile device and Internet data packages (Von Solms
& Von Solms, 2015) and the benefit of ICT in education is are enormous and undeniable, which causes
classrooms flooded with technology to help students learn in more engaging manner. However,
dependence on and use of these ICT tools brings new and dangerous cyber security risks and threats.
School learners are becoming an increasing number of threats whilst using ICT tools, and are prone to
the risk of exposing compromising private information or being disclosed to improper material. In such
circumstance, awareness of cyber safety performs a crucial role to lessen and reduce the treats and
E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).
(e-ISBN 978-967-0792-22-4). 4th December 2017, Melia, Kuala Lumpur, Malaysia. Organized by
https://worldconferences.net Page 1
attacks as well. Hence, it’s essential that all cyber users, especially school and higher learning
educational intuitional learners, understand the security risks and threats associated when using the
Internet.
1.2 Problem Statement

Two factors have initiated this research to be conducted. Firstly, there are threats to students as computer
users (Muhirwe, 2016). Secondly, students’ cyber security awareness as future worker force upon
completion of their studies (Teer, Kruck, & Kruck, 2007; Muniandy, Muniandy, & Samsudin, 2017).
As for the first factor, even though students are potential victims to cyber-attacks just like any common
man on the Internet, however due to the amount of time spent on the Internet, students are more at risk.
The peril increases as most of the students rely massively on free downloadable stuffs and even risking
their information and gadgets by merely depending on pirated antivirus software for protection. As a
result students tend to be perfect target to hackers (Hunt, 2016) since most of them do not have skills,
abilities, and knowledge to control the threats (Brady, 2010). To make the situation worse, education
institution, due to the open nature of campus networks (Rezgui & Marks, 2008) that often have
numerous access points, these networks are often broad open for cyber-attacks and hackers waste no
time exploiting these weaknesses (Lemos, 2012).
Secondly, as revealed in IBM’s 2014 Cyber Security Intelligence Index, 95% of security incidents
involve human error (Gehem, Usanov, Frinking, & Rademaker, 2015) and many of these are
successful security attacks from attackers who prey on human point to trap insiders within organizations
to provide them entry to confidential information (Howarth, 2014). Human factor is also known as
weakest link in cyber security chain (Muniandy et al., 2017). According to Ponemon Institute (2016),
many corporations are at risk because their employees are not knowledgeable on Internet protection
(Bharathi & Suguna, 2014). Solutions to this pandemic situation is by providing training to employees
on cyber security awareness and assigning and addressing the issue with college students at the higher
education level (Patten & Harris, 2013). This fact is also strongly supported by research in U.S schools,
“Not only must students know how to stay safer online at school and at home, but they also must be
equipped to deal with the workplace challenges of the digital age” , U.S. Schools Not Preparing Kids
for Digital Age (2013) as quoted by (Hunt, 2016).
In the survey location, as many lecturers are adapting technology in their teaching and learning process,
students are required to login frequently to the Learning Management System and other LMS too.
Students download lecturer notes, assignments, participate in forum, quiz actively. However, the level
of cyber security awareness is unknown till to date. Hence, to explorer to unknown statistics of cyber
security awareness level paved this research to be conducted. By knowing the cyber security awareness
level, further actions can be taken to provide and protect students to be exposed to cyber security attacks
as well as to equip them with the knowledge as some students might join work force upon graduation
from the pre-university institution.
1.3 Research Questions

The research aims to find the answers to the following research questions:
i. What is the cyber security awareness level among students?

ii. Is there any significant difference in cyber security awareness level between male and female
students?
iii. Is there any significant difference in cyber security awareness level between students’ from
different courses?
iv. Is there any significant difference in cyber security awareness level between students’ with
different computing skills?
v. Is there any significant difference in cyber security awareness level between students’ with
different hours of computer usage?
1.4 Research Framework

In this study, pre-university students’ cyber security awareness level is studied according to the
gender, course and their computing skills and usage. Refer Figure 1.1 for the conceptual model.
Course
Cyber security awareness
Gender level
Students' computing
skills and usage
Figure 1.1 Research Frameworks
1.5 Significance of the Study

By accessing the cyber security awareness level, Ministry of Education, Malaysia is able to ensure that
students can protect themselves threats from cyber security as well as practices their awareness later on
as workers in organizations. Otherwise, immediate actions can be taken so that cyber security awareness
can be made as more common knowledge and it needs to be more readily available such as conducting
cyber security awareness program to instill the awareness like in some countries (Muhirwe, 2016)
1.6 Scope of the Study

This study only conducted to students in a pre-university institution in northern region of Malaysia.
Only questionnaire is used to access student’s cyber security awareness level. Students’ cyber security
awareness level only studied in four (4) different aspects, which were students’ course, gender
computing skills and computer usage in hours.
2 LITERATURE REVIEW
2.1 Cyber Security

Cyber security is defined as the "ability to protect or defend the use of cyberspace from cyberattacks"
(Kissel, 2013 p. 58). According to Solms and Niekerk (2013), cyber security goes beyond the barrier
of common information security to include not only the protection of information resources, as well as
other asset and human too. The term cyber security is frequently practiced conversely with the term
information security. This paper is not intended to search deeper in the difference of cyber security and
information security, however it’s vital to distinguish both terms.
The international standard, ISO/IEC 27002 (2005), defines information security as the preservation of
the confidentiality, integrity and availability of information (ISO/IEC 27002, 2005) as quoted by Solms
and Niekerk (2013). In the context of ISO/IEC 27002 (2005), information can take on many mode and
appearance. It can be printed or written on paper, stored electronically, and transmitted by post or
electronic means. Hence, information need to be protected from various threats including physical,
human and technological driven threats (Atle Refsdal, Bjørnar Solhaug, 2015). Cyber security, on the
other hand addresses only information assets that targeted via cyberspace. In short, cyber security goes
beyond information security which is not limited to the protection of information assets and the
preservation of confidentiality, integrity and availability of information. Information security, on the
other hand, goes beyond cybersecurity, in that is it not limited only to threats that arise via a cyberspace.
Nevertheless, information security can also be seen as sub set of cyber security and therefore digital

information in world of cyber also discussed in this paper (Cyber Security versus Information Security,
2014).
2.2 Cyber Security Threat

Cyber security threat is a circumstance or event that has or indicates the potential to exploit
vulnerabilities and to adversely impact (create adverse consequences for) organizational operations,
organizational assets (including information and information systems), individuals, other organizations,
or society (Glossary National Initiative for Cybersecurity Careers and Studies, 2017). According to
Kaspersky Support (2017), common threats to cyber users are malware (malicious code) which tries to
break-in security comes in form of Viruses, Worms, Trojans, Spyware, Phishing, Adware, Riskware,
Jokes, Rootkits and Spam. These threats emerge in year 2016 and a total case of 8334 have been reported
to Cybersecurity Malaysia (Cyber Security Malaysia, 2017). This figure does not include cases that go
unreported almost daily. Adam Meyer, chief security strategist at SurfWatch Labs has predicted that
since 2016 was the year hacking went mainstream, 2017 will be the year hackers innovate and creative
hacks assumed to take place (Patterson, 2016). With the whole world seems to have landed cyber world
war III, similarly as coined by U.S. Defense Secretary, Leon E. Panetta that United State is facing Cyber
Pearl Harbour attack (Bumiller & Shanker, 2012) the only solution to the cyber security threat would
be creating awareness to the existing and upcoming cyber user.
2.3 Cyber security Awareness

Cyber security awareness is more important now than it has ever been before. Threats to personal
information are increasing and identities are getting stolen every day. Making individuals aware of this
is the first step (Alhejaili, 2013; Hunt, 2016). By exploring cyber security awareness level, the
mitigation can impact can be reduced by adopting appropriate awareness program (Chan & Mubarak,
2012; Rezgui & Marks, 2008). According to (Muhirwe & White, 2016) their study do indicate that
cybersecurity awareness significantly impacts one’s cybersecurity practice. While it is important to
establish cyber security awareness in higher education in a systematic and consistent manner, a viable
system of higher education is a definite pre-requisite.
2.4 Previous research in cyber security awareness

Many articles and journals were viewed on the topic and to pursue the research outcome, extensive
reading and review were done on cyber security awareness research. Refer to Table 2.1 for cyber
security awareness research and Table 2.2 cyber security awareness research in Malaysia. From the
tables, it is quite obvious that most of the research is done after year 2010, probably because more
people started to use Internet using their computing devices and therefore the threat to cyber security
aggravated as well. Another pattern that is visible from this table is that most of the studies were
conducted at the university and college level.
Table 2.1
Cyber Security awareness research
Author Institution Number of Outcome
respondent
1. Muhirwe & regional university in 249 Cyber security awareness significantly

White (2016) the Pacific Northwest impacts one’s cybersecurity practice.
(United States)
2. Hunt (2016) - - This paper points out the importance of

cyber security awareness and protection
and proposed four solutions to address

cyber security challenges in higher

education
3. Ismailova & Kyrgyz Turkish Manas 172 Knowledge about cybercrime is quite low
Muhametjanova University and students are mostly not aware of
many aspects of computer crime
(2016) (Kyrgyzstan)
4. Abolarinwa, two tertiary institutions 520 No significant difference was recorded

Tiamiyu, & among the gender and different age
Eluwa (2015) (South-Western groups. Number of hours students spent
per week using computer and internet has
of Nigeria)
significant influence on their level of
computer security awareness.
5. Ngoqo & University in South 81 Relationship exists between information

Flowerday Africa security awareness and behavioral intent.
(2014)
6. Kim (2013) Business College: 196 College students understand most

Undergraduate Students information security topics suggested by
(New England, United National Institute of Standards and
States) Technology (NIST)
7. Slusky & College of Business and 340 Major problem with security awareness is
Partow-Navid Economics California not due to a lack of security knowledge,
(2012) State University (Los but in the way the students apply that
Angeles) knowledge in real-world situations
8. Androulidakis & 4 Universities of 959 Students are unaware of the necessary

Kandus (2011) Budapest measures to avoid a possible
unauthorized access and/or sensitive data
(Hungary) retrieval from their phones and that they
lack proper security education
9. Teer et al. (2007) Public state university 86 Students’ perception is generally

“somewhat insecure”
10. Garrison & four universities 33 Accounting students may not be

Posey (2006) sufficiently prepared to help safeguard
sensitive data and resources as they
become practicing accountants.
Table 2.2
Cyber security awareness research in Malaysia
Author Institution Number of Outcome
respondent

1. Muniandy et al. Tunku Abdul 128 cyber security behavior among respondents
(2017) Rahman University was generally unsatisfactory in password
College usage, phishing, social engineering, online
scam and malware
3. Hasan, Rahman, Faculty of 342 (1) Female students are more aware and have
Abdillah, & Accountancy affirmative insights than male, (2) students
Omar (2015) Universiti Teknologi in the age group of 18-23 years have lower
MARA perception and awareness than those aged 24
years and above and (3) those with higher
academic qualifications are more aware at
cybercrime and perceived the issue of risk
differently
4. Muniandy & - - Conceptual paper examines the state of

Muniandy cyber security and three factors, namely
(2012) technology, organizational and human
factors were identified as the factors
governing cyber security protection in
Malaysia.
2.5 Research gap

From the literature review, there were many researches on cyber security awareness level at the
university level but none at the pre-university level. Hence, the researcher was keen to study cyber
security awareness level at a pre-university institution in Malaysia. Furthermore, Malaysia is one of the
countries that have many issues related to cyber security threats.
3 RESEARCH METHODOLOGY
3.1 Data collection Procedures

In data collection procedure, appropriate questionnaire is designed and administered to the targeted
respondent.
3.1.1 Population and Sampling

The populations of this study are pre-university institution students in northern region of Malaysia. For
sampling purpose, stratified sampling is used as respondent from different course namely Module 1,
Module 2, Module 3, Accounting group of students are needed. Students from Module 1 take Biology,
Chemistry, Physic and Mathematics subjects. Students from Module 2 take Chemistry, Physic,
Mathematics and Computer Science subjects. Students from Module 3 take Biology, Chemistry,
Mathematics and Computer Science subjects. Accounting students take Mathematics, Accounting,
Business Studies and Economics.
3.1.2 Cyber Security Awareness Level Questionnaire

A self-administered, structured questionnaire to collect data from respondents will yield for more
accurate results (Kelley, Clark, Brown, & Sitzia, 2003). In order to answer the research questions and
test the hypotheses, a comprehensive survey tool is developed. Survey tool or research instrument is a
tool for data collection in a research to achieve the research objectives. The research instrument used in
this study is Cyber Security Awareness Level Questionnaire adapted from (Kim, 2013), (Muhirwe &
White, 2016) and (Slusky & Partow-Navid, 2012). As a result, a questionnaire was designed to obtain
data about demographics, students’ computer skills and usage, and cyber security awareness level of

students. The instrument consists of 20 three-level Likert Scale items to investigate cyber security
awareness among students in pre-university institution students in northern region of peninsular
Malaysia. In addition, 4 items were added for the demography of the respondent (2 questions) and
information about student’s computing skills and usage (2 items). These 4 items use the categorical
variable. Refer Figure 3.1 for the mapping of the instrument.
3.1.3 Validity of Research Instrument

According to Sax (2008), the content validity of items on a Likert-type scale can be determined by
having a panel of raters to review the items. The Cyber Security Awareness Level Questionnaire was
adapted by the researcher and the content validity assessment was then done by a senior lecturer from
Universiti Sains Malaysia (USM). This lecturer is an expert in the field of Educational Technology and
Multimedia. The instrument was also validated by three (3) lecturers from the location of the study.
3.1.4 Reliability of Research Instrument

The tendency close to consistency found in repeated measurements indicates reliability (Carmines &
Zeller, 1979). One of the most popular reliability statistics in use today is Cronbach's alpha (Santos,
1999). The Cyber Security Awareness Level Questionnaire was tested for its reliability with 31
respondents using SPSS version 22. The Cronbach’s alpha internal consistency reliability coefficient
for the Cyber Security Awareness Level Questionnaire was 0.837 (refer Table 3.1). According to
George and Mallery (2003) Cronbach's alpha reliability coefficient normally ranges between 0 and 1.
The closer the coefficient is to 1.0, the greater is the internal consistency of the items (variables) in the
scale.
Table 3.1Reliability Statistics

Reliability Statistics
Cronbach's Alpha N of Items
.837 20
4 DATA ANALYSIS
4.1 What is the cyber security awareness level among students?

Students from Module 2 have highest cyber security awareness level compared to all four modules
(mean=4.14). Accounting students have lowest cyber security awareness level (mean=3.83). Refer
Table 4.1.
Table 4.1
Cyber security awareness level according to student’s course
Module Mean N
Module1 3.9328 87
Module2 4.1429 113
Module3 4.1370 73
Accounting 3.8256 45
Total 4.0392 318
Male students have better cyber security awareness level (mean 4.13) compared to the female students
(mean 4.01). Refer Table 4.2.
Table 4.2
Cyber security awareness level according to student’s gender
Gender Mean N
Male 4.1274 82
Female 4.0085 236
Total 4.0392 318
Students who have excellent computing skills have better cyber security awareness (mean Table 4.41).
Students with very poor computing skills have less cyber security awareness. Refer Table 4.3.
Table 4.3
Cyber security awareness level according to student’s computing skills
Students computing skills Mean N
Very poor 3.2045 11
Average 3.9655 155
Good 4.1410 133
Excellent 4.4105 19
Total 4.0392 318
Students who use Internet for more than 36 hours scored better for their awareness level in cyber
security (mean 4.27). However, students who use Internet for 26-30 hours have the lowest cyber security
awareness level (3.64). Refer Table 4.4.
Table 4.4
Cyber security awareness level according to students’ computer usage
Hours Mean N
0-10 hrs 3.9993 206
11-15 hrs 4.1545 33
16-20 hrs 4.1297 32
21-25 hrs 4.1441 17
26-30 hrs 3.6417 6
31-35 hrs 3.9150 10
36+ Hrs 4.2786 14
Total 4.0392 318
4.2 Is there any significant difference in cyber security awareness level between male and female
students?
Levene’s test was used to determine equality of variances by ensuring that post-test scores in each group
should to have homogeneous variances (Pallant, 2011). Table 4.5 below shows that Levene’s test for
homogeneity of variances was not significant (p > 0.05). It can be concluded that variances for each
group were the same.
Table 4.5
Test of Homogeneity of Variances for mean of cyber security awareness level between students
gender.

F Sig.
Equal variances assumed .042 .838

mean_awareness
Equal variances not assumed
Independent Sample T-Test was run and the result shows that there was no significant difference in the
mean of cyber security awareness level between Male and Female students Male (M=4.13, SD=0.59)
and Female (M=13.84, SD=9.11) conditions; t (1.6) =316, p=0.11. Hence, Hypothesis Null for Research
Question 2 can be accepted. This result indicates that there is no difference in cyber security awareness
level between male and female students.
Table 4.6
Mean of post-test statistics for Male and Female students
t df Sig. (2-tailed)
Equal variances assumed 1.619 316 .106
mean_awareness
Equal variances not assumed 1.596 137.732 .113
4.3 Is there any significant difference in cyber security awareness level between students’
from different course?
A One-way Analysis of Variance (ANOVA) was used to examine the question of whether students from
Module 1, Module 2, Module 3 and Module Accounting differ in their cyber security awareness level.
The independent variable represented the different courses with four groups being represented: 1)
Module 1; 2) Module 2; 3) Module 3; and 4) Module Accounting. The dependent variable was the
average score that students made on a measure of cyber security awareness.
The test for normality, examining standardized skewness indicated the data were statistically normal.
However, the Levene’s F test revealed that the homogeneity of variance assumption was not met (p =
.000). As such, the Welch’s F test was used. The one-way ANOVA of student’s average score on the
measure of cyber security awareness revealed a statistically significant main effect, Welch’s F(3,
138.27) = 4.54, p < .05, indicating that students from different courses had the significant different
average score on the measure of cyber security awareness.
Post hoc comparisons, using the Games-Howell post hoc procedure, were conducted to determine which
pairs of the four courses means differed significantly. These results are given in Table 4.7 and indicated
that the mean score for students from was Module Accounting (M =3.83, SD = 0.67) significantly
different from Module 2 (M = 4.14, SD = 0.500) as well as students from Module 3 (M = 4.14, SD =
0.57).
Table 4.7
Games-Howell post hoc test statistics for different courses
(I) module (J) module Sig.
Module2 .084
Module1 Module3 .090
Accounting .826
Module1 .084
Module2 Module3 1.000
Accounting .028
Module3 Module1 .090

Module2 1.000
Accounting .031
Module1 .826
Accounting Module2 .028
Module3 .031
4.4 Is there any significant difference in cyber security awareness level between students’
with different computing skills?
One-way Analysis of Variance (ANOVA) was used to examine the question of whether students with
different computing skills differ in their cyber security awareness level. The independent variable
represented the different courses with four groups being represented: 1) Very Poor; 2) Average; 3)
Good; and 4) Excellent. The dependent variable was the average score that students made on a measure
of cyber security awareness.
measure of cyber security awareness revealed a statistically significant main effect, Welch’s F(3, 34.05)
= 10.15, p < .05, indicating that students from different computing skills had the significant different
average score on the measure of cyber security awareness.
Post hoc comparisons, using the Games-Howell post hoc procedure, were conducted to determine which
pairs of the four courses means differed significantly. These results are given in Table 4.8 and indicated
that the mean score for students with Excellent computing skills (M =4.41, SD = 0.4) significantly
different from Average computing skills (M = 3.97, SD = 0.56) as well as students for students with
Very Poor computing skills (M = 3.21, SD = 0.91).
Table 4.8
Games-Howell post hoc test statistics for different computing skills
(I)Students computing (J) Students Sig.
skills computing skills
Average .080
Very poor Good .028
Excellent .006
Very poor .080
Average Good .026
Excellent .001
Very poor .028
Good Average .026
Excellent .058
Very poor .006
Excellent Average .001
Good .058
4.5 Is there any significant difference in cyber security awareness level between students’ with
different hours of computer usage?
One-way Analysis of Variance (ANOVA) was used to examine the question of whether students with
different hours of computer usage differ in their cyber security awareness level. The independent
variable represented the different courses with seven groups being represented: 1) 0-10 hours; 2) 11-15

hours; 3) 16-20 hours; 4) 21-25 hours; 5) 26-30 hours; 6) 31-35 hours and 7) 36+. The dependent
variable was the average score that students made on a measure of cyber security awareness.
measure of cyber security awareness revealed a statistically insignificant main effect, Welch’s F(6,
34.86) = 2.03, p > .05, indicating that students from different hours of computer usage had the
insignificant different average score on the measure of cyber security awareness.
5 DISCUSSIONS AND CONCLUSION
5.1 Discussion
From this research, it is now known that students cyber security awareness level from different aspects.
Students from Module 2 have higher awareness level compared to other courses and Accounting
Module has the lowest awareness level. Male students were found to have better cyber security
awareness level. Students that have better computing skills and use computer for longer hours tend to
have more cyber security awareness level. Further investigation using inferential statistic shows that
male student’s cyber security awareness level insignificantly different from the female students. This
finding is consistent with research done by Abolarinwa et al. (2015). Next, students from Module
Accounting found to be significantly different from Module 2 and Module 3 students in term of cyber
security awareness level. This revelation is persistent with Garrison and Posey (2006)’s study on
Accounting students’ cyber security awareness level was found to be insufficient. In addition, students
with Excellent computing skills discovered to be significantly different with Average and Poor
computing skills students. However, students with different hours of computer usage turn out to be
having same cyber security awareness level. This finding is comparatively runs contradictory with
research done by Abolarinwa et al. (2015) who spotted that number of hour students spent per week
using computer and internet has significant influence on their level of cyber security awareness.
5.2. Conclusion
This study recommends necessary policy measures to be taken by the pre-university institutions to
ensure students from all courses have same level of cyber security awareness. For example, cyber
security awareness programme can be conducted for all freshmen (students) in the first week of their
registration for course enrolment in the pre-university. Subsequently, by having cyber awareness
program every now and then in the pre-university institution, students from all courses will gain
beneficiation. Awareness programme should include cyber security laws, the risk and prevention
methods. At the same pace, instructor and administrators too should get training to assist the younger
generation to equip and combat the digital age battle. Further investigation and experimentation into
cybercrime is strongly recommended. Considering the ever-rising growth of cybercrime in Malaysia as
well as globally, it’s germane to restrain and to curb its intricate capacity. On that account, aspects that
firmly influence level of awareness on cybercrime among students in Malaysia pre-university
institutions in which could be more consistent or proper ought to be e scrutinized for the interest of all.

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E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON
EDUCATION 2017
THE TECHNOLOGICAL, PEDAGOGICAL AND CONTENT

KNOWLEDGE (TPACK) OF TERTIARY LEVEL ENGLISH
LANGUAGE INSTRUCTORS IN INTEGRATING TECHNOLOGY IN
LANGUAGE CLASSROOMS
Joseph Ramanair, Souba Rethinsamy & Jecky Misieng

Faculty of Language and Communication,
Universiti Malaysia Sarawak
rjoseph@unimas.my
rsouba@unimas.my
mjecky@unimas.my
ABSTRACT
Technology is now an integral part of education. It offers much potential to enhance teaching and
learning not only in the classroom but beyond it, making education accessible via cyberspace. The
significance of technology to education has been also recognised an integral part of the 10 shifts
outlined by the Malaysian government in the National Education Blueprint 2015 – 2025 (Higher
Education). The powerful potential of technology however, can only be realised through informed and
purposeful use of it by teachers. Integrating technology in the language classroom requires that
teachers not only have knowledge about the Technology but also the subject matter (Content), and how
the subject matter needs to be purposefully delivered (Pedagogy). The interplay between these three
components of knowledge – Technology, Pedagogy, and Content Knowledge (TPACK) determines the
essential qualities of teacher knowledge that are required when teachers integrate technology in their
classroom practices. This study is therefore designed to identify the TPACK bases of tertiary level
English language teachers and determine their confidence levels in integrating technology. Data were
collected through the use of questionnaire and interviews. Findings from this study inform pedagogical
practices in integrating technology in English language programmes and enable language teachers to
reflect on their classroom based instructional practices. The implications of these findings for
classroom pedagogy are also discussed.
Field of Research: technology integration, teacher education, TPACK, tertiary.
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
The integration of technology in classroom activities has been considered important in transforming
teaching and learning, and teachers play a vital role in its realisation. The emphasis on incorporating
technology is an essential part of the 10 shifts outlined by the Malaysian government in the National
Education Blueprint 2015 – 2025. In the field of English language teaching (ELT), technology
integration offers much potential in supporting vocabulary development (Bytheway, 2015; Hitosugi,
Schmidt, & Hayashi, 2014; Wilkinson, 2015), stimulating interaction to encourage language output
(Dourda, Bratitsis, Griva, & Papadopoulou, 2014; Lockley & Yoshida, 2016), promoting collaboration
in language learning to share, adapt, and create meaning (Bikowski, & Vithanage, 2016; Dooly &
Sadler, 2016), and enhancing the learning of grammar for writing (Cornillie, Van den Noortgate, Van
den Branden, & Desmet, 2017; Feng, Saricaoglu, & Chukharev-Hudilainen, 2016).
2. Teachers and Technology
Teachers play an indispensable role in leveraging the powerful potential of technology in classroom
language learning particularly as they determine the learning needs of the students and how these needs
can be approached through instructional activities. With rapid developments in technological
innovations and the increasing potential of technology to enhance learning, teachers are increasingly

EDUCATION 2017
expected to use it in their classroom teaching (Blake, 2016; Chun, Smith, & Kern, 2016; Godwin-Jones,
2016). However, language teachers have not always used technology in ways that can transform
classroom pedagogy (Balchin & Wild, 2016). Their use of technology is often described as uneven or
limited, largely used on the periphery or on ad hoc basis (Guichon & Hauck, 2011; Sarhandi, Khan,
Buledi, & Asghar, 2016). Such use also indicates that while teachers have knowledge about the
technology, they have limited understanding of how to integrate it in the classroom to transform
pedagogy (Howard & Mozejko, 2015; Toetenel, 2014). This limitation prompted this study to
investigate the knowledge of English language teachers and determine their confidence levels in
integrating technology.
3. Teacher Knowledge Bases - TPACK
Integrating technology in the English language classroom requires that teachers not only have
knowledge about the technology. This knowledge needs to relate to knowledge in the areas of pedagogy
and content too which are important aspects of effective pedagogy. The interplay between these three
components of knowledge – Technology, Pedagogy and Content Knowledge (TPACK) are thus,
essential to enable teachers to integrate technology meaningfully in their pedagogical practices (Koehler
& Mishra, 2009; Mishra & Koehler, 2006). This TPACK framework consists of seven components -
Technology Knowledge (TK), Pedagogy Knowledge (PK), Content Knowledge (CK), Technological
Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), Pedagogical Content
Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The TPACK
framework is illustrated in Figure 1.
Since its inception, TPACK has been a burgeoning focus of research to explore how teachers’
knowledge bases interact and relate to guide them to integrate technology in the classroom. A number
of research studies have explored teachers’ integration of technology using the TPACK framework.
Most recently, Reyes, Reading, Doyle, and Gregory (2017) investigated how lecturers on teacher
education programmes at an Australian university perceived the impact of TPACK in their teaching
practice. Koh and Chai (2017) conducted a study involving 27 primary school teachers in Singapore to
investigate their TPACK in relation to the Design Knowledge (DK). The study was designed to identify
aspects of TPACK they considered and the kinds of frame they used, and adopted when considering
various features of the framework. Further, Anderson, Griffith, and Crawford (2017) explored
preservice teachers’ use of iPad apps based on the TPACK framework. The study which was

EDUCATION 2017
participated by 14 teachers pursuing early childhood education in the area of special education,
investigated the decisions they made and the combinations of knowledge they utilised in their decision-
making. The TPACK is thus, an important framework that that can indicate knowledge bases of teachers
and determine areas in which teachers’ knowledge bases can be further developed professionally.
4. Methodology
4.1 Sample and data collection method
A total of 83 tertiary level English language teachers from higher institutions of learning in Malaysia
volunteered to participate in this study. Data were collected using an online questionnaire which was
piloted. The instrument consisted of two sections – A and B. Section A elicited participants’
demographic information -age, gender, academic qualifications, employment status, and years of
teaching English language. Section B consisted of statements representing the TPACK components in
the teacher knowledge bases. Participants were required to indicate their level of agreement to each
statement based on a five-point Likert scale. The questionnaire was made available online and
distributed to English language instructors at various institutions of higher learning in Malaysia.
4.2 Instrumentation
The research team surveyed a number of research articles related to this study that used the TPACK
framework to investigate the knowledge based of various levels of teachers using technology, to identify
a suitable research instrument. One study by Hosseini and Kamal (2012) which not only reviewed
studies using TPACK- based questionnaire but also thoroughly reviewed commonly used items in the
questionnaire from each component of the framework, was identified. The items for each TPACK
component were selected based on their respective overall alpha readings as shown in Hossein and
Kamal (2012). An item if deleted from the component caused a drop in the overall alpha value is deemed
crucial for the component and was retained. Once the relevant items for each component were identified
and compiled to be part of the instrumentation, the research team carried further analyses of the items
to ensure that they fit the requirements a good item. A pilot study of the questionnaire was also
conducted and the data derived from it were analysed. These findings indicated that further revisions of
the items in Section A and B were unnecessary.
5. Findings and Discussion
Data obtained from this study was analysed descriptively and for validity and reliability. A total of 83
tertiary level English language teachers participated in this study. The mean age of participants was
40.60 (sd=9.23) while their mean years of teaching experience was 15.07 (sd=8.80).
5.1 Validity and Reliability Analysis
As for the seven components of TPACK (Section B), the items were assessed for validity and reliability
of the scores obtained. The results indicated that the TPACK items were normally distributed. The
correlations among the components revealed acceptable divergent validity with no coefficients reaching
.90 or above similar to Hosseini and Kamal’s (2012) study. All correlations are positive indicating that
there is convergent validity towards the main construct being studied which is the knowledge bases of
the teacher participants with regards to the use of technology in teaching. Also, the results from the
analysis conducted also revealed that these teacher participants on average had low scores on the
components involving technology. These components are TK, TCK, TPK, and TPACK.
6. Conclusion and Future Recommendation
While the findings showed that these teacher participants had the knowledge in the seven components
of the TPACK, their confidence level with regards to technology were low. These findings were
however, self-reported and as such further study is required to investigate their classroom practices in

EDUCATION 2017
integrating technology. The findings also suggest that these teachers need further professional
development specifically to increase their level of confidence in using technology for purposes of
integration.
Acknowledgement
This research was supported by Universiti Malaysia Sarawak through the Scholarship of Teaching and
Learning Grant No: C02/SoTL7/1346/2016(7)

EDUCATION 2017
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Research, 11(3), 1-16.

THE EFFECTIVENESS OF PROMOTING SCIENCE THROUGH

ROCKETRY WORKSHOPS AS A CORPORATE SOCIAL
RESPONSIBILITY INITIATIVE IN MALAYSIA
A Qualitative study on the Effectiveness of conducting Rocketry Workshops in
Malaysia by Creating Awareness and Inspiring Youth to excel in the field of
Aerospace Science
Captain Mohammed Faiz Kamaludin

President
Astronautical Association of Malaysia (AstroX)
mfaiz@angkasawan.org.my
ABSTRACT
Malaysia is facing a worrying decline in science literacy. According to international benchmark

assessments derived from recent Trends in International Mathematics and Science Study (TIMSS) and
the Programme for International Student Assessment (PISA) results, the level of science proficiency of
14 to 16 year olds in Malaysia is well below the international average and on a downward trend.
Malaysian students are also shying away from the science stream according to statistics based on
candidates sitting for the SPM examinations. The source of the problem is that students do not see
science as something enjoyable or fun, that they would like to pursue for higher education. Current
Corporate Social Responsibility (CSR) initiatives in Malaysia are in the form of corporate philanthropy
and charitable giving. There must be an effort and initiative by government agencies and organisations
to invest in quality aerospace educational programmes, such as rocketry workshops to promote science
education. This paper will explore the effectiveness of conducting rocketry workshops in Malaysia by
creating awareness and inspiring youth to excel in the field of aerospace science.
Field of Research: Rocketry, Aerospace Science, Corporate Social Responsibility
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
Corporate Social Responsibility (CSR) is currently the buzzword in business, as most organisations are
working hard towards becoming a good corporate citizen by doing their part in contributing back to
society while operating in an environmentally sustainable manner. The concept of CSR has been around
for 4 decades, yet it is still missing a single, agreed definition by researchers and practitioners alike.
Being broadly defined, CSR covers a wide array of spectrum involving every large and small
organisation in planning and implementing CSR activities whether directly or indirectly, in developed
or developing nations (Taneja, Taneja, & Gupta, 2011). The movement can be seen here in Malaysia,
with CSR efforts going beyond basic corporate philanthropy.
This research paper will look at efforts by aerospace industry players in Malaysia conducting
CSR work in support of aerospace education. This research will look into teething problems faced by
non-profit organisations or NGOs in sourcing for funds and sponsorships to conduct aerospace related
educational programmes in schools, colleges and universities nationwide. The literature review covers
the evolution of CSR, CSR theories and CSR practices in Malaysia. This research effort is aimed at
developing a more structured framework and approach for government agencies and corporations in

Malaysia to invest in quality CSR programmes in promoting aerospace education and its effectiveness
and benefits to the youth and community of the future generation.
Aerospace education is gaining interest among schoolchildren and the youth of Malaysia after
the successful launch of Malaysia’s first astronaut, Dato’ Dr. Sheikh Muszaphar Shukor in October
2007. However, government agencies, big corporations and business communities are reluctant to
invest in good CSR programmes to promote aerospace education, due to the high cost involved in
running these programmes. Common CSR initiatives by government agencies and corporations look
into philanthropic contributions to charitable causes such as welfare homes, cancer patients and the
under privileged communities. These are worthy efforts to be socially responsible to the community,
however this paper will highlight that there should be an avenue to recognise and help potential schools
and promising young individuals to experience the exposure of quality aerospace education.
2. Research Objectives
The main objective of this study is to conduct research on the effectiveness of aerospace related outreach
programmes in the form of rocketry workshops in Malaysia by inspiring youth and the younger
generation to excel in the field of science and technology. In doing so, the study will seek:
a) To explore the possibilities of developing a more structured framework and approach for
government agencies and corporations to invest in quality CSR programmes promoting the above
cause.
b) To look into possible avenues for CSR funding for aerospace education from various sources not
limited to big corporations but also from small to medium-sized enterprises (SMEs).
Findings from this research will add to the knowledge and understanding on the subject of Corporate
Social Responsibility especially in the Malaysian domain. This study would be deemed significant by
helping to develop a more structured approach in promoting the knowledge of aerospace and science in
Malaysia through non-profit organisations and other commercially driven entities. In addition, the
research findings will also contribute towards studies related to the current trend in employee loyalty
through participation in community service and other CSR practices.
3. Literature Review
3.1 Evolution of CSR
CSR is gaining momentum in the business world today as corporations compete to contribute socially
and environmentally in addition to operating a profitable business. Defined as the duty of a corporation
to create wealth in ways that protects or enhance societal assets (Steiner & Steiner, 2009), corporate
social responsibility must go beyond social investing and philanthropy, which is currently being
practiced by most business entities. Companies must change their mind-set in the way they operate their
business to be more socially responsible (Javier, 2005). According to Hollender and Breen (2010)
confronted with a vast ever-expanding array of socially worthy activities, many companies are hazy on
which efforts to concentrate on. Current trends indicate that successful companies concentrate their
efforts on building communities with a purpose and not by just making a profit, but making a profit in
order to do something better (Philips, 2006).
3.2 CSR Theories
According to Garriga and Mele (2004) most of the current CSR theories can be broadly classified as
instrumental, political, integrative and ethical. All four of the above CSR theories emphasizes on
meeting objectives that produce long-term profits through usage of business power in a responsible
way. In this research paper, we will examine CSR efforts mainly utilising the instrumental theories in
which, it is presumed that corporations are identified as an instrument for wealth creation and inversely
states that the creation of wealth to be their sole social responsibility (Singh, Yahya, Amran and Nabiha,
2009). However, the equation only examines the interactions between business and society in the
economic concept. Based on instrumental theories, a corporation will classify CSR activities as social
investments when their philanthropic efforts are aligned with the company’s mission statement, for
example, when an aerospace company teaches aerospace education to students of the local community,
it is seen as a move to be socially responsible towards the local community by increasing the field of
knowledge in their industry (Garriga & Mele, 2004). Responsible companies must build a culture that
acts more like a community than the typical corporate hierarchy. In other words, building communities
that utilises profits to fulfil a larger purpose (Hollender & Breen, 2010).
3.3 CSR in Malaysia
CSR efforts in Malaysia have been described as still in its infancy stage, however research by Thompson
and Zakaria (2004) indicates improvement in CSR reporting by organisations in Malaysia, through the
corporate environmental reporting format. The Global Reporting Initiative (GRI) was established in
1997 to provide corporations a universal set of guidelines in reporting CSR efforts, in which the general
public is able to access a company’s environmental and social performance (Singh, et al., 2009). Since
its inception, the number of companies issuing reports in accordance to GRI guidelines have increased
from 20 in 1999 to over 1,000 companies in 2006 (Taneja et al., 2011). In addition, corporate social
responsibility can also be globally measured by method of publishing information based on social,
economic and environmental performance in the form of a corporation’s annual sustainability report.
According to research by Zulkifli and Amran (2006) on CSR practices in Malaysia, it states
that 43% of surveyed companies, reported on their social performance whereas another 26% only made
a commitment to do so in the near future. Their paper states that within an 18-month period extending
from July 2003 to December 2004, approximately RM 82.1 million were given away to various
charitable societies, orphanages and the poor. This is an indication that for many Malaysian companies,
commitment to CSR is expressed in terms of charitable giving. The top three donors distributed RM
30.5 million, which is about 34.3% of the contributions, and the top ten companies accounted for over
80% of the total contributions. In their findings, Malaysian companies that conduct CSR practices
generally contribute towards charitable programmes that are related to the nature of their businesses.
Research carried out by Lu and Castka (2009) indicates that Malaysian organisations are
generally practicing CSR in the form of philanthropy and public relations (PR). They concluded that
public awareness of CSR is important and that the movement should not be limited to support from
large organisations only. Here it is important to recognise that CSR funding may come from various
sources such as smaller companies and SMEs. To further support this, Philips (2006) reported that a
local US airport fixed base operator (FBO) conducted CSR work more extensively compared to other
bigger companies within the same locality. In Europe, more than half of European SMEs are involved
in different degrees of socially responsible causes. Their involvement indicates 48% for micro
enterprises and up to 70% for the SMEs (Perrini, 2006). It can be seen from the above statistics that
support for CSR funding can come from various sources not limited to large corporations.
3.4 Community work through Aerospace Education
The purpose of an educational process is to prepare students to make a positive impact in society. In a
paper by Rahman, Md Hashim and Bakar (2010), looking at CSR from an Islamic perspective,
corporations must be accountable to society by means of promoting social justice and social
responsibility. In their study, companies were willing to be responsible corporate citizens, however
organisational and financial constraints have been identified as factors hindering their desired CSR
targets. Corporations listed in Malaysia are lacking in CSR implementation by nearly 66%, in
comparison to international CSR standards ranking them under poor and average categories (Goi &
Yong, 2009). This can be true for developing nations, as research by Geva (2008) indicates that large
corporations in developing countries conduct CSR efforts through corporate philanthropy as a way to
solve major social problems as a result of inadequate support from government agencies due to lack of
regulation and ineffective enforcement. Therefore, it is important to have strong background institutions
to support a particular cause, for an example the need for a government body such as the National Space
Agency (ANGKASA) to support aerospace education in Malaysia. In addition, a paper by Michael
(2003) has highlighted that besides company-led or government-led CSR initiatives, many observers
consider that the third sector, which consists of NGOs and civil society as the additional motor to
support the CSR movement. This is where the Astronautical Association of Malaysia (AstroX) is
contributing towards aerospace education in Malaysia.
According to research by Philips (2006), for the period from 1996 to 2005 more than 30,000
employees of United Airlines have volunteered for community service. This is a fine example of
employee volunteerism in an effort to be socially responsible. In another study, 40 percent of Americans
believe that the most important proof of a company being socially responsible is by having a good track
record in supporting communities and treating employees well (Hollender & Breen, 2010). It can be
seen that companies must be actively involved in CSR efforts through community service to attract or
retain employees in their organisation. This is an important point that needs to be highlighted to
aerospace industry players in Malaysia. Lastly, it should be stated that variance in culture will influence
CSR efforts conducted in different countries. Recognising and identifying cultural variance could
provide a positive solution in implementing CSR efforts on educational programmes for communities
that require them in different localities and region (Feeman & Hasnaoui, 2010).
3.5 Interest in Science (Malaysia)
Two international assessment indicators are showing a disturbing downward trend on Malaysia’s level
of science literacy. Firstly, the Programme for International Student Assessment (PISA) assesses the
competencies of 15 years olds in reading, mathematics and science. It is conducted every 3 years by the
Organisation for Economic Co-operation and Development (OECD). The PISA 2012 report, revealed
that Malaysia’s science literacy among 15 to 16 year old students ranked 55 th out of 64 countries.
Malaysia scored 420 points, which is below the OECD average of 501. With this score, Malaysia is
ranked lower than China, which is ranked first, Hong Kong second and Singapore third (OECD, 2013).
This is a decline for Malaysia, compared to the PISA 2009 results in which placed Malaysia 52 nd with
a mean score of 422 points.
The second assessment indicator, which is the Trends in International Mathematics and Science
Study (TIMSS) is a global assessment conducted every 4 years by the International Association for the
Evaluation of Educational Achievement (IEA) on the knowledge of mathematics and science of 10 and
14 year old students. Malaysia’s science literacy among 14-year-old students has declined by nearly
17% from 2003 to 2011. Malaysia scored 510 in 2003, 471 in 2007, and 426 in 2011. The TIMSS 2011
report also showed that Malaysia scored below the international average and was ranked 32nd out of 45
countries (Martin, Ina, Mullis, Foy, & Stanco, 2012). The declining ranking in TIMSS highlights a
mismatch between Malaysia’s current education system and that of the higher order thinking skills
(HOTS) in which TIMSS and PISA are based on.
3.6 Enhancing Students’ Interest in Science (Malaysia)
The Parent Action Group for Education Malaysia (PAGE) commented that the TIMSS results
underscore the urgent need to re-focus attention to science education, which is not reflected in
Malaysia’s education system. One of their recommendations is to devote a whole section for science
education in Malaysia’s Preliminary National Education Blueprint 2013-2025, which only addressed a
small segment on the teaching of science and mathematics. The focus has been too much on what
language science and mathematics are taught in, but in actual fact, it is ‘knowledge’ that will help
students excel. The new education blueprint 2013-2025, aspires Malaysia to be in the top third of
countries in terms of performance in international assessments, as measured by outcomes in TIMSS
and PISA within the next period of 15 years (Ministry of Education, 2012). The national blueprint has
been designed to promote the HOTS method of learning. The strategy is paying early dividends by
marked improvements in both the PISA 2015 and TIMSS 2015 reports. Malaysia scored 443 points in
science for PISA 2015, an increase of 23 points from the PISA 2012 report and recorded a score of 471
points for TIMSS 2015 an increase of 45 points from TIMSS 2011 (OECD, 2015). Even though this is
an improvement for Malaysia, there is plenty of room for growth as compared to our neighbouring
countries such as Singapore, Japan, Taiwan and Korea that consist of the top four countries globally for
achievement in science literacy.
In 2012, it was reported that less than 20% of the 472,541 students who sat for the Sijil Pelajaran
Malaysia (SPM) were science stream students. In the mid-1980s, the ratio of students taking science to
arts subjects was 31:69. This ratio further declined to 22:78 in the mid-1990s. To counter the decline,
the government introduced incentives to promote students to study science. Among measures are tax
breaks for parents, scholarships and textbook assistance for students that opt for the science stream.
These measures are taken to boost students’ interest in science with the objective of having 60% of
students in the sciences. The erosion of interest in science had become a national issue and we believe
that this research was timely to help promote aerospace knowledge to schools in Malaysia by conducting
rocketry workshops with the purpose of generating interest in the field of science.
In our proposals to acquire funding to run our workshops, we underlined some of the long-term
benefits of conducting rocketry classes for schoolchildren to potential investors. We made projections
that after their participation in our programme; students will see science as a subject that is fun. They
will also be able comprehend the correct philosophy of science. According to a report by the Academy
of Sciences Malaysia, our nation will require 500,000 degree holders in the field of science and
technology by 2020 to become a developed country. In 2015, there were only 85,000 people working
in the field of science in Malaysia. Lastly, we also predict that the participants of our programme will
continue their involvement in the field of science and the aerospace industry.
4. Research Methodology
According to Wiggins and Stevens (1999), there are 3 classes of research strategies. They are non-
experimental, experimental and quasi-experimental. The non-experimental techniques are commonly
used for applied research in social sciences whereas experimental and quasi-experimental researches
involve manipulation of variables within a controlled environment. The research strategy that was
employed in this study was conducted using the non-experimental method. According to Taneja, et al.
(2011) current CSR research design employs both qualitative and quantitative research approaches.
However, from their studies it was concluded that approximately 80% of researchers have used the
qualitative method. Qualitative research is able to better address process-orientated questions (Leech &
Onwuegbuzie, 2007). For this paper, the research collection strategies (Chaleunvong, 2009) and data
sources were conducted using the following methods:
a) Questionnaires for all workshop participants.

b) Interview sessions with randomly selected students.
c) Field observation from direct observation of students.
d) Science Test scores for 3 years of 20 students in our target group that attended the workshop against
10 students that did not attend the workshop as the control group.
1.1 Initial Research Process

To carry out the proposed rocketry workshops intended for our research, a number of proposals were
sent to various organisations:
a) Dana Belia 1Malaysia.

b) Malaysia Airlines.
c) Pintar Foundation.
d) Boustead Holdings.
e) AirAsia.
f) Odyssey.
g) CAE.
h) Felda.
i) Firefly.
Outcome: After 6 months, AstroX received a grant amounting to RM 50,000 to conduct rocketry
workshops throughout Malaysia. Malaysia Airlines declined to sponsor any workshops citing budgetary
constraints. Other entities such as Pintar Foundation and Odyssey expressed interest and would consider
our CSR efforts in their future plans. Felda declined to sponsor our workshops whereas AirAsia and
CAE offered us simulator visits to their facilities instead. Lastly, Firefly offered us discounted tickets
to our workshop locations on their flights.
From the initial research process, we were able to determine several factors to be true with other research
papers:
a) The funding for the entire project was given through a youth development grant provided by a
government agency in support of providing aerospace education to schoolchildren in Malaysia. This
verifies research by Geva (2008) that developing nations require government agencies to carry out
CSR efforts to solve major social problems. At the time the grant was awarded (2012), Malaysia
was facing a sharp decline of students being interested in science. As such the promotion of science
through rocketry workshops was an ideal solution to address this particular national issue.
b) Prominent corporations were keen to provide funding but instead decided to keep our project on
hold (or under KIV) due to budgetary constraints. This is in line with the outcome of studies carried
out by Rahman, Md Hashim and Bakar (2010), which states that organisational and financial
constraints have been identified as factors hindering corporations that were willing to become
responsible corporate citizens and achieving their desired CSR targets.
c) Other major corporations such as Felda also expressed interest, however they have their own CSR
programmes in place. This is an indication that for many Malaysian companies, commitment to
CSR is expressed in terms of charitable giving that are related to the nature of their business
(Zulkifli and Amran, 2006).
d) CAE and AirAsia were willing to help promote aerospace science by providing us with simulator
centre visits for up to 40 students. This is a positive step for smaller industry players such as CAE
in conducting CSR efforts as explained by Philips (2006) that smaller organisations conducts CSR
work more extensively compared to other bigger companies within the same locality.
e) Firefly offered us discounted tickets for our travels from state to state. They were very helpful in
our quest but cited having other CSR activities of their own in the form of charitable giving. This
indicates that most organisations practice CSR in the form of corporate philanthropy (Lu and
Castka, 2009) and should go beyond social investing and philanthropy (Javier, 2005).
1.2 Data Collection
With funding provided by a government grant, AstroX was able to conduct rocketry workshops
throughout Malaysia as an effort to promote aerospace science to schoolchildren between the ages of 9

to 14. The workshops got students to build real-life rockets (fire combustion) using solid fuel and they
were exposed to software programming and coding to measure the thrust of the rockets.
The rocketry workshops were conducted from August 2012 until June 2013 at the 10 following locations
throughout Malaysia:
a) Rebung, Kuala Lumpur.

b) SMK Raja Perempuan, Ipoh, Perak.
c) SK Beris Kubor Besar, Bachok, Kelantan.
d) Asia Pacific Smart School, Selangor.
e) SMK Cedung Jaya, Maran, Pahang.
f) SRK Laksamana, Kota Tinggi, Johor.
g) SMK Permatang Rawa, Bukit Mertajam, Pulau Pinang.
h) SMK Agama Sheikh Abdul Malek, Terengganu.
i) SRJK Tamil Jasin, Melaka.
j) Rumah Anak-anak Yatim/Miskin Rukaiyah, Kajang, Selangor.
1.3 Sampling Justification
The sampling of selected schools were varied to justify a broad spectrum of students coming from
diversified backgrounds throughout Malaysia:
a) Rural schools.
b) Urban schools.
c) Government cluster schools.
d) Private smart schools.
e) Religious Islamic and Tamil schools.
f) General public: Recipients chosen through on-line competitions and other methods.
g) Orphanage and welfare home students.
1.4 The Questionnaires (Appendix A)
For each school the rocketry workshop was limited to 20 students. The 20 students selected were
generally the school’s top science students. From the selected 20 students, all 20 of them were required
to answer a questionnaire after completing the workshop to evaluate whether attending the workshop
in any way had changed their perception of science. In addition, open-ended questions on the skills they
acquired during the workshop were also asked and the relevance of that skill that may be applied to
them in their daily lives.
1.5 Interview Sessions (Appendix B)
From the selected 20 students that attended the workshop, 6 to 14 students were randomly selected for
an interview session. The interviews were conducted one on one with the students after completing the
workshop to evaluate whether attending the workshop had changed their perception on science and
whether they were interested to venture into aerospace science as a possible career path. Questions on
the skills they acquired during the workshop were asked and the relevance of that skill that may be
applied to them in their daily lives. Other questions concerning social skills such as responsibilities,
teamwork, pursuit of knowledge and how to be a better scientist were also asked. This is in tandem with
the CSR studies of the ethical theories by Garriga and Mele (2004) on human development with
consideration to the present and future generations, and the common good of society.
1.6 Field observation

General observation of the selected 20 students was initiated as soon as we met them. During the
introductory session, we asked them about their ambitions and the career path they intend to take. This
gave us the opportunity to evaluate their level of commitment, self-dependence and general attitude
towards life. In addition, we also gave a ‘Space’ talk to the entire school ranging from 40 to 500 students
to give opportunity to the other students from that school that were not selected for our workshop to
enjoy some knowledge on Malaysia’s manned spaceflight mission. Field observation here is important
to ensure whether the audience were inspired during the presentation and how they responded to it.
1.7 Science Test Scores
We returned to the participating schools and collected a linear 3-year test scores on the science subject
for the 20 students that attended the rocketry workshop and compared them with 10 students that did
not attend the workshop to evaluate any improvements in academic test scores. We collected test scores
for year 2012, 2013 and 2014.
1.8 Data Analysis
The main concept of qualitative data analysis is to gather unstructured information such as
questionnaires, interviews and feedback forms derived from the above strategy to understand ‘why’ a
situation or condition happens (Wiggins & Stevens, 1999). To enhance the analysis process, data from
different sources can verify the findings (Powell & Renner, 2003). A combination of results from one-
on-one interviews can be cross-examined against results derived from survey questionnaires conducted
on participants after receiving our space talk.
1.9 Data Analysis using NVivo10
In an effort to acquire an enhanced appreciation of the qualitative data collected and to obtain the best
desirable data representation, the Nvivo10 software was utilized for this purpose. From the data entry
process it was recorded that:
a) 112 Interviews sessions were conducted.

b) 193 Questionnaires were completed.
c) Over 330 Nodes were created.
d) Over 7,000 References were generated.
5. Research Outcomes and Discussion
The outcome from the qualitative study indicated an increased percentage of interest in students in
learning about science as well as aerospace science. From the data analysis conducted from 2012 to
2014, our findings indicate:
a) 56% of students showed interest in the subject of science to begin with before attending the rocketry
workshop.
b) 97% of students found that the subject of science to be enjoyable after having attended the rocketry
workshop.
c) 79% of students have shown interest in pursuing a degree or further education in the field of
aerospace and science after attending the rocketry workshop.
In addition:

a) Data from the interviews conducted showed that 100% of the participants would recommend the
rocketry workshop for others to attend.
b) Data from the survey questionnaires conducted indicated that the rocketry workshop was fun;
exciting and most importantly the exposure increased their interest in science.
c) Data from the interviews conducted indicated that studying science and hard work are the required
traits needed to become a good scientist.
Some findings from our field observation:
a) Only 35% of students from the private school have ambitions of what they want to be when they
grow up. The other 65% were without any known ambitions, they didn’t seem too worried about
their future.
b) 95% of the students from the Tamil school would like to become doctors when they grow up. This
is an interesting discovery indicating a high level of ambition at an early age.
c) 80% of students from the rural school were able to complete the science experiment, which consist
of measuring and mixing different percentages of chemicals within the allotted time of 20 minutes.
Other schools took 40 to 50 minutes to complete the task. In addition, some of them required help
from their respective teachers. They were accustomed to a form of spoon-feeding to accomplish
their work.
d) It was observed that students from the religious school showed the least sign of enthusiasm or
excitement during the rocket launches, in which other schools enjoyed with great thrill. Only 33%
of the students indicated interest to pursue further studies in the field of aerospace and science.
From our research, we have concluded that the linear science test scores (2012, 2013 and 2014) for
students that attended our workshops showed an improved trend as compared to the control group that
did not attend our workshops. Some findings from the test scores:
a) In 2013: A year after having gone through the rocketry workshops, public students indicated a rise
of an average of 3.4 points above the mean average scores for 3 years, which equates to an increase
of 4.5% on average. The government cluster school from Ipoh also indicated an increase of an
average of 5.5 points in their science test scores as compared to the control group that only showed
an average improvement of 3.0 points per student.
b) In 2014: 2 years after having gone through the workshops, most schools indicated a slight decline
in test scores except for the private school (Asia Pacific Smart School), which indicated an average
increase of 0.2 points above the mean average per student.
c) It is interesting to note that the Tamil school students, showed improved test scores for each
following year increasing from 0.5 points to 1.0 point on average per student (2013 to 2014).
We understand that there may be variables and are other factors influencing science test scores such as
difficulty of the test papers, performance on test day and differences in the science syllabus. Measuring
test scores are deemed not to be conclusive as described by Schaffhauser (2013) and that improvement
in test scores does not necessarily equate to improvement in abstract reasoning or a person’s logical
thinking. With this in mind, we will continue our efforts to conduct further data analysis and device
better instrumentation and methods to provide a clearer picture of the progress and performance of
students in their interest towards science.
6. Conclusion and Recommendations
This research is an effort to conduct a comprehensive study on CSR practices in Malaysia related to
aerospace education and its effectiveness and benefits to the youth and community. We were able to
determine several factors to be true and in line with other research papers. The funding for the entire
project was given through a government grant in support of providing aerospace education to
schoolchildren in Malaysia. This reinforces the fact that developing nations require government
agencies to support CSR efforts to solve major social issues. After the completion and success of the
first rocketry programme, AstroX received another grant amounting to RM 60,000 from the same
agency to conduct advanced rocketry workshops to the other remaining states in Malaysia. The
advanced rocketry workshops focused on a different segment, which were high school students aged
between 15 and 18 years old and was successfully completed in 2014.
With the downturn in economy in 2015, non-profit organisations found it difficult to obtain
grants to promote worthy causes. There was a need for non-profit entities to transform themselves into
social enterprises to survive in the current business climate. Corporations were reluctant to invest in
non-profit organisations because the measurement of success or social impact were often non-existence
or unclear. To survive, NGOs required ingenuity and the desire to innovate beyond borders. Non-profit
organisations needed to modify their business model by generating income to sustain their operations
without relying on grants or donations (Frankel & Bromberger, 2013). This spurred the growth of social
entrepreneurship in Malaysia in tandem with the global movement of this niche sector. AstroX
embarked on such a journey in 2015 due to difficulties in obtaining further grants to promote science.
From our research findings we believed that there was a need for schools in Malaysia to have
astronautics club as part of their co-curricular activities to add value to the current science syllabus that
they are learning in school. Based on our data analysis, we were able to acquire full approval from the
Ministry of Education to form astronautic clubs in all primary schools across Malaysia through the
establishment of Astronautics Club Malaysia in 2015. Students are now able to enjoy aerospace
education and become members of the club through their schools during the co-curricular period held
fortnightly during school hours. In addition, we have developed and launched an app called GoCikgu
on both Android and iOS platform to help educate schoolteachers on how to adopt and run our
programmes in their schools. The app is also made available for the public and students to download.
To step up our efforts, we have proposed to the Ministry of Education to increase the frequency
of co-curricular activities during school hours to twice a week. We have also pushed for an increase in
the activity time to 4 hours per session. The ministry explained that they do not have any spare period
or time to be converted into co-curricular activities. We predict that with an increase in hours of
exposing children to learning science and astronautics, there will be a better rate of conversion of
students into the field of science from 79% to the range of 85% to 90%. This is an area that will require
further research and understanding.
In conclusion, it can be seen that obtaining funds with the objective of promoting science
through aerospace education can be a daunting task in Malaysia especially with the scarcity of grants
available. However, by understanding key factors involving CSR trends and the current state of science
literacy of students in Malaysia, one is able to explore various options and avenues in obtaining funding
for the intended purpose. Another option is to embark on a transformation process and become a social
entrepreneur to promote this worthy cause.
Acknowledgement
This paper is a result of a collective effort by members of AstroX who are dedicated and passionate in
promoting the knowledge of science and aerospace to schoolchildren across Malaysia. AstroX was
awarded second runner-up for innovation in social entrepreneurship during the national 2016 New Blue
Ocean Strategy (NBOS) competition.
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Appendix A
FEEDBACK FORM
Your feedback is very important to us and we value your views and comments. Please take a moment
to complete the questionnaire below so that we can continue to improve the programme.
1. How exciting was the rocketry workshop?
☐ Very ☐ Fairly ☐ Not very ☐ Not at all
2. How useful was the workshop in helping you understand the subject?
☐ Very ☐ Fairly ☐ Not very ☐ Not at all
3. Did the speaker speak at the right speed?
☐ Just right ☐ Not clear ☐ Too quiet
4. What is your favourite part about the rocketry workshop?

__________________________________________________________________________________
____________________________________________________
5. What is your least favourite part of the rocketry workshop?
__________________________________________________________________________________
____________________________________________________
6. In your opinion, does attending the rocketry workshop benefit you?
☐ Yes ☐ No
7. What are some life skills that you learned in the rocketry workshop?
__________________________________________________________________________________
____________________________________________________
8. Which life skill do you think is most important to follow no matter what?
__________________________________________________________________________________
____________________________________________________
9. You may also share any additional comments about the rocketry workshop:
__________________________________________________________________________________
__________________________________________________________________________________
_____________________________________
Thank you.

Appendix B
INTERVIEW PROTOCOL
STUDENT PARTICIPANT
1. What‘s your favourite subject in school? ______________________________________

 If the student says s/he loves SCIENCE, then ask why and what is his/her favourite part.
(Go to Question 3 and skip Question 2)
____________________________________________________________________
 If s/he does not mention SCIENCE, ask if SCIENCE is enjoyable.
____________________________________________________________________
2. What about science do you enjoy?
____________________________________________________________________
3. Would you like to study AEROSPACE SCIENCE when you go to secondary school, college or
university? Yes/No
 If the student says that they would like to, then ask him/her what it is that created this desire to
study AEROSPACE SCIENCE.
____________________________________________________________________
4. You recently were taught various skills during the rocketry workshop. Have you ever built a rocket
before this programme? Yes/No
5. What is your favourite part about the rocketry workshop?
____________________________________________________________________
6. What is your least favourite part of the rocketry workshop?
____________________________________________________________________
7. What are some of the skills you learned (particular task completed for example)?
____________________________________________________________________
8. What are some new terms you learned (tech jargon)?
____________________________________________________________________
9. What are some life skills you learned in the rocketry workshop? (eg. Teamwork, Responsibility,
Safety Awareness, Independence, Listening to Instructions, Pursuit of Knowledge, Helping each
other, Respecting your elders, Being Honest, Integrity)
____________________________________________________________________
10. Which life skill do you think is most important to follow no matter what?
____________________________________________________________________
11. What does the phrase “Pursuit of Knowledge” mean to you?
____________________________________________________________________
12. How can you become a good scientist?
____________________________________________________________________
13. What does integrity/honesty mean?
____________________________________________________________________
14. Would you recommend this rocketry workshop to your friends? Yes/No
Why?
____________________________________________________________________
Thank you.

PILOT TEST: ANALYSIS OF TECHNICAL VOCABULARY SIZE

AMONG ENGINEERING STUDENTS AT UNIVERSITI MALAYSIA
PAHANG
Amri Muaz bin Azmimurad
Centre for Modern Languages and Social Sciences
Universiti Malaysia Pahang
amrimuaz@outlook.com
Dr Najah Binti Osman

Centre for Modern Languages and Social Sciences
Universiti Malaysia Pahang
najahosman@ump.edu.my
ABSTRACT
English for Specific Purposes (ESP) is designed to appeal learners learning languages in specific
disciplines. ESP deals with words that are designed precisely or has their own meaning in specific
fields. As engineering students read texts with technical terms that have specific meaning in the
engineering field, the vocabulary knowledge of technical terms is important for them to comprehend
the texts. However, engineering students were found to face problems whenever they encounter texts
containing technical terms. Hence, this study aims to investigate the vocabulary size on technical
vocabulary among engineering students at Universiti Malaysia Pahang. This study employs a
quantitative analysis which seeks to measure the size of engineering students’ technical vocabulary. A
vocabulary test which is a word meaning test adapted from Schmitt (1994) is used in this research. The
technical terms are taken from Engineering English Word List (EEWL) developed by Hsu (2016). The
test was administered to 41 students majoring in engineering from five engineering faculties in their
fourth year at Universiti Malaysia Pahang. The current research recommends further research be done
in helping the students to improve their vocabulary size on technical terms.
Field of Research: English for Specific Purposes, technical vocabulary, vocabulary size, engineering
field, vocabulary test
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
Malaysia is one of the countries in which English is treated as the second language (Bigelow &
Ennser-Kananen, 2014), and is used in schools as one of the important subjects. Despite being treated
as important as compulsory subjects in schools, English is one of the compulsory subjects to be taken
by university students regardless of their majors. The reason why English is essential for one to master
is due to demands of job markets in which English is the global language for communication. Lower
English proficiency results in a lower chance of getting employed by companies and employers. English
has become one of the fundamental needs that employers now are looking for in future employees.

English for Specific Purposes (ESP) is one of the area of English in which it is designed to cater
to special or specific needs of the usage of the language. Engineering English is one of the areas that
fall under the scope of ESP. It is essential for one to learn or acquire the vocabulary of their chosen
professions before they involve themselves with the professions. According to Rolls & Rodgers (2017),
ESP has generally rejected literature, due in part to the genre’s insufficient coverage of discipline-
specific vocabulary.
Technical vocabulary is defined as vocabulary that has a specific use, especially in the technical
area. Chung & Nation (2004) defined that technical vocabulary is subject related, occurs in a specialist
domain, and is part of a system of subject knowledge. Even though the technical language is new to
students, students learning in the second language have a harder time compared to students learning in
the first language. According to Kwary (2011), technical vocabulary knowledge is rising to one of the
important knowledge to be mastered with the advances of numerous subject disciplines. Resulting from
this situation, many research has been done to develop ways of assisting one in learning the technical
vocabulary knowledge. One of the methods that have been proposed is constructing word lists. There
are now numerous word lists that have been constructed according to different disciplines and fields.
Hsu (2014), for example, developed Engineering English Word List (EEWL) that aims to help
engineering students in mastering technical vocabulary that later will help them in performing tasks that
requires the use of technical terms.
Vocabulary knowledge is one of the building blocks of any language (ÿzönder, 2016).
Vocabulary knowledge can be divided into two aspects: breadth and depth. The breadth of knowledge
refers to the number of words the meaning of which one has at least some superficial knowledge (Qian,
2002). This is supported by I. S. P. Nation (2001) which defines vocabulary breadth as vocabulary size
or the number of words for which a learner has at least some minimum knowledge of meaning. The
depth of knowledge, on the other hand, deals with how well a person knows the word. Vocabulary size
and vocabulary level are in the same category of vocabulary breadth. According to Schmitt (2008), it is
crucial for one to have a deep knowledge of a word in order to fully understand the word and be able to
use the word properly. Anderson & Freebody (1981) state that it is the general vocabulary knowledge
of the reader that best predicts how well that reader understands the text.
There are a few tests related to measuring vocabulary which is divided into size and depth
respectively. Vocabulary level test is designed to measure one’s vocabulary size while Word Associates
Test is suitable to test on one’s vocabulary depth. This is supported by Zhang & Koda (2017) that stated
Word Associates Format (WAF) tests are often used to measure second language learners’ vocabulary
depth with a focus on their network knowledge. Vocabulary level test as developed by N Schmitt (1994)
has five level of words which 1,000, 2,000, 3,000, 5,000 and 10,000.
2. Literature Review
ÿzönder (2016) made one research on vocabulary size which focuses on receptive vocabulary
among undergraduates in English Language Teaching (ELT) Department of a major state in Turkey.
The research employs Vocabulary Levels Test by Schmitt, Schmitt, & Clapham (2001) and it was
distributed to 104 undergraduates which comprise 76 females and 28 males. The vocabulary level test
was given along with a survey pertaining to GPA scores and genders. The results of the vocabulary
level tests were compared to the GPA of the students involved. ÿzönder (2016) reports that the 2,000-

word level test has the highest mean scores among the involved students. Comparing to other word
level test, the 10,000-word level test shows the lowest mean scores and it indicates that students have
lower vocabulary size on that level of vocabulary. The students show that they have sufficient
knowledge of the academic vocabulary that involves sub-technical vocabulary that occurs in many
ranges of fields (P. Nation & Waring, 1997; Norbert Schmitt et al., 2001). ÿzönder (2016) also reports
that there is no significant correlation between the vocabulary size and their GPA in the research. This
is also the same when the vocabulary size was compared to the gender of the students.
Şen & Kuleli (2015) made a research investigating the effect of vocabulary depth and size on
reading in EFL context. The instruments used in the research are vocabulary size test developed by I.
Nation & Beglar (2007), Word Associate Test by Read (1998), and a reading achievement test that was
designed by the researchers. All three tests were given to 361 students who were in a preparatory
programme of Duzce University, School of Foreign Languages. The results show that there is a positive
correlation between the size of vocabulary and the depth of vocabulary. Şen & Kuleli (2015) added that
the larger the size of words the students know, the more deeply they can use those words in reading
activity. As for the relationship between vocabulary size and reading performance, the results found
that there is a significant effect of vocabulary size on the reading achievement. It implies that the bigger
the size of the vocabulary of the students, the better they perform at the reading activity. This result
shows a similar correlation between vocabulary depth and reading achievement. The study concludes
that both vocabulary depth and size does have a significant effect on students’ reading performance.
A study by ſentürk (2016) investigated the relationship between self-regulation strategies on

vocabulary size among EFL Turkish University students. The research employs two instruments which
are a 150-item Schmitt vocabulary test and a self-regulation questionnaire. Both the test and
questionnaire was administered to 179 students from two different universities. The study measures the
students’ receptive vocabulary size in which the results show the difference between advanced level
students and intermediate and pre-intermediate students’ vocabulary size. ſentürk (2016) suggests that
vocabulary size of the students increase as to continue their learning to the higher level. This research
also suggests that there are no significant differences in vocabulary size between male and female
students. The result also shows that there is a significant correlation between vocabulary size and self-
regulated learning components in which the higher the vocabulary size of the students, the more self-
regulated learning components the students have.
In terms of identifying which words fall into which groups of vocabulary, Chung & Nation
(2004) has compared four different techniques in identifying technical terms. The four approaches were
used to identify technical vocabulary in an anatomy text used by first-year anatomy courses globally.
The first approach in recognizing technical terms is by using a rating scale, followed by using a technical
dictionary. The third and fourth approach is using clues found in the text and using computer software
respectively. According to Chung & Nation (2004), the most reliable and recommended approach out
of these four techniques is said to be the rating scale approach. However, this approach is time-
consuming because every single term must be checked using the scale to determine whether it is a
technical term or not.
Kwary (2011) conducted a research focusing on ways to classify vocabulary and this research
put a concern on technical vocabulary. The research found that there are four methods that can be used
in determining technical vocabulary. The first three methods are vocabulary classifications, keyword

analysis, and term extraction. However, Kwary (2011) found that those three methods have some
disadvantages in which it includes excluding some technical words automatically by the computer
programs. The research proposes a new hybrid method for determining technical vocabulary which
mixes keyword analysis method and vocabulary classification method. One of the advantages of using
this hybrid method is it considers the nature of the text and goes beyond English language concept of
word in which symbols such as Greek letters and unique abbreviations are included as technical words.
Wanpen, Sonkoontod, & Nonkukhetkhong (2013) conducted a research investigating on

technical vocabulary proficiency among engineering students undertaking English for Engineers course
at a university in Thailand. The technical vocabulary proficiency obtains from technical vocabulary test
was compared to students’ educational background. The result of this research shows that students with
educational backgrounds of the vocational stream had higher proficiency in technical vocabulary
compared to students with general education stream background. Wanpen et al. (2013) imply that the
differences in technical vocabulary proficiency between students with general stream education and
vocational education are due to the differences in curriculum and courses provided by both institutions.
The research suggests that students from vocational education background had adequate experiences in
terms of constructing words’ meaning during the process of acquiring technical words.
The current research is designed to answer the following question:
1. What is the technical vocabulary size among engineering undergraduates at Universiti

Malaysia Pahang?
3.1 Samples
41 undergraduate students from engineering faculties at Universiti Malaysia Pahang (UMP)

were selected as samples in this study by using purposive sampling. The research samples only include
students from engineering faculties and currently in their final year of study. The reason why only final
year students were chosen is because they have finished English for Technical Communication course
offered by Centre for Modern Languages and Human Sciences and have read most engineering
textbooks and materials compared to the students in their first, second and third year of study.
3.2 Instruments
This research employs a vocabulary size test and it is adapted from N Schmitt (1994)
vocabulary level test format. It is a tool to measure the written receptive vocabulary knowledge, that is
mainly the word knowledge required for reading (Kremmel, Schmitt, Kremmel, & Schmitt, 2017). The
word list that is used to write the vocabulary test is Engineering English Word List (EEWL) developed
by Hsu (2014). The technical vocabulary size test was divided into two parts: technical noun and
technical verb. This division was made to measure the differences in terms of the technical vocabulary
size based on verbs and nouns. The content was examined and validated by two senior English lecturers
before the test is distributed to the students.

3.3 Data collection and data analysis
The students participating in this research were informed about the purpose of the study and
the confidentiality of the data before the test was distributed to them. The test was completed in
approximately 20 minutes. The data of this test were analyzed using SPSS. The descriptive analysis
was used to describe the technical vocabulary size possessed by engineering students.
4. Results & Discussion
In response to the research question, what the technical vocabulary size among engineering
undergraduates is, Table 1 shows the overall score of all engineering students’ technical vocabulary
size involved. The results are grouped according to the faculties of the students that were involved in
this research.
Table 1: Technical vocabulary size among engineering undergraduates according to faculties
Minimum Maximum Mean Std. Deviation

Faculty N
Score Score Score
Mechanical 6 32.00 40.00 36.17 3.54
Manufacturing 7 34.00 41.00 36.71 2.29
Electrical 8 10.00 37.00 29.50 9.10
Civil 10 23.00 35.00 30.30 3.59
Chemical 10 4.00 40.00 28.60 12.69
Overall 41 4.00 41.00 31.68 8.20
The result shows that the mean scores for engineering students that are involved in the current
research 31.68. According to a study by Abmanan, Azizan, Fatima, & Mohd (2017), the students who
sit for the test are considered to possess a certain level of vocabulary size if they manage to score 80%
of the test. In this study, 80% is equal to 34 in which the students who scored 34 and above are
considered as to be achieving a certain level of vocabulary size. However, the study is different to the
research by Abmanan et al. (2017) as this vocabulary test is testing on technical vocabulary and not
academic and general vocabulary. Based on the table, the overall mean score for engineering students’
technical vocabulary size which is 31.68 does not reach the level of vocabulary size that can be
considered as adequate which is 34.
In terms of the mean scores of engineering students according to faculties, students from
manufacturing engineering faculty records the highest mean scores compared to other faculties with
36.71. This shows that the students from this faculty passed the level for technical vocabulary size.
Similarly, students from mechanical faculty also passed the technical vocabulary size level as the scores

passed 80% with a mean score of 36.17. The students from three other faculties which are electrical,
civil and chemical engineering do not pass the level score as the mean scores are 29.50, 30.30, and
28.60 respectively. Students from manufacturing engineering faculty also score the maximum score in
the vocabulary size test with 41.00 while a student from chemical engineering faculty was found
performing the weakest with a score of 4.00.
As this paper concerns on the pilot test to check on the reliability score of the instrument, the
technical vocabulary test was found to be reliable to be tested on further research as it scores 0.91.
According to Tavakol & Dennick (2011), improper use of alpha can lead to situations in which either a
test or scale is wrongly discarded or the test is criticised for not generating trustworthy results. He added
that there are numerous views on the values that are acceptable for one instrument to be considered
reliable. However, the agreed lowest value of instrument’s reliability is said to be 0.70. Thus, this
technical vocabulary test passes the minimum values and is considered to be reliable to be used in
further research.
5. Conclusion
Based on the results of the study, engineering students’ vocabulary size in technical terms as a
whole passed the minimum level in which it determines that engineering students have adequate
vocabulary size in technical words. In terms of the differences between scores, it can be inferred that
this situation happens are due to some words are not mainly used in the certain engineering field.
Wanpen et al. (2013) suggested that the differences in knowledge of the vocabulary might be due to the
fact that students were from different institutions that provide differently curriculum and courses too.
However, further research needs to be conducted using broader and wider coverage of lexical items and
using more students as samples to represent the entire population. As the purpose of this research is to
measure the reliability of the technical vocabulary test, the instrument passed the minimum value of
reliability score and can be used for further research. This instrument would be fruitful for teachers
especially those teaching in specific purposes to measure the vocabulary size of other students majoring
in technical courses or different engineering majors. The result from the vocabulary size test can be
used to compare between vocabulary learning strategies, Grade Point Average (GPA), or even
placement tests.
References
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Level of Diploma Students from a Public University in Malaysia. J. Appl. Environ. Biol. Sci,
7(1S), 53–59. Retrieved from
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THE ANALYSIS OF SYED AHMAD JAMAL’S PAINTINGS
Rasfan Abu Bakar

Faculty of Animation & Multimedia
Akademi Seni Budaya & Warisan Kebangsaan
(ASWARA)
rasfan@aswara.edu.my
ABSTRACT
This study was conducted to analyse the meaning in Syed Ahmad Jamal’s paintings. The paintings of
Syed Ahmad Jamal contributed to the development of Modern Malaysian art, since 1950s. Theme,
shape, colour and symbol were the important aspects of this study. Through observations and document
analysis, qualitative data were obtained. It was shown in the research findings that Malay arts were
usually influenced by elements of nature and as a consequence, they were expressed through shapes
and symbols in paintings. Additionally, evidences found proved that myths and beliefs of Malay
community had also influenced the work. One of Syed Ahmad Jamal’s most significant works is
“Gunung Ledang Tanjung Kupang” which enshrined his identity as a remarkable artist as well as the
identity of the Malays as a community. As a conclusion, this study explains the meaning of visual
appearance and Malay philosophy in Syed Ahmad Jamal’s paintings through the approach of modern
art. This study is hoped to aspire the art fraternity and become a possible source of reference for later
generations.
Field of Research: Visual Art, Nature, Malay Identity, Culture.
----------------------------------------------------------------------------------------------------------------
1. Introduction
Syed Ahmad Jamal was born on 19th September 1929 in Maharani town, Johor. From the year of 1936
until 1938 he received early educations at Sekolah Tambatan Rendah. He then furthered his studies at
Sekolah Tambatan Tinggi in 1939; Ngee Heng English School in 1940; Bukit Zahra English School
and English College, Johor Bahru until the year of 1949.
After completing school, he successfully obtained the Sultan Ibrahim scholarship and pursued his
studies at Birmingham School of Architecture in 1950 with that scholarship. Subsequently, he continued
studying at Chelsea School of Art, London from 1951 to 1955. A year after that, he furthered his studies
for the last time at Institute of Education, London University. While he was in Chelsea School of Art,
he won for few times in visual arts competitions.
As he came back from England, he became a teacher in High School Batu Pahat, Johor from 1956 until
1957. In 1957, he became a lecturer in Maktab Perguruan Harian, Kuala Lumpur. He was also once a
lecturer in Malayan Teacher’s College, Kirby, Lancs, United Kingdom in 1958 until 1959 but then he
returned back to Maktab Perguruan Harian, Kuala Lumpur in 1960. After that, since 1961 until 1963,
he worked as the head of Art Education Department in Maktab Perguruan Ilmu Khas, Cheras.

Syed Ahmad Jamal is definitely a very synonym and significant name in Malaysia’s visual arts industry.
He was also the pioneer of abstract expressionism movement in this country. Syed Ahmad Jamal is the
most successful figure in this particular art field. He has an undeniable charisma as a painter, writer,
designer, educator and also art leader.
His various abilities made him a source of idea by many artists and also contributed in generating the
development of our homeland’s visual art industry. With having a degree in arts and philosophy as well
as holding the pure Malay aesthetics values, he was often made as a reference by most students, artistic
activists such as painters, collectors, curators and most galleries in Malaysia. Among the national artists,
Syed Ahmad Jamal has been considered as the innovator of abstract paintings that screamed Nusantara
values through them, in the 1960s and 1970s.
Syed Ahmad Jamal has led Wednesday Art Group and Art Council Malaysia in the early 1960s. He had
been a guest lecturer in University of Malaya in 1957 until 1979. Due to his remarkable credibility and
performance, he was assigned as the very first director of the university’s Cultural Centre from 1979 to
1983 and he initiated the establishment of Asian Arts Museum in University of Malaya. Afterwards, he
became the director of National Visual Arts Gallery in 1983 to 1991. His credibility and leadership in
the field of visual arts have definitely been proven. Syed Ahmad Jamal was given the trust and honour
to be the member of board of directors, advisor and also the chairperson to different associations and
government agencies which are related to the visual arts industry.
As a scholar that treasured and appreciated the philosophy of Malay arts, he shared and interpreted his
golden experiences through writing a book entitled ‘Rupa dan Jiwa’, published by Dewan Bahasa dan
Pustaka while he was a guest artist and researcher there, in 1991 to 1992. He drew his observations
towards the artistic elements in the values and Malay culture. He also tried to influence and recreate
back the factors of appearance and shape of an element to Malay fine arts and it was interpreted from
the experience of art language that is universal through shape, style, movement and pattern.
2. Research Background
Understanding an art piece in Malaysian visual arts only by looking at the image used, will not be able
to provide the real picture of the art’s accurate interpretation. As for the theme, image and style of the
paintings are often referred to explain the meaning of the piece. In every analysis of Syed Ahmad
Jamal’s work pieces, results showed that throughout the whole 50 years of his artistic carrier, each time
he produced new pieces, the changes or transformations are obvious. However, what are the real
meanings conveyed in every era produced from the meanings of personal reasons, identity, symbol and
religion?

3. Analysis and Discussion
3.1. Mandi Laut (1957)
To find out about the development of an artist, it will be incomplete if the earliest touch in his early art
discoveries and carrier establishment aren’t been seen. The paintings of slightly disturbed, curved and
tilted face and abstracts based on his homeland’s elements were tried and experimented to be produced
while he was still studying in London. Early changes using that method brought success when he
managed to come out with ‘Mandi Laut. This piece was the turning point for Syed Ahmad Jamal that
helped to write his name in the history of Malaysia’s visual arts industry.
Syed Ahmad Jamal’s early pieces showed that he tried to experiment and play with shapes, space
environments and emphasized on the relationship between shape and situational background. In ‘Mandi
Laut’, the brush strokes gave the image and feel of Europe influence, but the situation of the girls in the
painting who are bathing by the sea nevertheless showed the culture background and familiar
environment which easily be found in his homeland at that particular period of time.
His tendency towards the elements of nature and its relation with human beings was very obvious and
distinct in this piece. The constructions between these two art elements were actively made and the
elements automatically dominated his art pieces until the middle of 1960s. The use of similar tones of
colour towards the elements that have been slightly curved and tilted caused the unity between both
nature characteristics and humans’ actions. The elements were very well harmonized without any trace
or sign of awkwardness. His discoveries and creations were viewed as the earliest abstract pieces in the
field of our country’s contemporary visual arts.

3.2. Umpan (1959)
‘Umpan’ was especially recognized as a masterpiece by the local and foreign historians and art critics.
Different from ‘Mandi Laut’, the curves were made more aggressive, dramatic and the act of a bird that
was present half transparently, seemed to be on the surface of wavy water, was said to be a drastic
discovery because the elements of shapes and background have completely vanished and disappeared
from one’s sight.
However, the presence of the elements can be felt emotionally and the energy can be enjoyed easily
without being questioned. In an art piece like ‘Umpan’, Syed Ahmad Jamal gave more attention and
prioritized the arcs of the shapes, unlike other western artist like Jackson Pollock and Mark Rothko who
completely declined the use of shapes and played a lot with colours. The shapes were bended and curved
to picture actions or a more aggressive situation. This is said to most likely show that he was feeling
emotionally unstable, disturbed or raged while producing the piece.
In ‘Umpan’, the curves and swirls successfully visualized a tense situation between the prey and
predator. The tendency towards creating the curves and arcs has involuntarily made Syed Ahmad Jamal
develop an interest to the arts of calligraphy that convey natural meanings through the effortlessly
beautiful curves.

3.3. Gunung Ledang Tanjung Kupang (1978)
Gunung Ledang Tanjung Kupang is a creation of a work of art that involved the relationship of myths
and the legendary of Malay classic literature. This piece was the process of the harmonization of
geometrical shapes, especially triangles, which has immediately became his strength and identity in the
other pieces he created after that, onwards. Syed Ahmad Jamal shared that the story behind this
particular art piece involved his personal experiences. He made it as a symbol and a story that is a
combination of the tragic MAS aeroplane crash that took place in Tanjung Kupang and Malay classic
literature called “Gunung Ledang”. This unfortunate episode happened in Tanjung Kupang in 1978,
which has taken away the lives of all passengers on board, including Syed Ahmad Jamal’s close friend
named Datuk Ali Haji Ahmad, who was the current minister of agriculture in Malaysia at that time.
The terribly sad news took the whole country by surprise. Due to losing a good friend, he was of course
personally affected. Therefore, as a painter, he expressed his emotions, sorrow, sadness and delicate
feelings in a form of a painting. A landscape view with the shape of mountains was his favourite element
whenever he was working and producing art pieces. All paintings produced have the characteristics and
elements of the nature; flora and fauna; this is because he loved drawing something that feel very close
and familiar to his artistic soul and interest.
For instance, the symbols that were often seen in Malay land were the shoots of bamboo (pucuk rebung)
and light clouds were synonym as the symbol of that era’s heritage, were interpreted and abstracted in
a drawing. Two gold and silver lines became the symbolic meaning of Puteri Gunung Ledang’s request;
which was, gold and silver bridges must be built from Melaka to Gunung Ledang. The innovation
towards art and tradition were merged by the usage of his visual language so it became more complex
and allow the possibility of other element or statement that might be the core of the art piece. This piece
has recalled and brought back to mind the meaningful memories inside the artist because 3 different
contexts were combined, which were context in humanity, nature and history.
4. Conclusion
Syed Ahmad Jamal was an undeniably respected name and still is a figure that contributed a lot in the
world of visual arts in Malaysia. He proudly brought our country’s name to the eye of the world through

his paintings. Having a great spirit and self-belief should definitely be set as an excellent example and
followed by current younger generations, especially those who are working or involved in the visual
arts industry. His death on 30th July 2011 was definitely a hurtful lost for the country as he was a
precious treasure to us. He fought his hardest to bring up the name of local arts and to be able to give
exposure to our underrated meaningful art pieces to reach and get recognition in the international level.
Most often, the public see the shapes in paintings produced by Syed Ahmad Jamal as merely triangles,
circles, squares and spheres. These shapes actually have significant meanings and the messages that he
tried to convey were all related to or based on the Malay culture and Islamic values. All of his art pieces
communicated deep meanings. He had the opinion that he saw motives in the world of Malay like shoots
of bamboos to be having their own uniqueness. He explained in his book entitled “Rupa dan Jiwa” that
the shapes of bamboo shoots resembled a life shoot/tree and flower of spirit to manifest the nature.
Acknowledgement
Akademi Seni Budaya & Warisan Kebangsaan (ASWARA)

Fakulti Animasi & Multimedia ASWARA
Iffah Nadhilah Mohamed
Nurnazirah Musa
Harozila Ramli
Faizal Sidek
References
Basir Abu Bakar. (2011). Perjalanan Seni SAJ.

http://www.kosmo.com.my/kosmo/content.asp?y=2011&
dt=0811&pub=Kosmo&sec=Rencana_Utama&pg=ru_01.htm
Deric Ect. (2016). Marvel at These Paintings by Syed Ahmad Jamal, The Man Who Made That
Sculpture DBKL Destroyed. http://www.dailyseni.com/v4/other-works-by-syed-ahmad-jamal-the-
man-who-made-that-sculpture-dbkl-destroyed-without-consulting-the-rakyat/
Faizal Sidek. (2012). Penerokaan Stail Syed Ahmad Jamal Dalam Seni Lukis Sezaman Malaysia.
http://faizalsidik.blogspot.my/2012/12/penerokaan-stail-syed-ahmad-jamal-dalam.html
Harozila Ramli, Nurnazirah Musa. (2014). Identiti Melayu dalam Catan Syed Ahmad Jamal. Jurnal
Seni dan Pendidikan Seni. Vol 2. 103-109.
Noor Afifah Azizan. (2016). Aprisiasi Seni. http://noorafifahazizan.blogspot.my/2016/03/apresiasi-

seni.html
Nurnazirah Musa. (2015). Interpretasi Intrinsik dalam Karya Catan Syed Ahmad Jamal Tahun
1950an-2000. UPSI.
Syed Ahmad Jamal. (1992). Rupa dan Jiwa. Dewan Bahasa dan Pustaka.
Syed Ahmad Jamal. (1999). Kunang Kunang. Dewan Bahasa dan Pustaka.
Sy Mussaddad Mahdi. (2009). Syed Ahmad Jamal Melangkaui Zaman.

http://ww1.utusan.com.my/utusan/info.asp?dt=1011&pg=hi_28.htm&pub=Utusan_Malaysia&sec=Hi
buran&y=2009

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION
2017
THE DEVELOPMENT AND VALIDATION OF INTEGRATED

SCIENCE PROCESS SKILLS INSTRUMENT FOR PRIMARY
SCHOOL
Nik Azmah Nik Yusuff & Ong Eng Tek
Faculty of Educational Studies
Universiti Pendidikan Sultan Idris
nik_azmah@fpm.upsi.edu.my
Salasiah Zainuddin
Sk Sayong, Kuala Kangsar, Perak, Malaysia
ABSTRACT
The purpose of this study is to develop a valid and reliable Test of Integrated Science Process
Skills for Primary School (T-ISPSPS). It involved two phases, the development of a test, and
psychometric analysis. The instrument development phase involved five stages i.e. identify
objectives of the instrument, identify the specification of the test, develop the instrument
specification table, develop the items, and validation of items. The psychometric analysis phase
involved the analysis of the results from the tests. A total of 1097 pupils of different academic
achievement from eight schools categorized as town and rural schools took the tests. The first
test involved 581 pupils. Total scores ranged from 7 to 56 (Mean = 32.1, S.D. = 11.6) with
Cronbach’s Alpha reliability of .92. The mean difficulty index was .55, which ranged from .25
to .88. Item discrimination indices were found to range between .08 to .78 with an average of
.46. The second test involved 516 pupils. Total scores ranged from 0 to 10 (Mean = 5.1, S.D.
= 2.5) wih Cronbach’s Alpha reliability of .71. The mean difficulty index was .51 which ranged
from .39 to .84. Item discrimination indices were found to range between .31 to .75 with an
average of .58. Conclusively, a valid and reliable instrument of T-ISPSPS that consists of 32
multiple-choice items has been developed in this study. This instrument can be used to assess
the level of acquisition of integrated science process skills among primary school pupils, who
are between the ages of 10 to 12 years old.
Field of Research: Development, validation, test of integrated science process skills,

primary schools
-----------------------------------------------------------------------------------------------------------------
1. Introduction
Science process skills are naturally the skills that should be acquired by pupils when they learn
science. However, if taught explicitly, it is commonly expected the pupils will acquire the skills

2017
faster. Previously terms such as the scientific method, scientific thinking and critical thinking
have been used at various times to describe these science skills. Nowadays this term “science
process skills” is commonly used after it is being popularized by the curriculum project, Science
– A Process Approach (SAPA). These skills are defined as a set of broadly transferable
abilities, appropriate to many science disciplines and reflective of the behaviour of scientists.
SAPA has grouped process skills into two types basic and integrated. The basic (simpler)
process skills provide a foundation for learning the integrated (more complex) skills (Padilla,
1990). Teaching the process of science means going beyond the content to help pupils
understand how we know what we know and giving them the tools they need to think
scientifically (Egger, 2009). Most importantly, it involves making explicit references to the
process of science (Lederman, 2007, as cited in Egger, 2009). And allowing pupils time to
reflect on how they have participated in the process (Schwartz et al., 2004, as cited in Egger,
2009).
Stating as a list, the simpler, basic science process skills are observing, inferring, measuring,
communicating, classifying, predicting, and using space/time relations. While the more
complex, integrated science process skills, stating using examples are controlling variables
(being able to identify variables that can affect an experimental outcome, keeping most constant
while manipulating only the independent variable. Example: Realizing through past
experiences that amount of light and water need to be controlled when testing to see how the
addition of organic matter affects the growth of plants), defining operationally (stating how to
measure a variable in an experiment. Example: Stating that plant growth will be measured in
centimeters per week), formulating hypothesis (stating the expected outcome of an experiment
by relating two variables. Example: The greater the amount of organic matter added to the soil,
the greater the plant growth), interpreting data (organizing data and drawing conclusions from
it. Example: Recording data from the experiment on plant growth in a data table and forming
a conclusion which relates trends in the data to variables), and experimenting (being able to
conduct an experiment, including asking an appropriate questions, stating a hypothesis,
identifying and controlling variables, operationally defining those variables, designing a “fair”
experiment, conducting the experiment, and interpreting the results of the experiment.
Example: The entire process of conducting the experiment on the effect of organic matter on
the growth of plants).
Edelson (1998) states that any complete adaptation of scientific practice will need to address
three primary issues, curriculum structure; teacher preparation; and learner. The challenge in
addressing these issues is achieving authenticity within the practical constraints of the
classroom environment. Currently, fixed curricula present a significant obstacle to the use of
authentic scientific practice in the classroom, because of the flexibility in time and topic
required for pupils to wrestle with uncertainty and pursue issues to which they are personally
committed. Traditional training for teachers has not prepared them for new roles in which they
must engage pupils in uncertain science, help them to formulate and refine research question,
identify resources and tools that will allow them to expand their understanding and foster
authentic scientific debate. If however, teachers are trained for the new roles, they may face
other obstacles such as limited learning time to spare for each pupil mainly because of large
classes, more than 30 pupils per class is common and teachers may teach 5 different classes.
(Malaysia Ministry of Education, 2010), and when pupils work in groups, some become

2017
passengers (Ong et al. 2011). Assessment done on the pupils based on observation alone may
therefore become inaccurate because of defect in curriculum structure, teacher preparation, and
learner. In the hope to amend the shortcomings in the authentic assessment process, paper-
pencil instruments become the likely tools to aid teachers in knowing whether pupils have
acquired the science process skills. Test of Integrated Science Processes(TISP) by Tobin and
Capie (1982) and Test of Integrated Process Skills (TIPS II) by Burns, Okey and Wise (1985)
are among the earliest instruments to be developed. TISP is to test the skill, experimenting, in
integrated science process skills of grade 6 pupils while TIPS II is to test the integrated science
process skills. Ong et al. (2007) have developed Test of Integrated Science Process containing
36 multiple-choice items. Both these instruments are science-content based and meant for
secondary students. While Ong et al. (2011) and Ong and Al-Junaidi (2014) developed
Malaysian-based Basic and Integrated Science Process Skills Inventory, and Test of Basic and
Integrated Process Skills respectively which are not content- based and meant for students in
form 2 and form 4 in secondary schools. In 2010 Edy Hafizan and Lilia Halim have developed
The Test of Integrated Science Process to measure acquisition level of year-six pupils but this
instrument is based on specific science curriculum. Thus, to enrich the science process
inventory, this study is aimed at developing an instrument to measure the acquisition of
integrated science process skills among 10 to 12 years old. It is not based on specific science
curriculum (thus named content-free) and is in the form of a multiple-choice format.
When pupils are equipped with science process skills, the ability of the pupils to develop own
knowledge is raised. It is because the skills stimulate pupils to think critically and creatively
to solve all kinds of problems whether educational or otherwise. Learning science with science
process skills inclusive enable to enhance understanding of life. Just as Duran (2010) has stated
that science process skills can increase a person’s quality of life by applying the skills in
everyday’s life even though he/she is not a scientist.
2. Method
This study involved 1097 respondents from eight mainstream primary schools half of which
were town schools and another half were village schools. They were pupils from age 10 to 12
years old. The first pilot test involved 581 pupils and the second pilot test involved 516 pupils.
The respondents were given this Test of Integrated Science Process Skills for Primary School
(T-ISPSPS) of Nik Azmah et al., (2016) to complete. The data collected were analysed using
MS Excell and the Statistical Package for the Social Science (SPSS).
Test of Integrated Science Process Skills for Primary School was developed through two
phases. In the item development phase, there were five stages: Identifying the objective of the
instrument, Specifying the specific test content, Developing the instrument specification table,
Item writing, and Item validation. While the psychometric phase involved three main steps :
Piloting the test, Calculating the difficulty index and the discrimination index, and Identifying
reliability values of the instrument.
2.1 First Phase: Item Development
Identifying the objective of the instrument - The objective of the instrument was to measure the
integrated science process skills among 10 to 12-year old pupils. The skills to be measured

2017
were controlling variables, defining operationally, formulating hypothesis, interpreting data,

and experimenting. Also the instrument developed must have high validity and reliability.
Specifying the specific test content - The test content must cover all the five integrated science
process skills and was described in Table 1.
Table 1: Description of Integrated Science Process Skills
No Skill Description
1 Controlling variables Identifying manipulating variables, responding variables,

and fixed variables. In an experiment a variable is
manipulated to observe the relationship between the
responding variable. While keeping the other variables
constant.
2 Defining operationally Giving meaning to concepts by stating what is done and
observed.
3 Formulating Stating a general relationship between variables that are

hypothesis expected to be true to explain something or an event. This
statement can be tested for validity.
4 Interpreting data Giving rational explanation about objects, events, or pola
from collected data.
5 Experimenting Able to plan and conduct an experiment to test a
hypothesis, collecting data, interpreting data and making
conclusion from the experiment.
Resource: Curriculum Specification for Year-4 Science, Curriculum Development Division (2012),
Putrajaya: Malaysia Ministry of Education.
Developing the instrument specification table - Table 2 is the instrument specification table that
was developed.
Table 2: The instrument specification table
Integrated science process skills Number of items
Pilot 1 Pilot 2
Interpreting data 15 -
Controlling variables 18 -
Defining operationally 10 -
Formulating hypothesis 9 -

2017
Experimenting 6 10
Total Item 58 10
Total All Item 68
Developing the items - The format of the item was the multiple-choice objective items. The
language used was the Malay language ( the national language of Malaysia). The language was
used simply and of suitable cognitive level to the respondents’ level. The instrument developed
was content-free which meant the items developed were not strictly based on year-4, year-5,
and year-6 science curriculum stated in the syllabus by the Malaysia Ministry of Education.
Items were developed based on assessment books by Bhasah (2009) and Haladyna (2004 ).
Sixty eight items were developed in this study. Initially 58 items were developed and after the
data from the first pilot test was analysed, it was found that the items for the subskill,
experimenting did not augur well with the discrimination index and difficulty index. Therefore
ten new items were developed and tested in the second pilot test.
Validation of items - Validation of items was carried out for face validity and construct validity
by 4 university expertise in the field of assessment and 3 experienced science teachers. After
discussion and revision, some improvements on the items from the aspects of language and
diagrams used were made and some items were dropped. Six relevant pupils were also given
the items to find out whether they understand what the items were asking for.
2.2 Second Phase: Psychometric Analysis.
Item difficulty index – Item difficulty index, p was calculated for each item. Evaluation was
based according to Table 3.
Table 0: Difficulty level and classification
P value Item calssification Remark
0.00 - 0.10 Too difficult Can’t accept
0.11- 0.25 Difficult Can accept
0.26 – 0.75 Moderately difficult Highly accepted
0.76 – 0.90 Easy Can accept
0.91 -1.00 Too easy Can’t accept
Sourse: Bermundo and Bermundo (2007)
Item discrimination index, d, was calculated for each item. Evaluation was based on Table 4.

2017
Table 4: Discrimination index interpretation
Discrimination index Interpretation
≥ 0.4 Very good Item
0.30 - 0.39 good item, but needs a few improvement
0.20 – 0.29 Item needs to be improved
≤ 0.19 Item is not suitable and should be removed.
Sourse: Ebel (1979)
Validity - Alpha Cronbach value was calculated for thi sistrument. The interpretation was as
in Table 5.
Table 5: Interpretation of Alpha Cronbach values
Alpha Cronbach Interpretation
0.90 and above Very good
0.80 -0.90 Good
0.70 – 0.80 Moderate
0.50 - 0.60 Low
0.50 and lower Very low
Source: Measurement and Evaluation (2003)
3. Results and discussion
On data collected from the first pilot test, item anaysis was carried out for each subskill of the
integrated science process skills. For the first sub-skill, interpreting data, out of 15 items
crafted, 8 items were accepted, 6 items needed to be improved, and one item was rejected
(Table 6).
Table 6: Analysis of items in subskill, interpreting data.
Difficulty Discrimination
Item code Item no. Item status
index, df index, D

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Tdata_01 1 0.88 0.24 Needs improvement
Tdata_03 21 0.29 0.09 Rejected
Tdata_04 22 0.65 0.46 Accepted
Based on the same criteria, other subskills were scrutinised. Out of 18 items from the sub-skill,
controlling variables, 17 items were accepted, and one item needed to be improved. For the
sub-skill, defining operationally, out of 10 items, 7 items were accepted, and 3 items needed to
be improved. For the sub-skill, formulating hypothesis, out of 9 items, 5 items were accepted,
and 4 items needed to be improved. Out of 6 items in the sub-skill, experimenting, none of the
items could be accepted, with 4 items needed to be improved, and 2 items were rejected.
Therefore another 10 items were crafted and tested as the second pilot test and item analysis
was carried out. Out of 10 items, 9 items were accepted, and one item needed to be improved.

2017
After all the items were analysed psychometrically whereby each item conformed to the criteria
specified, with the difficulty index ranged between 0.25 to 0.75, and the discrimination index
of 0.40 and above, and with the reliability value of 0.89, the Test of Integrated Science Process
Skills for Primary School (T-ISPSPS) of Nik Azmah et al., (2016) was developed. This test is
suggested to be best applied to the primary/elementary pupils between the age of 10 to 12 years
old to give a glimpse on their integrated science process skills acquisition levels. This T-
ISPSPS contained 32 items, out of which 5 items represented the sub-skill ,defining
operationally, 5 items represented the sub-skill ,formulating hypothesis, 9 items represented the
sub-skill, controlling variables, 7 items represented the sub-skill, interpreting data, while 6
items represented the sub-skill, experimenting.
What is interesting about this instrument is mostly the items come in graphic forms either
diagrams or tables. Only 6 out of 32 items are in narative form. Therefore this instrument is
expected to be interesting at face value towards the young respondents as it appeals to them to
do the test genuinely and not simply guessing, the acclaimed main weakness in paper-pencil
assessment.
The decision as to the total number of 32 items for the instrument with partitions of the sub-
skills as already stated above is chosen after analysis on other similar and established
instruments were reviewed. Such instruments are Test of Integrated Science Process (TIPS II)
of Burns, Okey dan Wise (1985), Test of Integrated Science Process (TISP) of Tobin dan Capie
(1982), Science Process Assesment of Kathleen and Paul (1990), Malaysian–Based Basic and
Integrated Science Process Skill Inventory (MB-BISPI) of Ong et al.,(2011), and Test of Basic
and Integrated Process Skills (T-BIPS) of Ong and Al-Junaidi (2014). All of the above
mentioned instruments are of the multiple-choice objective type. Some instruments are a mix
of subjective items and carrying out experiments. Examples are instrument developed by Burak
et al. (2006) in Turkey, and by Fatin Aliah and Nor Athirah (2011).
4. Conclusion
In the Malaysian school scenario, number of pupils in most classes in schools are rather large,
normally between 30 to 40 pupils per classroom and each teacher teaches several different
classes. Teachers assess pupils ‘ science skills by a school-based assessment known as science
practical work assessment (PEKA). Guiding by PEKA manual from Malaysia Ministry of
Education (2008), science teachers have to carry out assessment on individual pupils at least
twice a year. There are several criteria for each sub-skill of science process skills with given
scores. The scores for each sub-skill ranges between 1 – 4 with increasing sub-skills’
complexities. Teachers may find it rather difficult to implement PEKA genuinely and the
PEKA scores may not resemble the actual ability of the pupils. Therefore the Test of Integrated

2017
Science Process Skills for Primary School developed from this study can complement the
PEKA assessment of pupils’ integrated science process skills acquisition.
Acknowledgement
This paper is under scholarship of Fundamental Research Grant Scheme (FRGS) of Malaysia
Ministry of Education.
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PERSEKITARAN INSTITUT PENGAJIAN TINGGI MEMPENGARUHI

KEPUASAN PELAJAR
Abdul Mutalib Mohamed Azim & Nurulhayah Muhamad

Fakulti Inovasi Perniagaan dan Perakaunan
Kolej Universiti Islam Melaka
mutalib.azim@kuim.edu.my
nurulhayah@kuim.edu.my
Muhammad Fahimi Sofian

Fakulti Keusahawanan dan Perniagaan
Universiti Malaysia Kelantan
fahimi.s@umk.edu.my
ABSTRAK
Kualiti perkhidmatan yang disediakan oleh pihak Institusi Pengajian Tinggi (IPT) adalah antara
faktor yang penting dalam menentukan kepuasan pelajar. Namun, adalah menjadi perkara yang
mustahil bagi sebuah IPT untuk memenuhi setiap harapan dan kepuasan pelajar. Bagi tujuan
tersebut, kajian ini mengenalpasti kesan faktor kualiti perkhidmatan yang terdiri daripada
persekitaran kampus, kemudahan fizikal, perpustakaan dan perkhidmatan sokongan terhadap
kepuasan pelajar. Seramai 306 orang pelajar tahun akhir daripada IPT terpilih telah terlibat
dalam kajian ini. Data kajian ini dianalisis menggunakan kaedah analisis path bagi menentukan
faktor yang mempengaruhi kepuasan pelajar. Dapatan kajian menunjukkan terdapat hubungan
yang signifikan antara persekitaran kampus, kemudahan fizikal, perpustakaan, perkhidmatan
sokongan dan kepuasan pelajar. Sementara faktor perkhidmatan sokongan adalah yang paling
dominan mempengaruhi kepuasan pelajar. Kajian ini merumuskan bahawa untuk
meningkatkan kepuasan pelajar, pihak IPT perlu mengambil kira faktor persekitaran kampus
termasuk elemen keselamatan dan kebajikan pelajar.
Kata kunci: Persekitaran Kampus, Kemudahan Fizikal, Perpustakaan, Perkhidmatan
Sokongan
---------------------------------------------------------------------------------------------------------------------------
Pengenalan
Kajian ini mengkaji kualiti perkhidmatan yang disediakan oleh IPT yang terpilih dan kesannya
ke atas kepuasan pelajar. Kepuasan pelajar merupakan satu sikap jangka pendek yang terhasil
daripada penilaian terhadap pengalaman pendidikan pelajar (Elliott & Healy, 2001). Oleh itu,
adalah penting untuk memahami faktor-faktor yang mampu menyumbang kepada kepuasan
pelajar. Pelanggan yang berpuas hati cenderung mempunyai kebarangkalian yang lebih tinggi
untuk memberi maklumat positif dari mulut ke mulut (Kwun et al., 2013). Oleh itu, pelajar
yang berpuas hati dengan IPT mereka akan lebih cenderung dalam memberi maklumat positif

secara peribadi kepada orang lain berbanding dengan pelajar yang kurang berpuas hati
(Hanssen & Solvoll, 2015).
Selain itu, maklumat positif secara peribadi ini akan mempengaruhi prestasi bukan dari segi
keuntungan tetapi melalui kesannya ke atas reputasi organisasi (Williams & Buttle, 2013). Ini
bermakna, maklumat positif yang diberikan oleh pelajar terhadap orang yang berada di luar
organisasi mengenai kepuasan mereka terhadap satu-satu IPT secara tidak langsung mampu
mempengaruhi prestasi sesebuah IPT. Malah reputasi IPT akan menarik lebih ramai pelajar
memilih IPT tersebut seterusnya akan menyumbang kepada keuntungan (Stutler & Calvario,
1996).
Menurut Douglas et al. (2006), pihak IPT boleh menggunakan maklumbalas yang diberikan
oleh pelajar berkaitan ketidakpuasan hati mereka terhadap kualiti perkhidmatan yang diberikan
untuk membuat penambahbaikan. Kajian yang dijalankan oleh Hanssen & Solvoll (2015) pula
menyatakan bahawa kepuasan pelajar dipengaruhi oleh kualiti yang disediakan oleh IPT. Bagi
meningkatkan persepsi orang ramai berkenaan dengan kualiti IPT, tahap kepuasan pelajar
harus dipertingkatkan.
Adalah menjadi satu perkara yang mustahil bagi sesebuah IPT untuk memenuhi segala harapan
dan keperluan pelajar, namun pihak IPT perlulah mempunyai satu garis panduan untuk
menambah baik kualiti perkhidmatan yang sedia ada sekaligus meningkatkan kepuasan pelajar.
Martirosyan, Saxon & Wanjohi (2014) menyatakan pencapaian akademik seseorang pelajar
adalah dipengaruhi oleh rasa puas hati atau gembira mereka terhadap IPT mereka sendiri.
Malah apabila bergraduat mereka akan mempromosi IPT mereka dengan memberi gambaran
yang positif kepada keluarga, rakan dan masyarakat umumnya (Wagner & Fard, 2009; Osman
et al., 2013; Hanssen & Solvoll, 2015). Seterusnya akan memberi banyak impak positif seperti
meningkatkan reputasi IPT (Williams & Buttle, 2013) dan meningkatkan kemasukan pelajar
(Manoku, 2015).
Banyak kajian yang telah dijalankan mendapati bahawa kepuasan pelanggan merupakan faktor
penting kepada peningkatan jualan barangan atau perkhidmatan (Zhang & Pan, 2009; Shapiro
& Gomez, 2014; Suchánek, Richter & Králová, 2014). Tambahan pula, persekitaran dan
kemudahan yang baik akan membantu sesebuah IPT untuk menjadi IPT yang terbaik yang
mampu memenuhi keperluan pelajar supaya mereka akan merasa suasana yang selesa ketika
belajar. Walaupun telah banyak kajian berkaitan kualiti perkhidmatan dan kepuasan pelajar,
namun kesusasteraan yang terhad dalam institusi pengajian tinggi Malaysia (Wei & Ramalu
2011; Farahmandian, Minavand & Afshardost, 2013). Maka kajian ini mengambil inisiatif
untuk mengkaji kesan empat faktor kualiti perkhidmatan iaitu persekitaran kampus,
kemudahan fizikal, perpustakaan dan perkhidmatan sokongan ke atas kepuasan pelajar.
Sorotan Literatur
Hubungan antara Persekitaran Kampus dan Kepuasan Pelajar
Kajian sebelum ini membuktikan bahawa aspek seperti persekitaran kampus mempengaruhi
pembelajaran pelajar (Pascarella & Terenzini, 1991, Wiers-Jenssen et al., 2002). Persekitaran
kampus akan memberi kesan kepada tanggapan pelajar terhadap reputasi instituti. Persekitaran
kampus merangkumi penampilan kampus, kebersihan, susun atur bangunan, bengkel dan bilik
darjah yang kondusif untuk aktiviti pengajaran dan pembelajaran. Kärnä dan Julin (2015)
mendapati bahawa kepuasan pelajar terdiri daripada faktor yang berkaitan dengan persekitaran
pembelajaran yang selesa, di mana kebersihan dan akses ke kampus memainkan peranan yang
penting.
Hubungan antara Kemudahan Fizikal dan Kepuasan Pelajar

Dalam satu penyelidikan oleh Douglas et al. (2006) mendapati bahawa faktor-faktor kurang
penting telah dikaitkan dengan kemudahan fizikal yang bertentangan dengan keputusan yang
dibentangkan oleh Maimunah et al. (2009) yang mengenalpasti kemudahan institusi itu sebagai
aspek yang terpenting. Mereka menyatakan bahawa infrastruktur fizikal merupakan faktor
terpenting yang mempengaruhi bakal graduan semasa memilih institusi untuk mendaftar.
Sebaik sahaja mereka telah mendaftar di sesebuah institusi itu, kegiatan akademik menjadi
keutamaan. Secara umum dipersetujui bahawa ketersediaan dan kualiti kemudahan fizikal
dapat menawarkan beberapa aspek kecekapan dan kualiti pendidikan bagi sesebuah institut
(Wilkinson & Yussof, 2005). Sesebuah institut haruslah bertanggungjawab untuk
mempertingkatkan kualiti kemudahan fizikal termasuk bilik darjah, bengkel, peralatan latihan,
sukan dan rekreasi, kafeteria dan penginapan. Ahmad (2015) mendapati kemudahan fizikal
seperti infrastruktur yang mencukupi (bilik darjah, makmal, dewan kuliah) merupakan antara
faktor yang memainkan peranan yang besar kepada kepuasan pelajar.
Hubungan antara Perpustakaan dan Kepuasan Pelajar

Antara faktor-faktor utama bagi kepuasan pelajar di sesebuah institusi adalah kualiti dalam
perkhidmatan perpustakaan termasuklah daripadanya terdapat buku-buku dan bahan-bahan
rujukan, kemudahan pinjaman buku rujukan, kakitangan mesra, dan waktu operasi yang efektif.
Tsinidou et al. (2010) menekankan bahawa adanya buku-buku dan rujukan lain adalah faktor
penting dalam menentukan kualiti perpustakaan. Dahan, Taib, Zainudin dan Ismail (2016)
melaporkan bahawa tahap kualiti perkhidmatan perpustakaan yang dilihat melebihi tahap yang
diterima pengguna memberi kesan ke atas kepuasan pelajar. Begitu juga kajian oleh Sheikh
(2014) menunjukkan bahawa persepsi pengguna terhadap kualiti perkhidmatan perpustakaan
memberi kesan ke atas kepuasan pengguna.
Hubungan antara Perkhidmatan Sokongan dan Kepuasan Pelajar

Faktor yang turut diberi perhatian oleh pelajar adalah faktor perkhidmatan sokongan yang
disediakan oleh sesebuah IPT termasuk perkhidmatan kaunseling, program induksi,
keselamatan dan kebajikan, bimbingan kerjaya dan sikap kakitangan sokongan. Perkhidmatan
sokongan pelajar boleh dinilai dari sudut kepelbagaian komponen iaitu unsur-unsur yang
membentuk sistem, konfigurasi dan interaksi antara institusi dan pelajar (Robinson, 1995).
Unsur-unsur terlibat adalah hubungan antara pelajar dan staf perkhidmatan, hubungan rakan
sebaya, aktiviti pemberian maklum balas kepada individu, bahan tambahan dan akses kepada
kemudahan kampus. Ahmad (2015) mendapati sokongan penasihat akademik merupakan
antara faktor yang memainkan peranan yang penting kepada kepuasan pelajar. Kajian lain turut
menyokong peranan perkhidmatan sokongan ke atas kepuasan pelajar (Ingusci, Palma, De
Giuseppe & Iacca, 2016; Douglas, McClelland & Davies, 2015).

Metodologi Kajian
Kajian ini akan dijalankan di IPT yang terpilih untuk melihat faktor kualiti perkhidmatan yang
mampu mempengaruhi kepuasan pelajar terhadap IPT mereka. Responden seramai 306 orang
dari pelajar tahun akhir di IPT telah dipilih unuk menjadi sampel kajian. Pengumpulan data
yang akan dilakukan adalah melalui soal selidik berstruktur yang diedarkan dan soalan ini
menggunakan skala likert. Seterusnya, data akan dianalisis menggunakan analisis korelasi
pearson dan analisis regrasi dengan menggunakan perisian AMOS.
Dalam kajian ini, instrumen yang telah diguna pakai dari beberapa kajian dan diselaraskan
untuk merangkumi sebahagian besar aspek-aspek penting dalam Institusi Pengajian Tinggi
(Douglas et al., 2006; Lagrosen, Seyyed-Hashemi, & Leitner, 2004; Maimunah et al., 2009;
Parker, 2008; Sohail & Shaikh, 2004; Telford & Masson, 2005; Tsinidou et al., 2010).
Bahagian A merupakan soalan mengenai maklumat demografi / latar belakang responden
manakala bahagian B dan C akan melibatkan soalan-soalan yang berkaitan dengan
pembolehubah bersandar dan tidak bersandar bagi mencapai objektif kajian.
Hasil Kajian
Analisis Korelasi
Jadual 1 menunjukkan hubungan antara pembolehubah yang dikaji iaitu hubungan antara
persekitaran kampus, kemudahan fizikal, perpustakaan, perkhidmatan sokongan dan kepuasan
pelajar. Dapatan kajian menunjukkan hubungan yang signifikan antara persekitaran kampus
dan kepuasan pelajar dengan korelasi koefisyen (r = 0.551, p < 0.01). Perkaitan positif
menunjukkan bahawa semakin tinggi persekitaran kampus yang merangkumi kampus yang
kondusif, maka semakin tingggi kepuasan pelajar. Sementara itu, hasil yang signifikan positif
antara kemudahan fizikal dan kepuasan pelanggan (r = 0.596, p <0.01), juga merumuskan
bahawa semakin baik kemudahan fizikal, maka semakin tinggi kepuasan pelajar. Seterusnya,
hasil dapatan menunjukkan perkaitan positif di antara kemudahan perpustakaan dan kepuasan
pelajar disokong dengan kolerasi koefisyen (r = 0.490, p < 0.01). Akhir sekali, hasil analisis
menunjukkan bahawa semakin tinggi tahap perkhidmatan sokongan, maka semakin tinggi
tahap kepuasan pelajar apabila nilai nilai korelasi adalah signifikan (r = 0.626, p < 0.01).
Sementara itu, nilai signifikan adalah kurang daripada 0.9 menunjukkan tiada berlaku
multicollinearity.
Jadual 2: Matrik Korelasi Pembolehubah

No. Pembolehubah 1 2 3 4 5
1 Persekitaran Kampus 1
2 Kemudahan Fizikal .638** 1
3 Perpustakaan .415** .376** 1
4 Perkhidmatan Sokongan .537** .571** .574** 1
5 Kepuasan Pelajar .551** .596** .490** .626** 1

Analisis Regresi
Untuk menentukan set terbaik peramal pembolehubah dalam meramalkan kepuasan pelajar,
kaedah regresi analisis path (laluan) digunakan. Berdasarkan pada kaedah regrasi analisis path
yang digunakan, keempat-empat peramal didapati penting dalam menerangkan kepuasan
pelajar dalam kajian ini. Keempat-empat pemboleh ubah peramal adalah Persekitaran Kampus
(X1), Kemudahan Fizikal (X2), Perpustakaan (X3) dan Perkhidmatan Sokongan (X4). Seperti
yang digambarkan dalam Rajah 1, analisis path menunjukkan 51% model kajian ini
menyumbang kepada kepuasan pelajar.
Rajah 1: Ujian Regresi Menggunakan Analisis Path (Laluan)
Hasil kajian ini juga menunjukkan bahawa pemberat regresi piawai bagi setiap hubungan
adalah signifikan dan positif. Dapatan kajian menunjukkan terdapat pengaruh yang positif dan
signifikan antara persekitaran kampus dan kepuasan pelajar (β = 0.15, p < .05) kemudahan
fizikal dan kepuasan pelajar (β = 0.27, p < .05), perpustakaan dan kepuasan pelajar (β = 0.15,
p < .05), dan perkhidmatan sokongan dan kepuasan pelajar (β = 0.30, p < .05) Oleh kerana itu,
model yang dijangkakan adalah seperti berikut:
Y = .15 (X1) + .27 (X2) + .15 (X3) + .30 (X4) + e*
Perbincangan
Hasil kajian menunjukkan bahawa keempat-empat prediktor mempengaruhi kepuasan pelajar.

Antara empat prediktor tersebut, perkhidmatan sokongan merupakan faktor yang paling
dominan dalam mempengaruhi kepuasan pelajar. Secara keseluruhannya, empat prediktor
dalam model ini mempengaruhi kepuasan pelajar adalah tinggi pada kadar ramalan 51% (nilai
R2 = 0.51).
Dapatan kajian ini adalah selari dengan dapatan kajian terdahulu yang mendapati kesan yang
signifikan antara persekitaran kampus dan kepuasan pelajar. Kajian ini merumuskan bahawa
persekitaran kampus yang merangkumi penampilan fizikal keseluruhan IPT termasuk dari segi
kebersihan, susun atur bangunan, kelas serta persekitaran yang kondusif untuk pembelajaran
dapat meningkatkan kepuasan pelajar. Kajian ini menyokong kajian Kärnä dan Julin (2015)
yang menyatakan persekitaran kampus mempunyai hubungan signifikan dan positif dengan
kepuasan pelajar, seterusnya menyokong hipotesis kajian yang pertama.
Sementara objektif kedua kajian ini adalah untuk mengenalpasti pengaruh kemudahan fizikal
ke atas kepuasan pelajar. Hasil dapatan kajian menunjukkan kemudahan fizikal mempengaruhi
kepuasan pelajar. Ini bermakna kemudahan fizikal merangkumi bilik kuliah, bengkel / makmal
komputer yang kondusif, selain kemudahan dan peralatan sukan yang mencukupi serta ada
tempat kemudahan rekreasi, kafeteria pelajar dan penginapan / asrama yang disediakan oleh
IPT memainkan peranan penting ke atas kepuasan pelajar. Dapatan kajian ini menyokong
hipotesis kajian yang kedua dan turut menyokong dapatan kajian Ahmad (2015) yang
mendapati kemudahan fizikal menyumbang kepada kepuasan pelajar.
Manakala objektif ketiga ialah untuk mengenalpasti hubungan antara perpustakaan dan
kepuasan pelajar. Hasil dapatan kajian menunjukkan terdapat hubungan yang signifikan positif
antara perpustakaan dan kepuasan pelajar. Ini bermakna perpustakaan yang menyediakan buku
teks dan bahan pembelajaran yang diperlukan pelajar dan memudahkan proses pinjaman buku
kepada pelajar serta kakitangan perpustakaan yang mesra pengguna akan memberi impak
positif dan ini memberi kesan kepada kepuasan pelajar. Kajian ini menyokong kajian Dahan et
al. (2016) yang mendapati perpustakaan mempunyai hubungan signifikan dengan kepuasan
pelajar, dan ini seterusnya menyokong hipotesis kajian yang ketiga. Seterusnya dapatan kajian
menunjukkan terdapat kesan yang signifikan positif antara perkhidmatan sokongan dan
kepuasan pelajar. Ini menunjukkan perkhidmatan sokongan yang merangkumi perkhidmatan
kaunseling, program induksi dan orientasi yang berkesan, keselamatan dan kebajikan pelajar
dapat meningkatkan kepuasan pelajar (Ahmad, 2015; Ingusci et al., 2016; Douglas et al., 2015).
Dapatan kajian ini turut menyokong hipotesis kajian yang keempat.
Kesimpulan
Secara keseluruhannya kajian ini menunjukkan persekitaran IPT memainkan peranan penting
dalam meningkatkan kepuasan pelajar. Kajian ini merumuskan bahawa perkhidmatan
sokongan adalah faktor terpenting dalam kajian ini kerana ianya menyumbang terbesar dalam
model kepuasan pelajar. Ini bermakna bagi meningkatkan kepuasan pelajar dalam konteks IPT
di Malaysia, IPT perlu mengambil kira faktor sokongan seperti perkhidmatan kaunseling,
program induksi dan orientasi yang berkesan, isu keselamatan dan kebajikan pelajar.

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FAKTOR PENGAJARAN DAN PEMBELAJARAN MEMPENGARUHI

KEPUASAN PELAJAR
Abdul Mutalib Mohamed Azim & Nurulhayah Muhamad
Fakulti Inovasi Perniagaan dan Perakaunan
Kolej Universiti Islam Melaka
mutalib.azim@kuim.edu.my
nurulhayah@kuim.edu.my
Muhammad Fahimi Sofian

Fakulti Keusahawanan dan Perniagaan
Universiti Malaysia Kelantan
fahimi.s@umk.edu.my
ABSTRAK
Kajian ini bertujuan untuk mengkaji peranan faktor pengajaran dan pembelajaran di Institusi
Pengajian Tinggi (IPT) yang merangkumi peralatan pengajaran, tenaga pengajar, kurikulum dan
penyampaian pengajaran ke atas kepuasan pelajar. Pengumpulan data dilakukan melalui borang soal
selidik secara persempelan rawak mudah ke atas 306 pelajar tahun akhir. Analisis statistik regresi
dengan menggunakan kaedah path analisis telah digunakan bertujuan menentukan pengaruh faktor
pengajaran dan pembelajaran ke atas kepuasan pelajar. Hasil dapatan kajian menunjukkan faktor
peralatan pengajaran, kurikulum dan penyampaian pengajaran mempengaruhi kepuasan pelajar.
Sementara faktor tenaga pengajar tidak mempengaruhi kepuasan pelajar kerana nilai signifikan
adalah lebih besar daripada 0.05. Dapatan kajian ini menujukkan faktor peralatan pengajaran
merupakan element yang paling dominan dalam mempengaruhi kepuasan pelajar. Kajian ini
memberikan sumbangan penting dan unik kepada kesusasteraan dengan menunjukkan kesan faktor
pengajaran dan pembelajaran dalam hubungannya dengan kepuasan pelajar. Kajian ini merumuskan
bahawa untuk meningkatkan kepuasan pelajar, pihak IPT perlu mengambil kira faktor peralatan
pengajaran seperti bilik kuliah yang lebih kondusif.
Kata Kunci: Peralatan Pengajaran, Tenaga Pengajar, Kurikulum, Penyampaian Pengajaran
----------------------------------------------------------------------------------------------------------------
PENGENALAN
Institusi Pengajian Tinggi (IPT) kini mempertimbangkan dengan lebih teliti bagaimana mereka dapat
mencapai kelebihan daya saing untuk menarik lebih banyak pelajar, dan ini telah menyebabkan banyak
IPT mengambil berat berkaitan meningkat kepuasan pelajar. Dill dan Soo (2005) dan, Logermann dan
Leisyte (2014), mencadangkan bahawa pelajar adalah pemegang kepentingan utama dalam pendidikan
tinggi dan pendapat mereka adalah penting dalam meningkatkan kualiti pendidikan tinggi dan reputasi
serta imej IPT. Semua IPT swasta di Malaysia mengenakan yuran pengajian. Apabila pelajar memilih
sebuah IPT dan membayar yuran tuisyen mereka, dan urus niaga ini pada dasarnya adalah model yang
sama dengan produk atau perkhidmatan lain. Oleh itu, adalah tidak munasabah untuk tidak menganggap
pelajar sebagai pelanggan (Yorke, 1999; Bunce, Baird & Jones, 2017). Sebenarnya, apabila pelajar
membayar yuran pengajian, mereka biasanya menganggap diri mereka sebagai pelanggan dan cara
mereka dilayan oleh IPT - contohnya, digalakkan untuk menyatakan rasa tidak puas hati jika mereka
mempunyai kebimbangan dengan layanan yang diberi (Svensson & Wood, 2007).

Bagaimanapun, kepuasan pelajar masih banyak dibahaskan dalam kalangan pengamal dan penyelidik
pendidikan tinggi kerana pelajar dianggap sebagai pelanggan dalam proses pembelajaran (Tam, 2001;
Bunce et al., 2017). Kepuasan pelajar telah menjadi satu konsep penting dalam pendidikan tinggi kerana
ia merupakan ukuran yang sering digunakan dalam kedudukan (ranking university) IPT, dan IPT
mendapat manfaat dengan menarik minat profesor dan pelajar terbaik, tahap pendapatan yang lebih
tinggi, dan dapat mengenakan bayaran yuran pengajian yang tinggi (Wilkins & Huisman, 2012). IPT
juga boleh mendapat manfaat daripada kepuasan pelajar dalam beberapa cara lain; Sebagai contoh,
pelajar yang berpuas hati kurang cenderung untuk berhenti (Tinto, 1993; Johnson, Edgar, Shoulders,
Graham & Rucker, 2016), lebih cenderung untuk mencapai gred yang lebih tinggi (Bean & Bradley,
1986; Finn, FitzPatrick & Zi, 2017), dan lebih cenderung untuk melibatkan diri dalam memberi
maklumbalas yang positif terhadap IPT (Alves & Raposo, 2009; Walker & Palmer, 2011).
Sejak pertengahan tahun 1990-an, pengamal dan penyelidik semakin menilai hubungan antara kualiti
pengajaran dan pembelajaran dengan kepuasan pelajar. Kualiti pengajaran dan pembelajaran didapati
mempunyai hubungan positif dengan kepuasan pelajar (Chen, Tsui, & Farh, 2002; Xiaoa & Wilkins,
2015). Maka kajian ini mencadangkan bahawa perhubungan ini amat penting di IPT, di mana pensyarah
memainkan peranan penting dalam proses pembelajaran. Oleh itu, tujuan kajian ini adalah untuk
mengkaji kesan kualiti pengajaran dan pembelajaran yang merangkumi peralatan pengajaran, tenaga
pengajar, kurikulum dan penyampaian pengajaran terhadap kepuasan pelajar.
KEPUASAN PELAJAR
Pelajar di universiti semakin dianggap sebagai pelanggan kerana di kebanyakan negara mereka kini
perlu membayar yuran pengajian untuk melaksanakan pendidikan tinggi. Memandangkan persaingan
yang kompetitif di mana kebanyakan institusi dimana mereka berada, pengurusan IPT telah mula
memberi penekanan yang lebih besar untuk memenuhi keperluan dan harapan pelajar (Cheng & Tam,
1997; Sophia Shi-Huei, & Michael Yao-Ping, 2017). Dalam perniagaan, kepuasan pelanggan adalah
ukuran utama perasaan kepuasan individu setelah melakukan pembelian atau layanan yang baik
(Fornell, 1992).
Elliott dan Healy (2001) mencadangkan bahawa kepuasan pelajar merujuk kepada penilaian pelajar
tentang pengalaman mereka dengan perkhidmatan pendidikan yang disediakan oleh institusi dalam
jangka pendek. Kepuasan pelajar melibatkan pengalaman sebenar atau yang dirasakan memenuhi atau
melebihi jangkaan individu. Pelbagai kajian telah dilakukan untuk mengukur kepuasan pelajar di
universiti (Butt & Rehman, 2010). Kepuasan pelajar adalah multidimensional dan bergantung kepada
kejelasan matlamat yang ingin dicapai pelajar di universiti dan dalam pendidikan (Hartman & Schmidt,
1995), dan ia berpunca daripada pengalaman berterusan dalam kehidupan di kampus (Elliott & Shin,
2002). Kepuasan pelajar dipengaruhi oleh pelbagai faktor. Grossman (1999) dan Wolfe et al. (2017)
mendapati bahawa kepercayaan merupakan faktor penting yang mempengaruhi kepuasan pelajar.
Pelajar mungkin lebih cenderung untuk mempercayai pensyarah yang komited terhadap kesejahteraan
pelajar dan pencapaian akademik. Amanah dalam proses pengajaran dan pendidikan tinggi melalui
pertemuan atau melebihi jangkaan pelajar, yang mungkin melibatkan melayan pelajar secara sopan dan
konsisten, memberikan bantuan dan membuat penilaian maklum balas dalam cara yang lebih
bertanggungjawab, dan menangani masalah dan aduan dengan cepat dan berkesan.
Walaupun kepuasan pelajar mungkin dipengaruhi oleh pengalaman pelajar dengan staf universiti,
sistem, prosedur, dan mekanisme sokongan, beberapa penyelidik menyimpulkan bahawa pengalaman
dalam kelas (pengajaran dan pembelajaran) dan kualiti pendidikan yang diterima adalah penentu utama
kepuasan pelajar (misalnya, Athiyaman, 1997 ; Elliott & Healy, 2001). Hill, Lomas, dan MacGregor

(2003) mendapati kepuasan pelajar dipengaruhi oleh kualiti pensyarah dan penyampaian dalam kuliah,
kualiti maklum balas yang diberikan kepada pelajar dalam pengajaran dan tugasan, dan hubungan
interpersonal antara pelajar dan pensyarah. Kajian empirikal menunjukkan betapa pentingnya persepsi
pelajar tentang pembelajaran mereka dalam menentukan kepuasan pelajar. Sebagai contoh, Xiaoa dan
Wilkins (2015) mendapati bahawa kualiti pembelajaran dianggap memberi kesan yang signifikan
terhadap kepuasan pelajar. Memandangkan kajian yang dijalankan oleh Xiaoa dan Wilkins (2015)
berdasarkan kepada pelajar-pelajar di Negara China, dan, memandangkan sistem budaya dan
pendidikan yang sangat berbeza di China dan Malaysia, tidak dapat diandaikan bahawa pelajar Malaysia
dipengaruhi oleh perkara yang sama seperti pelajar di Negara China. Walau bagaimanapun,
memandangkan hasil utama pendidikan adalah pemerolehan pengetahuan dan kemahiran, kualiti
pengajaran dan pengalaman kursus yang dilihat mungkin menjadi faktor penting yang menentukan
kepuasan pelajar dalam mana-mana negara atau budaya. Kajian ini memberi tumpuan kepada kepuasan
pelajar berdasarkan kualiti pengajaran dan pembelajaran dalam konteks di Malaysia.
KAJIAN LAMPAU
Kualiti Pengajaran
Dalam semua organisasi perkhidmatan, kualiti perkhidmatan adalah penting. Kualiti perkhidmatan
mungkin dianggap wujud apabila persepsi pelanggan terhadap sesuatu perkhidmatan dan bagaimana ia
dilakukan melebihi harapannya; ia mewakili sikap individu yang diperolehi dari penilaian jangka
panjang (Parasuraman, Zeithaml, & Berry, 1988). Menyampaikan kualiti perkhidmatan membantu
sesebuah organisasi mengekalkan pelanggan (Zeithaml, Berry, & Parasuraman, 1993) dan mencapai
pembelian berulang (Schneider & Bowen, 1995). Penyelidikan mengenai kualiti pendidikan tinggi telah
menunjukkan bahawa kualiti pengajaran sukar ditakrifkan kerana kualiti mungkin bermakna perkara
yang berbeza kepada orang yang berlainan (Harvey & Green, 1993). Walau bagaimanapun, Sahney,
Banwet, dan Karunes (2004) menerangkan kualiti pendidikan sebagai penjajaran yang membina output
pendidikan kepada matlamat, spesifikasi, dan keperluan yang dirancang. Majoriti penyelidikan kualiti
perkhidmatan dalam pendidikan tinggi menumpukan kepada sikap pelajar, dan di banyak negara, badan
jaminan kualiti bebas menilai pengalaman dan persepsi pelajar (Christou, 2002).
Rangka teoretis yang dicadangkan oleh Owlia dan Aspinwall (1996) untuk menilai kualiti pendidikan
memberi tumpuan kepada pengajaran, kecekapan, sikap, kandungan, dan sumber akademik. Generasi
baru pelajar, yang semakin menganggap diri mereka sebagai pelanggan, telah menjadi mereka lebih
menyedari bagaimana mereka diajar dan bagaimana mereka belajar, dan mereka menjadi lebih selektif
dan interaktif dalam pilihan pendidikan mereka dan bagaimana mereka mengambil bahagian dalam
proses pendidikan (Petruzzellis, D'Uggento, Romanazzi, & Sigala, 2006). Kajian terdahulu telah
mendapati bahawa pelajar melihat pensyarah sebagai berkesan apabila mereka membantu, menjaga,
memahami, bersemangat, dan menghiburkan (Davison & Price, 2009; Delucchi, 2000). Kualiti
pengajaran telah mendapat perhatian yang tinggi dari semua pihak berkepentingan, termasuk ibu bapa,
kerajaan, dan media. Dalam dunia pendidikan tinggi yang semakin kompetitif, universiti dan kolej telah
menggunakan kualiti pengajaran, hasil pendidikan, dan kepuasan pelajar sebagai petunjuk untuk
mencapai kejayaan dalam dunia pendidikan.
Peralatan Pengajaran
Menurut Yusoff, McLeay dan Woodruffe-Burton (2015) peralatan pengajaran adalah faktor-faktor lain
yang dilihat sebagai ketara didalam mengenalpasti kepuasan pelajar di sesebuah institusi. Pelajar
inginkan peralatan bilik kuliah yang lebih kondusif bagi pengajaran dan pembelajaran sebagai
pemboleh ubah yang sangat signifikan termasuk hiasan, susun atur, perabot dan peralatan mengajar
pembelajaran, pencahayaan, tahap dan kebersihan bilik kuliah dan bilik tutorial secara keseluruhannya.
Seperti yang dinyatakan sebelum ini oleh Oldfield dan Baron (2000) dan Wakefield dan Blodgett

(1994), pelajar menghabiskan banyak masa dalam persekitaran bilik kuliah, maka pelajar akan memilih
persekitaran yang selesa dan kondusif untuk sesi pembelajaran.
Tenaga Pengajar
Maimunah et al. (2009) melihat bahawa tahap kepuasan pelajar diramalkan oleh tiga faktor, iaitu
prestasi pensyarah dan pengajar, penyampaian perkhidmatan dan kemudahan sokongan. Kajian yang
dijalankan oleh Xiaoa dan Wilkins (2015) mendapati bahawa dianggap yang mendapati bahawa kualiti
pembelajaran dalam sesebuah IPT memberi kesan yang signifikan terhadap kepuasan pelajar dan
merupakan faktor prediktor yang paling dominan dalam mengenalpasti kepuasan pelajar disesebuah
IPT. Pensyarah yang berkualiti termasuk proses dalam pengajaran dan pembelajaran, bagaimana tenaga
pengajar memberi maklum balas kepada pelajar, dan hubungan antara tenaga pengajar dengan pelajar.
Namun Sepideh, Hadi dan Mona (2013) mendapati tenaga pengajar tidak menyumbang kepada
kepuasan pelajar.
Kurikulum
Mahapatra dan Khan (2007) menggariskan bahawa pelanggan utama bagi sesebuah institusi
pembelajaran adalah pelajar dan mereka memainkan pelbagai peranan ddalam sesebuah IPT. Pelajar
adalah hasil (output) daripada proses pengajaran dan pembelajaran, pelajar juga adalah pelanggan maka,
pelajar perlu mendapat pelbagai kemudahan kampus, seperti penyampaian bahan keperluan kursus dan
pada masa yang sama, mereka adalah orang yang berada didalam proses pembelajaran. Pelajar harus
melakukan tugasan dan ulang kaji pembelajaran bagi memastikan proses pembelajaran menjadi lebih
efektif. Struktur kurikulum mestilah berupaya untuk memberi pendedahan kepada pelajar membuka
peluang untuk memperkembangkan ciri-ciri individu dan kemahiran yang akan memberi impak positif
untuk kerjaya masa hadapan mereka (Pomales Garcia & Liu, 2007). IPT mesti memastikan kaedah
penyampaian pengajaran adalah bersesuaian kepada keupayaan pelajar dan bukan membebankan
pelajar. Sepideh et al. (2013) mendapati terdapat kesan yang signifikan faktor kurikulum terhadap
kepuasan pelajar.
Penyampaian Pengajaran
Jalali, Islam, and Ariffin (2011) mengenalpasti pembolehubah yang mempengaruhi kepuasan pelajar di
sebuah universiti di Malaysia. Mereka mendapati bahawa faktor akademik adalah lebih penting
daripada faktor fungsi sokongan. fungsi akademik tidak terhad kepada proses pengajaran, akan tetapi
merangkumi pelbagai aspek yang boleh melahirkan pelajar yang cemerlang. Douglas et al. (2006)
mengukur kepuasan pelajar di United Kingdom Universiti, hasil dapatan kajiannya menunjukan bahawa
faktor terpenting yang menentukan kepuasan pelajar adalah berkaitan proses penyampaian pengajaran
dan pembelajaran. Terut menyokong kajian ini adalah hasil penelitian oleh Kirby, Byra, Readdy dan
Wallhead (2015) mendapati bahawa kaedah penyampaian pengajaran mempengaruhi kepuasan pelajar.
METODOLOGI KAJIAN
Kajian ini akan dijalankan di beberapa IPT swasta di Malaysia untuk melihat kesan faktor peralatan
pengajaran, tenaga pengajar, kurikulum, penyampaian pengajaran ke atas kepuasan pelajar. Seramai
306 orang responden telah dipilih dari pelajar tahun akhir. Jumlah Sampel ditentukan melalui G-Power.
Pengumpulan data yang akan dilakukan adalah melalui soal selidik berstruktur yang diedarkan dan
soalan ini menggunakan skala likert. Seterusnya, data dianalisis menggunakan ujian korelasi pearson
dan analisi path regrasi dengan menggunakan perisian AMOS. Dalam kajian ini, instrumen yang telah
diguna pakai dari beberapa kajian dan diselaraskan untuk merangkumi sebahagian besar aspek-aspek
penting dalam Institusi Pengajian Tinggi

HASIL DAPATAN KAJIAN
Analisis Korelasi
Jadual 1 menunjukkan hubungan antara pembolehubah yang dikaji iaitu hubungan antara peralatan
pengajaran, tenaga pengajar, kurikulum, penyampaian pengajaran dan kepuasan pelajar. Dapatan kajian
menunjukkan hubungan yang signifikan antara peralatan pengajaran dan kepuasan pelajar dengan
korelasi koefisyen (r = .586, p < 0.01). Perkaitan positif menunjukkan bahawa semakin tinggi peralatan
pengajaran maka semakin tingggi kepuasan pelajar. Sementara itu, korelasi lain juga mendapati hasil
yang signifikan. Hasil kajian menunjukkan tenaga pengajar (r = 0.423, p <0.01) adalah peramal yang
positif kepada kepuasan pelajar. Terdapat perkaitan positif di antara antara kurikulum dan kepuasan
pelajar disokong dengan kolerasi koefisyen (r = .517, p < 0.01). Hasil analisis juga menunjukkan
bahawa semakin tinggi tahap penyampaian pengajaran, maka semakin tinggi tahap kepuasan pelajar
dengan nilai korelasi (r = .530, p < 0.01).
Jadual 1: Matrik Korelasi Pembolehubah
No. Pembolehubah 1 2 3 4 5
1 Peralatan Pengajaran 1
2 Tenaga Pengajar .374** 1
3 Kurikulum .553** .491** 1
4 Penyampaian Pengajaran .510** .635** .563** 1
5 Kepuasan Pelajar .586** .423** .517** .530** 1
Analisis Regresi
Untuk menentukan set terbaik peramal pembolehubah dalam meramalkan kepuasan pelajar, kaedah
regresi analisis path (laluan) digunakan. Berdasarkan pada kaedah regrasi analisis path yang digunakan,
tiga dari empat peramal didapati penting dalam menerangkan keseluruhan kepuasan pelajar dalam
kajian ini. Ketiga-tiga pemboleh ubah peramal adalah peralatan pengajaran (X1), kurikulum (X3) dan
penyampaian pengajaran (X4). manakala tenaga pengajar (X2), tidak menyumbang kepada kepuasan
pelajar kerana tidak singnifikan. Rajah 1 menunjukkan analisis path model kajian ini menyumbang
kepada kepuasan pelajar.

Rajah 1: Analisis Path
Nilai R2 adalah 0.44 menunjukkan bahawa empat prediktor pembolehubah menyumbang sekitar 44%
dari varians kepuasan pelajar. Ini menunjukkan bahawa hasil yang amat baik. Hasil kajian ini juga
menunjukkan bahawa jika satu unit peralatan pengajaran (X1) meningkat, maka tahap kepuasan pelajar
juga turut meningkat sebanyak 0.36. Begitu juga jika satu unit kurikulum (X 4) meningkat, maka tahap
kepuasan pelajar juga turut meningkat sebanyak 0.16. Sementara itu satu unit penyampaian pengajaran
(X3) meningkat, maka tahap kepuasan pelajar juga turut meningkat sebanyak 0.20. Kajian juga
menunjukkan faktor peralatan pengajaran merupakan penyumbang terbesar kepada kepuasan pelajar.
Manakala tenaga pengajar (X2) tidak menyumbang kepada kepuasan pelajar kerana nilai beta yang kecil
dan tidak signifikan. Oleh kerana itu, model yang dijangkakan adalah seperti berikut:
Y = .36 (X1) + .16 (X3) + .20 (X4) + e*
PERBINCANGAN
Hasil kajian menunjukkan bahawa tiga daripada empat prediktor mempengaruhi kepuasan pelajar.
Antara tiga prediktor tersebut, peralatan pengajaran merupakan faktor yang paling dominan dalam
mempengaruhi kepuasan pelajar, manakala tenaga pengajar tidak mempengaruhi kepuasan pelajar.
Secara keseluruhannya, tiga prediktor dalam model ini mempengaruhi kepuasan pelajar adalah tinggi
pada kadar ramalan 44% (nilai R2 = 0.44).
Dapatan kajian ini adalah selari dengan dapatan kajian terdahulu yang mendapati kesan yang signifikan
antara peralatan pengajaran dan kepuasan pelajar. Kajian ini menyokong kajian Yusoff et al. (2015)

yang menyatakan peralatan pengajaran mempunyai hubungan signifikan dan positif dengan kepuasan
pelajar, seterusnya menyokong hipotesis kajian yang pertama. Sementara objektif kedua kajian ini
adalah untuk mengenalpasti hubungan antara tenaga pengajar dan kepuasan pelajar. Hasil dapatan
kajian menunjukkan tenaga pengajar tidak mempengaruhi kepuasan pelajar. Dapatan kajian ini tidak
menyokong hipotesis kajian yang kedua dan namun menyokong dapatan kajian Sepideh et al. (2013)
yang mendapati hubungan tenaga pengajar tidak menyumbang kepada kepuasan pelajar.
Manakala objektif ketiga ialah untuk mengenalpasti hubungan antara kurikulum dan kepuasan pelajar.
Hasil dapatan kajian menunjukkan terdapat hubungan yang signifikan positif antara kurikulum dan
kepuasan pelajar. Ini bermakna struktur kurikulum yang berupaya untuk memberi pendedahan kepada
pelajar membuka peluang untuk memperkembangkan ciri-ciri individu dan kemahiran akan memberi
impak positif dan ini memberi kesan kepada kepuasan pelajar. Kajian ini menyokong kajian Sepideh et
al. (2013) yang mendapati kurikulum mempunyai hubungan signifikan dengan kepuasan pelajar, dan
ini seterusnya menyokong hipotesis kajian yang ketiga. Seterusnya dapatan kajian menunjukkan
terdapat kesan yang signifikan positif antara penyampaian pengajaran dan kepuasan pelajar. Ini
menunjukkan proses penyampaian pengajaran yang merangkumi kaedah pengajaran yang berkesan
bukan sahaja dapat melahirkan pelajar yang cemerlang (Li-fang 2008) tetapi juga memberi kesan
kepada kepuasan pelajar. Dapatan kajian ini turut menyokong hipotesis kajian yang keempat dan
menyokong kajian Kirby et al. (2015).
KESIMPULAN
Secara keseluruhannya kajian ini menunjukkan kualiti pengajaran dan pembelajaran memainkan
peranan penting dalam meningkatkan kepuasan pelajar. Kajian ini merumuskan bahawa peralatan
pengajar adalah faktor terpenting dalam kajian ini kerana ianya menyumbang terbesar dalam model
kepuasan pelajar.
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I-Learning – An Empowering Adult Learning Philosophy for Educators
A Discussion Paper
Daniel Simms
Executive General Manager
Institute of Management
danny.simms@im.edu.au
ABSTRACT
I-learning is an adult learning behavioural philosophy that focuses on students being given the
behavioural and assistive technology tools to empower them to ‘pull’ information and develop self-
learning leadership. It is oriented toward Vocational Educators or Trainers, Workplace Mentors,
Learning and Development (L&D) Practitioners, Team Leaders and Managers. It also has application
for teachers and educators working in primary, secondary and tertiary education sectors. Teacher-
centred, student-centred, inquiry-based and co-operative are terms and methods educators are familiar
with. Each style or method has its merits and place in educating others. The norm however seems to be
that the teacher, educator, tutor, facilitator, mentor etc, remain the owner of knowledge, managing the
‘push’ of information to students. It is very difficult for an educator in an adult learning environment
to shake the stereotypical teacher/student hierarchical relationship whereby the student, child or adult,
remains in a subservient role. During their formative learning years in primary, secondary and
potentially tertiary education, the student may not have gained nor have been given an opportunity to
understand their preferred learning styles or to gain learning independence. On-job-training
opportunities may also place the adult learner in a subservient role whereby they watch, listen and wait
for instruction, rather than actively seek to ‘pull’ knowledge from their facilitator or mentor. With easily
accessible, valid and robust behavioural and learning profiling metrics, the advent of lower-cost
assistive technologies in the classroom, and the Tin Can API that allows learning to happen and be
tracked anywhere and anytime, educators have an opportunity to build a very targeted learning self-
development strategy. I-Learning builds student/trainer relationships and equitably distributes the
responsibility of ‘pushing and pulling’ knowledge. I-learning is a behavioural philosophy designed to
create a greater awareness of individual learning needs in both the educator and the participants,
allowing the student to take more control of their learning confidence and competence.
Field of Research: Trends in Learning
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
Why should the proposed I-Learning philosophy be considered relevant by the academic community?
Similar sounding methodologies exist, i.e. Student-Centred Learning and are used very effectively to
educate the broader community.
If we as professional educators do not re-think our instructional design tactics, and the roles we play in
learning, our consumers will choose personalised learning opportunities (PLOs), ‘putting the learner at
the heart of the education system’ (Leadbetter, 2008), that are more cost-effective, skill and knowledge
targeted, customised, and accessible, where, when and how they want.
Advances in digital audio and video recording, editing and broadcasting technology, access to low-cost
and free wifi, allow facilitators to be recorded, 'sliced and diced' and presented time and time again
across a myriad of mobile devices. Record once and use infinitely.
Theses technological advances have caused a Big Bang Disruption in the way learners access and
consume information.
Big Bang Disruption is a dramatic new kind of innovation. Instead of entering the market as a product
that is either inferior to or more expensive than those of established incumbents, a Big Bang Disruptor
is both better and cheaper from the moment of creation. (Downes and Nunes, 2013)
This discussion paper seeks to highlight the potential risk to educator roles through the shift away from
traditional facilitator-led learning opportunities, and the potential for learners (and educational
facilities) to replace, partly or completely, facilitator-led learning with online, self-paced, personalised
learning opportunities.
By enhancing the face-to-face, classroom-based experience, gaining a stronger understanding of

individual learning needs, we ensure learners choose to continue to attend classes, and educational
facilities choose not to replace facilitators with recordings, avatars and e-learning -only learning
opportunities.
Not all academics will have the broad range of instructional design skills required for this and
universities will need to offer dedicated staff development activities (Bates, 2014).
2. What Does the Teaching Environment Look Like? – Traditional or Teacher-Centered and
Constructivism or Student-Centred
teach (v.)
Old English tæcan (past tense tæhte, past participle tæht) "to show, point out, declare, demonstrate,"
also "to give instruction, train, assign, direct; warn; persuade," from Proto-Germanic *taikijan "to show"
(source also of Old High German zihan, German zeihen "to accuse," Gothic ga-teihan "to announce"),
from PIE root *deik- "to show, point out." (October 7, 2017 from
http://www.etymonline.com/index.php?term=teach)
Teaching, and the structure of formal education environments have not significantly changed since
inception.
Students attend a place of learning at a time chosen by the education provider. Subjects and subject-
matter choice remain generally in the hands of the education provider and teachers/lecturers.
2.1 Traditional or Teacher-Centred
The teacher views learners as having ‘knowledge holes’ that need to be filled with information (Novak,
1998, pp. pp 24-25)

The traditional method of teaching identifies the content and teacher being the focal point with students
acquiring knowledge through repetition, and rote learning. Students play a subservient role in this
learning relationship, being led through each learning event by the teacher.
2.2 Constructivism or Student-Centred
Constructivism, as a philosophical approach to education and knowledge acquisition with many

contributors. Constructivism argues that the responsibility of learning should reside increasingly with
the learner (Glasersfeld, 1989).
Teachers are still considered authority figures, however teachers and students play an equally active
role in the learning process. There is more of a shared responsibility within this learning relationship.
3. What can Educators Learn from Blockbuster Video and Netflix?
Blockbuster was a movie rental company, opening its first store in Dallas, Texas, USA in 1986. At its
peak, the company operated 10,000 stores with a market value of $5 billion USD (October 11, 2017
from https://hbr.org/2013/11/blockbuster-becomes-a-casualty-of-big-bang-disruption).
Blockbuster’s business model pre-dated the internet, and was founded on providing movies in the form
of video cassette and then later DVDs. Consumers no longer needed to attend cinemas and could watch
movies in the comfort of their own homes. There were restrictions - persons still needed to physically
attend an outlet between prescribed operating hours.
Once there, there was no guarantee the movie of their choice would be available. Consumers had to
settle for their send or third-tier choices. Once a movie or movies had been selected, the consumer was
provided with a locked and limited timeframe to view their choices and then physically return to the
original place of hire and deposit their movie/s.
In 2000, Reed Hastings, the founder of a start-up company Netflix, met with Blockbuster CEO John
Antioco and his team to propose a partnership. Netflix’s business model was based on
providing streaming media and video-on-demand online, negating the requirement to physically visit
an outlet. Access to, and current download meant a current limited market. The idea was rejected.
In 2010, Blockbuster filed for bankruptcy.
The concept of a convenient, search and watch from anywhere, guaranteed availability, on multiple
devices, video viewing platform was considered a Big Bang Disruption that made the ‘drive to and hope
for availability’ service of Blockbuster redundant.
Consider the impact wifi, and mobile learning is having on the choices learners have when considering
where, how and what to study. Is traditional classroom teaching the next Blockbuster?
4. Big Bang Disruption
The first e-mail message was sent over the ARPANET (Advanced Research Projects Agency Network)
in October 29, 1969 from the University of California, Los Angeles (UCLA) to the second network
node at Stanford Research Institute (SRI).
"The message text was the word login; the l and the o letters were transmitted, but the system then
crashed. (October 12, 2017 from http://www.historyofinformation.com/expanded.php?id=1108).

Since this inaugural email message, consider the rapid advances in internet, mobile access and learning.
The following graphs provide a detailed overview of the rise of these technologies and capabilities.
4.1 Rise of the Internet
The following chart represent the dramatic rise in internet usage per world-region over a 10 year period
– 1995-2015. Primary source of data: (October 13, 2017 from https://ourworldindata.org/internet/)
Figure 1. Internet Users by World Region
This chart indicates the internet usage per individual. Interesting to note is although North America has
significantly less users by world region, they have a significantly higher usage rate per individual than
other regions. Primary source of data: (October 13, 2017 from https://ourworldindata.org/internet/)

Figure 2. Share of Individuals Using the Internet

4.2 Rise of the Machines - Smartphones and Mobile Devices
The following chart indicates the growth of smartphone device users from 2014 with projected results
going forward (October 13, 2017 from https://www.statista.com/topics/840/smartphones/)
Figure 3. Number of Smartphone Users Worldwide from 2014 to 2020 (in billions)
Figure 4 shows that globally, devices and connections (10 percent CAGR) are growing faster than both
the population (1.1 percent CAGR) and Internet users (7 percent CAGR).
This trend is accelerating the increase in the average number of devices and connections per household
and per Internet user.
Each year, various new devices in different form factors with increased capabilities and intelligence are
introduced and adopted in the market.
A growing number of M2M applications, such as smart meters, video surveillance, healthcare
monitoring, transportation, and package or asset tracking, are contributing in a major way to the growth
of devices and connections.
By 2021, M2M connections will be 51 percent of the total devices and connections. (October 13, 2017
from https://www.cisco.com/c/en/us/solutions/collateral/service-provider/visual-networking-index-
vni/vni-hyperconnectivity-wp.html

Figure 4. Breakdown of device type (Compound Annual Growth Rate (CAGR) 2016 to 2021 –
projected)
Figure 5 shows the changing mix of devices and connections and growth in multidevice ownership
affects traffic and can be seen in the changing device contribution to total IP traffic.
At the end of 2016, 54 percent of IP traffic and 48 percent of consumer Internet traffic originated from
non-PC devices. By 2021, 75 percent of IP traffic and 76 percent of consumer Internet traffic will
originate from non-PC devices. (October 13, 2017 from
https://www.cisco.com/c/en/us/solutions/collateral/service-provider/visual-networking-index-vni/vni-
hyperconnectivity-wp.html
Figure 5. Global IP Traffic usage per device type per year (Compound Annual Growth Rate (CAGR)
2016 to 2021 – projected)
A summary of the internet usage and access by mobile devices is as follows (October 13, 2017 from
https://www.cisco.com/c/en/us/solutions/collateral/service-provider/visual-networking-index-vni/vni-
hyperconnectivity-wp.html):

Annual global IP traffic will reach 3.3 ZB per year by 2021, or 278 exabytes (EB) per month. In
2016, the annual run rate for global IP traffic was 1.2 ZB per year, or 96 EB per month.
Global IP traffic will increase nearly threefold over the next 5 years. Overall, IP traffic will grow
at a Compound Annual Growth Rate (CAGR) of 24 percent from 2016 to 2021. Monthly IP traffic
will reach 35 GB per capita by 2021, up from 13 GB per capita in 2016.
Busy hour Internet traffic is growing more rapidly than average Internet traffic. Busy hour (or
the busiest 60-minute period in a day) Internet traffic increased 51 percent in 2016, compared with 32
percent growth in average traffic. Busy hour Internet traffic will increase by a factor of 4.6 between
2016 and 2021, and average Internet traffic will increase by a factor of 3.2.
Smartphone traffic will exceed PC traffic. In 2016, PCs accounted for 46 percent of total IP traffic,
but by 2021 PCs will account for only 25 percent of traffic. Smartphones will account for 33 percent
of total IP traffic in 2021, up from 13 percent in 2016. PC-originated traffic will grow at a CAGR of
10 percent, and TVs, tablets, smartphones, and Machine-to-Machine (M2M) modules will have traffic
growth rates of 21 percent, 29 percent, 49 percent, and 49 percent, respectively.
Traffic from wireless and mobile devices will account for more than 63 percent of total IP
traffic by 2021. By 2021, wired devices will account for 37 percent of IP traffic, and Wi-Fi and
mobile devices will account for 63 percent of IP traffic. In 2016, wired devices accounted for the
majority of IP traffic, at 51 percent.
Content Delivery Networks (CDNs) will carry 71 percent of Internet traffic by 2021. Seventy-
one percent of all Internet traffic will cross CDNs by 2021 globally, up from 52 percent in 2016.
Thirty-five percent of end-user Internet traffic will be delivered within a metro network by
2021, up from 22 percent in 2016.
The number of devices connected to IP networks will be more than three times the global
population by 2021. There will be 3.5 networked devices per capita by 2021, up from 2.3 networked
devices per capita in 2016. There will be 27.1 billion networked devices in 2021, up from 17.1 billion
in 2016.
Broadband speeds will nearly double by 2021. By 2021, global fixed broadband speeds will reach
53 Mbps, up from 27.5 Mbps in 2016.
Globally, mobile data traffic will increase sevenfold between 2016 and 2021. Mobile data traffic
will grow at a CAGR of 46 percent between 2016 and 2021, reaching 48.3 exabytes per month by
2021.
Global mobile data traffic will grow twice as fast as fixed IP traffic from 2016 to 2021. Fixed
IP traffic will grow at a CAGR of 21 percent between 2016 and 2021, while mobile traffic grows at a
CAGR of 46 percent. Global mobile data traffic was 7 percent of total IP traffic in 2016, and will be
17 percent of total IP traffic by 2021.

4.3 Rise of E-Learning
“The idea is simple: to publish all of our course materials online and make them widely available to
everyone.”
Dick K.P. Yue, Professor, MIT School of Engineering (October 13, 2017 from
https://ocw.mit.edu/about/)
E-learning may be described as learning undertaken either individually or in groups utilising electronic
media.
What was initially seen as a convenient but novel and somewhat ‘gimmicky’ way of undertaking a
course of study has grown significantly whereby it is essential for many education providers to offer e-
learning as a study pathway to remain competitive.
 Worldwide MOOC (Massive Open Online Course) enrolment grew by nearly two-thirds in
2016 to reach 58 million students
 Regional MOOC platforms, notably in Latin America and China, are now drawing significant
numbers of new students
 Many courses now support self-paced learning and more frequent course starts, with the result
that many students are studying in smaller cohorts than in the recent past
(October 13, from http://monitor.icef.com/2017/01/global-mooc-enrolment-jumped-last-year/)
Figure 7. Number of MOOC courses available worldwide, 2012-2016.
The Massechutas Institute of technology (MIT), is an example of a recognised learning facility offering
their programs, online and free of charge.
MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is
open and available to the world and is a permanent MIT activity.
Through OCW, educators improve courses and curricula, making their schools more effective; students
find additional resources to help them succeed; and independent learners enrich their lives and use the
content to tackle some of our world’s most difficult challenges, including sustainable development,
climate change, and cancer eradication. (October 13, 2017 from https://ocw.mit.edu/about/)

MIT OpenCourseWare receives over 2 million visits each month. The image below indicates the origin
of the site visitors.
Figure 8. Origin of MIT OpenCourseWare site visitors
The following graph indicates that 85% of the persons that visit and undertake MIT OpenCourseWare
programs are either formal students or persons seeking personal learning opportunities.
Figure 9. Profiles and percentages of MIT OpenCourseWare users

The following table provides significant insight into the specific reasons persons are accessing MIT
OpenCourseWare online programs.
What is interesting to note is the trend in personal learning opportunities for professional development.
Prior to the availability of programs offered by providers such as MIT, Educators, Students and Self-
Learners would have had to attend a physical location for professional development or not had the
opportunity altogether.
USE SCENARIO % OF USE
Improve personal knowledge 31%
Learn new teaching methods 23%
Educators Incorporate OCW materials into a course 20%
Find reference material for my students 15%
Develop curriculum for my department or school 8%
Enhance personal knowledge 46%
Students Complement a current course 34%
Plan a course of study 16%
Explore areas outside my professional field 40%
Review basic concepts in my professional field 18%

Self
Prepare for future course of study 18%
Learners
Keep current with developments in my field 17%
Complete a work-related project or task 4%

Table 1. MIT OpenCourseWare access purposes

4.3 Rise of Artifical Intelligence in Learning
Artificial Intelligence (AI)
1:a branch of computer science dealing with the simulation of intelligent behaviour in
computers
2:the capability of a machine to imitate intelligent human behaviour
(October 13, 2017 from https://www.merriam-webster.com/dictionary/artificial%20intelligence)
MINDOJO is a Virtual Private Tutor — Train It and It Will Train Your Students
It's simple — you create dialog scripts of lessons and add your practice items, and Mindojo
adaptively teaches them to your audience.
Engage students with a proactive virtual tutor that keeps the conversation alive and improves
from student to student. Mindojo continuously evaluates your students and tailors the course to their
needs while they enjoy a socialized, gamified learning experience. (October 13, 2017 from
http://mindojo.com/)
Mindojo is an example of how artificial intelligence is used in the form of an algorithm-based

learning platform that:
 identifies patterns in learning behavior and tailors a program to meet the needs of an
individual
 provides a realistic tutor-student learning environment without a human tutor
 provides a flexible, personal learning opportunity platform
Is this the educational version of Netflix?
5. I-Learning Philosophy
I-learning is an adult learning behavioural philosophy that focuses on students being given the
behavioural and assistive technology tools to empower them to ‘pull’ information and develop self-
learning leadership.
It is oriented toward Vocational Educators or Trainers, Workplace Mentors, Learning and Development
(L&D) Practitioners, Team Leaders and Managers. It also has application for teachers and educators
working in primary, secondary and tertiary education sectors.
During their formative learning years in primary, secondary and potentially tertiary education, the
student may not have gained nor have been given an opportunity to understand their preferred learning
styles or to gain learning independence.
A traditional teaching environment is often favoured while young learners are forming their preferred
learning behaviours.
Human facilitated, higher-education, vocational education and skills and behavioural development
short-course workshops are the more at-risk learning environments for redundancy through consumers
choosing online, personalised learning opportunities.
I-Learning builds student/trainer relationships and equitably distributes the responsibility of ‘pushing
and pulling’ knowledge. It is an enhanced version of student-centred learning whereby the
teacher/trainer/facilitator focuses on:
 building strong relationships and personal connections with their learners whereby they feel
valued and are part of the learning process rather than just a recipient
 creating an outstanding 'learning experience'
 providing a face-to-face learning experience that replicates online, flexible personal learning
opportunities within a classroom environment
With easily accessible, valid and robust behavioural and learning profiling metrics, the advent of lower-
cost assistive technologies in the classroom, and the Tin Can API that allows learning to happen and be
tracked anywhere and anytime, educators have an opportunity to build a very targeted learning self-
development strategy.
I-Learning as a behavioural philosophy comprises the following 3 key areas:
5.1 Participant Profiling
In I-Learning, the first phase is individual profiling, preferably undertaken pre-program. As a minimum,
outside of any academic pre-entry requirements, it is suggested participants undertake a Language,
Literacy and Numeracy, and learning styles profiling assessment.
These 2 profiling target areas provide the teacher/facilitator with valuable information regarding each
participant's capability and capacity to learn, their preferred learning styles and guidance on
instructional design for the workshop or longer program.
Figure 10 shows the learning styles profile of a learning cohort of 12 adults. By gaining an
understanding of this cohort's individual learning style preferences prior to a program commencing,
allows the teacher/facilitator to design and deliver a program significantly more learner-targeted than a
per-script session.
Figure 10. Example of Individual Learning Styles within a Learning Cohort

Should pre-program profiling not be available, teacher/facilitator knowledge of learning style

characteristics such as where a participant sits, do they constantly tap their feet or a pen provide
indicators of preferred learning styles.
In-class profiling can be continued utilising response-ware technologies and apps to undertake
diagnostic assessment of qualitative and quantitative metrics.
Figure 11 demonstrates the value of in-class profiling and the valuable, dynamic feedback it provides
both teacher/facilitator and the participants.
Figure 11. Example of In-Class Diagnostic Assessment Utilising Response-Ware Technologies
These technologies may be used in-class and for external polling which assists in replicating the online
environment yet allows the teacher/facilitator to remain connected with the participants.
5.2 Flexing the Learning Pathway
As a behavioural philosophy, I-Learning leverages existing Instructional Design models such as Rapid
Prototyping whereby the teacher/facilitator has significant freedom in which to 'flex' the learning
pathway dynamically based on primary participant profiling and ongoing feedback.
5.3 Emotionally Intelligent Teachers/Facilitators
Students are more likely to do well when their teachers are passionate about what they are teaching,
about being a teacher and about helping their students learn. (Hattie, 2008)
Technical expertise and a text and image-filled PowerPoint alone do not ensure participant engagement.
To create an outstanding learning experience, each and every time, and to build strong personal learner
connections, teachers and facilitators must demonstrate highly evolved levels of emotional intelligence.

I-learning is a behavioural philosophy designed to create a greater awareness of individual learning

needs in both the educator and the participants, allowing the student to take more control of their
learning confidence and competence.
Since its inception, e-learning has attempted to replicate traditional teacher-led classroom sessions
through flexible, self-paced, personal learning opportunities.
Trends and uptake of mobile device and internet usage, the accessibility of free, Massive Open Online
Courses, and the advances in artificial intelligence learning algorithms indicate this has been achieved
successfully.
Paradoxically, classroom-based teaching proponents must now consider replicating the flexibility that
e-learning offers if there is to be any longevity for this learning environment.
By learning more about who is sitting in front you and what they need, combined with a focus on
providing exceptional learning experiences will ensure that students of the future will continue to
choose to travel to, and participate in, in-class learning opportunities.
Acknowledgement
Mr Bryce Harvey and Mr Chris Blunt for their feedback, inspiration, proofreading and positivity.
References
Bates, S. (2014). Personalised learning: Implications for curricula, staff and students. Paper presented
at the Universitas 21 (U21) Educational Innovation Conference, Sydney, Australia.
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at: https://www.cisco.com/c/en/us/solutions/collateral/service-provider/visual-networking-index-
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Downes,L. and P, Nunes, 2013. Strategy in the Age of Devastating Innovation: Big Bang Disruption
(ebook) Available at: https://www.accenture.com/t20160719T010857__w__/us-
en/_acnmedia/Accenture/Conversion-
assets/DotCom/Documents/Global/PDF/Dualpub_13/Accenture-Big-Bang-Disruption-Strategy-Age-
Devastating-Innovation.pdf
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140.
Douglas Harper. 2017. Online Etymology Dictionary. [ONLINE] Available

at: http://www.etymonline.com/index.php?term=teach. [Accessed 7 October 2017].
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Ingvarson & J. A. C. Hattie (Eds.), Assessing teachers for professional certification: The first decade
of the National Board for Professional Teaching Standards (pp. 313–344). Oxford, UK
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Available at: https://hbr.org/2013/11/blockbuster-becomes-a-casualty-of-big-bang-disruption.
[Accessed 11 October 2017].
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enrolment-jumped-last-year/. [Accessed 13 October 2017].
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[Accessed 13 October 2017].
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https://www.merriam-webster.com/dictionary/artificial%20intelligence. [Accessed 13 October 2017].
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13 October 2017].
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at: https://www.statista.com/topics/840/smartphones/. [Accessed 13 October 2017].

EMOTIONAL INTELLIGENCE, LEADERSHIP STYLE, RISK

MANAGEMENT TRAININGS AND DISASTER RESPONSIVENESS OF
SCHOOL ADMINISTRATORS IN TACLOBAN CITY DIVISION
Rose-Ann K. Petronio
Department of Education
Tacloban National Agricultural School
arky_u_cp@yahoo.com
ABSTRACT
The Philippines averages about 20 typhoons a year, including three super-typhoons plus numerous
incidents of flooding, drought, earthquakes and tremors and occasional volcanic eruptions, making it
one of the most naturally disaster-prone countries in the world. The schools have not been spared from
the disasters brought by natural calamities. School buildings have been damaged, furniture have been
looted, instructional materials, books and references got wet and damaged as well. Some students and
school personnel died and got injured in the disaster. Therefore, the purpose of this study is to assess
the profile, emotional intelligence, leadership style, and disaster responsiveness of school
administrators in Tacloban City Division. These variables were examined to find its relationship with
the respondents’ level of disaster responsiveness. A total of forty-nine school administrators and one
hundred ninety-nine teachers from public and private elementary and secondary schools participated
in this study. Findings reveal that profile and leadership style of school administrators have no
significant relationship with disaster responsiveness. In likewise manner, the leadership style whether
relationship-motivated or task–motivated is not related to the level of disaster responsiveness of school
administrators. On the other hand, all aspects of emotional intelligence are significantly related to
disaster responsiveness. This means that school administrators who are more emotionally intelligent
are more responsive to disasters. It is recommended that trainings related to disaster preparedness be
designed to address the disaster responsiveness indicators that are not developed among school
administrators to help them acquire necessary skills in disaster responsiveness.
Field of Research: Emotional Intelligence, Leadership Style, Disaster Responsiveness, School

Administrators
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
At some point in a school administrator’s career, they come across a disaster. Whether it is caused by
natural calamities, the sudden withdrawal of a key client, a factor outside their control, or a bad decision
backfiring, it is often how he responds to the challenge that defines whether the school comes out the
other side. Sensible school administrators put disaster plans in place, and consider worst-case scenarios
to help them develop responses that can be deployed during times of crisis well in advance. There is
only so much preparation for the unknown that school administrators can do, however, and at some
point, important decisions – that will have far-reaching consequences – will need to be made. Whether
these consequences are positive or negative, is often decided by how emotionally intelligent the school
administrator is, his knowledge on risk and disaster management and the leadership style he has. In
tough times, it is human instinct to follow emotions and be reactionary. While evolutionarily speaking,
this may have helped us in the past – by causing us to run away from danger – the same approach does
not translate quite as effectively in a school scenario. As a leader, being able to manage emotions and
mentally ready is an incredibly valuable quality. Having the ability to think all the options through, and

calmly choose the best strategy, can make all the difference. Allowing decisions to be rushed, and
influenced by panic, can have devastating consequences during a crisis. A high level of emotional
intelligence, proper risk and disaster management training, and the right leadership style can help school
administrators not only escape tricky situations, but also potentially turn them into opportunities.
2. Emotional Intellgence
Bradberry and Greaves (2009) defined emotional intelligence as the ability to identify, consider and
control emotions in oneself and to recognize them in others, brought on by a combination of self-
awareness, self-management, social awareness and relationship management. In certain situations,
emotions have a stronger impact on human behavior than thinking. When humans are in a situation of
high threat, emotions take precedence over rational thought. This is what Goleman (2006) calls an
emotional highjack. Strong emotions can overwhelm our ability to think and make good decisions.
3. Leadership Style
Northouse (2011) defined leadership style as the behaviors of leaders focusing on what leaders do and
how they act. This includes leader’s actions toward subordinates in a variety of contexts. In terms of
the differences between the cognitive orientation and affective style of the leader, there are two distinct
styles of leadership: Production-oriented or task-oriented and Relationship-oriented which are at
opposite ends of the same continuum. In normal circumstances, leadership is entirely different as all
decisions are taken after enough thinking. On the other hand, in crisis situations or under unstable and
disruptive conditions or in disasters, tasks of leaders usually become difficult. Many of the designated
local leaders are themselves affected by the disaster.
4. Disaster Responsiveness
In the British Government's Emergency Response and Recovery Guide (2013), disaster response refers
to decisions and actions taken in accordance with the strategic, tactical and operational objectives
defined by emergency responders. At a high level these will be to protect life, contain and mitigate the
impacts of the emergency and create the conditions for a return to normality. Response encompasses
the decisions and actions taken to deal with the immediate effects of an emergency. In many scenarios,
it is likely to be relatively short and to last for a matter of hours or days—rapid implementation of
arrangements for collaboration, coordination and communication are, therefore, vital. In response,
school administrators have engaged in widespread mitigation and preparedness efforts, including both
investment in technologies and systems as well as public education and awareness-raising. The results
have been mixed, even in the most developed countries with advanced disaster management systems.
The failure to effectively respond to disaster events is generally attributed to the shortcomings of
disaster management systems, inadequate planning, poor communication and/or coordination. While
these reasons are certainly valid, what is frequently overlooked is the possible role that human nature
may have in perpetuating these crises.

5. Theoretical Framework
The framework determines whether a relationship exists between the school administrators’ emotional
intelligence, leadership style and disaster responsiveness. Likewise, it is assumed that emotional
intelligence may directly affect the leadership style and vice versa to the level of disaster responsiveness
of school administrators. The results from the data gathered are the bases for formulating disaster
preparedness programs that can be implemented in school. Since education is one of the change agents,
it is highly imperative that school administrators come up with disaster preparedness program. The
instrument used was adapted from Wendorf-Heldt (2009), Lunenburg & Ornstein (2011) and McCarty
(2012) earlier related studies.
6. Methodology
A total of forty-nine (49) school administrators and one hundred ninety-nine (199) teachers participated
in this undertaking. The study used the mixed research method wherein quantitative and qualitative
methods were employed. For quantitative method, the descriptive-correlational method of research
using survey questionnaires was utilized to determine the extent to which the different variables are
related to each other. With the qualitative method, an interview was conducted utilizing a semi-
structured interview to determine the major points regarding the study. Open-ended questions at the end
of the survey and semi-structured interviews were conducted to school administrators and teachers to
support the quantitative data and to gather a deeper understanding of the subject at hand. Results from
the interview were extracted and analyzed according to themes and content.
6.2 Instrumentation
The following Table indicates how the variables of the study were measured. The items in the
instrument were adapted from previous studies by Wendorf-Heldt (2009), Lunenburg & Ornstein
(2011) and McCarty (2012)

Table 1: Instrumentation of the Study Variables

Study Variables No. of Source of Scale Type of Scale
Items
Emotional Intelligence 32 Wendorf-Heldt (2009) 5-point Likert Scale

Leadership Style 20 Lunenburg & Ornstein (2011) 7-point Semantic
Differential Scale
Disaster Responsiveness 32 McCarty (2012) 5-point Likert Scale
7. Finding & Discussion
7.1 Reliability analysis
The study used Cronbach’s alpha coefficient value to determine the reliability of the instruments used.
Results revealed a range of coefficient value from .76 to .85 accordingly. The dependent variable of
disaster responsiveness had a high reliability coefficient of .85 as compared to the independent
variables. The independent variables of profile, emotional intelligence, leadership style had coefficient
values of .76, .81 and .77 respectively.
7.2 Descriptive statistics & analysis
A lot of findings were revealed in this study. One is that most of the school administrators are already
experienced having ages of 41 years old and above. There are more female school administrators than
males. Majority of the school administrators are holding Principal I – IV positions. The number of years
of service as school administrators shows that most of the school administrators are neophyte having
five (5) years of service as school administrator and below. Majority of the school administrators are
not trained on risk management. They have limited training experiences on risk management.
Second is on the level of emotional intelligence of school administrators. Based on the perceptions of
the school administrators, they have high emotional intelligence in all the four aspects – self-awareness,
self-management, social awareness, and relationship management having the highest percentages of
53%, 45%, 39% and 39% respectively. Based on the teachers’ perceptions, school administrators have
average emotional intelligence on the aspect – self-awareness, self-management and relationship
management with percentages of 39%, 39% and 37% respectively, though they perceived that the
school administrators have high emotional intelligence on the social awareness aspect having a
percentage of 37%. It only shows that school administrators and teachers have different perceptions
based on what they experience with each other and with the school administrators themselves.
Third revealed that the school administrators and teachers’ perception on the school administrators’
emotional intelligence on the four aspects – self-awareness, self-management, social awareness, and
relationship management has a significant difference. This confirms that school administrators must
know more himself or herself so that his or her subordinates would really know them.
Fourth revealed that out of 49 school administrators surveyed, 44 (89.8%) said that they are relationship
motivated indicated by high LPC, while 5 (10.2%) consider themselves as task motivated. This is
validated by the result of the teachers’ responses where 92% of them agreed that school administrators
are relationship motivated and only 8% said that school administrators are task motivated. Results of

the interview validates the outcome of the survey. Of the thirty-one school administrators interviewed,
25 said that they are relationship motivated.
Fifth showed the level of disaster responsiveness of school administrators. The school administrators
and teachers agree that school administrators “consider security and safety needs” fast having the
highest mean value of 3.88 and 3.61. School administrators also “take command” fast with a mean value
of 3.88. In likewise manner, both the school administrators and the teachers agree that school
administrators respond averagely in the indicator “hold daily intervention sessions with the crisis
response team members” having the lowest mean value of 3.37 for school administrators and 3.19 for
teachers. Teachers also rated average the indicator “provide crisis intervention services” having the
lowest mean value of 3.19. Among the thirty-two (32) indicators, 50% (16) of the indicators show
difference on the responses of school administrators and the teachers. School administrators consider
themselves fast but teachers consider them as average. This shows that in some instances, school
administrators think otherwise and have different perception of the other.
Sixth show that there is no significant difference on the perception of school administrators and teachers
on the school administrators’ level of disaster responsiveness. Although there is no significant
difference on the response of school administrators and teachers, the mean values of the teachers
indicate less confirmation on most indicators of disaster responsiveness.
Seventh reveal the correlation of profile variables, emotional intelligence, and leadership style to
disaster responsiveness. Results show that correlating the school administrators’ level of disaster
responsiveness and their profile variables revealed that none showed to have a significant relationship.
Hence, the null hypothesis of no significant relationship between the school administrators’ level of
disaster responsiveness and their profile variables were not rejected at the 5% level of significance.
Results also show that correlating the school administrators’ level of disaster responsiveness and their
level of emotional intelligence in all the aspects considered such as self-awareness, self-management,
social awareness and relationship management showed to be significant related. Hence, the null
hypothesis of no significant relationship between the school administrators’ level disaster
responsiveness and their level of emotional intelligence were rejected at 5% level of significance. This
means that the higher the level of emotional intelligence in the four aspects, the higher is the level of
disaster responsiveness of school administrators. Results also revealed that correlating the school
administrators’ level of disaster responsiveness and their leadership style showed to be not significant.
Hence, the null hypothesis of no significant relationship between the school administrators’ level of
disaster responsiveness and their leadership style was not rejected at the 5% level of significance. This
only shows that leadership style is not related to the level of disaster responsiveness.
Findings reveal that profile and leadership style of school administrators have no significant relationship
with disaster responsiveness. This means that the age, gender, years in service as administrator and risk
management trainings attended is not related to how school administrators respond to disasters. In
likewise manner, the leadership style whether relationship-motivated or task–motivated is not related
to the level of disaster responsiveness of school administrators. On the other hand, all aspects of
emotional intelligence are significantly related to disaster responsiveness. This means that school
administrators who are more emotionally intelligent are more responsive to disasters. In the light of the
findings of this study, education policy makers, non-government organizations, training institutions and
the Department of Education should consider these variables in the design and implementation of
disaster preparedness programs. It is recommended that trainings related to disaster preparedness be

designed to address the disaster responsiveness indicators that are not developed among school
administrators to help them acquire necessary skills in disaster responsiveness.
References
Anzalone, C. (2012). "Differences between Task-Oriented Leaders & Relationship-Oriented

Leaders". Demand Media. Retrieved from ProQuest. (No. AAT 2821190)
Bradberry, T., & Greaves, J. (2009). Emotional intelligence 2.0. Talentsmart, San Diego,
California.
Cuny, F.C. (2010). Principles of disaster manager. Retrieved from September 2014 from
http://www.ncbi.nlm.nih.gov.
Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual). (2008).
Published by the Department of Education (DepED) Philippines in partnership and with the
support of the United Nations Children’s Fund (UNICEF) Philippines. Printed in collaboration
with Plan International Philippines.
Federal Emergency Response Agency (2008, July). FEMA: Prepared. Responsive. Committed.
(FEMA Brief No. B-6530). Retrieved from http://bit.ly/2kGOaxx.
George, J.M. (2011). Emotions and leadership: the role of emotional intelligence. Human
relations, Vol. 53, pp. 1027-1055.
Geronimo, J. (2013, November 21). Yolanda damaged 3,171 schools – Deped. Message posted
to http://bit.ly/1LGLmSy
Goleman, D. (2006). Emotional intelligence. New York: Bantam Books.
Goleman, D. (2001). “An EI-based theory of performance”. The emotionally intelligent

workplace: how to select for, measure, and improve emotional intelligence in individuals,
groups, and organizations. Jossey-Bass, San Francisco, CA.
Lunenburg, F., & Ornstein, A.O. (2011) Educational administration: concepts and practices
(6th ed.). Belmont, Ca. USA: Wadsworth Samson Learning.
McCarty, S. (2012). K-12 school leaders and school crisis: an exploration of principal’s school
crisis competencies and preparedness. (Dissertation). University of Pittsburgh. Retrieved from
http://d-scholarship.pitt.edu/12030/.

Northouse, P.G. (2011). Introduction to leadership: concepts and practices. (2nd ed). Thousand
Oaks, CA:USA, Sage Publications, Inc.
Wendorf-Heldt, K. (2009). Emotional intelligence: The link to school leadership practices that
increase student achievement (Doctoral dissertation), Retrieved from Proquest Information and
Learning Company.

SISTEM PENDIDIKAN MADRASAH DAN KOLEJ PERMATApintar™:

EVOLUSI PEMBELAJARAN HOLISTIK
Norfiza Bt Apfandi
Pusat PERMATApintar™ NEGARA
Universiti Kebangsaan Malaysia
norfizaza@ukm.edu.my
Siti Aishah Bt Hassan

Pusat PERMATApintar™ NEGARA
s.aishah.@ukm.edu.my
ABSTRAK
Sistem pendidikan di Malaysia bermula apabila perkembangan agama Islam di Tanah Melayu berlaku
sehingga wujudnya institusi pondok dan madrasah menjadi tempat bagi anak-anak Melayu menimba
ilmu terutamanya ilmu agama. Namun demikian, evolusi berlaku dalam sistem pendidikan negara
apabila selain daripada ilmu agama, terdapat keperluan ketika itu untuk menyediakan diri bagi
mendepani arus global, lantas keperluan pembelajaran terhadap ilmu akademik juga perlu
diutamakan. Semenjak madrasah ditubuhkan pada awal abad ke-20, Malaysia menyaksikan perubahan
sistem pendidikan yang semakin berkembang pada hari ini dan keperluan untuk menghasilkan pelajar
holistik menjadi pemangkin kepada penubuhan Kolej PERMATApintar™ NEGARA di Universiti
Kebangsaan Malaysia.
Kata kunci: madrasah, Kolej PERMATApintar™, holistik, sistem pendidikan
---------------------------------------------------------------------------------------------------------------------------
PENGENALAN
Sejarah sistem pendidikan Malaysia bermula apabila wujudnya pondok pada awal abad ke-20
menjadi pemangkin kepada sistem pendidikan pada hari ini. Pendidikan agama Islam menjadi fokus
pembelajaran di pondok lantas berkembang menjadi perintis kepada sekolah madrasah yang ada pada
hari ini. Namun demikian, sistem pembelajaran yang berfokus kepada pendidikan agama ini telah
menjadi evolusi dengan berkembangnya pembelajaran akademik di madrasah. Perkembangan ilmu
yang berlaku di sekolah pondok dan madrasah ini menjadi salah satu elemen penting dalam sistem
pendidikan yang diterajui di Kolej PERMATApintar™ Negara, Universiti Kebangsaan Malaysia.
Bukan sahaja elemen akademik bahkan juga elemen agama serta komponen pembelajaran yang holistik
juga diterapkan di kolej ini.
1.0 PENUBUHAN AWAL SEKOLAH MADRASAH
Sebelum wujudnya sistem pendidikan madrasah, Tanah Melayu telah mula diperkenalkan
dengan sistem pendidikan sekolah al-quran atau pondok pada awal abad ke 19. Pondok dikenali sebagai
sistem pendidikan tradisional yang diadaptasi daripada sistem pendikan Mekah. (Nurul Hafizah
Maa’rof, Norfiza Apfandi & Afifah Mohd Radzi, 2017:2). Namun demikian, sistem pendidikan pondok
yang mengutamakan pembelajaran agama telah berkembang menjadi sistem pendidikan yang lebih
teratur iaitu madrasah dengan menekankan bukan sahaja pendidikan agama malahan juga akademik.

Madrasah yang lebih dikenali sebagai pemangkin kepada sistem pendidikan moden di Tanah Melayu
adalah satu sistem pendidikan yang mengadaptasi pendidikan dari Kaherah. Ianya dipelopori oleh
modernis Islam yang telah terdedah dengan idea-idea Islam modernisme khususnya dalam aspek
pendidikan yang dibawa oleh Sheikh Muhammad Abduh daripada Kaherah. Bukan sahaja beliau,
malahan terdapat ulama lain yang terlibat dalam modernisme seperti Syed Sheikh Al Hadi yang telah
mengembangkan sistem pendidikan di Tanah Melayu menjadi lebih sistematik dan tersusun. (Mohd
Roslan Mohd Nor & Wan Mohd Tarmizi Wan Othman, 2011:70)
Oleh kerana wujudnya aspek pemodenan dalam sistem pendidikan madrasah, kemunculan
madrasah disokong oleh Kaum Muda namun ianya ditentang oleh Kaum Tua. Kaum Muda yang
dikenali sebagai golongan reformis di Tanah Melayu memberi sokongan dan menerima kemunculan
madrasah adalah kerana sistem pendikan yang dibawa oleh madrasah ini sesuai dengan peredaran
zaman ketika itu. Ia ditambah pula dengan kemunculan idea modernisme yang menekankan
keseimbangan aspek duniawi dan ukhrawi. Kaum Tua yang mendokong fahaman konsep ukhrawi
sangat bertentangan dengan idea yang dibawa oleh Kaum Muda kerana Kaum Muda merasakan bahawa
perlunya wujud satu integrasi di antara hal akhirat dan keduniaan. Ini berikutan bahawa, fokus idea
Kaum Tua yang berteraskan ukhrawi dianggap membawa kepada keciciran taraf hidup orang-orang
Melayu pada ketika itu. Lantas, Kaum Muda telah menubuhkan madrasah yang pertama iaitu Madrasah
Al- Iqbal pada tahun 1907 di Singapura yang menawarkan mata pelajaran sekular seperti Geografi,
Sejarah dan Sains sebagai mata pelajaran tambahan kepada mata pelajaran agama. (Ramli Saadon,
Khairi Ariffin & Ishak Saat 1986:89). Selain itu, terdapat beberapa lagi madrasah yang ditubuhkan
seperti Madrasah Al-Hadi, 1917 (Melaka), Madrasah Al-Hamidah, 1908 (Kedah), Madrasah
Muhammadiah, 1915 (Kelantan), Madrasah Alwiah Al-Diniah, 1937 (Perlis) dan Madrasah Al-Arabi,
1925 (Terengganu). Justeru, kemunculan madrasah dilihat sebagai membawa satu perkhabaran baru
dan harapan kepada anak-anak orang Melayu yang inginkan pembaharuan dan peningkatan taraf hidup
mereka apabila madraah telah memperkenalkan pelbagai subjek moden yang diintegrasikan dengan
mata pelajaran agama.
2.0 PENUBUHAN KOLEJ PERMATApintar™
Kolej PERMATApintar™ telah ditubuhkan dengan usaha kerajaan Malaysia melalui satu
program khusus dikenali sebagai Program PERMATApintar™. Program ini telah diilhamkan oleh
YABhg. Datin Paduka Seri Rosmah Mansor, isteri Perdana Menteri Malaysia, yang mempunyai minat
yang mendalam untuk membantu pelajar-pelajar ini mengembangkan potensi diri mereka. Kolej
PERMATApintar ini berada di dalam kampus Universiti Kebangsaan Malaysia (UKM) sejak ianya
dilancarkan pada 3 April 2009. Pusat PERMATApintar™ NEGARA mempunyai empat program utama
iaitu Program Perkhemahan Cuti Sekolah (PPCS), Kolej PERMATApintar™ NEGARA dan Program
ASASIpintar (Program pra-universiti). (Noriah Mohd Ishak, Rosadah Abd Majid & Siti Fatimah Mohd
Yassin , 2009:15).
Program PERMATApintar™ Negara ini merupakan titik tolak kepada menyediakan platform
bagi pendidikan pelajar pintar cerdas di Malaysia melalui sokongan yang diberi oleh Tan Sri Dato’ Dr.
Sharifah Hapsah Syed Shahabudin, Naib Canselor UKM serta sokongan padu daripada YAB Datin Seri
Paduka Rosmah Mansor. Universiti Kebangsaan Malaysia juga telah diberi kepercayaan untuk
melaksanakan projek Sekolah PERMATApintar UKM yang bermula pada bulan Januari 2011. Pada
awalnya, sekolah ini hanya mengambil para pelajar yang telah tamat tingkatan tiga dari mana-mana
sekolah berdaftar dengan Kementerian Pelajaran Malaysia. Kini, sekolah ini telah mempunyai pelajar
yang bermula daripada umur 11 tahun sehingga 17 tahun.

Sekolah ini menawarkan program berbentuk pecutan dan pengayaan, bersandarkan kurikulum
kebangsaan, Falsafah Pendidikan Negara dan konsep Satu Malaysia yang diperkenalkan oleh Perdana
Menteri Malaysia, YAB Dato Seri Najib Tun Razak. Pelajar-pelajar yang terpilih adalah mereka yang
telah melalui ujian saringan yang ketat dikendalikan oleh Pusat PERMATApintar Negara, UKM.
Sekolah ini boleh dianggap sebagai satu makmal pengajaran dan pembelajaran berbentuk
“differentiated learning”. Para pelajarnya belajar mengikut kemampuan diri sendiri dengan dibantu oleh
guru pakar yang mahir dalam setiap bidang yang diajar.(Noriah Mohd Ishak, Rosadah Abd Majid &
Siti Fatimah Mohd Yassin ,2009:15). Kini setelah beberapa tahun sekolah ini ditubuhkan, pada 2016
iainya telah mendapatkan pengiktirafan di dinamakan dengan nama Kolej PERMATApintar™ UKM.
3.0 SISTEM PENDIDIKAN MADRASAH
Sistem pendidikan madrasah pada awal abad ke-20 yang dipelopori para modernis Islam adalah
satu sistem pendidikan yang moden bagi terevolusi daripada sistem pendidikan pondok. Idea
pemodenan telah merubah sistem pendidikan pondok yang hanya berfokus kepada agama semata-mata
kepada pengenalan madrasah yang menawarkan keseimbangan ukhrawi dan duniawi. Dalam
mendepani isu inovasi ke dalam kurikulum, perlu adanya pertimbangan dalam sistem pendidikan
tradisional untuk mendepani cabaran dalam sistem berorientasikan Barat. Oleh itu, para pelajar perlu
disediakan dengan pelbagai ilmu pengetahuan, kemahiran dan nilai agar mereka dapat memberi
sumbangan terhadap pembinaan negara bangsa. Justeru, di madrasah para pelajar bukan sahaja
diwajibkan belajar ilmu pengetahuan mengenai Islam bahkan juga perlu mempelajari subjek moden
yang kebiasaannya diajarkan di sekolah-sekolah Inggeris. Terdapat madrasah yang dianggap sebagai
sekolah sekular seperti Madrasah al-Iqbal al-Islamiyyah kerana menawarkan pelbagai subjek moden
dan agama. (Nurul Hafizah Maa’rof, Norfiza Apfandi & Afifah Mohd Radzi, 2017:5). Perlu diperhalusi
bahawa, keseimbangan di antara mata pelajaran agama dan moden sebagai satu keperluan kerana ia
adalah sebagai persediaan mendepani arus pemodenan pada awal abad ke-20. Kewujudan mata
pelajaran moden bukan sahaja sekadar pengenalan subjek baru untuk memenuhi kelompongan mata
pelajaran agama bahkan dan saling menyokong di antara satu sama lain. Tidak dinafikan bahawa mata
pelajaran ilmu agama sangat penting bagi mengisi dan memenuhkan ilmu kerohanian pelajar, tetapi di
madrasah, pengenalan mata pelajaran moden juga adalah perlu bagi mendidik pelajar menjadi rakyat
yang baik yang berperanan untuk menyumbang idea ke arah pembangunan negara dan bangsa.
Sistem pendidikan di madrasah juga melaksanakan sistem peperiksaan untuk menentukan

potensi diri pelajar. Hanya pelajar yang lulus dalam peperiksaan dibenarkan untuk belajar di tahap
seterusnya, manakala pelajar yang gagal akan kekal di tahap yang sama sehingga mereka lulus dalam
mengambil semula peperiksaan tersebut. Kelas pembelajaran pelajar ditetapkan melalui tahap
peperiksaan pelakar tersebut. Kebiasaanya, pelajar yang lulus dalam peperiksaan dan berjaya
menamatkan pembelajaran di madrasah mempunyai peluang untuk melanjutkan pelajaran ke luar
negara terutamanya di Timur Tengah. Apa yang dapat dilihat disini ialah, melalui pelaksanaan
peperiksaan di madrasah, para pelajar dilihat menjadi serius untuk belajar dan memastikan mereka lulus
dalam peperiksaan untuk belajar di tahap yang seterusnya. Setiap pelajar akan diberikan sijil setelah
mereka menamatkan pengajian mereka. Bagi peringkat pengajian tertentu umpamanya, Peringkat
Rendah (Ibtidai) dan Peringkat Menengah (Thanawi), jangka masa pengajian biasanya antara dua
hingga empat tahun atau bergantung kepada madrasah berkenaan. (Ramli Saadon, Khairi Ariffin &
Ishak Saat 1986:91)
Di madrasah, kelas-kelas berasingan diwujudkan dan dilabel berdasarkan tahap pelajar yang
berbeza. Ini adalah bagus bagi menumpukan fokus pelajar untuk belajar dan menerima subjek yang
diajarkan. Sekiranya pelajar lulus dalam peperiksaan, mereka akan dinaikkan ke tahap yang seterusnya
di mana pembelajaran subjek yang lebih sukar berbanding subjek sebelumnya. Para pelajar yang belajar

di madrasah ini pula terdiri daripada pelbagai lapisan umur dan mereka diletakkan di dalam kelas-kelas
berbeza mengikut tahap pembelajaran mereka. Oleh kerana madrasah tidak menetapkan tahap umur,
terdapat ramai pelajar yang tamat belajar di sekolah Melayu yang tidak mendapat tempat di sekolah
sekular telah masuk belajar di madrasah bagi meneruskan pendidikan menengah mereka. Sebelum
perkembangan madrasah, kewujudan sekolah pondok yang menyediakan platform pembelajaran
kepada anak-anak Melayu tidak langsung menerima pelajar perempuan tetapi kewujudan madrasah
telah memberi peluang dan laluan kepada pelajar perempuan untuk masuk belajar dan menerima
pendidikan yang sama seperti pelajar lelaki. Ini adalah salah satu aspek penting yang menjadikan
madrasah diterima oleh ramai golongan muda yang merasakan bahawa kepercayaan tradisional bahawa
anak-anak perempuan perlu duduk di rumah dan belajar memasak, menjahit dan mnegamas rumah
adalah satu idealisme bersifat tradisi semata-mata. Lantas peluang yang diberi oleh madrasah untuk
menerima kemasukan pelajar perempuan untuk belajar telah disambut baik oleh mereka untuk merubah
kepercayaan tradisonal tersebut. Modernis Islam mempercayai bahawa tidak patut wujudnya
diskriminasi terhadap kaum wanita di dalam semua aspek kehidupan termasuk pendidikan dan ini perlu
bagi memberi peluang kepada kaum wanita untuk menyumbang kepada pembangunan bangsa dan
negara.
Di dalam sistem pendidikan madrasah, hampir kesemua subjek yang ditawarkan adalah berbeza
di antara satu madrasah dengan madrasah yang lain. Namun, mata pelajaran yang ditawarkan adalah
hampir sama di antara satu madrasah dengan madrasah yang lain. Sebagai contoh Madrasah Saadiah-
Salihah di Temoh, Perak menunjukkan terdapat perubahan dalam sukatan pelajarannya mengikut
jangka masa tertentu. Antara tahun 1914 hingga 1934 madrasah berkenaan menawarkan subjek Tauhid,
Fiqh, Tafsir, Hadith, Tasawwuf, Nahu Bahasa Arab, Saraf, Balaghah, dan Mantiq. Manakala antara
tahun 1934 hinnga 1959 subjeknya ditambah dengan beberapa mata pelajaran baru iaitu Bahasa Melayu,
Sejarah Islam, Geografi, Matematik, Masakan dan Jahitan, Syarahan dan Bahas, Usul Fiqh (Sains dan
Hukum), Faraid (pusaka), Mustahalah al-Hadis (Tradisi Sains), Tajwid, Insha (karangan) dan Imla
(rencana). (Ramli Saadon, Khairi Ariffin & Ishak Saat 1986:91).
Pada awal abad ke-20, tidak dinafikan bahawa sistem pendidikan madrasah adalah yang terbaik
sekali kerana menawarkan alternatif terbaik dalam sistem pendidikan agama yang moden kerana
menawarkan satu pembelajaran agama dan ilmu akademik moden di dalam kurikulumnya. Lantas, ini
menjadikan madrasah sebagai satu pilihan ibu bapa yang mahukan anak-anak mereka mendapat peluang
yang lebih cerah di masa hadapan untuk pendidikan lepasan menengah atau belajar ke luar negara.
Penerimaan ibu bapa terhadap madrasah menjadi ketara apabila timbulnya ketidakpuasan hati para
intelektual Islam yang merasakan bahawa objektif institusi pondok yang wujud sebelum madrasah
adalah sempit dan isi pelajarannya hanya menjurus kepada pembelajaran asas Fardhu Ain sahaja.
(Ramli Saadon, Khairi Ariffin & Ishak Saat 1986:89).
4.0 SISTEM PENDIDIKAN KOLEJ PERMATApintar
Kolej PERMATApintar™ yang menjadi platform bagi pelajar pintar cerdas mengembangkan
potensi diri mereka adalah sejajar dengan konsep pintar cerdas yang mendasari program
PERMATApintar™ Negara. Di Kolej ini, model pembangunan pintar cerdas bersepadu (MPCB) telah
dibangunkan yang merangkumi aspek kecerdasan rohani, emosi, intelek dan individu seimbang. Semua
kecerdasan tersebut bertanggungjawab mencorakkan tingkah laku kreatif dan penyelesaian masalah
yang pintar, berakhlak dan bermoral. Semua program yang dijalankan di Kolej PERMATApintar™
turut menggunapakai model MPCB sebagai rujukan dalam usaha untuk membangunkan pelajar-pelajar
pintar cerdas secara holistik dan sebagai teras kepada pembangunan kurikulum dan penyampaian
kurikulumnya. (Noriah Mohd Ishak, Rosadah Abd Majid & Siti Fatimah Mohd Yassin, 2009:31).
Berdasarkan model MPCB tersebut, adalah diharapkan para pelajar yang belajar di Kolej
PERMATApintar™ ini mempunyai daya pembelajaran yang holistik. Pendidikan holistik adalah
merangkumi pembelajaran dalam pelbagai aspek seperti hak asasi manusia, keadilan sosial,
multibudaya, agama.
Melalui pendidikan holistik ini, ia mampu menghasilkan pelajar yang berwawasan dan
mempunyai karakter global serta mampu menyumbang idea kepada permasalahan manusia. Pelajar
yang holistik dilihat sebagai individu yang mempunyai kemampuan untuk meletakkan dirinya dalam
jaringan hubungan dengan masyarakat, alam sekitar dan mempunyai nilai-nilai kerohanian.
(Jejenmusfah, 2012: 5) Pembelajaran yang holistik bukan sahaja komunikasi dua hala di antara pelajar
dan guru bahkan juga perlu melaksanakan aktivit-aktiviti pembelajaran dengan kreativiti mereka yang
tersendiri. Lantas, pembelajaran holistik yang diketengahkan di kolej ini adalah untuk membantu
mengembangkan potensi individu dalam suasana pembelajaran yang lebih menghiburkan, bebas dan
bersifat student oriented. Pelajar dididik untuk menjadi dirinya sendiri dengan menerapkan nilai
kebebasan psikologi, memperoleh kecekapan sosial serta dapat mengembangkan potensi dirinya.
Justeru, di Kolej PERMATApintar™, ia menawarkan komponen pembelajarannya yang

merangkumi keseluruhan aspek holistik tersebut iaitu Komponen akademik, Komponen Penyelidikan,
Komponen Portfolio Penilaian, Komponen Ko-kurikulum dan Komponen Pembinaan Jati Diri. Bagi
komponen yang pertama iaitu Komponen Akademik, semua tahap pembelajaran pelajar yang bermula
dengan asas 1 hingga ke tahap 2 ditawarkan dengan pelbagai subjek moden sebagai subjek teras seperti
Bahasa Melayu, Bahasa Inggeris, Matematik, Pendidikan Islam, Pendidikan Moral, Sejarah, Bahasa
Antarabangsa dan Pendidikan Jasmani dan Kesihatan. Apa yang menarik di sini adalah, bagi pelajar
yang berumur 12 dan 13 tahun yang bermula dengan tahap pembelajaran asas 1 telah mula
diperkenalkan dengan subjek wajib selain daripada subjek teras tersebut iaitu Biologi, Kimia, Fizik bagi
menggantikan subjek sains seperti yang diajarkan di sekolah di bawah Kementerian Pendidikan
Malaysia yang lain. Sebagai tambahan bagi menerapkan minat pelajar di dalam bidang penyelidikan,
kolej ini juga telah menawarkan subjek penyelidikan kepada pelajar-pelajarnya yang bermula dengan
tahap pembelajaran Asas 1. Ini sejajar dengan hasrat penubuhan Pusat PERMATApintar™ NEGARA
yang ingin melahirkan pelajar-pelajar yang mempunyai kemahiran dalam bidang sains, teknologi,
kejuruteraan dan matematik. Selain itu, subjek pilihan lain turut ditawarkan bagi pelajar Asas1 hingga
Tahap 2 iaitu Muzik, Pembangunan Kendiri, Seni Persembahan, Seni Visual, Perdagangan dan
Keusahawanan, Falsafah, Pengenalan Kepada Psikologi dan Tingkah Laku Manusia, Jati Diri,
Pendidikan Al-Quran dan As Sunnah, Pendidikan Syariah Islamiah, Kesusasteraan Inggeris, Statistik,
Aljabar Linear dan Kalkulus.
Seterusnya, bagi komponen pembelajaran yang kedua ialah Komponen Penyelidikan.

Komponen Penyelidikan adalah salah satu komponen penting di Kolej PERMATApintar bagi
mendukung misi negara ke arah negara yang berdaya saing dalam bidang sains dan teknologi.
Komponen Penyelidikan ini menawarkan subjek Penyelidikan yang bertujuan untuk memperkenalkan
pelajar kepada pemahaman mengenai asas penyelidikan. Melalui komponen ini, pelajar akan
didedahkan dengan falsafah, peraturan dan prinsip-prinsip asas dalam menjalankan penyelidikan. Asas-
asas dalam menulis kertas penyelidikan juga diajar kepada pelajar seperti menulis sorotan literatur,
menganalisis data dan menulis kertas cadangan. Komponen ini telah didedahkan kepada para pelajar
sejak dari tahap pembelajaran Asas 1 hingga Tahap 2 di mana para pelajar wajib menjalankan
penyelidikan yang bermula pada Tahap 1 bersama dengan penyelia dan mentor-mentor yang terpilih
dalam bidang yang berkaitan. Pada tahap pembelajaran Tahap 2, para pelajar juga diwajibkan untuk
membentangkan hasil penyelidikan mereka di dalam International Future Scientist Conference yang
menjadi acara tahunan Pusat PERMATApintar NEGARA. Pada persidangan ini, bukan sahaja pelajar
Kolej PERMATApintar™ sahaja yang terlibat sebagai peserta bahkan pelajar daripada dalam dan luar
negara. Melalui persidangan ini, para pelajar dipupuk nilai keyakinan diri untuk membentangkan hasil
penyelidikan yang telah mereka perolehi di hadapan para juri yang terdiri daripada pakar-pakar dalam
bidang penyelidikan yang pelbagai. Pelajar juga lebih berminat dalam penyelidikan mereka apabila

mereka diberi peluang untuk meneroka pelbagai bidang seperti biokimia, perubatan, kejuruteraan dan
sebagainya.
Komponen Pembelajaran yang ketiga adalah Komponen Penilaian. Melalui Komponen

Portfolio Penilaian, pelajar akan dinilai untuk menentukan minat kerjaya mereka. Pelajar akan diberi
Ujian Minat Kerjaya untuk membantu dalam menganalisis minat pelajar atau kecenderungan mereka
pada kerjaya yang berhubungkait dengan minat mereka. Ujian minat kerjaya secara umumnya boleh
mengenal pasti potensi minat individu terhadap sesuatu aktiviti dalam pekerjaan, khususnya
berdasarkan persekitaran kerja. (Sidek Mohd Noah & lain-lain, 2008; 6). Dalam masa yang sama, Ujian
Minat Kerjaya dijalankan bagi mendedahkan pelajar tentang kecenderungan minat kerjaya yang boleh
dijadikan sebagai satu platform untuk membantu pelajar dalam memilih kerjaya yang bersesuaian. Di
dalam Komponen Portfolio Penilaian ini, pelajar diwajibkan untuk menyediakan Folio Kerjaya dan
Portfolio bagi mempersiapkan diri mereka di dalam bidang kerjaya yang diminati. Ini sekaligus
menyediakan dan mempersiapkan diri pelajar untuk menghadapi dunia pekerjaan mereka pada masa
hadapan. Salah satu ciri-ciri pelajar yang holistik adalah adanya sifat bersiap-siaga dalam apa juga
keadaan. Model pemikiran kritikal yang dicadangkan oleh Edward de Bono adalah berteraskan konsep
berfikir secara menyeluruh dan sejajar. Pelajar yang holistik perlu berfikir dan membuat keputusan yang
baik dengan mengambil kira pelbagai aspek daripada pelbagai sudut dalam menilai sesuatu fenomena,
keadaan, perkara atau agenda. (Zulkifley Hamid & Mohd. Asyraf Zulkifley, 2014; 4). Ini selaras dengan
hasrat untuk melahirkan pelajar yang sedia untuk mendepani cabaran bukan sahaja pembelajaran
akademik semasa di kolej bahkan juga bagi mendepani cabaran dalam pemilihan kerjaya mereka yang
perlu dilakukan sedari awal usia lagi.
Selaras dengan keperluan pendidikan yang holistik dan menyeluruh, keupayaan pelajar pintar
cerdas untuk mengembangkan potensi diri juga meliputi aspek ko-kurikulum iaitu aktiviti yang
dijalankan di luar kelas yang tidak melibatkan waktu pembelajaran. Penglibatan pelajar dalam aktiviti
kokurikulum adalah penting berdasarkan tanggapan bahawa semua pelajar harus mempunyai
keseimbangan mental, bakat, sosial, jasmani, dan rohani. Kokurikulum dikatakan sebagai pelengkap
kepada kurikulum dan dapat membantu potensi pembangunan diri individu (Juliza Ezaida Jumelan,
2014: 3). Matlamat Komponen Ko-Kurikulum yang ditawarkan di Kolej PERMATApintar™ adalah
bertujuan untuk melahirkan generasi yang seimbang, sihat, cerdas, berdaya tahan, berdaya saing,
berakhlak dan berketrampilan. Melalui pelbagai aktiviti yang dijalankan, pelajar dicungkil, dipupuk dan
dikembangkan serta dimantapkan minat serta bakat yang ada dalam diri pelajar bagi mengukuhkan
aspek jasmani, emosi, rohani dan intelek. Pelbagai aktiviti kokurikulum yang ditawarkan seperti
pasukan beruniform Kadet Bomba dan Penyelamat, Kadet Pertahanan Awam, Kadet Polis dan
Persatuan Bulan Sabit Merah Malaysia. Selain daripada pasukan beruniform, kelab dan persatuan juga
ditawarkan seperti Kelab Kelab Saintis Muda, Kelab Biologi Olimpiad, Kelab Toast Master, Kelab
Robotik, Kelas Falak dan Astronomi dan lain-lain. Bagi sukan dan permainan, pelajar didedahkan
dengan pelbagai aktiviti seperti golf, berkuda, berenang, tennis, silat, taekwondo dan sebagainya.
Penilaian aktiviti ko-kurikulum ini dinilai dari empat aspek berbeza iaitu kehadiran, pencapaian,
penglibatan dan jawatan yang disandang. Unsur-unsur kependidikan dalam aktiviti ko-kurikulum ini
menghasilkan pelajar yang di antaranya kreatif, inovasi, kepimpinan, dan pelbagai lagi sifat yang dapat
mengembangkan lagi sahsiah dan ketahanan diri pelajar.
Komponen Pembelajaran yang terakhir ialah Komponen Pembinaan Jati Diri. Jati diri selalunya
dikaitkan dengan akhlak dan maruah individu, masyarakat atau negara. Pembentukan jati diri pula
merupakan proses untuk memantapkan keyakinan masyarakat terhadap sistem kepercayaan yang di
anuti masyarakat kerana apabila setiap anggota masyarakat berpegang teguh pada agama, maka mereka
tidak akan melakukan perkara yang tidak baik. (Mohd Yusof Othman, Jawiah Dakir dan lain-lain, 2012:
68). Oleh kerana Malaysia mempunyai sistem perlembagaan yang merangkumi istem perundangan,
sosial, agama, bahasa dan sebagainya maka pengakuan sebagai rakyat Malaysia adalah merupakan
pengiktirafan jati diri yang iltizam kepada iklim dan landskap negara ini secara keseluruhannya. (Ismail

Ibrahim, 2010: 3). Melalui komponen ini, sistem pendidikan di kolej ini berhasrat untuk melahirkan
pelajar yang mempunyai jati diri yang tinggi terhadap negara. Sama seperti di madrasah yang
menekankan elemen sumbangan diri untuk meningkatkan taraf bangsa dan negara, pelajar di didik
untuk menghayati unsur-unsur kenegaraan bagi menyediakan diri ke arah menjadi rakyat yang berjiwa
Malaysia. Pelajar digalakkan untuk menyediakan refleksi bagi setiap aktiviti atau program yang disertai,
menjaga ketrampilan diri dan bilik asrama. Pelajar juga diterapkan nilai-nilai dalam kepimpinan serta
digalakkan terlibat dalam pelabgai aktiviti khidmat bakti dan kesukarelawanan. Di kolej ini, Komponen
Pembinaan Jati Diri ini memberi kesedaran kepada para pelajar bahawa untuk menjadi individu holistik,
seseorang bukan sahaja cemerlang di dalam akademik dan kokurikulum bahkan juga perlu adanya
elemen jati diri di dalam diri masing-masing yang tidak dapat dilihat dari segi luaran seseorang pelajar.
Sistem pendidikan di Kolej PERMATApintar™ ini juga menekankan penilaian atau

pentaksiran sebagaimana yang dipraktikkan di dalam sistem pendidikan madrasah pada awal abad ke-
20. Kaedah penilaian ini turut sama diaplikasi di madrasah di mana pelajar dinilai melalui peperiksaan
untuk menentukan tahap penguasaan pelajar terhadap apa yang dipelajari. Proses pengajaran dan
pembelajaran akan diikuti oleh pentaksiran kerana ini memberi peluang kepada guru untuk menilai
pencapaian atau pemahaman pelajar. (Ravikumar, 2015:11). Terdapat dua jenis penilaian iaitu penilaian
formatif dan sumatif. Penilaian formatif adalah satu bentuk ujian formal atau tidak formal untuk
mengesan tahap penguasaan dan kemajuan pelajar di dalam kelas. Ianya boleh dilakukan secara
individu atau berkumpulan. Antara bentuk-bentuk penilaian formatif yang dilakukan di kolej ini adalah
tugasan berterusan, projek, pembentangan projek dan sebagainya. Bagi penilaian sumatif pula, ia
berbentuk peperiksaan bertulis pada waktu dan tempat yang sama bagi semua pelajar dan dinilai secara
individu. Nisbah peratusan bagi kedua-dua penilaian ini adalah 80% sumatif dan 20% formatif.
Penilaian ini bukan bersifat menilai kemajuan pelajar semata-mata bahkan juga ianya perlu untuk
mendidik pelajar menjadi seorang yang cemerlang secara konsisten bagi semua peperiksaan sepanjang
tahun di samping menerapkan nilai-nilai kesabaran, keyakinan diri, kerjasama dalam kumpulan,
eksplorasi ilmu dan pelbagai lagi elemen motivasi diri yang lain. Apabila wujudnya penilaian kedua-
dua penilaian, ini mendidik pelajar untuk terus dan kekal berusaha menyiapkan tugasan yang diberi
selain daripada hanya fokus dalam peperiksaan bertulis.
Sistem pendidikan madrasah yang menekankan ilmu pengetahuan agama juga menjadi salah
satu inspirasi kepada Kolej PERMATApintar™ NEGARA untuk menerapkan pendidikan agama.
Penghayatan agama merupakan satu unsur yang sangat penting dalam mempengaruhi kualiti peribadi
seseorang pelajar muslim dalam usaha melahirkan pelajar yang cemerlang sahsiah atau peribadi dan
seimbang dari segi jasmani, rohani, mental dan emosi. Penghayatan kepada agama ini hanya akan
terlaksana sekiranya proses penerapan nilai-nilai agama dapat dilakukan dengan berkesan dan
berterusan. Penerapan nilai-nilai agama ini secara khususnya boleh dilaksanakan melalui perlaksanaan
program-program bercorak kerohanian yang boleh dilakukan samada secara formal atau tidak formal.
(Awang Nazarudin bin Awang Drahman, Maimun Aqsha bin Abdin Lubis & Mohd. Isa bin Hamzah
Isa, 2017:29). Bukan sahaja mata pelajaran Pendidikan Islam dan Pendidikan Moral menjadi sandaran
utama bagi melahirkan pelajar yang cerdik rohaninya, bahkan kolej ini juga mewajibkan pelajarnya
menyertai aktiviti kerohanian yang telah dijadualkan. Aktiviti kerohanian ini bukan sahaja khusus buat
pelajar beragama Islam bahkan juga pelajar bukan Islam. Pada setiap hari Jumaat pada waktu
pembelajaran yang pertama, diadakan Spiritual Circle melalui aktiviti pengukuhan Al-Quran, bacaan
Surah Yassin, tazkirah agama, halaqah. Bagi pelajar bukan Islam, mereka di beri peluang untuk
menhadiri majlis keagamaan mereka pada hujung minggu seperti di gereja. Aktiviti kerohanian ini
bukan sahaja bertujuan untuk mendidik pelajar celik rohani bahkan untuk melahirkan pelajar yang
seimbang dalam pembetukan sahsiah dirinya. Ini selaras dengan Falsafah Pendidikan Negara untuk
mewujudkan insan yang harmonis dan seimbang dari segi intelek, rohani, emosi dan jasmani
berdasarkan kepada kepercayaan dan kepatuhan kepada tuhan. (Mohd Khairi Othman &Asmawati
Suhid, 2010: 117).

5.0 KESIMPULAN
Sejak perkembangan sistem pendidikan di Tanah Melayu pada awal abad ke 20 ini, anak-anak Melayu
mendapat banyak manfaat kesan daripada penubuhan sekolah pondok dan madrasah. Sistem pendidikan
di Malaysia semakin berevolusi apabila wujudnya pelbagai jenis sekolah untuk memenuhi
perkembangan dan potensi diri pelajar. Tidak terkecuali, dengan penubuhan Kolej PERMATApintar™,
telah wujudnya satu institusi pertama di Malaysia yang menyediakan satu persekitaran pembelajaran
yang lebih kondusif beserta dengan pelbagai jenis komponen untuk memenuhi keperluan pelajar pintar
cerdas mengembangkan potensi diri mereka. Di dalam mendepani arus pemodenan dan cabaran di
dalam pendidikan abd ke-21, lima komponen penting yang ada di Kolej PERMATApintar™ iaitu
Komponen Akademik, Penyelidikan, Penilaian, Ko-kurikulum dan Jati Diri mempunyai objektifnya
yang tersendiri di dalam menghasilkan pelajar yang holistik. Komponen akademik dan ko-kurikulum
adalah amat penting namun elemen kerohanian seperti yang telah diwujudkan sejak zaman pondok dan
madrasah pada awal abad ke-20 turut sama peri pentingnya pada hari ini. Begitu juga dengan komponen
Jati Diri yang perlu ada dalam diri setiap pelajar. Kesemua elemen ini sangat penting untuk
menyediakan pelajar yang holistik iaitu seimbang dari semua segi fizikal, emosi dan rohani untuk
mendepani cabaran globalisasi.
RUJUKAN
Nurul Hafizah Maa’rof, Norfiza Apfandi & Afifah Mohd Radzi. (2017). Comparative Study Between
Pondok and Madrasah In The Malay Peninsula From The Early 19th-20th Century: The
Strengh and Weaknesses. In Prosiding World Conference of Integration of Knowledge
2017. 2-5.
Mohd Roslan Mohd Nor & Wan Mohd Tarmizi Wan Othman. (2011). Sejarah dan Perkembangan
Pendidikan Islam di Malaysia. Jurnal At-Ta’dib.70.
Ramli Saadon, Khairi Ariffin & Ishak Saat. (1986) Perkembangan Pendidikan orang Melayu di
Malaya sebelum kemunculan Western-Type-Education. The Jurnal Perspektif Jil. 8 Bil.
2(79- 96) 89-91.
Noriah Mohd Ishak, Rosadah Abd Majid & Siti Fatimah Mohd Yassin. (2009). PERMATApintar:
Pengalaman UKM.1-32. Bangi: Penerbit Universiti Kebangsaan Malaysia.
Jejennmusfah. (2012). Pendidikan Holistik. Jakarta. Kencana Pranadia Group. 5.
Zulkifley Hamid & Mohd. Asyraf Zulkifley. (2014) Membina Kemahiran Berfikir Secara Kritis dan
Holistik Dalam Kalangan Pelajar Menggunakan Modul Edward De Bono. Jurnal Sains Sosial
dan Kemanusiaan. Vol. 9, No. 2.4.
Ravikumar a/l K. Varatharaj. (2015). Autonomi Guru dan Amalan Pentaksiran Dalam Pengajaran
Dan Pembelajaran Kurikulum Standard Sekolah Rendah (KSSR) Di Sekolah Kluster. Tesis
PhD tidak diterbitkan. Universiti Sains Malaysia.
Mohd Khairi Othman & Asmawati Suhid. (2010). Peranan Sekolah Dan Guru Dalam Pembangunan
Nilai Pelajar Menerusi Penerapan Niali Murni: Satu Sorotan. MALIM - SEA Journal of
General Studies II.117.
Awang Nazarudin bin Awang Drahman, Maimun Aqsha bin Abdin Lubis, Mohd. Isa bin Hamzah.
(2017). Aamalan Kerohanian Membentuk Disiplin Pelajar. Simposium Pendidikan di
Peribadikan: Perspektif Risalah An-Nur. 28.

Mohd Yusof Othman, Jawiah Dakir dan lain-lain. (2012) Jati Diri Kebangsaan Dalam Kalangan
Pelajar Institusi Pengajian Tinggi. Jurnal Hadhari Special Edition. 67-68.
Ismail Ibrahim, (2010). 1 Malaysia: Pembentukan Jati Diri Kebangsaan. Dlm. Mohd Yusof
Osman (Pnyt.), Jati Diri Kebangsaan Manhaj Islam Hadhari. Bangi. Institut Islam
Hadhari, Universiti Kebangsaan Malaysia. 3-20.
Juliza Ezaida Jumelan. (2014). Penguasaan Kemahiran Insaniah Pelajar Dalam Penglibatan
Aktiviti Kokurikulum Badan Beruniform Di UTHM. Tesis PhD yang tidak diterbitkan,
Fakulti Pendidikan Teknikal dan Vokasional Universiti Tun Hussein Onn Malaysia
Mohd Noah, Sidek and Abdul Karim, Abdul Malek and Wan Jaafar, Wan Marzuki and Abdullah dan
lain-lain. (2008). Pendekatan P-P FIT dalam proses pemilihan calon guru di Institusi
Pengajian Tinggi Awam Malaysia. Malaysian Education Deans' Council Journal, 16. 1-13.

TERRORISM
A SOCIO-LEGAL STUDY OF TERRORISM ACTS IN THE
PERSPECTIVE OF HUMAN RIGHTS AND INTERNATIONAL
HUMANITARIAN LAW
Dr. Aulia Rosa Nasution S.H., M.Hum.

Lecturer of Postgraduate in Legal Studies at Law Faculty, Medan Area University,
Medan, Indonesia
Nasution82auliarosa@gmail.com
ABSTRACT
Terrorism has become a worldwide phenomenon in the 21st century. Acts of terrorism have threatened
the human civilization and endangered the peace and the security of mankind. The purpose of this study
is to analyze the acts of terrorism as a violation of human rights which will be reviewed from the legal
and human rights perspective. The results of this study are show that the acts of terrorism violates the
law and human rights at the international level and national level. Terrorism acts also violates the
International Humanitarian Law which based on the Geneve Conventions 1949 where many people,
civilian or military are the target of the terrorist attacks.
Field of Research: Acts of Terrorism, Geneve Conventions, Violations of Human Rights, Universal
Declaration of Human Rights , Violence
---------------------------------------------------------------------------------------------------------------------------
1. INTRODUCTION
1.1. Legal Concepts of Terrorism

Terrorism has become a global phenomenon since the incidents of September 11 in 2001 which
tool place at the World Trade Centre . There are many definitions of terrorist but no universally accepted
definition of terrorism until now, even the United Nation agencies haven’t succeeded in making the
official definition of terrorism. Noam Chomsky explained that the term of terrorism began to used in
the end of the 18th century which refer to the actions of violence from the ruling government in order to
ensure that the people will obey the government. In other words , it refers to coercion from the ruling
government.
Historically, the definition of terrorism has been compiled in many international conventions on
terrorism that issued by the United Nations. In the article 1 paragraph (2) of the International Convention
which issued by the League of Nations 1937 (which was known as the first international convention of
terrorism) stated clearly that terrorism is the criminal acts directed against a State and intended or
calculated to create a state of terror in the minds of particular persons or a group of persons or the
general public.1
1League of Nation of Convention for the Prevention and Punishment of Terrorism, council
on foreign relations,retrieved 15 August 2017 from http://www.cfr.org/terrorism-and-the-
law/league-nations-convention-prevention-punishment-terrorism/p24778
The word of terrorism referring to the system of intimidation and repression implemented by the
Jacobins (the ‘ Red Terror’ or ‘ Reign of Terror’) in the Frech Revolution. Terrorism also used as an
instrument of State control. For example, Bismark “terrorized” Prussia by using the army as a means
of social control; NAZI Germany imposed reign of terror across Europe and Allied air forces resorted
to ‘ terror bombing’ in the Second World War, and Stalin ruled Russia by “terror”. Gradually, the term
of terrorism also came to refer to non-State practices. In the late of 19th century, revolutionaries and
anarchists in tsarist Russia were commonly known as terrorist. The Bolshevik seizure of power is oftend
described as revolutionary terror and communist embraced terrorism as a means of class struggle.
Terrorism internationally condemned as the unlawful use and the manifestation of political
movement.2 In October 2004, the UN Security Council unanimously passed Resolution 1566 which
defines terrorism and declares that in no circumstances can terrorist acts be condoned or excused for
political or ideological reasons as following ;3
Criminal acts, including those against civilians, committed with the intent to cause death or
serious bodily injury or taking of hostages with the purpose to provoke a state of terror in the
general public or in a group of persons or particular persons, intimidate a population or compel
a government or an international organization to do or to abstain from doing any act, which
constitute offences within the scope of and as defined in the international conventions and
protocols relating to terrorism, are under no circumstances justifiable by considerations of a
political, philosophical, ideological, racial, ethnic, religious or other similar nature.
To understand terrorism in the contemporary context, it is important to recognize that terrorism

is generally considered as a tool or a tactic, not as an ideology or philosophy. This “tool” can be used
as part of a larger political or military campaign such as an insurgency. When al-Qaeda conducted the
9/11 attacks, it was using the “tool” of terrorism to achieve the larger purposes of diminishing American
political influence in the Middle East, among other objectives.4
Terrorism can be conceptually and empirically distinguished from other modes of violence
and conflict by the following characteristics;5 a) it is premeditated and designed to create a climate of
extreme fear; b) it is directed at a wider target than the immediate victims; c) it inherently involves
attacks on random or symbolic targets, including civilians; d) it is considered by the society in which it
occurs as ‘extra-normal’ that violates the norms; e) it is used primarily to influence the political
behavior of governments, communities or specific social groups.
A better definition of terrorism can be seen in the International Convention for the Suppression
of Terrorist Bombings, 1997 in article 2 paragraph (1) which clearly stated;6
2 Gus Martin, 2013, Understanding Terrorism, Challenges, Perspectives and Issues,

SAGE Publications, Washington D.C., p.37
3 UN Security Council Resolution 1566, retrieved 15 August 2017 from
www.cfr.org/international-organizations-and-alliances/un-security-council-resolution-
1566-terrorism/p11223
4 Ibid.
5 Paul Wilkinson, 2011, Terrorism versus Democracy, Routledge, Taylor and Francis
Group, Third Edition, p.4
6 International Convention for the Suppression of Terrorism, retrieved 10 August 2017
from
http://www.un.org/en/sc/ctc/docs/conventions/Conv11.pdf
Every person commits an offence within the meaning of this Convention if that person
unlawfully and intentionally delivers, places, discharges or detonates an explosive or other
lethal device in, into or against a place of public use, a State or government facility, a public
transportation system or an infrastructure facility: (a) with the intent to cause death or serious
bodily injury; or (b) with the intent to cause extensive destruction of such a place, facility or
system, where such destruction results in or is likely to result in major economic loss.
The definition of terrorism acts in the UK Legislation was inserted in the UK Terrorism Act ,
2000 which clearly stated as following: 7
Terrorism is the use or threat of the action where (a) the action falls within subsection (2) which
includes a) involves serious violence against a person; b) involves serious damages to
property; c) endangers a person’s life, other than that of the person committing the action, d)
creates a serious risk to the health or safety of the public or a section of the public; or e) is
designed seriously to interfere with or seriously to disrupt an electronic system. (b) Terrorism
also means the use or threat which is designed to influence the government or to intimidate the
public or a section of the public ; (c) the use or threat is made for the purpose of advancing a
political, religious or ideological cause.
The U.S. Legislation distinguished the terrorism definitions to international terrorism and
domestic terrorism. The definition of terrorism in the United States contained in 18 U.S. Code 2331
which is stated as following; 8
The term of “ international terrorism” means activities that ; a) involve violent acts or acts
dangerous to human life that are a violation of the criminal laws of the United States or of any
State, or that would be a criminal violation if committed withi the jurisdiction of the United
States or of any State; b) appear to be intended; (i) to intimidate or coerce a civilian population;
(ii) to influence the policy of a government by intimidation or coercion; or (iii) to affect the
conduct of a government by mass destruction, assassination or kidnapping ; and c) occur
primarily outside the territorial jurisdiction of the United States or transcend national
boundaries in the terms of the means by which they are accomplished, the person they appear
intended to intimidate or coerce, or the locale in which their perpetrators operate or to seek
asylum.
The term of “domestic terrorism” means activities that: a) involve acts dangerous to human life
that are a violation of the criminal laws of the United States or of any State; b) appear to be
intended ; i) to intimidate or coerce a civilian population; ii) to influence the policy of a
government by intimidation or coercion; or iii) to affect the conduct of a government by mass
destruction, assassination or kidnapping; and c) occur primarily within the territorial
jurisdiction of the United States.9
From those definitions of terrorism, we can identify several components of terrorism acts as
follows ; a) the unlawful force; b) intimidation ; c) coercion; d) the use of threat; e) attacking civilian
people; f) motivated by ideological, political and religious things; f) aim to influence the public
7 UK Terrorism Act 2000,

http://www.legislation.gov.uk/ukpga/2000/11/pdfs/ukpga_20000011_en.pdf
8 U.S. 18 Code Chapter 113B, Terrorism, Legal Information Institute, Cornell University
Law School, retrieved 15 August 2017 from

https://www.law.cornell.edu/uscode/text/18/part-I/chapter-113B
9 Ibid.
(audience) ; g) destruct the government facilities; h) conducted by State actors or non-State actors; i)
targeting the civilian and military objects; h) cause death or serious bodily injury.
In 2002, the Council of the European Union adopted the ‘ Framework Decision on Terrorism’
which contains a detailed definition specifying a terrorist act as an act which may seriously damage a
country or an international organization where committed with the aim of seriously intimidating a
population, or unduly compelling a Government or international organization to perform or abstain
from performing any act, or seriously destabilizing or destroying the fundamental political,
constitutional, economic or social structures of a country or an international organization.10
The definition enumerates nine types of terrorist acts, including: a) certain attacks on life and
integrity of persons, b) seizure of aircraft and ships, c) kidnapping or hostage taking, d) causing
destruction of government property or infrastructure, e) manufacture of what amounts to weapons of
mass destruction and c) interfering with a country’s resources with the effect of endangering human
life.
1.2. State and Non-State Terrorism

Generally , acts of terrorism can be classified to ‘State Terrorism’ and ‘Non-State Terrorism’.
State Terrorism is a use of terror by a government as an instrument to subjugate other party to achieve
governments purposes.11 R. Tackrah describes the differences between State terror and terrorism in
terms of law enforcement by the state versus defiance of the state: “ Terror practiced by a government
in office appears as law enforcement and is directed against the opposition while terrorism on the other
hand implies open defiance of the law and is the means whereby an opposition aims to demoralize
government authority. 12
State Terrorism is likely occurred in the authoritarian and repressive government. In other
words, this kind of authoritarian and repressive government always using terror as their instrument to
intimidate anyone against their policies. Totalitarian regimes have used huge systems of state terror to
control whole populations and to persecute and silence dissidents and those designated ‘enemies of the
state’. Because this regimes have a monopoly of armed forces and a ruthless secret police apparatus,
state terror has been a very effective method of suppressing opposition and resistance.13
State Sponsored Terrorism can transformed into transnational crime if a country commits acts
of terror against other countries by giving assistance, protection, financing plan, and facilitating terrorist
group to other countries. For an example, State Terrorism which was committed during NAZI regime
in Germany which led by Adolf Hitler and Joseph Stalin who conducted a totalitarian government in
10 Human Rights and Terrorism, Icelandic Human Rights Centre, retrieved 12 February
2017 from humanrights.is/en/human-rights-education-project/human-rights-concepts-
ideas-and-fora/human-rights-in-relation-to-other-topics/human-rights-and-terrorism
11 Ali Mahsyar, 2009, Gaya Indonesia Menghadang Terorisme: Sebuah Kritik Atas
Kebijakan Hukum Pidana Terhadap Tindak Pidana Terorisme di Indonesia, Mandar

Maju: Bandung, p. 49
12 R. Tackrah, 1987 , “Terrorism: A Definitional Problem,” in Contemporary Research
on Terrorism, ed. Paul Wilkinson and Alasdair M. Stewart , Aberdeen University Press,
UK, ,p. 38
13 Paul Wilkinson, Terrorism versus Democracy.., op.cit., p.17

Sovyet Union (Russia) where there so many acts of terror like kidnapping, punishing, torturing, and
executing many innocent civilians which creates a tremendous fear.
On the other hand, a ‘Non-State Terrorism’ is a terror that is used by a non-State actor such as
an individual or certain groups of people against the people or government with various motives behind.
For example, the terrorist group of Bali Bombing which was led by Imam Samudera, the terrorist group
of Noordin M. Top from Jemaah Islamiyah, the terrorist Group of Santoso which conducted many acts
of terrorism in Sulawesi, and also the terrorist group of Abu Sayyaf who committed murder and hostages
in the south areas of Philippine.
2. Methodology of the Research

The methodology which is used in this study is a socio-legal research. Socio-legal researchers
increasingly recognize the need to employ a wide variety of methods in studying law and legal
phenomena and the need to be informed by an understanding of debats about theory and method in
mainstream social science. The study in this paper shows that terrorism has became a global
phenomenon which can be analyzed from a socio-legal perspective. The objective of this methodology
is to show how different methods can be used in researching terrorism acts as a legal and social
phenomena, how methodological issues in sociology are relevant to the study of law. It also approaches
the methodological problem of how the sociology of law can address the content of legal issues.
To further clarify the status and approach of socio-legal studies, we could contrast it with the
sociology of law. The sociology of law receives its intellectual imputes mainly from mainstream
sociology and aims to transcend the lawyer’s focus on legal rules and legal doctrines by remaining
‘exogenous to the existing of legal system in terms of the wider social structures’. That is why ‘the law,
legal prescriptions and legal definitions are not assumed or accepted, but their emergence, articulations
and purpose are themselves treated as problematic and worhy of study.
On the other hand, a socio-legal studies, often employs sociology (and other social sciences) not so
much for substantive analysis but as a ‘tool’ for data collection.14 Nicola Lacey explains a socio legal
study as following;15
Socio legal studies I take to be a similarly diverse body of scholarship which is united by two
concerns. First, socio legal scholarship legal practices within the context of the other social
practices which constitute theirimmediate environment. Thus it comprehends a complex of
administrative, commercial, economic, medical , psychiatric and other disciplinary practices,
wherever they impinge upon or interact with law. Second, socio legal studies subject legal practices
to an empirical inquiry which scrutinizes not merely the legal articulation of the relevan rules and
processes but the meaning and effects of those rules and processes as interpreted and enforced , and
as experienced by their subject”.
Brian Z. Tamanaha in his book “Realistic Socio Legal Theory, Pragmatism and A Social Theory of
Law” explains a socio-legal study as following:
“The label socio legal studies has generally become a general term encompassing a group of
disciplines that applies a social scientific perspective to the study of law, including the sociology of
14Reza Banakar and Max Travers, Introduction to Theory and Method in Socio-Legal
Research, retrieved on September 4 from
ps://papers.ssrn.com/sol3/papers.cfm?abstract_id=1511112
15 Ibid.
law, legal anthropology, legal history, psychology of law, political science studies of courts and
scienc oriented comparativists. These various approaches to law are joined by more that just their
scientific orientation. Broadly speaking, the glue with bonds this diverse group is a left to far left
critical orientation to law.”
From those definitions, we can incorporate socio-legal studies as a form of legal study that uses the
social science perspective on law which is done as an internal critique to the law, where the target of
criticism is the weakness of the law when it met the social reality. Socio-legal research is a type of a
study that represents a way of seeing a law more to the context than the text.16
The purpose of the socio-legal method in this study is to analyze the terrorism issues from a socio-
legal perspective which involves a legal statutes, legal doctrines, legal conventions, legal measures
which also related to the human rights perspective which is examined from the human rights charter
like the the Universal Declaration of Human Rights, and the human rights fundamental principles.
3. Terrorism as a Violation of Human Rights
3.1. Terrorism and Human Rights

Mochtar Kusumaatmadja and B. Arief Sidharta has given the general definition of human rights
which is stated as a freedom to do something or not to do something related to the subject without
interference from any party and those freedoms are recognized and have protected by law and therefore
have a legal basis.17 The human rights norms based on the idea that the people must be freed from the
cruel and inhumane acts. Every human has three kinds of human rights, 1) the right to live, 2) the right
for freedom, 3) the right to have something.
Terrorism is generally understood as acts of violence which spread terror among the civilians and
civilian population.18 Terrorist use a terror as their weapon. The hijacking and crashing of the aircrafts
create terror in the minds of people, especially the direct and indirect victims. Such is the fear created
that people now afraid to fly. The Abu Sayyaf kidnappers inspire fear by beheading their hostages.
Exploding bombs in public places and killing innocent people inspire fear and terror, and a feeling of
being unsafe anywhere at any time.19
Terrorism has become a gross violation of human rights which undermines the State and peaceful
political processes; and threatens international peace and security. Numerous resolutions of the UN
General Assembly since the 1970’s, and of the Comission on Human Rights since the 1990’s assert
that terrorism threatens or destroys basic human rights and freedoms, particularly life, liberty and
security, but also civil and political and economic, social and cultural rights. Regional anti terrorism
instruments such as 1998 Arab Convention,preamble; 1999 OIC Convention, preamble; 1971 OAS
Convention, preamble; 1999 OAU Convention, preamble, OAS Declaration of Lima to Prevent,
Combat and Eliminate Terrorism, 26 April 1996, preamble also stated that terrorism gravely violates
16 Sidharta , 2016, Socio-Legal in the Development of Legal Research Method in

Interdisipliner Methodology, An Introduction to Socio-Legal, Thafamedia, Yogjakarta, p.
44
17 Max Boli Sabon, 2014, Hak Asasi Manusia Bahan Pendidikan untuk Perguruan Tinggi,
Universitas Atmajaya,p. 14
18 Saqib Jawab, Terrorism and Human Rights, Sociology and Anthropology 3 (2) : 104 -
115 , retrieved 15 August 2017 from http://www.hrpub.org

19 Mahathir Mohammad, 2003. Terrorism and The Real Issues, Mahathir Mohammad,
Pelanduk Publications, Malaysia

human rights. UN Special Rapporteur observes that there is probably not a single human rights exempt
from the impact of terrorism.
The Universal Declaration of Human Rights (UDHR) preamble states that ‘freedom from fear’ is
part of ‘the highest aspiration of the common people’ while the International Covenant on Civil and
Political Rithgs (ICCPR) and the International Covenant on Economic, Social and Political Rights
(ICESCR) preambles refer to ‘the ideal of free human beings enjoying freedom from fear’. The political
ideal of ‘freedom from fear’ was first articulated as one of four freedoms in a speech by US President
Franklin D. Roosevelt in 1941. Franklin D. Roosevelt stated the Four Freedom which was known as
“the four freedom speech” (1941 State of the Union Address) where he proposed four fundamental
freedoms that people everywhere in the world ought to enjoy as follows; a) freedom of speech, b)
freedom of worship,c) freedom from want ; d) freedom from fear. The four freedoms of Roosevelt
formed an important pillar of the Universal Declaration of Human Rights that were adopted on
December 10, 1948 by United Nation General Assembly. The freedom from fear is mentioned in the
preamble of the Declaration. 20
Universal Declaration of Human Rights is considered as a fundamental human rights document and
binding on all states. International human rights law has been codified through major human rights
treaties and the remaining portion is available in customary international law. The most important of
these treaties are, International Covenant on Economic, Social and Cultural Rights; and the International
Covenant on Civil and Political Rights, and its two Optional Protocols.21
The Universal Declaration of Human Rights serves as a reminder of the idealistic objectives for the
collective good of humanity, in enshrining ‘pre-legal’ ethical standards, which manifest as rights and
freedoms for all of humanity, irrespective of nationality, creed, ethnicity, gender, religious beliefs or
any other status. Its declarations act as a “moral guide of world order, governance, moral, and normative
standards, international law, and individual interactions”. It is distinguished by its unprecedented
aspirations to conceive human rights applicable to all in a universal and indivisible fashion. The UDHR
has inspired more than 80 international human rights treaties, conventions, and declarations.
Modern human rights standards are rooted in the following four simple values ; a) freedom of want,
b) freeom of fear; c) freedom of belief, d) freedom of expression. These freedoms form the core
principles of the Universal Declaration of Human Rights which set out the fundamental elements of
international human rights accepted United Nations member states and elaborated in many subsequent
human rights treaties . This declaration is accepted as “a common standard of achievement for all people
and all nations”.22
Terrorism aims at the very destruction of human rights, democracy and the rule of law. It attacks
the values that lie at the heart of the Charter of the United Nations and other international instruments:
respect for human rights; the rule of law; rules governing armed conflict and the protection of civilians;
tolerance among peoples and nations; and the peaceful resolution of conflict.23
20 See the preambule of Universal Declaration of Human Rights, retrieved 10 January

2017 http://www.un.org/en/universal-declaration-human-rights/
21 Max Boli Sabon, op.cit., p. 29
22Countering Terrorism Protecting Human Rights : A Manual, OSCE & Office for
Democratic Institutions and Human Rights (ODIHR) , retrieved on 17 August, 2017
http://www.osce.org/odihr/29103?download=true
23Office of the United Nations High Commissioner for Human Rights, “Human Rights,
Terrorism & Counter Terrorism, Fact Sheet No. 32, retrieved 14 August 2017,
http://www.ohchr.org/Documents/Publications/Factsheet32EN.pdf,p.1
Terrorism has a direct impact on the enjoyment of a number of human rights, in particular the rights
to life, liberty and physical integrity. Terrorist acts can destabilize governments, undermine civil
society, jeopardize peace and security, threaten social and economic development, and may especially
negatively affect certain groups. All of these have a direct impact on the enjoyment of fundamental
human rights.
The destructive impact of terrorism on human rights and security has been recognized at the highest
level of the United Nations, notably the new Human Rights Council which clearly stated acts of
terrorism as following : a) threatens the dignity and security of human beings everywhere, endangers
or takes innocent lives, creates an environment that destroys the freedom from fear of the people,
jeopardizes fundamental freedoms, and aims at the destruction of human rights; b) has an adverse effect
on the establishment of the rule of law, undermines pluralistic civil society, aims at the destruction of
the democratic bases of society, and destabilizes legitimately constituted Governments; c) has links
with transnational organized crime, drug trafficking, money-laundering and trafficking in arms, as well
as illegal transfers of nuclear, chemical and biological materials, and is linked to the consequent
commission of serious crimes such as murder, extortion, kidnapping, assault, hostage-taking and
robbery; d) has adverse consequences for the economic and social development of States, jeopardizes
friendly relations among States, and has a pernicious impact on relations of cooperation among States,
including cooperation for development; and e) threatens the territorial integrity and security of States,
constitutes a grave violation of the purpose and principles of the United Nations, is a threat to
international peace and security, and must be suppressed as an essential element for the maintenance of
international peace and security.24
International and regional human rights law makes clear that States have both a right and a duty to
protect individuals under their jurisdiction from terrorist attacks. This stems from the general duty of
States to protect individuals under their jurisdiction against interference in the enjoyment of human
rights. More specifically, this duty is recognized as part of States’ obligations to ensure respect for the
right to life and the right to security.
The right to life, which is protected under international and regional human rights treaties, such as
the International Covenant on Civil and Political Rights, has been described as “the supreme right”
because without its effective guarantee, all other human rights would be without meaning. As such,
there is an obligation on the part of the State to protect the right to life of every person within its territory
and no derogation from this right is permitted, even in times of public emergency. The protection of the
right to life includes an obligation on States to take all appropriate and necessary steps to safeguard the
lives of those within their jurisdiction. As part of this obligation, States must put in place effective
criminal justice and law enforcement systems, such as measures to deter the commission of offences
and investigate violations where they occur; ensure that those suspected of criminal acts are prosecuted;
provide victims with effective remedies; and take other necessary steps to prevent a recurrence of
violations.
In addition, international and regional human rights law has recognized that, in specific
circumstances, States have a positive obligation to take preventive operational measures to protect an
individual or individuals whose life is known or suspected to be at risk from the criminal acts of another
individual,which certainly includes terrorists. Also important to highlight is the obligation on States to
ensure the personal security of individuals under their jurisdiction where a threat is known or suspected
to exist. This, of course, includes terrorist threats.
24 Ibid.
3.2. Terrorism Acts as a Violation of the International Humanitarian Law

The conflict and war issues became contemporary issues in legal studies when many victims of
human casualties from war and armed conflict involving victims of civilians as well as victims of
military (armed forces). Civilian casualties normatively are not engaged in armed conflict where they
should be protected.25 The International Humanitarian Law (IHL) or so-called “Humanitarian Law” is
one of the fields in Law which replaces “Laws of War”.
The term of “Laws of War” that always called as “the Laws of Armed Conflict” relating to the
issue of war or armed conflict with various problems that surround it both internationally and non-
internationally. Gradually this term transformed into “International Humanitarian Law Applicabe in the
Armed Conflict”. The main purpose of International Humanitarian Law is to provide protection and
help for civilians that has become victims, weather they participated in hostilities (combatan) or not
participated (non-combatant). 26
There have been many instruments of International Humanitarian Law which made in the period
before the World War II and afterwards. 27 The International Humanitarian Law is apllied under the
Geneve Conventions (1949) . The Geneva Conventions comprise four treaties, and three additional
protocols, that establish the standards of international law for humanitarian treatment in war. The
Geneva Conventions extensively defined the basic rights of wartime prisoners (civilians and military
personnel); established protections for the wounded and sick; and established protections for the
civilians in and around a war-zone. The Additional Protocols of the Geneva Convention, 1949 comprise
of two protocol: Protocol I which relating to the protection of victims of International Armed Conflicts,
and Protocol II which relating to the protection of victims on Non-International Armed Conflicts.
The Geneva Conventions entered into force on 21 October 1950 and since 2000, 196 countries has
ratified this conventions with reservations. Moreover, the Geneva Convention also defines the rights
and protections afforded to non-combatants. The Geneva Conventions are rules that apply only in times
of armed conflict and seek to protect people who are not or are no longer taking part in hostilities; these
include the sick and wounded of armed forces on the field, wounded, sick, and shipwrecked members
of armed forces at sea, prisoners of war, and civilians. The first convention dealt with the treatment of
wounded and sick armed forces in the field.The second convention dealt with the sick, wounded, and
shipwrecked members of armed forces at sea. The third convention dealt with the treatment of prisoners
of war during times of conflict.The fourth convention dealt with the treatment of civilians and their
protection during wartime. In a case where terrorism acts occurred in times of armed conflict, the then
Geneve Conventions may be applied to determine the persons that should be protected, and at the same
time to determine the rights and obligations for those victims (civilians) who are participated
(combatant) or not participated (non-combatant) in hostilities.28
The International Humanitarian Law distinguishes two types of disputes. The first type is the
International Armed Conflicts, secondly is the non-International Armed Conflicts. International Armed
Conflict is a war between two or more countries, while non international armed conflicts are combat or
war that occurred between a State and non-State fighting groups . Thus if a State fights with a rebel
25 Ambarwati et.al., 2009, Hukum Humaniter Internasional dalam Studi Hubungan

Internasional, Rajawali Press, Jakarta , p. 28
26 KGPH Haryomataram , 2005, Pengantar Hukum Humaniter, RajaGrafindo Persanda,
p. 1
27 I Wayan Parthiana, Hukum Pidana Internasional…op.cit., p. 213
28 Ibid.
groups, it is regarded as a non-International Armed Disputes even though the fighting took place outside
the territory of a country. 29
The main difference between non-international armed conflict and international armed conflict can
be seen from the legal status of the disputing parties. In an intenrational armed conflict both parties have
the same legal status because both parties are state entities (entities considered equivalent to the
state),while in non-international armed conflicts the status of the two parties is not the same, that is
between the countries which are the subject of international law with other non-state parties. 30 On the
other hand,the non-international armed conflict can be seen as a war situation in which there is a battle
between the official armed forces of a country against a group of official armed groups of a country
against organized armed groups.
The regulation of a non-International Armed Conflicts is contained in the Article 3 of the

Additional Protocol (II) , Geneva Conventions 1949 which determines the rules of International
Humanitarian Law and the obligations of conflicting parties to protect victims in non-International
disputes . The definition of a non-International Armed Conflicts is contained into Additional Protocol
II of 1977 on the Protection of International Victims of Disputes which clearly state that the
International Armed Conflicts occurring between the state armed forces and an organized armed groups
under a responsible command, exercising control in parts of a territory that enable groups to conduct
military operations continuously and to apply the rules of International Humanitarian Law which
contained in Article 3 of the Additional Protocol (II) , Geneva Conventions 1949.
In recent years, we have seen many acts of terrorism that was conducted by non-State Armed
Groups such as Al-Qaida groups who conducted acts of bombing to the World Trade Centre building,
as well as the groups of Jemaah Islamiyah (JI) who participated in the Bali Bombing incident. The
Interrational Humanitarian Law prohibits most acts that are criminalized as “terrorist” acts in domestic
legislation and international conventions dealing with terrorism. The International Humanitarian Law
prohibits both specific acts of terrorism committed in armed conflict and, as war crimes, a range of
other acts of violence when committed against civilians or civilian objects.
4. Conclusion
The conclusion of this study as following ; first, acts of terrorism constitute a gross violation of
human rights where it is committed with the acts of murdering, intimidating, threatening, causing death
and injuries and containing violence and the use of force to the innocent people (civilians) , conducted
and organized well by a State or a Non-State groups, that occurred in a peace time or in a war time, to
achieve political, ideological or religious purposes and make it as legitimate means to achieves their
goals which showing disrespect and ignoring the fundamental norms of human rights. Secondly acts
of terrorism has become a gross violation of human rights which threatens the most fundamental rights
of human being, the rights to live that inherently owned by every individual where this rights have been
recognized and regulated in the human rights norms on the international and national level. Thirdly, the
International Humanitarian Law has becomes one of the branches of law that regulates the International
Armed Conflict through the Geneve Conventions, although the International Humanitarian Law does
not put the acts of terrorism on its conventions but the provisions of article 3 of the 1977 may be applied
to the terrorist acts. In other words, terroris acts constitute a violation to the International Humanitarian
Law.
29 Rina Rusman, Jenis-jenis Sengketa Bersenjata dan Implikasinya Dalam Hubungan

Internasional dan Pemberlakuan Hukum Humaniter Internasional, Rajawali Press:
Jakarta, p.53
30 Sefriani, 2010 Hukum Internasional Suatu Pengantar, Rajawali Press: Jakarta,
2010, p. 367
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Rajawali Press, Jakarta , p. 28
[2] Banakar Reza et.al, Introduction to Theory and Method in Socio-Legal Research, retrieved on
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[3] Haryomataram , KGPH, 2005, Pengantar Hukum Humaniter, RajaGrafindo Persada, p. 1
[4] Jawab, Saqib, Terrorism and Human Rights, Sociology and Anthropology 3 (2) : 104 -115 ,
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[5] Martin, Gus, 2013, Understanding Terrorism, Challenges, Perspectives and Issues, SAGE
Publications, Washington D.C., p.37
[6] Mahsyar, Ali, 2009, Gaya Indonesia Menghadang Terorisme: Sebuah Kritik Atas Kebijakan Hukum
Pidana Terhadap Tindak Pidana Terorisme di Indonesia, Penerbit: Mandar Maju, Bandung, p. 49
[7] Mohammad, Mahathir, 2003, Terrorism and The Real Issues, Mahathir Mohammad, Pelanduk
Publications, Malaysia
[8] Rusman, Rina, 2009, Jenis-jenis Sengketa Bersenjata dan Implikasinya Dalam Hubungan
Internasional dan Pemberlakuan Hukum Humaniter Internasional, Rajawali Press: Jakarta, p.53
[9] Sabon, Max Boli, 2014. Hak Asasi Manusia Bahan Pendidikan untuk Perguruan Tinggi,
Universitas Atmajaya,p. 14
[10] Sefriani, 2010 , Hukum Internasional Suatu Pengantar, Rajawali P,ress: Jakarta p. 367
[11] Sidharta, 2016, Socio-Legal in the Development of Legal Research Method in Interdisipliner
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ed. Paul Wilkinson and Alasdair M. Stewart , Aberdeen University Press, UK, ,p.
[13] Wilkinson, Paul, 2011, Terrorism versus Democracy, Routledge, Taylor and Francis Group, Third
Edition, p.4
[14] Countering Terrorism Protecting Human Rights : A Manual, OSCE & Office for Democratic
Institutions and Human Rights (ODIHR), retrieved on 17 August, 2017
http://www.osce.org/odihr/29103?download=true
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http://www.ohchr.org/Documents/Publications/Factsheet32EN.pdf,p.1
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nations-convention-prevention-punishment-terrorism/p24778
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http://www.un.org/en/universal-declaration-human-rights/

PENGGUNAAN LAMAN WEB DALAM PENGAJARAN DAN

PEMBELAJARAN SEJARAH
Siti Aishah Hassan1, Norfiza Afpandy2, Che Suriani Kiflee3 Rorlinda Yusof4
Pusat PERMATApintar Negara,
ABSTRAK
Pengajaran berasaskan laman web merupakan alternatif atau kaedah baru pengajaran bersifat
interaktif dan berpotensi untuk menarik minat pelajar dalam kelas. Penggunaan laman web dalam
pengajaran dan pembelajan (P&P) di sekolah menjana pemikiran inkuisitif menggalakkan semangat
inkuiri serta minat pelajar untuk lebih meneroka yang biasanya dikaitan dengan pembelajaran
pemikiran tahap tinggi. Kajian ini bertujuan untuk melihat penggunaan laman web dalam
pembelajaran sejarah. Seramai 100 orang pelajar yang telah menggunakan aplikasi ini dijadikan
sebagai responden dalam menjalankan kajian ini. Justeru, laman web wix, dijadikan sebagai salah satu
kajian pemerhatian untuk melihat keberkesannya dalam P&P. Hasil kajian mendapati penggunakan
laman web ini sebagai satu kaedah yang sangat bekesan dalam mengubah persepsi para pelajar dan
guru terhadap pembelajaran sejarah sebagai satu subjek yang sangat membosankan. Hal ini kerana
dengan menggunakan laman web ini pembelajaran secara berterusan dijalankan, meningkatkan
inkuirisiti pelajar serta fleksibiliti pelajar dalam mengakses maklumat dan meneroka ilmu.
Kata Kunci: Pedagogi, Laman Web, ICT, Pengajaran dan pembelajaran.
---------------------------------------------------------------------------------------------------------------------------
PENDAHULUAN
Pada masa kini, kaedah pendidikan secara tradisional seperti”chalk and talk” bagi subjek sejarah dilihat
kurang menarik minat pelajar generasi kini. Pendidikan sejarah bukanlah sebagai sesuatu yang
membincangkan tentang masa lalu dan hanya terikat kepada tarikh, masa, peristiwa dan hafalan fakta
semata-mata. Tetapi dengan mempelajari sejarah seseorang pelajar itu akan menjadi lebih
bertanggungjawab dan boleh memperoleh banyak pengajaran juteru dapat dijadikan sebagai pemangkin
kepada pembangunan diri manusia yang merangkumi aspek, rohani, jasmani, intelek dan emosi
sebagaimana yang tersurat dalam Falsafah Pendidikan Kebangsaan. Ini akan menjadikan matapelajaran
Sejarah lebih bermakna dan memberi persepsi baru kepada minda pelajar bahawa ia bukanlah satu
subjek yang kaku dan membosankan. Sejarah sangat penting untuk dipelajari kerana menjadi panduan
dan iktibar kepada kita untuk memperbaikki kesilapan masa lalu bagi membolehkan kita mencipta
kejayaan yang lebih gemilang di masa hadapan. Tanpa belajar daripada kesalahan dan kesilapan masa
lalu, kita mungkin mengulangi kesilapan lampau yang bukan sahaja merugikan seseorang individu
tetapi mungkin juga kepada keluarga, masyarakat dan negara mahupun bangsa. Selain itu, pelajar juga
akan mengetahui bagaimana seseorang ahli sejarah itu bekerja melalui aktiviti-aktiviti pembelajaran
yang dibimbing oleh guru mereka (Isabel, Gracia & Valvada 1997).
Dalam bidang pendidikan guru seharusnya memainkan peranan dan perlu bersifat kreatif agar kelas
pembelajaran dapat berlangsung dalam suasana yang lebih menarik. Guru tidak boleh lagi
mempraktikan pengajaran yang sama seperti 10 atau 20 tahun dahulu kerana pelajar pada hari ini
semakin bijak seiring dan pengetahuan semakin mencabar dan sebab itu, guru harus bersedia membuat
perubahan ini. Proses P&P perlu diberikan sentuhan yang dapat menarik minat para pelajar agar setiap
isi pembelajaran yang disampaikan memberi input kepada kefahaman mereka.

Perkembangan dunia teknologi dan digital pada hari ini mampu melahirkan pendidik yang lebih kreatif
dan sentiasa mempunyai idea-idea baru dalam proses P&P. Laman web merupakan salah satu daripada
cabang komunikasi yang boleh digunakan oleh para pendidik sebagai salah satu pedagogi mereka di
samping dapat menarik minat pelajar untuk memahami sesuatu topik mahupun subjek. Menurut Mohd
Arif (2000) sebuah laman web adalah merupakan laman yang mengandungi pelbagai maklumat dalam
bentuk teks, grafik, animasi, audio dan video yang berdasarkan kepada citarasa dan kreativiti pembina
laman web tersebut. Justeru, laman web merupakan satu halaman komputer yang melibatkan teks, audi
dan grafik yang boleh digunakan sebagai media pengajaran yang disediakan oleh para pendidik untuk
digunakan dalam proses P&P dan pembelajaran dalam bilik darjah. Kaedah pembelajaran penggunakan
Laman Web juga dilihat sebagai satu pendidikan ke arah abad 21 secara tidak langsung. Hal ini kerana,
Kementerian Pendidikan Malaysia telah melancarkan inisiatif pembelajaran abad ke-21 secara rintis
pada tahun 2014 dan meluaskan pelaksanaan keseluruh negara mulai tahun 2015 sejajar dengan usaha
Kementerian Pendidikan Malaysia melaksanakan transformasi pendidikan melalui Pelan Pembangunan
Pendidikan Malaysia (PPPM) 2013 - 2025.
Pembelajaran berasaskan laman web ini mungkin berbeza dengan pembelajaran secara maya (vitual
learning) atau pembelajaran dalam talian (online learning). Ini adalah kerana pembelajaran secara maya
atau online lebih luas dan lebih banyak lagi kos serta kepakaran yang diperlukan. Kaedah ini mungkin
boleh dilakukan oleh intitusi yang lebih bersifat koporat kerana ia mampu menyediakan peralatan,
menyediakan dan menguruskan bahan pembelajaran, namun mungkin tidak dapat dilakukan oleh guru-
guru biasa di sekolah kerana melibatkan kepakaran serta masa yang banyak, sedangkan guru telah sedia
dibebankan dengan berbagai tugas dan masa pengajaran yang banyak.
Pembelajaran berasaskan web boleh dilakukan oleh semua guru sebagai tambahan kepada pengajaran
di dalam kelas. Guru boleh menggunakan laman-laman web percuma yang sedia ada atau membinanya
sendiri sebagai alternatif. Guru boleh membuat sendiri laman web menggunakan perisian yang mudah.
Antara laman web yang boleh digunakan seperti Netscape Composer, Publisher dan sebagainya.
Sebagai contoh sekiranya seorang guru memilih untuk menggunakan Publisher, tidak memerlukan
kemahiran yang tinggi kerana rekabentuknya masih boleh melakukannya dengan menggunakan web
site wizard. Guru hanya perlu mengikuti arahan yang diberikan semasa membina sebuah laman web
yang diingini. Seterusnya guru hanya perlu menukar ilustrasi, tajuk dan kandungan yang sesuai dengan
topik pembelajaran. Ilustrasi boleh diperolehi daripada klip art atau download dari laman-laman web
lain dengan syarat tidak melebihi had yang dibenarkan dalam akta hak cipta. (Sajap Maswan, 2013)
KAJIAN LITERATURE
Beberapa kajian telah dijalankan mengenai peranan guru untuk menjadikan pengajaran dan
pembelajaran menjadi lebih menarik dan kreatif. Perkembangan dalam bidang pendidikan menuntut
semua pendidikan memainkan peranan dan mengambil langkah yang lebih praktikal bagi memastikan
kecemerlangan pelajar dalam pendidikan. Kualiti pencapaian pelajar sangat bergantung kepada
pengajaran dan guru di dalam kelas. (Norliza Hussin, Mohamad Sattar Rasuln & Roseamnah Abd.
Rauf 2013). Pelajar di dapati sukar untuk memberikan tumpuan dan minat dalam mengikuti aktiviti
pengajaran dan pembelajaran dalam bilik darjah terutamanya terutamanya pengajaran yang yang
melibatkan kaedah berpusatkan guru semata-mata. (Norazura, Juliza Adira & Siti Hazwani 2010 ).
Pembelajaran berasaskan komputer akan dapat menonjolkan situasi pembelajaran yang interaktif di
antara pelajar dengan isi pembelajaran. Proses ini akan dapat mempercepatkan proses pengajaran dan
pembelajaran. Hal ini kerana guru boleh meminta pelajar mendapatkan bahan dan membaca bahan
pengajaran sebelum kelas bermula. Kaedah ini berkesan dan berupaya untuk membimbing dan
membentuk mental serta pemikiran pelajar agar lebih kreatif dan memahami konsep ilmu dengan lebih
berkesan. (Hee Jee Mei & Norahidah Mamat @ Abdul Rashid. 2001)
Penggunaan sumber berbentuk digital dalam pengajaran dan pembelajaran merupakan satu revolusi
dalam Pendidikan Sejarah yang selama ini bergantung kepada sumber bercetak. (Bolick, 2006).
Satu kajian tentang ciri-ciri amalan kesan pembelajaran pada abad ke-21 yang menekankan ciri-ciri
amalan pedagogi inovatif guru yang akan membawa pembaharuan terhadap pembelajaran telah
dijalankan oleh Law et al. (2002). Dapatan kajian beliau membuktikan pelajar bersikap lebih positif,
mereka berupaya mempelajari kemahiran literasi maklumat dengan menggunakan internet, mereka
bentuk laman web bagi mempersembahkan projek mereka. Di samping itu, mereka juga berupaya untuk
berfikir secara kritis, belajar dari pelbagai sumber, serta berupaya belajar dari komuniti mereka dengan
saling hormat-menghormati idea di antara satu sama lain.
Rodriguez (2003) menyatakan banyak strategi dan pendekatan telah diperihalkan dalam kajian
kepustakaan tentang penggunaan internet sebagai alat pembelajaran dalam kalangan pelajar.
Pengajaran berasaskan Laman web merupakan program pengajaran berasaskan hipermedia yang
menggunakan atribut dan sumber Jejaring Sedunia (World Wide Web atau WWW) untuk mereka cipta
dan mendokong suasana pembelajaran yang bermakna (Badrul Khan, 1997).
Ciri-ciri utama pembelajaran dalam talian ialah capaian dan pemudahcara komunikasi. Dengan itu
pembelajaran dalam talian mampu menyokong pembelajaran yang berbentuk konstruktivisme yang
bercirikan pembinaan pengetahuan yang berpusatkan pelajar, dan berinteraktif. Peranan guru ialah
sebagai fasilitator dan tidak sebagai pakar, manakala peranan pelajar ialah sebagai kolaborator yang
aktif dan tidak sebagai pendengarjpenerima pengetahuan yang pasif. Pembelajaran ini menggalakkan
pemikiran yang kritis di kalangan pelajar dan melibatkan proses interaksi dan kolaboratif dalam
penjanaan pengetahuan (Jonassen, 1999).
METODOLOGI KAJIAN
Kajian ini menggunakan kaedah kualitatif di mana dua kaedah metodologi iaitu kajian pemerhatian dan
temubual digunakan. Data kualitatif berbentuk deskriptif, berupa kata-kata lisan atau tulisan tentang
tingkah laku manusia yang dapat diamati (Taylor dan Bogdan, 1984). Penyelidikan kualitatif
merupakan suatu kajian ke atas sesuatu situasi dan individu untuk mendapatkan maklumat secara
terperinci serta mendalam. Penyelidikan ini menerangkan proses, langkah dan sebab sesuatu perkara
berlaku.
Kaedah pengumpulan data ini telah dijalankan selama dua tahun sepanjang kelas pembelajaran dan
pengajaran berlangsung. Dalam kajian ini, guru telah menggunakan laman web percuma iaitu wixsite
dan telah membina satu laman web untuk pembelajaran sejarah iaitu
http://eisyah.wixsite.com/belajarsejarah. Guru telah memuat naik bahan bacaan serta latihan dalam
laman web tersebut. Laman web tersebut digunakan semasa kelas pembelajaran berlansung ketika guru
berada di dalam kelas atau ketika guru mempunyai tugasan luar seperti ke seminar, mesyuarat dan
sebagainya. Aktiviti berbentuk forum sering digunakan dalam kelas pembelajaran untuk subjek sejarah
kerana membolehkan pelajar memberi hujahan mereka dan berkongsi idea dengan topik yang
dikemukakan. Justeru, dalam laman web ini, aktiviti forum juga diterapkan sebagai salah satu kaedah
pengajaran bagi membolehkan pelajar berkongsi dan mengemukakan pendapat mereka masing-masing.
Pelajar boleh menulis komen atau memberi maklum balas menerusi akaun mukabuku masing-masing.
Di samping berbincang, pelajar boleh mengakses bahan bacaan daripada laman web lain. Selain itu,
dalam laman web ini juga dimasukkan hasil-hasil karya atau kerja pelajar untuk dikongsi sama ada
dalam bentuk video, slid pembentangan ataupun bahan bacaan lain. Justeru, pemerhatian dilakukan
semasa pelajar berinteraksi antara satu sama lain menerusi aktiviti yang dijalankan.

Guru juga menemubual pelajar dan merakamkannya ketika mereka berkomunikasi atau membuat
perbincangan dengan menggunakan laman web ini. Secara tidak langsung dapat meneliti situasi atau
kejadian yang berlaku, setiap kali pemerhatian dan temubual dicatatkan dalam nota dan juga menerusi
rakaman video. Dari segi pengutipan data dan penjanaan teori, kajian ini banyak menggunakan kaedah
interaksi, bersemuka dengan responden kajian dan pendekatan induktif untuk menjana teori. Kutipan
data dijalankan secara berterusan selama dua tahun kajian dilakukan.
DAPATAN KAJIAN
KEBERKESANAN PEMBELAJARAN SEJARAH MELALUI LAMAN WEB
1. Menambah minat pelajar dan melahirkan pelajar berfikir aras tinggi.
Sepanjang pengajaran dan pembelajaran dalam kelas apabila menggunakan laman web ini, guru
mendapati pelajar mempunyai lebih banyak idea dan mampu berfikir aras tinggi. Sebagai contoh ketika
guru membuat aktiviti perbincangan melalui forum. Didapati pelajar mampu untuk bertanyakan soalan
berfikir aras tinggi (menganalisis dan mengaplikasi) dan mampu berdebat dengan lebih mendalam
menerusi topik yang dibincangkan. Pelajar menampakkan minat untuk meneroka dan mengetahui
dengan lebih lanjut tentang topik yang dibincangkan. Skop pembelajaran pelajar juga lebih luas tanpa
mengharapkan sumber daripada buku teks semata-mata. Pelajar dapat memperolehi maklumat secara
terus melalui pembacaan mereka di laman-laman web yang berkaitan dan membincangkan topik yang
diberikan dalam forum tersebut. Justeru menerusi temubual bersama pelajar kajian rata-rata menyatakan
mereka lebih faham serta menambah minat dalam pembelajaran sejarah. Hampir 85% pelajar
memperolehi markah yang tinggi dalam kuiz yang mengemukakan soalan berfikir aras tinggi dalam
topik yang dibincangkan. Pemikiran aras tinggi mampu mencabar pelajar untuk menginterpretasi,
menganalisis atau memanipulasi maklumat.
Dapatan kajian ini telah disokong oleh Anderson dan Joerg (1996), yang melaporkan dalam kajian
mereka bahawa laman web berperanan sebagai suatu alat yang berkesan dan sesuai bagi pelajar serta
pengajar untuk meningkatkan pencapaian dan minat dalam pembelajaran. Hasil kajian ini turut
disokong oleh kajian daripada Chang (2001) yang menyatakan bahawa pembelajaran menerusi laman
web melalui proses pengajaran secara praktikal. Dalam kajian beliau ini, beliau melihat proses
pembelajaran secara laman web dapat membantu memberikan kefahaman kepada pelajar semasa proses
pembelajaran dijalankan dan mempertingkatkan kemajuan pembelajaran di kalangan pelajar. Dalam
dapatan kajian beliau, 85.84 peratus pelajar mengatakan pembelajaran web sangat sesuai dan ia
memberikan keseronokan semasa proses pembelajaran dijalankan.
Pembelajaran melalui laman web mengajak para guru untuk mengalih paradigma pengajaran mereka
daripada yang bercorak behavioris dan kognitivis kepada konstruktivis. Konstruktif dikaitkan dengan
pendekatan pedagogi berdasarkan “learning by doing”. Justeru, membolehkan pelajar meningkatkan
kompetensi, pengetahuan atau teknologi dan lain-lain perkara yang boleh mengembangkan diri sendiri.
Konstruktivis dikatakan berupaya mengubah sikap memindah maklumat secara pasif kepada yang aktif
dengan menyediakan suasana pengajaran dan pembelajaran yang dapat mempertingkat kemahiran
berfikir tahap tinggi (high- order thinking skills).

GAMBAR 1
Menunjukkan Contoh Jawapan Pemikiran Aras Tinggi oleh Pelajar
(Sumber: Siti Aishah Hassan. 2014. History is Fun, Kolej PERMATApintar Negara, UKM di akses dari
http://eisyah.wix.com/belajarsejarah)
GAMBAR 2
Menunjukkan Contoh Jawapan Pemikiran Aras Tinggi oleh Pelajar
Berdasarkan gambar 1 dan 2 di atas, menunjukkan contoh jawapan pemikiran aras tinggi oleh
pelajar ketika membuat perbincangan dalam topik yang diberikan. Pelajar juga dapat berkongsi idea
tentang pemikiran mereka dan saling memberi pendapat tentang topik yang dibincangkan. Secara tidak
langsung, menerusi pemerhatian kajian melihat perbincangan secara berkumpulan dalam sesuatu topik

membolehkan guru merangsang perbincangan dalam kelas secara alam maya. Ianya merupakan satu
kaedah alternatif bagi membolehkan pelajar berkongsi majlumat dan ilmu pengetahuan mereka. Di
samping itu, pelajar juga tidak segan untuk bertanyakan soalan dan rakan-rakan dapat membantu pelajar
dalam satu- satu topik yang dibincangkan.
Justeru ia, dapat melahirkan pelajar yang mampu berfikir di luar kotak dengan memberi idea-
idea baru yang dilihat relevan dan bernas. Khan (1999) menyatakan bahawa laman web boleh dilihat
sebagai satu inovatif dalam menyampaikan pengajaran kepada para pelajar sebagai medium
perantaraan. Antara ciri utama laman web yang tidak terdapat dalam media lain ialah kebolehan
menyediakan persekitaran yang membenarkan pelajar berinteraksi dengan guru, pelajar berinteraksi
dengan pelajar-pelajar lain atau pelajar berinteraksi dengan persekitaran laman web itu sendiri.
Pembelajaran perbincangan melalui forum ini boleh melibatkan pembabitan pelajar dalam satu kelas
pada masa yang sama. Guru juga boleh mandapatkan refleksi daripada pelajar selepas tamat kelas
pembelajaran. Refleksi boleh digunakan sebagai penilaian guru bagi menilai kefahaman pelajar dalam
topik yang dibincangkan. Penglibatan pelajar secara aktif merupakan salah satu komponen penting
dalam kejayaan sesuatu proses pembelajaran melalui laman web. Oleh otu dapatan kajian ini telah
disokong oleh Baharudin (2001) yang menyatakan bahawa pembelajaran melalui laman web
seharusnya mempunyai ciri-ciri seperti berikut;
• Menghasilkan konteks pembelajaran yang tulen dan melibatkan penyelesaian masalah
sebenar.
• Pelajar bertanggungjawab dan mempunyai initiatif belajar secara kendiri dalam membentuk
sesuatu kemahiran.
• Guru bertindak sebagai fasilitator dan memberikan panduan, dan bukan sebagai sumber
maklumat.
• Perbincangan yang aktif di antara pelajar dan guru.
• Kaedah pembelajaran secara berkumpulan-pembelajaran secara kolaboratif dan kooperatif.
• Strategi penilaian pembelajaran yang tulen dalam menilai kemahiran sebenar.
2. Memudahkan guru memberi tugasan dan bahan bacaan.
Selain daripada itu, menggunakan laman web dalam pembelajaran sejarah juga memudahkan guru
untuk memuat masuk beberapa artikel yang membincangkan topik-topik dalam pengajaran dan
pembelajaran. Pelajar juga dapat menambahkan pengetahuan mereka melalui pembacaan bahan-bahan
yang dimuat naik. Selain itu, artikel atau bahan bacaan yang dimuat naik, digunakan sebagai kaedah
pembelajaran yang menarik di mana pelajar bukan hanya membaca untuk menambahkan ilmu
pengetahuan mereka malahan pelajar juga dapat membuat kesimpulan pembacaan, memberi
maklumbalas dalam pembacaan di samping pelajar dapat membincangkan isi kandungan bahan yang
telah dimuat naik. Hal ini juga memudahkan tugasan guru ketika tidak dapat hadir ke kelas disebabkan
mesyuarat, berkursus dan terlibat dengan tugasan rasmi luar. hasil temubual bersama pelajar dalam
kajian ini, pelajar menyatakan mereka masih boleh mendapat maklumat dan belajar secara maya dengan
guru walaupun dalam jarak yang jauh. Penyataan ini dibuktikan melalui temubual antara guru dan
pelajar: “Kelas seolah-olah berlangsung seperti biasa walaupun guru tiada depan mata”.
“Pembelajaran secara maya membolehkan kami mengakses bahan bacaan yang diberikan oleh guru
dan kami juga dapat berkongsi idea dengan rakan-rakan sekelas.” “Pembelajaran menggunakan
laman web menyebabkan pembelajaran bukan sahaja berlaku semasa di dalam kelas, tapi pada bila-
bila masa pelajar mempunyai kelapangan kerana nota dan latihan yang telah dimuat naik sentiasa ada
dalam laman web berkenaan”.
Melalui laman web yang dilayari oleh para pelajar mereka akan memperolehi pengalaman-pengalaman
baru yang di luar daripada apa yang biasa ditemui di dalam buku teks. Pengalaman yang diperolehi oleh
setiap pelajar mungkin berbeza diantara satu sama lain. Di dalam sesi pembentangan pelajar seharusnya
mempunyai pandangan tertentu dengan membuat hujahan berdasarkan perspektif masing-masing.
Sekiranya keadaan seperti ini berlaku pembelajaran tentunya lebih aktif jika dibandingkan dengan
pembelajaran yang lebih banyak pergantungan kepada maklumat yang diberikan oleh guru.
GAMBAR 3
Menunjukkan tugasan dan bahan bacaan dalam laman web
Guru juga dapat memuat naik video, tugasan pelajar dalam laman web ini bagi membolehkan
pelajar berkongsi idea dan melihat hasil karya serta memanfaatkan tugasan yang diberikan. Pelajar juga
dibenarkan untuk melihat hasil kerja rakan mereka seterusnya memberi respon dan berbincang tentang
hasil kerja berkenaan, secara tidak langsung ianya meningkatkan kefahaman mereka dalam topik yang
mereka bincangkan. Melalui pemerhatian ketika menggunakann dalam web dalam kaedah
pembelajaran didapati memudahkan guru memberi arahan perbincangan secara berkumpulan.
Penyataan ini dibuktikan melalui temubual antara guru dan pelajar:“Kami juga dapat melihat hasil
kerja rakan-rakan lain dan pada masa yang sama dapat memberi komen serta penilaian tentang hasil
kerja mereka, jadi secara tidak langsung pelajar akan membuat sesuatu tugasan segara bersungguh-
sungguh bagi mendapatkan penilaian yang baik.
3. Sebagai medium komunikasi
Pengajaran berasaskan Laman web juga boleh ditambah dengan penyediaan kemudahan komunikasi
secara sinkroni, misalnya melalui sesi perbualan dan juga asinkroni seperti menghantar email.
Kemudahan seperti ini dapat menyediakan peluang kepada pengguna berkomunikasi dan bekerjasama
merentasi jarak yang jauh, terutama ketika cuti sekolah. Komunikasi sinkroni (perbualan)
membolehkan interaksi berlaku pada masa sebenar antara pelajar, seperti dalam diskusi bilik darjah,
bezanya pelajar dalam suasana Internet menggunakan papan kekunci untuk menaip mesej. Manakala
komunikasi asinkroni (email) membolehkan interaksi berlaku pada masa dan lokasi berlainan antara
dua atau lebih pengguna. Pengguna boleh berkomunikasi pada bila-bila masa sahaja. Kedua-dua jenis
komunikasi ini mengembangkan akses maklumat pengguna, sumber, bekerjasama, dan meningkatkan
sikap pelajar terhadap kerjasama dan pencapaian. Kedah ini membuktikan bahawa pengajaran dan
pembelajaran adalah secara berterusan. Penyataan ini dibuktikan melalui temubual antara guru dan
pelajar: “ Perbincangan forum dalam laman web membolehkan pelajar melontarkan idea-idea tanpa
gangguan rakan-rakan lain serta dapat memahami dengan jelas soalan-soalan atau jawapan yang
dikemukakan oleh rakan-rakan melalui pembacaan”.
4. Mendapatkan lebih banyak bahan bacaan selain buku teks.
Berbeza dengan buku, laman web dilihat lebih mudah di tambah dengan maklumat-maklumat terbaru
atau membuangkan maklumat-maklumat lama yang kurang sesuai. Perubahan tersebut boleh dilakukan
dalam masa yang singkat. Sebaliknya buku teks akan digunakan sehingga beberapa tahun dengan
kandungan yang sama, walaupun keadaan serta situasi penggunaan sentiasa berubah. Penggunaan
laman web dianggap memberi nilai tambah dalam sesatu subjek. Hal ini juga dilihat pembelajaran
sejarah sebenar dapat berlaku di mana pelajar boleh merujuk pelagai sumber sama ada sumber primer
mahupun sekunder untuk dijadikan bahan rujukan. Fleksibiliti pelajar dalam mengakses dan mencari
maklumat adalah tidak terhad, justeru, menggalakkan pelajar tidak “bias” dalam satu-satu topik. Pelajar
bebas mengemukakan idea dan menyampaikan apa yang mereka tahu dan faham. Di samping itu
kandungan laman web juga boleh disimpan sebagai arkib untuk rujukan jika diperlukan.
RUMUSAN
Pembelajaran menggunakan laman web merupakan satu anjakan paradigma baru kepada guru-guru
dalam subjek sejarah. Pada masa kini, pembelajaran berpusatkan pelajar dilihat lebih menarik dan
mampu memberi nafas baru dalam subjek sejarah. Kemudahan internet dan lambakan teknologi boleh
melahirkan guru-guru yang lebih kreatif terutama di abad ke 21 ini. penggunaan Laman web adalah
salah satu kaedah pengajaran dan pembelajaran yang amat sesuai pada masa ini, berbanding dengan
pendekatan konvensional yang lazim. Dalam kajian ini jelas menunjukkan bahawa penggunakan laman
web dalam pengajaran sejarah ini bukan sahaja memudahkan tetapi secara tidak langsung meningkatkan
inkuirisiti pelajar dalam pembelajaran seejarah kerana pelajar diberi peluang untuk meneroka dan
memberi pendapat dalam berdasarkan pemahaman mereka. Selain itu, kaedah ini adalah berbentuk
berpusatkan pelajar di mana pelajar perlu baca bahan bacaan yang disediakan serta mengemukakan idea
dan guru hanya terlibat sebagai fasilitator dalam kelas. Penggunaan laman web dalam subjek sejarah
juga menunjukkan proses pemebelajaran berjalan secara berterusan. Kaedah ini juga membuktikan
pembelajaran dan pengajaran adalah fleksibel dalam mendapatkan dan mengakses maklumat. Justeru,
kaedah ini boleh memupuk minat pelajar terhadap subjek sejarah sebagai satu subjek yang menarik
bukan lagi membosankan. Justeru, penilaian pelajar dapat dijalankan dengan lebih mudah dan berkesan
ke atas seseorang pelajar itu.
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http://www.utusan.com.my/rencana/harapan-sistem-pendidikan-malaysia-
1.140638#sthash.isxaLEY3.dpuf more at:

REFLEXIVITY OF THEORY HAHSLM FOR INTERNAL, EXTERNAL, AND

RELIGIOSITY TO LECTURE PERFORMANCE
HRM Aziz
SIU Jakarta, Indonesia
Reflexivity.centre@gmail.com
ABSTRACT
The purpose of this study are: to analyze the reflexivity of theory hahslm that influence
lectures performance. The population in this study are 40 lecturers in Faculty of Business
Economics at the State Islamic University (SIU) Jakarta. Collecting data in this study was
using a questionnaire by August-November 2015. The method of data analysis based on
the analysis of validity and reliability with approach of hahslm theory (Aziz, 2016).
Analysis hypotheses used in this study is multiple regression analysis. The result of all the
variables are reliable and valid. Conclusion of this study are: first, equation shows
relation among variables Y=1,762+0,142X1-0.073X2+1,243X3-0,056X4-
0,091X5+0,252X6+e; second, in partially religiosity, motivation, job satisfaction influence
the lecture performance but compensation, training, and competency do not influence the
lecture performance. Third, all together internal, external, religiosity factors affect the
performance of lecturers; fourth, contribution models of these internal, external, and
religiosity factors represents value of 0.991 and fifth, the highest weight of all these factors
are religiosity factor.
Field of Research: Reflexivity, Religiosity, Performance, Lecture, Hahslm
-----------------------------------------------------------------------------------------------------------
1. Introduction
University is an organization that develops qualified human resources and has a quite strategic
position in educational system. In this case, university has two main purposes. First, it must
provide alumni, not only large in quantity but also high in quality, disciplined, able to be
innovators, motivators, and development forces. Second, it must provide bachelors that not
only are skilled and proficient in performing their jobs, but also are able to develop other work
forces (Riduwan, 2008:174).
Lecturers are one of the human resources who have significant roles in educational
process. Accordingly, there are some things that needs to be noticed in remarking lecturers,
such as competence, transformational leadership, promotion, motivation, and satisfaction.
In accordance to Manullang (1982:150) in Anwar Prabu (2005), motivation is giving
working enthusiasm to employees, which is meant to give stimulant power to the employees
so that they work with all their means. In accordance to Reksohadiprojo (1989) in Hartati
(2005), motivation is the state within individuals which encourage their desire to take certain
actions to achieve certain goals. According to achievement motivation theory by David in
Robbins (2006), motivational factors in organization consists of: need of achievement, need of
affiliation, and need of power. The fulfilment of these lecturers’ needs will raise the work
satisfaction, and eventually it will contribute to high performance rate and work satisfaction.
Creating lecturers’ work satisfaction is not an easy task, because the satisfaction can only
by obtained if the variables influencing it, namely motivation and competence, is being well
accommodated and accepted by all of the lecturers in an organization.
1.1.Problem
Based on research background that has been explained previously, the formulation of problems
in this research is as follows: Do factors simultaneously influence lecture performance? Do
factors have positive impact to lecture performance? Do factors partially influence lecturer
performance? How much does the model contribute to lecture performance? How much weight
factors influence lecture performance?
1.2.Purposes
Based on the problems, this research’s purposes are as follows: to analyze factors
simultaneously influence lecturer performance, to analyze factors have significantly positive
to lecture performance, to analyze factors partially influence lecture performance, to analyze
model’s determinant coefficient to lecture performance, and to analyze the biggest weight of
lecture performance.
1.3.Benefits
This research is expected to give benefits towards lectures, students, academicians, researchers:
for lecturers: this research is meant to give the idea about the importance of compensation,
training, religiosity, competence, and work satisfaction to help them maximizing their
performance. For researchers: this research may contribute cognition and perception, and may
help researchers applying experience and knowledge obtained in college into practice,
particularly in matters related to this research.
There are 6 (six) independent variables such as compensation, training, motivation, religiosity,
competence, and work satisfaction.
2.1.Compensation
Compensation is everything received by employees as a remuneration for their work.

Compensation is also one of employer’s most effective way to increase work achievements,
motivation, and work satisfaction. A good compensation system will be able to provide
employees satisfaction, therefore enable company to gain, employ, and maintain employees.

2.2.Training
Training is an activity or process to train (KBBI, 2nd edition, Balai Pustaka, 1989). Training
prepares participants to take on particular action portrayed by technology and the company
where they work, and helps participants improving their achievements, mainly regarding to
their understanding and skills (Rolf P. Lynton and Udai Pareek, 1998).
2.3. Motivation
The word motivation is adopted from Latin word movore, means “to move”. Nowadays,
motivation is defined as a psychological process to ask, to direct, and to set actions voluntarily
and goal-oriented (Kreitner & Kinicki, 2005:248 in Pradiatiningtyas, 2007). Motivation is
defined by Stanford (1969:173), as quoted by Mangkunegara (2005:93), “motivation as an
energizing condition of the organis, that serves to direct that organism toward the goal of a
certain class”. Motivation can also be defined as the energy to generate drive arousal. In
accordance to Hasibuan (2007:99), motivation is divided into two categories: positive
motivation that is a positive urge.
2.4. Religiosity
Religiosity, according to Mochamad Aziz (2011) is circle relationship among three factors
from human or universe to god for worship. These 3 ultimate factors: human, god, worship in
one system to interact in two ways form. First way is from God to human, and second way
from human through worship to God. Diversity or religiosity is a very important thing in
human’s life. Diversity or religiosity is realized in every single aspect of human life. Religious
activity does not only happen when someone performs rituals, but also when someone takes
any other actions driven by supernatural force. It is not only related to visible actions, but also
to invisible ones and takes place in someone’s heart. In Islam, as a religion which is adhered
by the majority of Indonesians, there are five dimensions of religiosity, i.e.: thariqah dimension,
ideological dimension, individual dimension, deity dimension, worship dimension. Based on
those five dimensions, religiosity can be described as a system where there is sustainability of
life is created based on natural tendency, in accordance with the ability and developing
civilization.
2.5. Competence
Competence is the individual aspects of an employee which enable him to achieve superior
performance. Competence is also knowledge, skill, and capability related to non routine
assignment (Mayangsari, 2003). Competence needs to include other factors into consideration
for making good decision as basically humans have some other factors aside form merely
experiences (Ashton, 1991, in Alim, 2007). According to Indonesian Law no. 14:2005, article
69 verse 2 in Martinis (206:21), lecturers’ competence consists of: ppedagogic competence,
personal competence, ssocial competence, and professional competence.

2.6. Work satisfaction
Work satisfaction is the affectivity or emotional response towards various job aspects. This
definition shows us that work satisfactions is not a singular concept. On the contrary, someone
can be both relatively satisfied with some aspects of their job and dissatisfied with the other
aspects (Kreitner & Kinicki, 2005:271). In Koesmono (2005), Siegall (1998:337) said there are
two theories of work satisfaction, i.e.: equity theory and discrepancy theory. Luthans (1995) in
Sopiah (2008:170) stated the five main factors influencing work satisfaction are as follows: the
work itself, pay, ppromotion, ssupervision, and working group.
Performance is the result of works which has strong connection with organization’s
strategic aim, consumer satisfaction, and contribution to economy (Wibowo, 2011:7).
According to Armstrong (1998) in Wibowo (2011:100), the factors influencing performance is
as follows: individual factor, leadership factor, team factor, system factor, and situational
factor.
The research design used in this study is a causal research which aims to find whether
motivation and competence, with work satisfaction as the intervening variable, has influence
towards Faculty Economics Business (FEB) State Islamic University (SIU) Jakarta lecture
performance. The analysis units used are FEB SIU Jakarta lecturers, both permanent and
temporary lecture.
3.1 Research Scope
Sampling method. The sampling is done by using convenience sampling method which is
included in nonprobability sampling, means this sampling method does not provide same
opportunity to each element or population member to be chosen as sample. This method take
samples from unlimited elements able to provide the necessary information (Indriantoro and
Supomo, 2002:120).
Data collecting method. The data collected can be numbers, written explanation, verbal
information, and various facts related to this research focus (Riduwan, 2008:213). The method
used in this study to collect data is surveying, as the information is collected by using
questionnaire which is handed directly to respondents. The questions and statements in the
questionnaire is developed from various books and other researches.
Analysing method. The approach of this research is descriptive statistic. And these data
will do quality test. The quality of collected data is tested by as follows: validity test, reliability
test, hypothesis test. And for the formulation is done as follows: simultaneous significance test,
T-statistic test, and coefficient determinant.
Variables Operationalization. These primary data seperated by independent variables such
as compensation for X1, training for X2, motivation for X3, religiosity for X4, competence for
X5, works satisfaction for X6. And dependent variable is lecture performance. This research
primary data unit of analysis is taken from the lectures done in August-November 2015.
To reach the goal of this research, it uses quantitative-qualitative research approach
complimentarily. Quantitative – qualitative approach is used to achieve the general concept of

comprehension, perception, lecturer evaluation, pre-observation activity, in observation

activity, post-observation activity, students’ perceptions and responses towards lecturers’
teaching performance. Moreover, this approach is used to describe purposes and to define
lecturers’ skills in performing lectures, especially in applying constructive micro teaching from
peer review teaching evaluation.
There was a research about increase loyalty lecturers model through faculty job satisfaction
(Timbul Arifin, 2009). Lecture motivation affect positively and significantly related to loyality
of lecturers and professors satisfaction faculty satisfaction and significant positive effect on
loyalty lecturer.
3.2 Research Approach
This qualitative-quantitative approaches synergized research is carried by using analytic

descriptive method. This research describes the presence of variables which are examined
based on obtained information. Besides, this research defines the relationship between related
aspects as it can describe researched problem integrally.
The units of analysis of this research is focused on learning activity done by lecturers from
6 departments: (1) Economics, (2) Management, (3) Accounting, (4) Islamic Economics, (5)
Islamic Banking, (6) Master of Islamic Banking. This research takes place on Faculty of
Economic and Business (FEB), State Islamic University (SIU) Syarif Hidayatullah Jakarta, and
have been held for 4 months, from August to November 2015.
The variables examined in this research are as follows: Peer review teaching for lectures
in pra observation, on the spot observation, and post observation to do self evaluation of
program accrediation in conjunction with double degree program. Students perception or
responses towards lecturers teaching process. Indicators relates with review teaching including
factors that influence lecturers skills and evaluation.
Documentary primary data is formed to be questionnaire for lectures that filled by lectures
of permanent and contract lectures, questionnaire for lectures that filled by reviewer from
inside university and other reputable university, and questionnaire for lectures that filled by
students. Secondary data from previouly data such as LAKIP (faculty reports) 2013/2014,
lectures evaluation scores, syllaby and course program (SAP) from 5 departments.
The respondent population of lecturers consists of 64 lecturers as either permanent
lecturers of (civil servants) PNS and contract. This research used purposive sampling to take
85% (40 lecturers) as samples from 5 departments in Faculty Economics Business at State
Islamic University Syarif Hidayatullah Jakarta. From 40 lectures, 23 lectures are men and 17
lectures are women. And the range of ages are from 25 years old until 59 years old.
Research methods is a method used by researchers in collecting their data. Every method
used in researches has their advantages and weaknesses. Therefore, many researches use more
than one method in order to make up each of those advantages and weaknesses. This research
uses questionnaires, interviews, and observations, and collecting data.
To obtain data, this research uses data collecting technique as follows: Analytical study
with any literatures related to the research, to obtain concepts and theories. Documentary study,
by investigating written documents to obtain Faculty of Economics and Business lecturers and
students from 5th and 7th semester by proportional ratio. Interviews, by conducting interviews
along with peer reviewers from inside university and other reputable university to lecturers to

obtain data about teaching process and lecture profiles. Focus Group Discussion with selected
lecturers to obtain objective views about lecturers teaching processes based on peer review
teaching. Questionnaire, the list of questionnaire uses closed answers; for every item is given
alternative choices to be chosen based on respondents viewpoints and also short essay. The
questionnaires is used towards students to obtain data about teaching process, and is used
towards lecturers to obtain data about their understanding in the basics of teaching process.
After compiling data, the next step is to describe, analyze, and interpret it to find a
conclusion. Processing data is done towards two kinds of data, as follows: Qualitative data, by
describing data into a more understood terms by appropriate readers. Quantitative data, by:
Editing step, by checking questionnaires returned by respondents. Tabulating step, by
transferring the answers to a table form. Percentage step, by calculating the means by using
formulas. Processing data from percentage step. Analyzing, interpreting, and concluding step.
Research Stages. This research has performance stages as follows: Pre-scope stage,
covering activities such as arranging research plan, managing permits, measuring field
circumstances, choosing and utilizing informants, preparing research equipment. Then
continue with scope work stage, covering activities as follows: understanding research
background and self preparation, entering scope and playing an active role in gathering data,
observing peer review teaching, and doing comparative study about double degree program
with partner overseas universities such as Graz University, Austria for economics major,
FHWS, Wurzburg, Germany for management major, and Rhein Waal University, Kleve,
Germany for accounting major (Mochamad Aziz, 2015). After these study visit, all data will
be processing in data stage, and last analyzing and interpreting stage.
This research used Hahslm approach that relating with religiosity perspective. Hahslm
means guidance for straight technique to get more concern for non linier approach. The word
of Hahslm consist of 3 main letters s,l,m. And these 3 letters are root of word Islam where
Islam had been formed as a system. In a system there are 5 elements. Life also has 5 elements:
1 element of time, and 4 element of space. The five fundamental elements ini Hahslm concept
of life are road, straight. human, god, and worship. This equation H=ah(slm) derived from the
Quran, QS. A-Hijr: [15]:87, Hahslm stands for Huda (H), alif (a), ha (h), sin (s), lam (l), and
mim (m). It describes about non linier thought together with linier method. Hahslm
methodology leaves non linier approach that relate to mim (m) as worship element. There are
3 factors in the study: internal factor, external factors and religiosity factor. For internal and
external factors, researcher put these both factors as linier factor. All primary data will be
proceed into regression model, together with religiosity variable. But for discussion and
conclusion, there is assumption that all six independent variables will be seperated by two
platform, compensation, competence, training, motivation, and work satisfaction as linier data.
And another side, independent variable of religiosity variable put as non linier data.
4. Analysis
This study has been done at State Islamic University (SIU) Starif Hidayatullah in Ciputat,
Tangerang, Indonesia. The research focuses in Faculty Economics Business (FEB) that has 53
permanent lecturers and 20 contract permanent lecturers, and total is 73 permanent lecturers
per year 2014. And this research focus on 40 lectures from 73 available lectures.

4.1 General Research Object
This State Islamic University (SIU) has 11 faculties and 1 graduate school including Faculty
Economics Business that located on Juanda Street No 95, Ciputat, Tangerang, Banten,
Indonesia. In this faculty has 5 departments such as Department of Accounting has 535 regular
students and 44 student in international class, Department of Management has 616 regular
students and 53 students ini international class, Department of Economics has 338 regular
students, Department of Islamic Economics has 181 students, Department of Islamic Banking
has 210 regular students, and graduate class for Master of Islamic Banking has 18 students.
And total of the active students are 2045 students.
Faculty has 73 permanent lectures that can be devided into 2 groups, permanent lecture
from civil servant and permanent lecture from non civil servant as contract lecture. And also
for sex status, lectures seperated by lecture man about 40 persons, and lecture woman about 33
persons. Same with above department. Every department has lectures that responsible more in
the study program. For Accoundting Department there are 18 pectures, for management
Department has 23 lectures. In the study program of management, the lectures are the highest.
In Economics Department there are 13 lectures that responsible for this study program. There
8 persons in Islamic Economics Department that stand by for development in this department.
And also Islamic Banking Department has 8 persons, while Islamic Banking Department has
7 persons. The last department is Magister Islamic Bank has lower responsible lecture because
it has only 4 lectures. Latest education of the lecturers are most of the lecturers at Faculty
Economics Business (FEB) possess Master degree education (72%), while only few numbers
of them attain Professor level (4%). The sample also provides the similar composition with
71.43% of Master degree lecturers and 28.57% of Doctoral degree, with no Professor
participant. The composition of lecturers are not an ideal condition due to the dominant number
of Master degree lecturers. The best condition of lecturer education is the higher number of
Professors, and the lower number of Masters.
The proxy of working experience at SIU Jakarta is based on the year entered SIU exists in
Employee ID Number (Nomor Induk Pegawai/NIP) that only being possessed by the civil-
servant lecturers. Therefore, it contains limitation since the Employee ID Number (NIP) could
not show the teaching experience of the lecturers. This is because some lecturers came from
different backgrounds: one is purely academician, and another is administrator who eventually
became lecturer. For purely academician, often times the teaching experience was started even
before he/she became civil-servant lecturers in SIU Jakarta. As an opposite, there are some
administrators who eventually became lecturer in order to have longer years of service. Most
of the lecturer’s hierarchy is at the level of III C (Lector) (44.83%), while the level of III B is
considerably higher (25.86%) compared to III A and III D (12.07%). The lecturer’s hierarchy
is closely related to education level and number of scientific works that the lecturer produces.
The higher hierarchy of lecturer means that he/she has the higher education level and produce
more scientific works such as journals or books.
The total of questionnaire sent to lecturers in Faculty Economics Business (FEB) at State
Islamic University (SIU) Jakarta were 47 copies. The total of questionnaire returned are 41
copies, thus the rate of return is 87%. After being reviewed, 1 copies is found not being able
to be processed due to incomplete filling, thus the qualified questionnaires are 40 copies, or
85% of total questionnaires.

4.2 Analyze Data
All data used in this analysis is primer data obtained by using questionnaires. The analysing
method used in hypothesis testing is multiple linear regression analysis. For quality testing
upon primer data, researcher uses validity test and reliability test. At the same time, data is
processed electronically by using SPSS 20. The analyzed model are influence model variable
of compensation (X1), training (X2), motivation (X3), religiosity (X4), competence (X5), and
work satisfaction (X6) towards lecturers performance (Y). Hypothesis is tested statistically by
using , f-test for simultaneous influence testing, t-test for partial influence testing and R2-test
for coefficient determinant testing.
In some previous research showed that Effect of Conformity, Competence, motivation and
work towards employee performance has influence significantly towards employee
performance (Hartanti, 2005).
4.3 Classical Assumption Test
Normality Test. In Kolmogorof-Smirnov value shows KS value on Asymp value Sig (2

tailed) was 0.899, which is greater than 0.05 it can be concluded from the results of calculation
in data normality test is normal distribution.
Table 1: Distribution Test
Unstandardized
Residual
N 40
Asymp. Sig .899
(2-tailed)
Normality Probability Plot Normal PP Plot can be said to be normally distributed,
because the dots spread, at about a diagonal line.
Heterokedasticity Test. Dissemination of data is above below zero. And the data does not
form a specific pattern, so that it can be concluded that in the absence of symptoms
heterokedasticity.
4.4 Hypothesis Test
The equation of the result multiple regression is: Y=1,762+0,142X1-0.073X2+1,243X3-

0,056X4-0,091X5+0,252X6+e
T-test (partial test). The partial test is used to find the impact of each independent variables
towards dependent variables. Three variables have significant influence towards dependent
variable.
Table 2: T Test
Unstandardized Standardized
Model Coefficient Coeffient t Sig
B Std Error Beta
1 Const 1.762 1.581 1.114 .273
X1 .142 .089 .086 1.597 .120
X2 -.073 .074 -.031 -.985 .332
X3 1.243 .096 .849 12.891 .000

X4 -.056 .022 -.044 -2.592 .014
X5 -.091 .096 -.043 -.943 .352
X6 .252 .091 .146 2.786 .008
F-test (simultaneous test). Simultaneous test is used to find if there is impact of all
independent variables towards dependent variable. Based on the result of simultaneous impact
test, Fcount > Ftable (7.188 > 2.74) with significance value 0.003. that means the compensation,
training, motivation, religiosity, competence, and work satisfaction variables simultaneously
influence lecturers’ performance.
Table 3: F Test
Model Sum of Df Mean F Sig
Squares Square
1 Regression 1843.002 6 307.167 756.557 .000b
Residual 13.399 33 .406
Total 1856.400 39
R2-test (coefficient determinant test). Coefficient determinant (R2) is used to find how far
the ability of the model is to explain variations in the dependent variable. Adjusted R2 as the
influence of independent variables towards dependent variable is 0.991 or 99.1%, so the rest
0.09% of dependent variable is influenced by variables outside research.
Table 4: Coefficient Determinant
Table 2: Coeffient R R Adjusted Std. Eror
DeterminantModel Square R Square of the
Estimate
1 .996a .993 .991 .637
5. Closing
5.1. Conclusion
Based on the analyzes, this research’s conclusions are as follows: all factors of internal, external
and religiosity in variable of compensation, training, motivation, religiosity, competence, and
work satisfactionn simultaneously inluence towards lecturers performance. Some variables
such as motivation, religiosity, and work satisfaction have significantly positive influence
toward lecture performance. The value of three variables in descending value as partially
influence toward lecture performance are 1,243 for competency, -0,056 for religiosity, and
0,252 dor work satisfaction. Model’s determinant coefficient shows 0,991 to draw the relation
from all independent variables to dependent variable. In the daily activity, lecturers in State
Islamic University prefers to do more worship that triggered by the circumstances, so the most
weight among 3 variables is religiosity.
5.2. Recommendation
Lecturers in State Islamic University need more appreciation with not only salary but also other
aspect relatively to money. And in big picture, recruitment system should be worked by

competencies of the lecturer. And lecturers also need update regarding new approach for
education from training.
Future studies are expected to increase the number of research samples and expand the
sample areas, so that research results can be obtained with a higher level of generalization.
5.3. Implication
With the growth in self-motivation it would appear seed faculty job satisfaction, job
satisfaction, which means pleasure to jobs, further improve the performance of lecturers.
Religiosity has an influence on the performance of the lecturer. Religiosity means faith and
worship within an employee. Employee has the faith to god and based on worship for every
single task given organization will foster a sense that will have an impact on performance
improvement.
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EDUCATIONAL LOAN REPAYMENT: THE IMPLICATIONS ON

INDIVIDUAL DECISIONS
Anjali Dewi Krishnan
Faculty of Economics and Administration
University of Malaya
ranjana_star@yahoo.com.my
Muhammad Asri Bin Mohd Ali

Faculty of Economics and Administration
University of Malaya
muhasri@um.edu.my
ABSTRACT
On average, RM5 billion required each year to support continuously new and existing educational loan
borrowers. Continuous effort was taken in order to keep the repayment high so that educational loans
can continuously been given to needy students to help them pursue their higher education. Repayments
of educational loan from those who had graduated are very important to ensure the next generation of
students to be benefit from the fund. The collection of repayment has possible spillover effects on other
life circumstances of an individual such as occupational, health, marriage, home/assets ownership and
so on. The objective of this study is to explore the constrained decisions taken by employed graduates
in Malaysia who had made the repayment timely. The study also reviews the previous researches to
identify the constrained individual decisions due to student loan repayment. Both literature and
methodological aspects related measurement was studied. This review may raise novel questions for
further research related to student loan debt and the ongoing implications on repaying borrowers.
Field of Research: Educational loan, loan repayment and loan default
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
Loans are cash been lend to a borrower temporarily based on an agreement whereas the cash has to be
returned with the interest rate charged with reference to the agreed terms and conditions. The loan been
borrowed from commercial banks usually used for personal reasons. An educational loan (EL) is
referred to a loan offered to students to support their educational expenses such as tuition fees,
accommodation, books and so forth. This loan is usually given to students who need financial assistance
to fund their higher education (HE).
Same as commercial loans, EL are also need to be paid back upon completion of their education. ELs
are revolving fund in which the fund needs to be continuously available without any fiscal year
limitation. For that, the EL borrowers need to make the repayment upon the end of the grace period so
that the respective organization can replenish the repaid money to fund the future needy borrowers. The
number of students who are expecting for EL has increased (Han, Kang & Jun, 2015).
National Higher Education Fund Corporation or merely known as PTPTN is mandated to fund the
students enrolled in HE since 1st July 1997. It is a semi-autonomous organization under the authority of
the MOHE and guided by the National Higher Education Fund Act (Act 566) (Ismail & Serguieva,
2008). As of May 2015, RM2.5 million of loan application been approved and RM56.4 billion had spent

to fund HE. Around RM8 billion had been collected from the loan repayment. The Chairman, Datuk
Shamsul Anuar Nasarah said in a press meet that PTPTN in need of RM25 billion by 2020 to fund the
students’ HE cost (25th May 2015, Harian Metro).
However, PTPTN ran out of fund since 2003 due to lack of repayment. They had borrowed RM2 billion
from the Employees’ Provident Fund (EPF) under the Ministry of Finance, as a substitute resource in
2003 and 2004. EPF refused to borrow RM2 billion again in 2005 (Bakar et al., 2006). This had imposed
a pressure on PTPTN to recover the EL at any cost. PTPTN had strategize their loan recovery through
issuing summonses, sending legal notices, decreasing service cost from 3 per cent to 1 per cent,
imposing travel ban, auto-deduction from salary and so on (InfoPTPTN). Again the loan repayment
was not satisfactory. Thus, PTPTN had taken much serious steps to recover the EL. In June 2016,
PTPTN declared that they going to list the PTPTN loan defaulters name under Credit Reference
Information System (CCRIS). Out of 2.5 million defaulters, 1.3 million defaulters been listed under
CCRIS. This has gradually improved the EL repayment (Kosmo, 22nd Aug 2016). If a person’s name
listed under CCRIS, they cannot get housing or a car loan. Hypothetically, the EL borrowers have to
make the repayment accordingly in order to avoid future problems. The question arises here is, what
are the implications of EL repayment unto the borrowers’ decisions related to life transitions?
2. Problem Statement
The very first protest against PTPTN held in May 2012. Thereupon, a debate been organized between
Mohd Rafizi Ramli from opponent party and Khairy Jamaluddin representing the ruling party. In that
debate Mohd Rafizi Ramli had affirmed that the national and global economy are growing but not the
income of people. He quoted Paul Krugmen who is a professional economist from New York,
“We have to look at generation of graduates who tied up or burdened

with their EL debt. This will affect the economy of the nation as this
might constrain the economic and purchasing power of the graduates
which will retard the economic growth in long run”
It is an undeniable fact that EL has possible spillover effects on other life circumstances of an individual.
This is because the economic and purchasing power of the graduates constrained as they start their EL
repayment. Boston Globe (1987) as cited by Honan (1990) had stated that EL is ‘burdensome’ and
‘unmanageable’. In the case of America, the EL was introduced much earlier than Malaysia. The Perkin
Loans was first given in 1965, followed by other forms of EL subsequently. In Malaysia the EL was
first introduced in 1997. Thus, the history might be repeated here as well.
The theory of consumer behavior argues that consumers allocate their limited income for available
goods and services so that they can maximize their utility. It is also believed that income of one should
be divided into three, which are spending, savings and investment. However, the EL borrowers are
greatly in dilemma as they graduating with EL debt and an ongoing liability even before they secure a
job for survival. This leads towards loss of ability and eligibility to do well economically. In addition,
the fresh graduates cannot demand high pay until they establish themselves. The total income of one
after deducting basic living cost is even smaller. From the residual income, EL borrowers have to
manage their liabilities and consumption. This phenomenon increases the household indebtedness
which may slowdown the economic activity gradually. There is a relationship between household debt
and future household spending (Getter, 2003). Thus, the graduates forced to make adjustments into their
consumption and life style which impacts them eventually as time flies. These adjustments might
significantly associate with individual decisions related to life transitions. However, there are no
empirical evidences to support this in Malaysian context.
3. Implication on Individual Decisions

Constraint Income and Spending

Getter (2003) had contended that there is a relationship between household debt and consumption. He
added that house hold debt constraints the future spending of the households as well. The findings ps
Pew Social and Demographical research by Fry (2012) revealed that EL repayment as a rising
installment debt among most household. Innescu & Simpson (2016) added that the EL borrowers are
also much constraint financially as they have to deal with unexpected additional costs such as wage
garnishment, attorney fees, withholding of tax refund and some other similar issues. Heavy debt burden
is placed in the shoulders of the EL borrowers the soon they start their EL repayment (Nguyen, 2012).
Initially, mortgage loans, credit cards and auto loans were the main causes of highest household debt
(Dynarski, 2015), EL debt is slowly rising as a factor results in household debt (Fry, 2012).
It is undeniable fact that consumption and spending pattern of an EL borrower change upon graduation
(Gicheva, 2016). This is due to the situation where a large proportion of the borrower’s salary is used
to pay the loan repayment; the borrowers are left with a small amount of disposable income. This
impacts the borrowers’ consumption negatively. The borrowers are condemned to control his/her
additional consumption, even if it is prominent (Li, 2013). She added that the borrowers with EL debt
also face loss in income and investment such as stock market. The situation can go worst as in the future
if the borrows tight with other financial constraints as their access to credit market is limited (ibid).
Looking into American scenario, the wages and social security benefits payment of students with debt
will be garnished. They are also will be considered as not eligible for any further financial aid in relation
with deferment, damaged credit history, and to an extent they might be prohibited from joining the
Army Force (FinAid, 2012) as cited by (Webber & Rodger, 2014).
Assets Possessions
Assets possession is an important indicator that reflects socio-economic status of a person. This includes
the behavior of one in regard to savings, investments, ability to obtain credit, and assets possessions.
There were no direct relationship been found between EL debt and homeownership and other
responsibilities that related with adulthood (Chiteji, 2007) as cited by (Rothstein & Rouse, 2010).
However, there is an indirect relationship.
Occupational choice
The students who take-up EL are graduating with EL debt. Thus, when they look for a job, they choose
to have jobs that give them high salary. They are willing to tolerate with lower levels job related
facilities (Rothstein & Rouse, 2010). Li (2013) has different opinion as she stated that the students may
choose to have lower paying career to reduce the probability of EL debt
Marital choice
There were no direct relationship been found between EL debt and marriage decision and
homeownership and other responsibilities that related with adulthood (Chiteji, 2007) as cited by
(Rothstein & Rouse, 2010).
However, there is an indirect relationship particularly with marriage decision and EL debt. Gicheva
(2016) had added that there are certain amount wealth accumulation is required prior to starting a family.
The more the EL debt is, the low the chances for the borrowers to accumulate that buffer amount.
Moreover, marriage require large amount of money which can drag the borrowers into severe debt
burden or he/she ineligible to borrow more. In fact, the more the students left with debt burden the high
the risk is for them to cram down (Li, 2013). Cram down referring to the situation of bankruptcy, or
similar situation, the debt will be re-organized.
Political participation and activism

A research conducted by Ozymy (2012) entitled “The Poverty of Participation: Self-interest, Student
Loans and Student Activism” had revealed an unexpected dimension of EL. He stated that EL borrowers
from lower-income brackets much likely to participate in politics due the concern they have on EL
compared to those from upper-income brackets. He added that the burden that one has to get through in
order to repayment EL, drop in income due to loan repayment, and drive the borrowers from lower-
income brackets to participate in politics.
The researcher has a special concern on this perspective as in Malaysia numerous times student activist
had come up ideology such as free education, demolishment of PTPTN as a loan, PTPTN as scholarship
and so on since 2012. Mohd Rafizi Ramli, who was the PKR stratregy director at that point of time,
participated in the debate on 22nd May 2012 against Dato Khairi Jamaluddin. The whole context of the
debate was about the applicability of ‘free education’. This debate was aranged immediately after a
students’ protest in Dataran Merdeka fighting for PTPTN demolishment and conversion into
scholarhsip.
Therefore, EL had indirectly led towards students’ political participation and activism. However, at this
point of time, this might be too early to discuss this factor.
4. Conceptual Framework
Topic covered Authors

Constraint Income and Spending 1, 2, 3, 7, 8, 9, 10, 11, 12,
Assets possessions 4, 12, 13, 14, 18, 19, 22,
Occupational choice 3,4, 12, 13, 14, 15, 16, 17
Marriage Decisions 2, 3, 12, 13, 14. 18, 19, 20, 21
1. Fry (2012); 2. Gicheva (2016); 3. Li (2013); 4. Rothstein & Rouse (2010); 5. Ozymy (2012); 6.
Shen (2010); 7. Getter (2003); 8. Samuel (2005); 9. Ionescu & Simpson (2016); 10. Nguyen (2012);
11. Webber & Rodger (2014); 12. Boston Globe (1987); 13. Honan (1990); 14. Henry (2001)
15. Houle (2015); 16.Draut & Silva (2004); 17. Kamenetz (2006); 18. Swarts (2008); 19.Shand
(2008); 20. Mason (2003); 21. Petty (2007); 22. Price (2016)
5. Methodology
Sample and Data Collection Method

Quantitative and qualitative approaches will be employed in this research. The major part of data
collection will be based on quantitative approach. This is because the research population includes the
EL borrowers who had started their repayment. The respondents should fulfill the eligibility criteria
which had been decided prior to data collection. The respondents must have started repaying their EL
from 2014 onwards. Thus, the implications of repaying the EL can be captured accordingly. The
researcher also had made a few assumptions prior to the data collections. It is assumed that all the
respondents are homogenous and the responses from the respondents are solemnly based on their EL
repaying experience and all the other factors are cateris paribus. As the data collection involve large
number of sample size, quantitative approach will be much suitable. Face-to-face interviews will be
carried in the preliminary stages of the research to explore further information, elaboration, and
clarification of responses (Creswell, 2002). It is very challenging to decide on the sample size as the
repaying EL borrowers are not concentrated geographically. Thus, the sample size was decided referring
to the general rule of thumb as stated by Garson (2009). He contended that data from at least 150 cases
is deemed comfortable, 300 considered as very good and 500 as excellent. Therefore, 300 respondents
were chosen to be a part of this research. Questionnaires will be distributed in order to achieve the
generalization (Saunders, et al., 2005). Non-probability snow-ball sampling techniques will be
employed. Initial pilot test will be carried to ascertain cronbach alpha, normality test, principal factor
analysis for collinearity. Based on the normality test, Anova and t-test will be used if the data distributed
normally, M-W test will be used if the data distributed not normally. Structural Equation Modeling
(SEM) will be employed to test the model design.
6. Conclusion
There are many researches had been conducted to explore the factors underlying behind EL
debt. And potential impacts of EL on repaying EL borrowers specifically focused into their
economic performance worldwide. However, the implications of EL debt particularly to those
who are repaying not been explored widely in Malaysia context. This is an essential and a
timely research in the present situation. Many adults are delaying their decisions related to their
life transitions such as marriage, homeownership, occupational choice and so forth. The extent
EL repayment contributes towards this phenomenon need to be studied in order to propose for
an affirmative action and policy.
Acknowledgement
This paper is submitted in the fulfilment of the requirements for the award of the degree of
Doctor of Philosophy
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ENGLISHIZATION: A DILEMMA FOR PUPILS IN CHINESE

SCHOOLS
Muhammad Safreen bin Shafie

SJK Chung Hua Buso, Bau, Sarawak, Malaysia
safreen.benyemin@gmail.com
ABSTRACT
The use of variety of speaking activities during English lesson has a great potential to promote speaking
skills in English as Second Language (ESL) classroom. This exploratory research sets out to explore
the provocative questions technique used to promote pupils’ speaking skill and to find out how
provocative question technique can promote speaking skill. Pupils’ and teachers’ perspectives on the
use of provocative question in speaking activity are gathered to seek the opinions on how provocative
questions help to promote pupils’ speaking skill. In this study, 8 Year Five pupils of a Chinese primary
school in Bau District were involved. The data were obtained through the quantitative and qualitative
from the pupils, teachers, and parents as well as the observations in classes during the learning
sessions. From the study, it was found that provocative questions were barely used by the teacher
before. The finding however indicates that the pupils have positive perceptions towards provocative
questions during speaking activities to promote speaking skill. The study concludes by providing some
recommendations that this study has pedagogical implications that are relevant to pupils as it
contributes to increase in pupils’ motivation, confidence and participation as shown from the pupils’
positive behaviour during the classroom observation. Hence, findings from this study provide a new
insight and knowledge in understanding how the use of provocative questions can promote confidence
and speaking skills to reduce anxiety and reluctance of pupils speaking in their English language.
Field of Research: Speaking Skill, Provocative Questions Techniques, Confidence Level
1.0 INTRODUCTION
By 2011, the entire nation was drastically transformed from old system to the new, fresh and
modern style of education that might suit the new-age demanding curriculum. The transformation was
not only about curriculum but also the methodology of teaching. For this new standard curriculum the
teacher was urging to use High Order Thinking skill (HOTS) while they teach. The Ministry of
Education is very keen on how the English subject had been taught and how to master the pupils in their
speaking skill as this language becoming more important nowadays even it is our second or third
language. The Chinese primary schools (SJK C), Tamil primary schools (SJK T) or any schools
throughout the country need to polish the language skill drastically. Not only that, from 2016, the
Malaysian Ministry of Education together with Cambridge University were on a phase where they
planned to implement the CEFR (Common English Framework of Reference) used by the majority of
English Speakers’ countries where it is a scale in order to determine English skills. All these efforts
done by the government and ministry just to make sure that the Malaysian’s children are able to use
English in their conversation. It is more crucial in a Chinese school where the inclination towards the
use of Mandarin is more obvious compared to English. Thus, this research was conducted in the Chinese
school in order to see how well the provocative technic can give an impact to the pupils’ speaking skill.
1.2 Purpose of the Research
The pupils in this Chinese school are not being able to talk in English whether with their teacher
or their friends. Some of the pupils are even cannot understand a very simple basic conversation and
not be able to give a reply or response when the teacher speaks in English with them. The pupils are
also too afraid and have no confidence to use English even in a simple conversation. They are afraid of
making mistakes and speak with many grammatical errors. A part from that, majority of the teachers in
Chinese school in this district teach their pupils to memorize essays and grammar rules in order to score
marks. This ‘instant’ technique or a ‘shortcut’ way is not a good way to teach our pupils because we
teachers are depriving the pupils to be creative and express themselves through words. During the
lesson, the classroom language used while teaching the English lesson is mandarin. The teachers try to
avoid using English whilst teaching it for the ‘sake’ of their pupils where the teacher are afraid that the
pupils will not understand the lesson. Therefore, the easiest way to make the pupils understand is by
using direct translation.
1.3 Research Questions
There are two research questions that need to be tested and answered regarding the problem statement
mentioned before. The research questions are;
1.2.1 What are the effects of using provocative questions in speaking activities during
English lesson?
1.2.2 What are the relationships between the uses of provocative questions with pupil’s
confidence level?
2.0 LITERATURE REVIEW
In order to get a clear reviews on the previous research regarding the topic which is provocative
questions through activities in encouraging the pupils to speak English, the literature review is divided
into four major themes; Provocative Question Technic, Conversation / Communication in the
classroom, Speaking skill activities, and Confidence level.
2.1 Provocative Question Technic
Andrew Sobel (2006) described that there are nineteen ways to promote conversation
techniques and one of them is by using provocative question. According to Jill Konrath (2005), a
provocative question can force someone to look beyond the obvious, to analyze, assess and make
decisions. Debbie Penn (2009) however came out with eleven provocative questions in order to spark a
conversation and inquiry. Bain (2004) provides examples of the usage of provocative questions by
asking with ‘Why’, ‘how’ and ‘what’. According to Bernard Bull (2014), described that there are fifteen
provocative questions using ‘What ifs’ to challenge our thinking about teaching and learning. He also
added that the fifteen provocative questions stated by him are not intended to be taken literally as
suggested but it can be changed due to fit the possibilities and situations.
2.2 Conversation / Communication
The closest findings regarding the topic research here which is teaching the students on how to
have a conversation and it is related to the teaching field is by Mendler (2013) where he was struck by
the presence of the rules that were posted in one of the high schools he visited where the poster said
that each person must have a conversation and contribute to a discussion in the lesson. As for the sake
of the student’s ability in conversation he thinks that every school should promote the same techniques
in order to encouraging students to speak English especially in the ESL classroom. Researcher from
English Tadris Department of STAIN in Kerinci, Indonesia, Heri Mudra (2016) reported that one of the
effectiveness teaching strategy in order to develop speaking skill among students by using task-based
language teaching. It is the extension due to the problem faced where the students cannot speak English
well during the lesson and makes the teaching and learning process become more monotonous due to
the lack of method or just a single method use by teacher while teaching. This research is the extended
from the study by Bailey and Savage (1993) where they describe that speaking as a basic skill of
communication. The improvisation of this research is influenced by Ellis (2003) and Nunan (2004) in
order to solve the problem regarding the use of Task-Based Language Teaching. On the other hand,
Richard & Rodgers (1986) declare that the communicative approach in language teaching starts from a
theory of languages as communication. The aim of this approach is to communicate and interact through
the language. Hughes & Large (1993) found that a number of students have a level of oral
communication considerably discrepant from their written communication and argue that, if both
written and oral forms of communication are required of students by employers, both should be
developed.
2.3 Speaking Skill
The urging for speaking skills and everything related to it such as fluency, speaking activities,
methodology, technics and everything are highly discuss especially in order to implemented it at the
English as Second Language country all over the world. Morozova (2010) mentioned that Russia had
no exception in order to face the problem of poor speaking ability and it is a crucial one. In her country
alone, they are several researchers of the field as Zimnaya, Shcukin, Rogova, Galskova N.D Passov E.I,
Gez N.I and others are highlight the necessity of integration of communicative and personal –
pragmatist approach and offer to connect aspects of primary and elementary level teaching with
personal psychological characteristics of students. Nourin Arshad (2013) described that in order to
develop speaking skills among students, it is necessary and usually done in a pair or group. This
statement is reliable as this research is focusing on speaking skill through activity where during the
activity step in the lesson, it is always be in a group or in pair. Julius Kuhl (1994) however introduced
the theory of action control as an expansion of the conceptual framework for the study of Willingness
to Communicate (WTC). In his research he proposed three major concepts which are preoccupation,
volatility, and hesitation, which from part of the base from which ‘Willingness to Communicate’ in the
second language is built. Adding to this, being willing to communicate is part of becoming fluent in a
second language. According to Dörnyei (2005) the other factors dealing with willingness to
communicate can be divided into two parts which are individual differences in the linguistic and non-
linguistic outcomes of language, such as motivation, aptitude, language learning strategies, language

anxiety and many more. Later on Gardner (2009) added that these two parts are the key focus of second
language research for over fifty years. According to Zaremba (2006), and Zhang (2009) claimed that
out of four macro English skills, speaking seems to be the most important skill required for
communication. Zhang (2009) added by saying that the English as Second Language students or any
other foreign language students usually have limited opportunities to speak English outside of the
classroom. Not only that, the limited exposure to English speakers itself can affect this result. Therefore,
the teachers need to provide more situations and activities for the students in order to strengthen their
speaking competence. Mohd Hilmi Hamzah and Lu Yii Ting (2010) where their findings were
resembled the idea of Hammer (1987) who stressed that group work is an attractive idea to increase the
amount of talking time in English together.
2.4 Confidence Level
Albert Bandura (1977) said that self-confidence is considered one of the most influential
motivators and regulators of behavior in people’s everyday lives. The closest research is by Huang
Jinyan, a MA student at Brigham Young University, Utah, United States of America which wrote a
research paper in order to seek for information regarding the confident level among Chinese students
who studied in American university. The ability of reading and grammar are the strongest area for the
Chinese students and they manage to get high scores in TOEFL test. Unfortunately, the Chinese students
reported to have difficulties in their listening and speaking skill where these two are the main weakness
for the Chinese student who happened to be in ESL classroom and studied English spoken country. This
problem soon become a major challenge for them in order to communicate, listening to the lectures,
taking notes, giving presentation, and also writing their assignments. This research was suggested from
the previous findings by Zhongs, (1996), where he claimed that the lack of English language proficiency
has become the major problem in the Chinese students’ studies. Chinese students are having a great
difficulty in their academic year while study in American university due to their inadequate English
proficiency. Huang, (2004). Form his findings, there are 92.3% of the Chinese students are not able to
understand and have a problem about of the lectures they entered and only 7.7% of the Chinese students
reported to be able to fully understand their lectures. From the findings it is clearly that the majority of
the Chinese students who studied in American universities having a listening and speaking problem and
also they have an issue regarding their confidence to use and understand English. As study by Candice
Shoemaker (2011) shows that student’s confidence correlated with academic performance. Based on
her research on the student’s academic performance, the change in confidence is an indication of student
learning. In order to measure the confidence level among student, Paul Sander and Lalage Sanders
(2002) seeks to determine the extent to which differences in student’s expectations of higher education
could be explained by differing levels of confidence. Both of them construct and came out with an
Academic Confidence Scale where it can be used for a survey in order to explore the differences in
confidence level. The Academic Confidence Scale also related to the self-efficacy where it can also be
seen as the confidence the people have in their abilities to do things that they try to do, Pajares (2000).
To conclude this matter, self-efficacy research has helped to tease out the contributors that ability and
self-confidence in one’s ability males to academic success and in their careers beyond educations,
Crozier (1997).

3.0 RESEARCH METHODS
3.1 Research Instruments
This study utilised a mixed-method approach using three instruments in order to collect the data. For
qualitative data, the observation method was used in three ways which were participant observation,
observing by video recording and field notes. All of these observations were done in the classroom
while the teacher is teaching the English lesson. The interviews were done by using three types of
interviews which was personal interview with a selected of five teachers and two pupils, telephone
interviewed for two of the parents which was done by calling them and discuss regarding the issues and
focused group interviews. Lastly, in order to get a quantitative data, the survey technique was done by
giving the pupils two sets of questionnaire before and after the use of provocative techniques while
learning English lesson in class. All of these data collected then will be analysed.
3.2 Participants
The participants of this research are all Year Five pupils studied at the Chinese Primary School located
in small village in Bau, Sarawak. The total number of the pupils for the whole class in Year Five is only
eight people age eleven years old. They all come from a lower socio-economic Chinese family and
speak Mandarin at school and use their mother-tongue dialect (Hakka) at home. As the limited use of
English language, they are all speaking poor English and have no confidence to engage in a simple
English conversation.
4.0 FINDINGS
Based on the observations, during the early stage of the research while the teacher was doing
the observation where it took place in the classroom while the pupils were having their English lesson
and doing the activities, the teacher found that all the pupils were really excited to do the activity showed
by the gesture where they were clapping their hands, smiling to each other and some were just loudly
say ‘yay’. However they just silently move to the front of the classroom or sometimes they just shake
their head in order to show their understanding regarding the directions of the activity given by the
teacher without saying a word. The boys sometimes were talking in Chinese while doing the activity
and for the boy and girl who might understand better than others try to explain the activity to their
friends. Although they were very excited and keen to do the activity such as drawing a poster, discuss
the topic (according to the theme provided in their text book) and even play a language games, they
seems like less motivated and something holding them back from interact into the activity and it was
obvious the speaking skill. The teacher stated early in the English class that they cannot speak in
Chinese and only English is allowed no matter they know English or not. Therefore the pupils seem to
act just like a robot where they all move around and laugh but no words coming from their mouth. It
was also so hard to persuade them to talk especially the three girls and one boy where they cannot even
talk a simple conversation in English. They just stand there waiting for the guided and help from the
teacher in order to talk. After three and a half weeks, which makes the interaction during the English
class were almost twenty periods or approximately more than 10 hours of interactions, there was slightly
a change in the behaviour of the pupils and their confident to talk in English. During the activity, while
the pupil was presenting their work including explaining their posters, thoughts, topic and everything,

the teacher and other pupils in the classroom will provoke the presenter using a very simple provocative
questions such as ‘What do you think..?, How is that helping to…? Why you want to do that..? Why you
said so…? How do you want to do…’, ‘What if you are at the..’, ‘Why you choose to ..’, ‘If you were..’,
‘How would you..’ and other questions using how, why and what according to the topic or activity at
that time which the teacher think suitable to ask for in order to provoke them to speak English and most
importantly to let them think wider and broader. It was also makes them enrich their vocabularies
because the pupils will learn a new word in each activity and not just from their syllabus only.
From the interview, the feedback received from every angle, the teachers, the parents and the
pupils are positive. From the teacher’s point of view, they really glad that this technique are able to help
to solve the dilemma faced in the Chinese school where the pupils are cannot or struggling to speak
English. However, after the speaking activity was done using provocative questions either from teacher
to pupils or pupils provoking their friends, it seems like the pupils be able to speak English better than
before and some of them almost fluently when they talk in English. Their confident levels are also rising
up where they manage to come to the front of the class and tell or share their thoughts regarding the
topic given to their friends. This phenomenon is something to be proud of because in other subject that
been taught in this school also facing the same problem where the pupils are too afraid to stand in front
of the class and talk or explain something. Therefore, all of the teachers that had been interviewed
agreed that using provocative questions during speaking activities are able to help the pupils to build
their confident and also manage to train them to speak fluently in English.
From the parent’s side, they are all felt relieved when they know and found out that their
children are able to speak in English. As for them, having children that are able to speak in English is
such good news to receive because they also cannot communicate in English and neither do their other
children. For the pupil’s view, everybody agree that they enjoyed learning English. Unlike before, they
were very stressed where the lesson always focused on the test and examination only. Therefore, a lot
of things they need to memorized. At first they also feel not comfortable by the way the teacher keeps
asking them (provoking them using provocative questions) because they are struggling to think for the
answer. However it slightly changed after a while and they found out that it such an enjoyable activity
to do because everybody actually helping each other and they admit that now they are afraid no more
and most importantly they be able to think with more creative and always think about the consequences
on whatever they did during the speaking activity in the class before say it out loud during the
presentation in order to prepare themselves with the provocative questions asked by the teacher or their
friends.
The survey shows an increasing data for both speaking skill achievement and confident level.
Therefore it is divided into two parts which are the survey for teachers and for pupils. For the teacher’s
survey, the findings for the style of teaching show that about 57% of the teachers who teach English in
Chinese school in this district prefer to let their pupils to memorize the sentences or essay in order to
get an A score or at least a good marks where their pupils are be able to write down the answer during
the test or examination. About 43% of the English teachers in Chinese school were used to teach their
pupils to write the answers without encouraging them to memorize it even though they will not get an
A score. From the pupils’ view, the survey reported that 100% of the pupils are more comfortable or at
ease with writing their own answers rather than memorizing the text or passage given by the teacher.
From this finding we can see that between the teacher and the pupils, their learning’s objective are
different where for the teacher their aim is to pass the examination and get good results while for pupils
they just want to learn to answer all by themselves without memorizing. The second part for this survey
which focused on the pupils is divided into two main sections. The first section (Section A) is about
speaking skill and the other section (Section B) is about confidence level. The findings are taken from
the questionnaire given to the pupils from two different times. The first one was before the pupils learn
using provocative questions and the second time was after they learn using the provocative question
which is three month later. Table 1 and 3 below shows the findings for Section A and B before the
pupils learn using the provocative question while Table 2 and 4 shows the findings for Section A and
B after the pupils learn using the provocative question;
NO. ITEM NOT NOT AVERAGE CONFIDENT VERY

CONFIDENT REALY CONFIDENT
AT ALL
1. Respond to 25% 62.5% 125% - -

questions.
2. Give 50% 50% - - -

presentations.
3. Engage in 62.5% 25% 12.5% - -

conversations.
4. Ask questions for 12.5% 37.5% 50% - -

understanding.
5. Ask questions for 25% 75% - - -

clarifications.
6. Speak with 12.5% 62.5% 25% - -

friends and
teachers.
7. Speak with 87.5% 12.5% - - -

people outside of
school.
(Above) Table 1: Data reported for speaking skill section before using provocative questions
NO. ITEM NOT NOT AVERAGE CONFIDENT VERY

CONFIDENT REALY CONFIDENT
AT ALL
1. Respond to - - - 50% 50%

questions.

2. Give - - - - 100%
presentations.
3. Engage in - - - 37.5% 62.5%

conversations.
4. Ask questions for - - - 25% 75%

understanding.
5. Ask questions for - - - 12.5% 87.5%

clarifications.
6. Speak with - - - 12.5% 87.5%

friends and
teachers.
7. Speak with - - - 87.5% 12.5%

people outside of
school.
(Above) Table 2: Data reported for speaking skill section after using provocative questions.
(Below) Table 3: Data reported for confidence level section before using provocative questions.
NO ITEM NOT NOT AVERAGE CONFIDENT VERY

. CONFIDENT REALY CONFIDENT
AT ALL
1. Study 12.5% 62.5% 25% - -

independently at
home.
2. Study 12.5% 62.5% 25% - -

independently in
English activity.
3. Produce best - 75% 25% - -

presentation work.
4. Show achievement 12.5% 37.5% 50% - -

in test.
5. Work in small - 12.5% 87.5% - -

group.

6. Remain motivated 25% 62.5% 12.5% - -

to speak English.
7. Excited to learn 12.5% 62.5% 25% - -

English.
(Below) Table 4: Data reported for confidence level section after using provocative questions.
NO ITEM NOT NOT AVERAGE CONFIDENT VERY

. CONFIDENT REALY CONFIDENT
AT ALL
1. Study - - - - 100%
independently at
home.
2. Study - - - - 100%
independently in
English activity.
3. Produce best - - - 37.5% 62.5%

presentation work.
4. Show achievement - - - 37.5% 62.5%

in test.
5. Work in small - - - - 100%

group.
6. Remain motivated - - - 25% 75%

to speak English.
7. Excited to learn - - - - 100%

English.
From the findings, there is a huge different showed by the data where the pupils’ thought and
opinion before are not the same after they learn English using provocative technic. It showed that the
pupils are able to speak in English better than before in a various situations and they also have confident
to speak in English now and more importantly, they are excited to learn English.

5.0 CONCLUSION
As a conclusion, it is hope that this study would help the teachers to create awareness towards
the use of provocative questions during the English lesson to promote speaking skill and should be
taken seriously as it is a two ways process involving teachers and learners especially for the Chinese
pupils where they always avoid using the language. From this research it shows that there is one way
to be used in order to help the pupils in the Chinese school regarding their speaking skill and it is by
using the provocative questions. Provocative questions allow the pupils to master a lot of skills in one
time while they are having their activity during English lesson. By using provocative question, the
pupils will learn how to ask their friends starting with a simple question or use any simple ‘Wh-
questions’. The question technique is important because it can determine the ability of the pupils to seek
for their understanding and for further clarification. Additionally, using provocative questions can
develop the pupil’s high order thinking skill or known as HOTS where the pupils can think creatively
and critically. It happened when the pupils are provoked by those questions and they need to think
deeper and more critical than usual to seek for the answers in order to explain to others regarding the
topic given. As HOTS is a very important issue where the ministry itself tries very hard to implement
it into the educational system and urge all the teachers to use or ask a HOTS questions in each lessons
on every subject teaches at the school. Furthermore, this environment creates an opportunity for the
pupils to speak in English since this is the only chance for the pupils to speak the language instead of
mandarin for the rest of their day. Without realization, the pupils are actually learn their speaking skill
through the answer given by them because from there the pupils can learn a lot of new vocabularies,
how to make a good sentence structures, and some grammatical rules in more fun and enjoyable way.
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Challenges of Information and Communication Technologies (ICTs)

Integration in Nigerian Teacher Education Programme: Students’
Perspectives
Oladejo Maruff Akinwale1, Arewa Omolara Olubosede, Animasaun Akinola Gbadebo & Adisa
Felicia Omolola
1
Department of Educational Management
University of Lagos, Akoka, Nigeria
2,3
School of Education
Federal College of Education (Sp), Oyo, Nigeria
ABSTRACT
Information and Communication Technologies (ICTs) integration into teacher education is the key to
equipping and producing professional teachers as well as improving the pedagogy. This exploratory
case study therefore investigated pre-service teachers’ perceptions of integrating of ICT into Teacher
Education Programme (TEP) at the University of Lagos, Akoka, Nigeria. It adopted the descriptive
research design. Two hundred and fifty participants were involved. One research question and two
hypotheses, based on the specific purposes guided the study. A self-constructed validated and reliable
instrument (r=.85) was used to collect data. Results revealed that future teachers have misconceptions
around the educational use of some ubiquitous ICT and that there is not enough modeling of ICT
pedagogy, both in schools and in the TEP. Significant differences in the perceptions of teacher-trainees
regarding the integration of ICT in teacher education programme based on type of the programme was
also discovered (t-cal =-2.315; df =98; P<.05). Teacher-trainees have to realise that ICT has come to
stay in their programme. They need to develop more confidence in their individual ability in becoming
computer literate teachers in order to remain relevant in the modern day information age.
Field of Research: Teacher Education, Information and Communication Technologies, Teacher

Trainees, Perceptions.
---------------------------------------------------------------------------------------------------------------------------
Introduction
Teaching nowadays is fast expanding rapidly and it requires modern technologies to provide more
flexible and effective ways of improving teacher education, and connect teachers to the global
community. Information Communication Technology (ICT) integration into teacher education
therefore, is the key to equipping and producing professional teachers as well as improved pedagogy.
However, there is the need to consider the type and nature of teacher trainees before integrating ICT in
teacher education programmes, because their perceptions are likely to differ. In recent time, ICT has
successfully penetrated virtually all human endeavours, including the field of education. Gulhane (nd)
also argued that in the modern age, information and communication technology has influenced and
become an integral part of all aspects of our lives. Teacher education has not been an exception. Infact,
several studies have been carried out on the integration of ICT into classroom teaching with a view to
complementing and modifying the pedagogical practice (Hennessy, Ruthven & Brindley, 2005).
Corroborating Hennessy, et al.‘s views, Nyenwe and Ishikaku (2012) asserted that integration of ICT
in teacher education is a key to providing professional development for teachers whoare the
facilitators of education process.By implication, we believe that the adoption and integration of ICT in
all human endeavours has become so important and indispensable such that an illiterate person in
modern day work organisation is that person who is unable to utilise ICT-related facilities to carry out
his duties and responsibilities. There is a growing importance for ICT within the school curriculum. Not
only it is used to support teaching and learning within other curriculum subjects, but it is also a subject
in its own right as a separate discipline. In view of this, we are of strong opinion that to effect genuine
change in the classroom and produce competent and effective teachers, teacher education must alter its
tools, methods and strategies by adopting modern day ICT that appears to be efficacious.
Since teacher education is mainly designed towards preparing teachers, the quality of teacher education
depends on the teacher trainee's abilities and skills. Teacher educators have to come to term with the
demands of modern world and modify their old concepts and methods according to the needs of learners.
Otherwise the teachers will become out-dated in the coming future with its devastating consequence on
deteriorating the quality and standard of teacher education. Pre-service teachers therefore, need to
develop a vision from the very beginning of their careers for using computers in their classrooms. For
this, student teachers must understand computer operations and programming--leading them to develop
a vision of the value and use of computers in learning.
It has been asserted by the Federal Government of Nigeria in the National Policy on Education (2013)
that no nation can rise above the quality of her education, and also that no educational system can rise
above the quality of her teachers.Thus, teachers have been regarded in literature as important
componentsthat need to be given attention in the integration of ICT in teaching and learning. There has
therefore been an increase awareness of the seminal roles which teachers play in the implementation of
ICTs in teaching and learning. Thus, various educational institutions and governments in Africa are
emphasizing on teacher development as the key to implementing ICT in teaching and learning hence
improving the standards of education (Hennessey, Harrison &Wamakote, 2010).They are expected to
adopt and use ICTs appropriately in their teaching hence implement the changes expected in pedagogy.
It therefore presupposes that integrating ICT in teacher education programme needs to be seriously
addressed. This might be the rationale behind the launching of ICT Competency Standards for Teachers
(ICT-SCT) by the UnitedNations Education Scientific and Cultural Organization (UNESCO) in January
2008.
Teaching is increasingly becoming a more challenging profession where knowledge is rapidly

increasing and technology is also changing enormously.Studies have confirmed that when ICT is used
appropriately by teachers, there will be positive impact on the way the teachers teach and the way
the learners learn, thus, improving pedagogy (Hennessey, et al., 2010). This therefore demands that
teacher-trainees have to learn how to use these new technologies in their programme, thus their
perceptions about the integration of ICT need to be investigated as this will help in determining how,
when and where ICT should be integrated. Based on the afore-discussed, it becomes highly imperative
that attempt be made at investigating the perceptions of teacher-trainees (both regular and sandwich),
about the integration of ICT in teacher education programme. This is because teacher-factor has been
regarded as an important issue for consideration when integrating and implementing ICTs into teaching
and learning process. Khirwadkar (nd) also argued therefore that pre-service teachers need to develop
a vision from the very beginning of their careers for using computers in their classrooms. For this,
student teachers must understand computer operations and programming--leading them to develop a
vision of the value and use of computers in learning.
Literature Review
A brief literature review was carried out in this sub-section. This becomes necessary so as to have a
better understanding of relevant concepts and variable in the study. It was also carried out in order to
be familiar with some of the previous studies earlier done in this area.

The Concept of Teacher Education

Teacher education has been variously defined by scholars in the field of education. For instance, Okafor
(as cited in Onyemerekeya, 2002) described teacher education as a form of education which is
properly planned and systematically tailored and applied for the cultivation of those who teach or will
teach, particularly, but not exclusively in primary and post-primary levels of education. Teacher
education refers to that educational programme basically designed with a view to equipping the would-
be-teachers with the attitudes, skills and knowledge, required of them to perform their tasks effectively
in the classroom, school and wider community.
According to Perraton (2010), teacher education generally includes four elements, and the balance
between them varies widely. These elements have to do with improving the general educational
background of the teacher-trainees; increasing their knowledge and understanding of the subjects they
are to teach; pedagogy and understanding of children and learning; and the development of practical
skills and competences. In Nigeria teacher education is provided in Colleges of Education, Faculties
and Institutes of Education and Universities, National Teachers’ Institute and some Schools of
Education of Polytechnics.
Conceptualising Information and Communication Technology

Information and Communication Technology (ICT) is “an equipment or interconnected system of
equipment that is used in the automatic acquisition, storage, manipulating, management, control,
display, switching and transmission of information (National Policy for Information Technology
(FRN, 2004; p.9). ICT is described as a generic term referring to technologies which are being used
for collecting, storing, editing and passing of information in various forms Ser (as cited in Jager &
Lokman, 1999).In the submission of Ololube, Ubgu andOssai (2006), ICT refers to advances in
technology that provides a rich global resources and collaborative environment for dissemination
of ICT literacy materials, interactive discussions, research information and international exchange
of ideas, which are critical for advancing meaningful education initiative, training high skilled
labour force and understanding issues related to economic development.
Introduction and Development of ICT in Nigeria

Information and Communication Technology, particularly computer education was introduced in
Nigeria around mid-1960s, with the assistance of 1BM that set up computer centres at the Universities
of Ibadan, Ibadan; Lagos, Akoka; Ife (Obafemi Awolowo University), Ile- Ife; Nigeria, Nsukka;
Ahmadu Bello University, Zaria. These computer centres later metamorphosed into Manpower
Development Centres according to Nyenwe and Ishikaku (2012). However, the idea of introducing
computer education into secondary education was conceived during the 32nd meeting of the National
Council on Education (NCE) in 1987.
Several other measures and initiatives have been put in place towards the development of ICT in
Nigeria. These include the implementation of ICT Policy on April 18th 2001, which paved the way
for the establishment of National Information Technology Development Agency (NITDA), the
production of Nigerian Policy for Information Technology (IT) by the Nigeria Information and
Communication Technology Agency (NICTA). Furthermore, the National Technology Development
Fund (NITDEF) was established; and on August 7th 2004, the National Information and Communication
Technologies Strategic Action Plan Committee was inaugurated by the Federal Government of Nigeria.
All these measures, philosophies and objectives have equally been captured and incorporated in the
current National Policy on Education (2013). These measures, as opined by Jegede and Owolabi (2003)
and Uwadi(2003), were adopted by the Federal government as a way of harnessing the benefits of ICT
in national development and as well building her human capacity.
Challenges of ICT Integration in Teacher Education

Every innovation comes with some challenges that must be handled before any success is achieved.
Some of the challenges in the integration of ICT in teacher education in reference to Nyenwe and
Ishikaku (2012) are:
i. Lack of Good Accommodation: A major challenge in effective ICT integration is suitable

accommodation in teacher training institutions where the equipment will be kept and use. Where there
is none-one has to be built and properly electrified. In case of existing structures, its electrification
fitting has to be ascertained, because safety is important.
ii. Population: The number of students in the institutions, serving teacher and head-teachers are
much. Providing all with computers will be quite challenging because of its cost involvement.
iii. Regular Irregular Power Supply: There is no doubt that regular and adequate power supply to run
the equipment is important. Power situation in Nigeria poses a serious challenge. So alternative (solar
or generator) source must be provided.
iv. Lack of ICT skilled manpower (technicians): Lack of ICT skilled manpower (technicians)
who will help train the teachers. This caliber of personnel is needed in the maintenance of the
equipment. These services are important in success of the integration.
v. Lack of ICT Pedagogy Professional: Nigeria lack manpower in terms of professionals that can
effectively train teachers on the use of ICT for teaching and learning, as well as develop softwares that
are compatible with the various curriculum.
Students’ Perceptions of ICT Integration in Teacher Education

Generally, teachers are expected to know how to successfully integrate ICT into his/her subject areas
to make learning more meaningful. This knowledge development during pre-service training has gained
much importance with the notion that exposure to ICT during this time is helpful in increasing student
teachers’ willingness to integrate technology into classroom teaching. Pre-service teachers need to plan
to use computers in their classrooms.
According to Khirwadkar (nd), it has generally been found that pre-service teachers have demonstrated
their ability for integrating technology into their teaching, but do not have clarity about how far
technology can be beneficial for students. There have been several studies which probed into the attitude
of teacher-trainees towards the integration and use of technology, with findings that revealed the
importance of attitudes for learning to use technologies (Cox, Rhodes & Hall, 1988; Davidson &
Ritchie, 1994; Hannaford, 1988; Kay, 1990).
Skills and Competencies Required of Teacher-Trainees

For teacher-trainees to be able to integrate ICT successfully, they have to acquire and develop certain
skills and competencies. These skills and competencies to be developed on the part of student teachers
according to Khirwadkar (nd) include:
 Surfing the Internet and locating useful information from the Internet for the development of
lesson plans.
 Developing lessons plans incorporating student use of technology in the learning process.
 Evaluating and selecting appropriate software for a particular subject and per student needs.
 Generating printed documents like student assignments, newsletters, communication, etc.
utilizing a variety of applications software like word processing and desktop publishing.
 Managing student data; using data management tools for efficiently managing learning.
 Using technology to gather, organize, and report information about student performance like
Excel and Access for database management.
 Developing tools to evaluate technology-based student projects including multi-media, word
processing, database, spreadsheet, PowerPoint, desktop publishing, and
Internet/telecommunications.

 Using the Internet to support professional development including locating professional

organizations, communicating with other teachers electronically, and participating in on-line
professional development workshops and seminars.
 Developing assignments and project work for students; giving them broader and deeper
knowledge in a field of study; developing critical thinking and infusing creativity among
students.
Statement of the Problem

There is the need to consider the type and nature of teacher trainees before integrating ICT in teacher
education programme because their perceptions are likely to be dissimilar since regular and sandwich
students are not likely to be facing similar challenges in the programme. Besides, teachers’ educational
beliefs can be barriers to ICT integration Ertmer (as cited in Hermans, Tondeur, van Braak, & Valcke,
2008). All these serve as the motivating factors that necessitated the present study. Thus, the problem
of this study is to investigate the perceptions of regular and sandwich teacher-trainees about the
integration of ICT in teacher education programme at the University of Lagos, Akoka, Nigeria.
Purpose of the Study

The purpose of the study was to determine the perceptions of teacher-trainees (regular and sandwich
students) regarding the integration of ICT in teacher education programme at the University of Lagos.
Specifically the study aim:
1. to determine the perceptions of teacher-trainees regarding the integration of ICT in teacher
education programme in terms of structure, contents, challenges and outcomes.
2. to ascertain the difference in the perceptions of regular and sandwich teacher- trainees about
the integration of ICT in teacher education programme.
3. to ascertain gender difference in the perceptions of teacher-trainees about the integration of ICT
in teacher education programme.
Research Question
1. What are the perceptions of teacher-trainees regarding the integration of ICT in teacher
education programme in terms of structure, contents, challenges and outcomes?
Null Hypotheses
The following null hypotheses were formulated and tested at .05 level of significance with a view to
addressing the last two specific objectives.
1. There is no significant difference in the perceptions of regular and sandwich teacher-trainees

about the integration of ICT in teacher education programme.
2. The perceptions of teacher-trainees about the integration of ICT in teacher education

programme do not significantly differ based on gender.
METHODOLOGY
The procedure adopted in conducting this study in terms of the research design, study population,
sample and sampling technique, instrumentation, validity and reliability of the instrument, procedure
for instrument administration and method of data analysis was brought to the fore in this sub-section.
Research Design
The study adopted the descriptive research design to ascertain the differences in the perceptions of
regular and sandwich teacher trainees undergoing Bachelors degree programme in education in
University of Lagos during 2013/ 2014 academic session.

Study Population
The population consisted of 3512 regular and sandwich teacher trainees at the faculty of Education,
University of Lagos, Akoka as at the time of conducting this study.
Sample and Sampling Technique

Two hundred and fifty participants were selected for the study through disproportionate stratified
random sampling technique. The participants were first separated into regular and sandwich. One
hundred and fifty regular students and one hundred sandwich students were then sampled, regardless of
the population of each stratum.
Instrumentation
A self-constructed instrument titled: Teacher-Trainees’ Perceptions of Information and Communication
Technology Integration Scale (TTPICTIS) was used for the study. It comprised two parts. Part one
sought information on socio-demography background of the subjects such as age, gender, marital status,
and type of programme. The second part probed into the perceptions of the participants which they rated
on a modified four-point Likert scale of Strongly Agreed (SA), Agreed (A), Disagreed (D), and Strongly
Disagreed (SD) with score weights of 4, 3, 2, and 1 respectively. Positive statements were score in
ascending order while negatives ones were scored in descending order for effective data analysis.
Validity and Reliability of the Instrument

The validity of the instrument, in terms of face and contents, was ascertained by Colleagues in the
Department of Educational Administration and Measurement and Evaluations. Also, a pilot study was
carried out in order to determine the reliability of the Instrument. Cronbach Alpha was used for
reliability test, and an Alpha value of .78 was obtained. This is good enough for the instrument to be
relied on.
Procedure for Instrument Administration

The administration of the instrument was jointly done by the Researchers with the supports of four
Class Governors who serve as Research Assistants after each of the Researcher’s lectures. Three
hundred copies of the instrument were distributed, with two hundred and ninety-one retrieved. Two
hundred and fifty copied that were completely filled were eventually used for the study.
Methods of Data Analysis

Descriptive statistics of frequency and per centages was used to describe the demographic background
of the subjects. On the other hand, inferential statistics was used to answer the four research questions.
Research questions 1 and 2 were answered with the aid of Pearson Product-Moment Correlation
Coefficient (PPMC), while Student Independent t-test was used to answer research questions 3 and 4.
RESULTS AND DISCUSSIONS

Results obtained from the analysed data are as presented below. This was followed by its discussions.
Research Question
1. What are the perceptions of teacher-trainees regarding the integration of ICT in teacher
education programme in terms of structure, contents, challenges and outcomes?

Table 1: Perceptions of Teacher-Trainees Regarding the Integration of ICT In Teacher Education

Programme
SN Categories/Items X SD
Structure
1 I see the Integration of ICT in teacher education as an opportunity to create a
3.6500 .53889
positive learning environment to learn.
2 I believe that the integration of ICTs in teacher education will help me carry
3.6000 .55048
out my assignment and other research work.
3 I think it is difficult to integrate ICT in teacher education. 2.3800 .97214
Contents
1 I think ICT integration into the entire curriculum of teacher education will
3.4700 .73106
broaden my breadth and scope.
2 I think it is difficult to integrate ICT in teacher education. 2.5500 .88048
3 ICT integration in teacher education will enable me acquire the skills and
3.4800 .71746
knowledge I need to use technology effectively in my course of study
4 Our curriculum has not been designed in a way to allow ICT integration 3.0000 .79137
Challenges
1 Inadequate facilities has affected the integration of ICT in teacher education 3.4200 .76779
2 The problem of power supply will not enhance effective integration of ICT in
3.1800 .95748
te acher education
3 Technical incompetence on the part of lecturers will be a challenge to ICT
3.1600 .82536
integration in teacher education
4 Technical incompetence on the part of students will be a challenge to ICT
3.1400 .87640
5 Resistance to change form the traditional pedagogical methods to more
innovative technology based method of teaching and learning will hamper ICT 3.0400 .80302
6 Population of teacher trainees is a challenge to ICT integration in teacher
2.9500 .92524
education
Outcomes
1 Integrating ICT in teaching methods will enhance my academic performance 3.5500 .57516
2 ICT integration in teacher education will help me perform better during 3.4100 .69769
teaching practice
3 I believe that ICT integration in teacher education will prepare me to be 3.5100 .61126
technology-using teacher after my programme.
GRAND MEAN 3.22 12.22
Table 1 showed the results of the perceptions of teacher-trainees as regards the integration of ICT in
teacher education programme in terms of structure, contents, challenges and outcomes. With respect to
Structure, majority of the teacher-trainees that participated in the study agreed to the structure of ICT
integration as indicated by the first item (M=3.65; SD=.539) and the second item (M=3.60; SD=.550),
but disagreed to the third item (M=2.38; SD=.972).
The perceptions of the teacher-trainees about the contents of ICT integration as shown in the Table
indicated that majority of them agreed to the three items (M=3.47; SD=.731), (M=2.55; SD=.880), and
(M=3.48; SD=.717) respectively. In terms of challenges, the Table showed that the greatest challenge
facing the teacher-trainees in ICT integration into Teacher education was item number one (M=3.42;
SD=.768), followed chronologically by items two, three, four, five and six respectively. It was also
shown in the Table that as regards teacher-trainees’ expectations in terms of outcomes, majority of the
participants believed that integrating ICT in teaching methods will enhance their academic performance
(M=5.55; SD=.575), closely followed by the third item (M=3.51; SD=.611) and the second item
(M=3.41; SD=.697) respectively. On a final note, the Table showed that generally, the participants were
favourably disposed to the integration of ICT into teacher education as indicated by the grand mean and
standard deviation (M=3.22; SD=12.22).
HO1: There is no significant difference in the perceptions of regular and sandwich teacher-trainees about
the integration of ICT in teacher education programme.
Table 2: Significant Difference in the Perceptions of Regular and Sandwich Teacher-Trainees

about the Integration of ICT in Teacher Education Programme.
Var Studentship N X SD df t-Cal P Rmk Dec
Regular 66 37.7385 7.42670

Perceptions 98 -2.315 .035* Sig Reject
Sandwich 34 34.8235 1.26660
* Difference is significant at the 0.05 level.
From Table 2, it is shown that there was significant difference in the perceptions of regular and
sandwich teacher-trainees about the integration of ICT in teacher education programme (t-cal =-2.315;
df =98; P<.05). Regular students appear to have positive perceptions about the integration of ICT in
teacher education programme than the sandwich students. Thus, the researchers failed to accept the null
hypothesis.
HO2: The perceptions of regular and sandwich teacher-trainees about the integration of ICT in teacher
education programme do not significantly differ based on gender.
Table 3: Significant Difference in the Perceptions of Regular and Sandwich Teacher-Trainees about
the Integration of ICT in Teacher Education Programme.
Var Gender N X SD df t-Cal P Rmk Dec
Male 35 37.8080 4.82550

Perceptions 98 -.033 .973 Not Sig Reject
Female 65 37.8400 8.72716
From Table 3, it is revealed that gender makes no significant difference in the perceptions of regular
and sandwich teacher-trainees about the integration of ICT in teacher education programme (t-cal =-
.033; df =98; P>.05). All students, regardless of gender, have positive perceptions about the integration
of ICT in teacher education programme. Thus, the authors therefore, failed to reject the null hypothesis.
Discussion of Findings
Finding from the research question shows that there was favourable disposition of teacher-trainees
about the integration of ICT into teacher education as indicated by the grand mean and standard
deviation (M=3.22; SD=12.22). This finding corroborates some previous studies done in formal higher
education settings that documented positive teacher attitudes toward the use of ICT as teaching tools
(Brandl, 2002; Le & Le, 1999), but contradicts the finding of Smeets (2005) who stressed that most
teachers do not utilize the potential of ICT to maximize the quality of learning environments, which is
due to their poor perceptions about ICU utilisation.
As regards the first hypothesis, it was shown that there was significant difference in the perceptions of
regular and sandwich teacher-trainees about the integration of ICT in teacher education programme (t-
cal =-2.315; df =98; P<.05). This finding might not be unconnected with the fact that regular students
have more time and are younger than the older ones in Sandwich programmes. They perhaps, embrace
ICT more than their sandwich counterparts
Finally, finding from the second hypothesis revealed that gender makes no significant difference in the
perceptions of regular and sandwich teacher-trainees about the integration of ICT in teacher education
programme (t-cal =-.033; df =98; P>.05). This contradicts the finding of Prensky (2001), who reported
that gender, age and subject teaching are significant in the integration of ICT in teaching practice.
Conclusion
The use of ICT can play a number of vital roles in education by changing the teaching and learning
process. However, ICT integration is not easy task. There are significant challenges in integrating ICTs
use in education rising from environmental, cultural and educational faced by policy makers, educators,
educational administrators and students in higher education.
Implications for Educational Policy Makers and Planners

It is very important for educational policymakers and planners before any ICT implementation in
education to carefully consider the following:
• Policymakers should also look at the ubiquity of different types of ICT in the country in general
and in the educational system in particular.
 Students should be encouraged to embrace technology which will go a long way at making
teaching-learning more effective and meaningful.
 Teachers should always be exposed to regular updates as regards ICT integration through
several on-the-job-training opportunities.
 Hybrid or blended form of learning should be practiced as this will ensure regular exposure to
technology utilisation.
 Institutional administrators as well as government should find ways of tackling the challenges
facing effective ICT integration, especially the irregular power supply.

References
Brandl, K. (2002). Integrating internet-based reading materials into the foreign language curriculum:
From teacher- to student-centered approaches. Language Learning & Technology, 6(3), 87–
107.
Hennessy, S., Ruthven, K., & Brindley, S. (2005). Teacher perspectives on integrating ICT into subject
teaching: Commitment, constraints, caution, and change. Curriculum Studies, 37 (2), 155–192.
Hennessy S., Harrison D., & Wamakote L. (2010). Teacher factors influencing class-room use of ICT
in Sub-Saharan Africa, Online Journal of African Studies, 2(3), 39-54.
Hermans, R., Tondeur, J., van Braak, J., & Valcke, M. (2008). The impact of primary school
teachers' educational beliefs on the classroom use of computers. Computers and
Education,51(4), 1499-1509.
Jager, A. K. of Lokman, A. A (1999). Impacts of ICT in education. The role of the teacher and teacher
training. Paper presented at the European Conference on Education Research, Lahti, Finland,
22-25 September.
Jegede, P. O & Owolabi, J.A. (2003). Computer education in secondary schools: Ibadan: Daily
graphics.
Le, T., & Le, Q. (1999). A web-based study of students’ attitudes towards the web. In Proceedings of
ED-MEDIA, Seattle, Washington, USA, 747–752.
Ololube A. C. Ubogu, A and Ossai, A.G. (2006). ICT and distance education in Nigeria: A Review of
literature and accounts. International Open and Distance (IODL) Symposium,2.643-655.
Retrived 2nd of August, 2011.http//www.iodl.uk/public/itbook/kintns.htm.
Onyemerekeya (2002). Teacher education in Nigeria. Owerri: Vantage Publications Ltd.
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1-2.
Smeets, E. (2005). Does ICT contribute to powerful learning environments in primary education?
Computers and Education, 44(3), 343-355.

IMPLEMENTATION OF THE COMPREHENSIVE INCLUSIVE

EDUCATION PROGRAM FOR CHILDREN WITH SPECIAL
NEEDS IN SPED SCHOOLS IN LEYTE DIVISION
Jonathan T. Budlong, Ed.D.
Gabaldon Central School
Department of Education
jonathan.budlong@deped.gov.ph
ABSTRACT
Inclusive education is one of the programs that cater to the principles and goals of “Education for All”
providing free and compulsory primary education for all, and promoting learning and life skills for
young people and adults as it addresses the basic rights to basic education among children, especially
the children with special needs. The conduct of the study is in compliance to an earnest desire and
honest intent to find out the status of implementation of the comprehensive inclusive education program
for children with special needs, along the components of Child Find, Assessment, Program Options,
Curriculum Modifications, and Parental Involvement. Included as objectives of the study were to
determine the attendant problems encountered by the three groups of implementers and to investigate
the differences in perceptions of respondents in the implementation of the program. Taken as samples
of this research were the twenty-eight (28) special education teachers, fifty-three (53) receiving
teachers and ten (10) school heads with the profile characteristics considered, all taken from the
fourteen (14) elementary schools offering inclusive education classes in the Division of Leyte. Based on
the findings of the study, there is a need to enhance the implementation of the comprehensive inclusive
education for children with special needs in Leyte Division. An orientation and in-service training on
comprehensive inclusive education for untrained implementers is recommended to enhance the
implementation of the program among SpEd schools in Leyte Division.
Field of Research: Inclusive education, special education, children with special needs, sped
teachers, receiving teachers, school heads
---------------------------------------------------------------------------------------------------------------------------
1. Introduction
In a democracy like the Philippines, schools are expected to provide all the citizens with much of the
knowledge and the skills they need to confront the inevitable challenge of life and to profit from the
opportunity to succeed in school, regardless of their ethnic and socioeconomic background, the
geographic area in which they live and study, their gender or their disabilities. True to what the country
claims rightful for every citizen to enjoy, special education schools have to be put up to cater to the
educational needs of children with disabilities. Spawned by the reports of success from special
education schools operating in the country, the policy on inclusive education was adapted after the
World Conference on Special Needs Education held in Salamanca, Spain in June 1994. Bido (2008)
expounded that inclusive education is based on the principle that children with different disabilities and
backgrounds can benefit both academically and socially in a learning environment that is programmed
along with normally achieving students. There is now substantial evidence that most if not all, children
with disability can be educated appropriately without isolating them from their peers who do not have
disabilities.

2. Sped Inclusive Program
Peel (2004) and UNESCO (2002) cited that inclusive education is about reducing all types of barriers
to learning and developing ordinary schools capable of meeting the needs of learners. Inclusive
education is about reducing all types of barriers to learning and developing ordinary schools which are
capable of meeting the needs of all learners. It is a part of a wider movement towards a more just society
for all citizens. Gomez (2011) pointed out that inclusive education forms an integral component of the
overall education system and it is provided in regular school committed to an appropriate education for
all. Inclusive education preferably takes place in a regular class, in a student’s nearest regular school.
3. Child Find
An International Convention (Convention on the Rights of the Child, 1989) stated that no child should
suffer from discrimination, and that mentally or physically disabled children should enjoy a full,
comfortable life in conditions that ensure dignity, promote self-reliance, and facilitate the child’s active
participation in the community. All children have the right to engage in play and recreational activities.
Winter and O’Raw (2010) stated that all children should learn together, regardless of any difficulties or
differences. The school accommodates the needs of all students and welcomes diversity as a way to
enrich learning for everyone. All children and young people, with and without disabilities or other
special needs, are learning effectively together in ordinary mainstream schools, with appropriate
networks of support.
4. Assessment
Sutaria, Guerero, and Pascual (1992a) stated that identification, screening, and evaluation of children
with special needs shall be conducted by the school and the community utilizing appropriate assessment
instruments to identify handicapping conditions as early as possible. Inciong et al. (2007) stressed that
initial assessment is done by the classroom teacher in order to identify who among the regular students
are in need of special education. Teacher are important source of information about their learning and
behavior attributes. Final assessment will follow to half or more than half of the characteristics in the
checklist manifests.
5. Program Options
Anderson, Chitwood, and Hayden (1997) pointed out that Individual Disability Education Act (IDEA)
requires school system to provide a continuum of alternative placement to meet the special education
and related services needs in which a child with disabilities may be placed. Sutaria et al. (1992a) cited
that children with special needs shall be provided with a variety of educational patterns and services.
The assessed needs of each child shall be the primary consideration in determining his particular
program and services. Inciong et al (2007) stated that curricular offerings of special education modify
and adapt to teaching strategies and evaluation of learning suit the needs and condition of children with
physical disabilities, health impairments and severe disabilities.

6. Curriculum Modifications
Peel (2004) stated that curriculum is concerned with what institutions teach, and with what, how and
under what conditions learners learn. An inclusive education setting, the educational focus is on how
best to accommodate the needs of individual learners within a classroom setting rather than forcing the
individual to conform to the educational environment, which may be highly unsuitable to their particular
needs. UNESCO (2009) stated that an inclusive curriculum addresses the child’s cognitive, emotional,
social and creative development based on the four pillars of education for the twenty-first century –
learning to know, to do, to be and to live together. It has an instrumental role to play in fostering
tolerance and promoting human rights, and is a powerful tool for transcending cultural, religious,
gender, and other differences.
7. Parental Involvement
Wilmshurts (2005) cited that communicating with teachers is an important part of child’s education.
The child’s success is in large part, due to the efforts of his teachers and your efforts to maintain contact
with them. Not only do teachers communicate with one another and with school administrators but they
also communicate with parents. Parents are an important partner in child’s education, which is one
reason why good communication between school and home is essential. Pierangelo and Waterman
(2009) listed parent participation options, responsibilities, and expectations prior to an assessment for
a suspected disability. Indeed, parental involvement in school’s activities is necessary for the learning
progress of the child especially those who have special needs. The support given by the parents would
build confidence and boost their self-esteem.
Based on the objective of this study that is to evaluate the implementation of the comprehensive
inclusive education program for children with special needs in SpEd Schools in Leyte Division, the
above framework was developed (Figure 1). The instrument used was developed based on existing
instruments and literature reviewed as well as the DepEd Order No. 72, s. 2009, Policies and Guidelines

for Special Education, Special Education Handbook and patterned from the studies of Catubao (2013)
and Pachoco (2001).
6. Methodology
The respondents consisted of the SpEd teachers receiving teachers and school heads of the special
schools in Leyte Division. A questionnaire using 5-point scale was used in evaluating the level of
inclusive education implementation. Representatives from the three group of respondents were grouped
and interviewed to respond to some questions on the implementation of inclusive education in support
for their answers to the questionnaire.
6.2 Instrumentation
The instrument was composed of three parts. Part I, pertains to the background data of the respondents.
Part II, concerns the assessment of the different components of comprehensive inclusive education
program for children with special needs utilizing the scoring scale: 5-highly implemented, 4-
implemented, 3-moderately implemented, 2-slightly implemented, and 1-not implemented. The
instrument used was developed based on existing instruments and literature reviewed as well as the
DepEd Order No. 72, s. 2009, Policies and Guidelines for Special Education, Special Education
Handbook and patterned from the studies of Catubao (2013) and Pachoco (2001).
7. Finding & Discussion
7.1 Reliability analysis
The survey questionnaire was subjected to expert validation and was pilot-tested at Sto. Niño SpEd
Center, Tacloban City. The purpose of the validation and critiquing was primarily to determine the
comprehensiveness, relevance and appropriateness of the instrument vis-à-vis the standards contained
in the DepEd Order No. 72, s. 2009 “Inclusive Education as Strategy for Increasing Participation Rate
of Children.” At the conduct of the validation of the instrument, the respondents found no difficulties
in understanding every statement keeping the original questionnaire unchanged.
7.2 Descriptive statistics & analysis
The findings revealed that 20 of the respondents are BEED graduates with MA units in other field and
another 20 respondents are BEED graduates with other field of specialization (22%). Only 24 of the
respondents have special education as their specialization (26%). It was also shown in the result that 34
of them can be categorized as the young group with 0-10 years of experience (40%). More than half or
53 of them are in need of trainings and attendance of seminar. The findings of the components showed
that child find is moderately implemented (3.27), assessment is moderately implemented (3.34),
program options is moderately implemented (2.77), curriculum modifications is implemented (3.97),
and parental involvement is implemented (3.69). The finding also revealed the problems met for each
component, the absence of family mapping and survey is sometimes met in child find (3.1), conduct of
assessment for once a year is sometimes met in assessment (3.5), receiving teachers are not oriented

and trained on inclusive education is frequently met in program options (3.7), absence of adaptations to
curriculum and unconducive teaching-learning situation is sometimes met in curriculum modifications
(2.8), parents reject of in attendance to meetings for special education is frequently met in parental
involvement (3.7). It was also revealed that SpEd teachers and school heads differ significantly
(z=2.381; p=0.017) on their perceptions. On the other hand, the results revealed that the three groups of
respondents did not differ significantly in the five components, as all the p-value are much higher than
the 0.05 level of significance.
The SpEd teachers are the only group of respondents who specialized in special education, the scenario
depicts that receiving teachers and school heads are slightly qualified to handle the program. The
implementers are dominated with young teachers, and the implementers are longing for related trainings
and seminars. There is a need to enhance the implementation of the comprehensive inclusive education.
An orientation and in-service training on comprehensive inclusive education for untrained
implementers is recommended to enhance the implementation of the program.
References
Anderson, W., Chitwood, S., & Hayden, D. (1997). Negotiating the special education maze: A guide
for parents and teachers (3rd ed.). Bethesda, MD: Woodbine House.
Bido, A. M. (2006). Curricula modification for a student with cognitive disability: An inclusion
experience (Unpublished seminar paper). Cebu Normal University, Cebu City.
Catubao, J. T. (2013). Status of implementation of special education program in the Division of Leyte:
Basis for intervention scheme (Unpublished dissertation). Eastern Visayas State University, Tacloban
City.
Gomez, R. M. (2011). Inclusion of students with special needs in the colleges and universities of Davao
City (Unpublished doctoral dissertation). Southwestern University, Cebu City.
Inciong, T. G., Quijano, Y. S., Capulong, Y. T., Gregorio, J. A., & Gines, A. C. (2007). Introduction to
special education (1st ed.). Manila, Philippines REX Book Store, Inc.
Pachoco, A. (2001). The special education program for the mentally gifted in three SPED centers in
Region VIII: Basis for improvements (Unpublished master’s thesis). Southwestern University, Cebu
City.
Peel, E. L. (2004). Inclusive practice in South Africa: A deaf education perspective (Doctoral
Dissertation). University of the Witwaterstand, Johannesburg, South Africa. Retrieved from
http://mobile.wiredspace.wits.ac.za/bitstream/handle/10539/265/dissertation.pdf?sequence=1.
Pierangelo, R., & Giulani, G. A. (2009). Assessment in special education: A practical approach (3rd
ed.). Boston,MA: Allyn & Bacon.
Sutaria, M. C., Guerero, J. S., & Pascual, D. M. (1992a). Handbook on special education. Manila,
Philippines.

UNESCO (2009). Policy guidelines on inclusion in education. Retrieved from

http://unesdoc.unesco.org/images/0017/001778/177849e.pdf.
Wilmshurst, L. & Brue, A. W. (2005). A parent’s guide on special education: Insider advice on how to
navigate the system and help your child succeed. New York: AMACON.
Winter, E., & O’Raw, P. (2010). Literature review of the principles and practices relating to inclusive
education for children with special educational needs. Retrieved from
http://www.ncse.ie/uploads/1/NCSE_Inclusion.pdf.

IMPAK PENGAJARAN TERBEZA KE ATAS MOTIVASI PELAJAR

PINTAR DAN BERBAKAT DI DALAM PENGAJARAN DAN
PEMBELAJARAN SUBJEK BIOLOGI
Fairuz Adlidna Badrol Hissam, Mohd Hasrul Kamarulzaman, Nurul Suzaina Joli & Noriah
Mohd Ishak
Pusat PERMATApintar® Negara

fairuz.adlidna@ukm.edu.my, hasrulkamarul@ukm.edu.my, nurulsuzaina@ukm.edu.my,
norwmu@hotmail.com
ABSTRAK
Pengajaran Terbeza merupakan kaedah pendekatan pengajaran yang memenuhi keperluan

pembelajaran di kalangan pelajar pintar dan berbakat kerana ianya memberi peluang pembelajaran
yang sama kepada setiap pelajar. Disebabkan adanya penekanan terhadap kepelbagaian pengajaran,
guru-guru di Pusat PERMATApintar®Negara, Universiti Kebangsaan Malaysia telah mengaplikasi
kaedah Pengajaran Terbeza di dalam kelas. Pelajar pintar dan berbakat berbeza daripada segi
kesediaan, minat dan profil pembelajaran mereka. Guru-guru mengaplikasi Pengajaran Terbeza
berdasarkan keperluan dan kehendak pembelajaran pelajar pintar dan berbakat supaya dapat
melibatkan setiap pelajar di dalam proses pengajaran dan pembelajaran di dalam kelas. Hasil kajian
sebelum ini mendapati bahawa Pengajaran Terbeza telah menyumbang kepada motivasi pelajar. Di
dalam kajian ini, soal selidik motivasi pelajar telah diedarkan ke atas 60 orang pelajar pintar dan
berbakat pada tahun akhir sesi akademik Semester 2, 2017. Data telah dikumpulkan dan dianalisis
dengan menggunakan analisis deskriptif dan inferensi yang melibatkan analisis data menggunakan
Ujian-t dan ANOVA. Analisis ini memberi pendedahan mengenai motivasi pelajar pintar dan berbakat
terhadap kaedah Pengajaran Terbeza di dalam subjek Biologi. Hasil analisis mendapati bahawa
Pengajaran Terbeza memberikan kesan terhadap motivasi pelajar pintar dan berbakat dan ianya juga
menunjukkan bahawa motivasi pelajar pintar dan berbakat terhadap Pengajaran Terbeza di dalam
subjek Biologi tidak dipengaruhi oleh faktor jantina dan umur.
Kata kunci: Pengajaran Terbeza, motivasi, pelajar pintar dan berbakat, Biologi
---------------------------------------------------------------------------------------------------------------------------
1. Pengenalan
Di dalam dunia pendidikan, guru-guru memainkan peranan yang penting untuk memastikan bahawa
pelajar yang mengikuti kelas pembelajaran mempunyai persediaan yang mencukupi, minat yang
mendalam dan daya kefahaman yang tinggi agar ianya selari dengan objektif pengajaran dan
pembelajaran serta prestasi pelajar dari semasa ke semasa. Setiap pelajar mempunyai minat dan cara
tersendiri untuk memahami sesuatu maklumat yang disampaikan oleh guru di dalam kelas. Pelajar-
pelajar juga ini mempunyai kecenderungan dan tahap kefahaman yang berbeza terhadap sesuatu ilmu
yang disampaikan oleh guru. Oleh itu, satu pendekatan atau kaedah terbaik perlu diaplikasikan di dalam
kelas agar ianya dapat melibatkan semua pelajar di dalam apa jua aktiviti-aktiviti yang dijalankan dan
memenuhi keperluan pembelajaran pelajar.
Salah satu daripada cabaran yang dihadapi oleh guru masa kini adalah untuk memenuhi keperluan dan
kehendak pembelajaran pelajar pintar dan berbakat. Secara umum, terdapat pendapat yang meluas untuk

mendifinisikan pelajar pintar dan berbakat. Menurut Gagne (1991), kepintaran didefinisikan sebagai
satu kecekapan di atas purata daya keupayaan manusia seperti kebolehan intelektual dan kreativiti.
Beliau mendifinisikan bakat sebagai prestasi di atas purata dalam bidang tertentu seperti muzik dan
kesusasteraan. U.S. Congress (1988) memberi takrifan pelajar pintar dan berbakat sebagai “Pelajar
pintar dan berbakat bermaksud anak-anak dan remaja yang telah membuktikan keupayaan prestasi yang
tinggi di dalam bidang-bidang tertentu seperti intelektual, kreatif, artistik, kepimpinan atau dalam
bidang akademik tertentu, yang memerlukan layanan dan aktiviti yang biasanya tidak disediakan oleh
sekolah untuk membangunkan keupayaan tersebut”.
Dengan merujuk kepada definisi di atas, dapat dinyatakan bahawa pelajar pintar dan berbakat perlu
mempunyai satu kaedah pengajaran dan pembelajaran yang selari dengan tahap intelektual dan
keupayaan yang dimiliki oleh mereka. Kaedah pengajaran dan pembelajaran ini juga perlu
mempertimbangkan faktor-faktor seperti kesediaan, minat dan profil pembelajaran setiap pelajar pintar
dan berbakat. Oleh yang demikian, Pengajaran Terbeza adalah satu kaedah dan pendekatan pengajaran
yang sesuai untuk dilaksanakan oleh guru di dalam kelas. Rajah 1 di bawah menunjukkan peta konsep
Pengajaran Terbeza atau di dalam istilah bahasa Inggerisnya Differentiated Instruction yang
diperkenalkan oleh Carol Ann Tomlinson.
Rajah 1: Peta Konsep Pengajaran Terbeza
Sumber daripada: Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of
all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Pusat PERMATApintar® Negara, Universiti Kebangsaan Malaysia (UKM) merupakan satu-satunya

pusat kecemerlangan di Malaysia yang menawarkan program bagi pelajar pintar dan berbakat. Pusat ini
bertanggungjawab mengenalpasti pelajar-pelajar pintar dan berbakat dari seluruh Malaysia dan
memberikan mereka peluang untuk mengembangkan potensi dan bakat mereka. Pusat ini juga mula
beroperasi pada bulan Januari 2011. Di antara program yang diuruskan pusat ini adalah: Pencarian dan
Pengurusan bakat, Program Perkhemahan Cuti Sekolah (PPCS), Program Pendidikan
PERMATApintar® dan Program ASASIpintar, iaitu program pra-universiti selama satu tahun. Salah
satu daripada keistimewaan proses pengajaran dan pembelajaran yang ada di Pusat PERMATApintar®
Negara, UKM adalah pelaksanaan kaedah Pengajaran Terbeza di dalam kelas pembelajaran. Kualiti
pengajaran yang baik serta aktiviti-aktiviti menarik di dalam kelas adalah kunci untuk memenuhi
keperluan dan kehendak pembelajaran pelajar pintar dan berbakat. Oleh itu, guru memainkan peranan
yang amat penting di dalam pelaksanaan Pengajaran Terbeza di dalam kelas.
Di antara kayu ukur yang boleh digunakan untuk menilai keberkesanan pelaksanaan Pengajaran
Terbeza adalah dengan melihat tahap motivasi pelajar pintar dan berbakat terhadap kaedah pengajaran
ini. Salah satu daripada subjek yang mengaplikasi Pengajaran Terbeza di dalam kelas pengajaran dan
pembelajaran adalah subjek Biologi. Guru-guru mengaplikasi Pengajaran Terbeza di dalam kelas
dengan mengambil kira faktor minat, kesediaan dan cara pembelajaran pelajar. Penilaian terhadap
keberkesanan Pengajaran Terbeza ini penting untuk memastikan bahawa pelajar sentiasa mempunyai
motivasi yang tinggi terhadap kaedah pengajaran ini, sekaligus dapat membantu untuk meningkatkan
prestasi akademik mereka secara konsisten dan dari semasa ke semasa.
2. Sorotan Literatur
2.1 Pengajaran Terbeza
Pengajaran Terbeza ditakrifkan sebagai pendekatan pengajaran di mana guru-guru secara proaktif
mengubahsuai kurikulum, kaedah pengajaran, sumber-sumber, aktiviti pembelajaran, dan hasil pelajar
untuk memenuhi pelbagai keperluan setiap pelajar dan kumpulan kecil pelajar untuk memaksimumkan
peluang pembelajaran untuk setiap pelajar di dalam kelas (Tomlinson, 1999). Tomlinson (2001) telah
menyatakan Pengajaran Terbeza sebagai falsafah pengajaran yang menyediakan pelbagai cara dalam
menyampaikan kandungan, memahami ide-ide dan menilai hasil pembelajaran. Selain itu, Tomlinson
& Imbeau (2010) dalam kajian mereka menyatakan, kesediaan pelajar, minat dan profil pembelajaran
adalah faktor utama yang perlu dipertimbangkan oleh guru dalam pelaksanaan Pengajaran Terbeza.
Guru-guru pada masa kini perlu belajar untuk mengembangkan rutin di dalam kelas, dengan tidak
mengabaikan kepelbagaian pelajar di dalam kesediaan, minat dan profil pembelajaran (Tomlinson et
al., 2003). Tomlinson et al. (2003) di dalam kajian mereka juga mengatakan rutin yang dimaksudkan
adalah dengan membezakan kurikulum dan pengajaran.
2.2 Motivasi Pelajar Terhadap Pengajaran Terbeza di dalam Subjek Biologi
Secara umumnya, terdapat pelbagai keterangan dan huraian yang berkait dengan definisi motivasi.
Smith dan Smith (2010) di dalam kajian mereka mendefinisikan motivasi sebagai keadaan dalaman
yang menggerakkan dan mengawal pemikiran, perasaan dan tingkah laku ke arah mencapai matlamat.
Ormrond (1995) dan Stipek (1996) di dalam kajian mereka mengatakan bahawa input pembelajaran di
sekolah yang diberikan kepada pelajar jarang memberi pertimbangan terhadap aspek afektif, motivasi
dan keperluan individu pelajar, dan hanya memberi penekanan proses kognitif. Menurut Maeng (2011)
dan Burkett (2013) di dalam kajian Pablico, Diack & Lawson (2017), kajian-kajian mengenai
Pengajaran Terbeza yang dijalankan sebelum ini banyak melibatkan kajian berbentuk kualitatif dengan
menunjukkan hasil emosi yang positif daripada segi motivasi, komitmen tugas dan keseronokan untuk
belajar. Maeng (2011) di dalam kajian Pablico, Diack & Lawson (2017) menyatakan bahawa kajian-
kajian mengenai Pengajaran Terbeza kebanyakannya tertumpu pada peringkat sekolah rendah dan
menengah rendah, dan sangat jarang berlaku di peringkat sekolah menengah atas. Tobin dan Tippet
(2014) di dalam kajian mereka menyatakan bahawa Pengajaran Terbeza kerap digunakan di dalam kelas
yang melibatkan pembacaan, penulisan dan matematik dan jarang diaplikasi di dalam bidang subjek
yang lain, termasuk bidang sains. Oleh itu, masih terdapat sorotan literatur yang terhad mengenai
motivasi pelajar terhadap Pengajaran Terbeza di dalam bidang sains, termasuk Biologi. Tambahan pula,
kajian mengenai motivasi pelajar terhadap Pengajaran Terbeza di dalam subjek Biologi di Malaysia
belum pernah dijalankan sebelum ini, dan ini merupakan antara faktor yang mendorong untuk kajian
ini dilakukan.
3. Persoalan Kajian
Empat persoalan kajian yang cuba untuk dijawab di dalam kajian ini adalah:
1. Apakah hubungan di antara tahap motivasi pelajar pintar dan berbakat dengan Pengajaran
Terbeza di dalam pengajaran dan pembelajaran subjek Biologi?
2. Adakah terdapat peningkatan prestasi pelajar pintar dan berbakat di dalam subjek Biologi melalui
ujian pra dan ujian pasca?
3. Adakah terdapat perbezaan tahap motivasi di kalangan pelajar pintar dan berbakat yang berlainan
jantina terhadap Pengajaran Terbeza di dalam pengajaran dan pembelajaran subjek Biologi?
4. Adakah terdapat perbezaan tahap motivasi di kalangan pelajar pintar dan berbakat yang berlainan
umur terhadap Pengajaran Terbeza di dalam pengajaran dan pembelajaran subjek Biologi?
4. Metod Kajian
4.1 Populasi dan Sampel Kajian
Kajian ini telah melibatkan 60 orang pelajar pintar dan berbakat pada tahun akhir Semester 2, sesi
akademik 2017 di Pusat PERMATApintar® Negara, Universiti Kebangsaan Malaysia (UKM). Jika
dilihat jumlah responden mengikut pecahan umur, seramai 52 orang pelajar berusia 17 tahun, 7 orang
pelajar berusia 16 tahun dan seorang pelajar berusia 15 tahun telah terlibat di dalam kajian ini. Di dalam
kesemua 60 orang responden tersebut, 35 orang daripadanya adalah pelajar lelaki dan 25 orang adalah
pelajar perempuan. Rajah 2.1 menunjukkan bilangan responden mengikut umur, manakala Rajah 2.2
menunjukkan bilangan responden mengikut jantina.
UMUR RESPONDEN
52
7
1
15 16 17
Rajah 2.1 : Bilangan Responden Mengikut Umur

JANTINA RESPONDEN
35
25
Perempuan Lelaki
Rajah 2.2 : Bilangan Responden Mengikut Jantina
4.2 Metod Kajian dan Kaedah Pengumpulan Data
Kajian ini menggunakan soal selidik motivasi yang telah diedarkan kepada 60 orang pelajar pintar dan
berbakat pada tahun akhir Semester 2, sesi akademik 2017. Pada permulaan kajian ini, kesemua 60
orang pelajar telah diminta untuk memberikan alamat emel mereka. Alamat emel ini digunakan untuk
memberi jemputan atas talian kepada pelajar untuk menjawab soal selidik motivasi ini. Setelah
jemputan atas talian dihantar kepada pelajar, satu makluman telah diberikan kepada pelajar untuk
mengisi soal selidik motivasi tersebut dalam tempoh yang ditetapkan, iaitu selama dua hari. Peringatan
secara berkala juga telah diberikan dalam tempoh dua hari tersebut terhadap pelajar yang belum
memberikan respons dan belum mengisi soal selidik motivasi. Selepas tempoh dua hari, soal selidik
motivasi ke atas 60 orang pelajar ini telah berjaya dilakukan dan pengumpulan data telah ditamatkan.
4.3 Instrumen Kajian
Instrumen kajian di dalam kajian ini menggunakan soal selidik motivasi yang diadaptasi daripada soal
selidik Motivational Orientation of Differentiated Instruction in English Language Teaching
(MoDiELT) yang telah dibina oleh Mohd Hasrul Kamarulzaman (Unpublished Doctoral Thesis). Soal
selidik beliau mengukur tahap motivasi pelajar terhadap Pengajaran Terbeza di dalam subjek Bahasa
Inggeris. Nilai kebolehpercayaan instrumen kajian ini telah diukur dengan menggunakan pekali alfa
dengan menggunakan perisian SPSS V 20.0. Nilai Cronbach’s Alpha bagi kesemua elemen soal selidik
motivasi ini adalah seperti ditunjukkan dalam Jadual 1. Instrumen ini mempunyai sembilan elemen
untuk mengukur tahap motivasi pelajar pintar dan berbakat terhadap Pengajaran Terbeza di dalam
pengajaran dan pembelajaran subjek Biologi. Di antara sembilan elemen tersebut adalah: Minat,
Kesediaan, Profil Pembelajaran, Peranan Guru, Kandungan, Proses, Aktiviti Berkumpulan, Hasil, dan
Penilaian dan Penyesuaian. Soal selidik motivasi ini mempunyai tiga bahagian utama, iaitu Demografi,
Keputusan Ujian Pra dan Ujian Pasca Biologi serta Elemen Motivasi. Jumlah keseluruhan item yang
mengukur tahap motivasi ini adalah 68 item dan dibina dengan menggunakan skala Likert lima mata.
Cronbach's Alpha N of Items

.958 68
Jadual 1: Nilai Cronbach’s Alpha Kebolehpercayaan Item

Berdasarkan Jadual 1, nilai kebolehpercayaan keseluruhan bagi soal selidik motivasi ini adalah sangat
baik dan boleh digunakan di dalam kajian ini untuk menentukan tahap motivasi pelajar pintar dan
berbakat terhadap Pengajaran Terbeza di dalam pengajaran dan pembelajaran subjek Biologi.
4.4 Penganalisisan Data
Setelah tempoh pengumpulan data ditamatkan, soal selidik motivasi telah disemak sebelum data
dimasukkan dan dianalisis dengan menggunakan perisian SPSS V 20.0. Analisis yang dilakukan di
dalam kajian ini melibatkan analisis statistik deskriptif dan inferensi. Statistik deskriptif digunakan
untuk menghuraikan ciri-ciri pembolehubah seperti demografi responden dan bertujuan untuk
mendapatkan nilai min, peratusan, kekerapan dan sisihan piawai. Statistik inferensi di dalam kajian ini
menggunakan kaedah Ujian – t sampel tak bersandar, Ujian t- sampel berpasangan serta ANOVA. Ujian
– t sampel tak bersandar dijalankan untuk melihat hubungan di antara tahap motivasi pelajar pintar dan
berbakat di kalangan pelajar yang berlainan jantina. Ujian t – sampel berpasangan pula dijalankan untuk
menilai tahap peningkatan prestasi pelajar pintar dan berbakat di dalam ujian pra dan ujian pasca
Biologi, manakala ujian ANOVA dijalankan untuk melihat hubungan di antara tahap motivasi dan umur
pelajar.
5. Dapatan Kajian
Analisis Deskriptif dan Inferensi
Dapatan kajian diterangkan dengan terperinci dalam bentuk deskriptif dan inferensi bagi menjawab
persoalan kajian di dalam kajian ini.
5.1 Tahap Motivasi Pelajar Terhadap Pengajaran Terbeza di dalam Pengajaran dan
Pembelajaran Subjek Biologi
Jadual 2 menunjukkan hasil analisis tahap motivasi pelajar pintar dan berbakat terhadap Pengajaran
Terbeza di dalam pengajaran dan pembelajaran subjek Biologi.
Elemen Motivasi N Skor Min Sisihan Piawai

Minat 60 83.60 8.579
Kesediaan 60 76.37 7.145
Profil Pembelajaran 60 79.70 8.302
Peranan Guru 60 86.80 8.376
Kandungan 60 84.23 9.856
Proses 60 81.90 9.075
Aktiviti Berkumpulan 60 77.87 14.127
Hasil 60 77.02 8.131
Penilaian dan Penyesuaian 60 78.73 9.744
Jadual 2: Tahap Motivasi Pelajar Pintar dan Berbakat Terhadap Pengajaran Terbeza di dalam
Pengajaran dan Pembelajaran Subjek Biologi
Jadual 2 menunjukkan hasil analisis tahap motivasi pelajar pintar dan berbakat terhadap Pengajaran
Terbeza di dalam pengajaran dan pembelajaran subjek Biologi. Berdasarkan Jadual 2, dapat dilihat
bahawa skor min tertinggi adalah Peranan Guru (86.80), diikuti dengan Kandugan (84.23) dan Minat
(83.60). Skor min yang paling rendah adalah Kesediaan (76.37). Dapatan ini menunjukkan bahawa guru
memainkan peranan yang paling penting di dalam pengajaran dan pembelajaran menggunakan kaedah

Pengajaran Terbeza. Selain daripada itu, kandungan bahan pengajaran dan pembelajaran yang menarik
serta bersesuaian juga memainkan peranan yang penting di samping mengetahui minat pelajar
sepanjang proses pengajaran dan pembelajaran berlaku. Ini adalah untuk memastikan pelajar sentiasa
melibatkan diri secara aktif di dalam semua proses pengajaran dan pembelajaran serta aktiviti-aktiviti
yang dilakukan melalui pelaksanaan Pengajaran Terbeza ini. Secara keseluruhannya, perbezaan skor
min adalah kecil dan ianya menunjukkan bahawa Pengajaran Terbeza ini menyumbang kepada motivasi
pelajar pintar dan berbakat di dalam pengajaran dan pembelajaran subjek Biologi.
5.2 Ujian Pra dan Ujian Pasca Subjek Biologi
Salah satu daripada faktor yang menentukan keberkesanan kaedah Pengajaran Terbeza terhadap tahap
motivasi pelajar pintar dan berbakat di dalam pengajaran dan pembelajaran adalah dengan melihat
kepada perubahan prestasi akademik, sama ada terdapat peningkatan atau penurunan dalam ujian pasca
berbanding ujian pra di dalam subjek Biologi. Ujian t-sampel berpasangan telah dijalankan untuk
mengkaji perbezaan skor di antara ujian pra dan ujian pasca. Jika terdapat perbezaan, analisis ini akan
mengenal pasti sama ada pelajar pintar dan berbakat telah melakukannya dengan lebih baik atau
sebaliknya di dalam ujian mereka. Hasil analisis bagi Ujian-t berpasangan dinyatakan di dalam Jadual
3.
N Korelasi, r p
60 0.898 0.000
Jadual 3.1: Korelasi di antara Ujian Pra dan Ujian Pasca
Pengetahuan Skor Sisihan

N Ujian t Df Sig.
Ujian Min Piawai
Pra 60 68 12.13
59
Pasca 60 73.9 9.57 -8.319 0.000
Jadual 3.2: Ujian-t sampel berpasangan bagi Ujian Pra dan Ujian Pasca Subjek Biologi
Jadual 3.1 dan 3.2 bagi ujian-t sampel berpasangan di atas menunjukkan bahawa terdapat perbezaan
yang signifikan di dalam ujian pra dan ujian pasca subjek Biologi sebelum dan selepas kaedah
Pengajaran Terbeza dijalankan dengan nilai t=-8.319 dan sig = 0.000 (p<0.05). Hasil korelasi mendapati
bahawa ujian pra dan ujian pasca adalah berkorelasi secara signifikan pada p < 0.05. Dari segi skor min,
ianya menunjukkan bahawa pengetahuan ujian selepas kaedah Pengajaran Terbeza dijalankan
(min=73.9 dan sp =9.57) lebih tinggi berbanding dengan pengetahuan ujian sebelum kaedah Pengajaran
Terbeza dijalankan (min =68, sp=12.13 ). Ini menunjukkan bahawa pengetahuan dan prestasi akademik
pelajar pintar dan berbakat lebih tinggi selepas kaedah Pengajaran Terbeza dijalankan di dalam
pengajaran dan pembelajaran subjek Biologi.
5.3 Hubungan di antara Tahap Motivasi Pelajar di kalangan Pelajar Berlainan Jantina
Ujian-t sampel tak bersandar telah dijalankan untuk membuat perbandingan tahap motivasi di antara
pelajar pintar dan berbakat yang berlainan jantina terhadap Pengajaran Terbeza di dalam pengajaran
dan pembelajaran subjek Biologi. Hasil analisis ujian-t tersebut ditunjukkan di dalam jadual di bawah.

Elemen Motivasi t df Sig.

Minat -.061 58 .952
Kesediaan .333 58 .740
Profil Pembelajaran .235 58 .815
Peranan Guru .279 58 .781
Kandungan .180 58 .858
Proses 1.084 58 .283
Aktiviti Berkumpulan -.043 58 .966
Hasil .590 58 .558
Penilaian dan Penyesuaian .463 58 .645
Jadual 4.1: Ujian-t sampel tak bersandar: Perbandingan Tahap Motivasi di antara Pelajar
Pintar dan Berbakat yang Berlainan Jantina
Berdasarkan Jadual 4.1 di atas, dapat dilihat bahawa apabila nilai p pada 0.05, tidak terdapat perbezaan
yang signifikan bagi tahap motivasi di antara pelajar lelaki dan pelajar perempuan. Dapatan ini
menunjukkan bahawa kedua-dua pelajar lelaki dan pelajar perempuan mempunyai tahap motivasi yang
sama sewaktu proses pengajaran dan pembelajaran Pengajaran Terbeza di dalam subjek Biologi.
Jadual 4.2 di bawah menunjukkan hasil ujian perbezaan skor min untuk setiap elemen motivasi dalam
kalangan pelajar pintar dan berbakat yang berlainan jantina. Secara keseluruhan, dapat dilihat bahawa
kedua-dua pelajar dalam kategori lelaki dan perempuan mempunyai tahap motivasi yang hampir sama,
walaupun terdapat sedikit perbezaan, di mana ianya menunjukkan pelajar lelaki mempunyai tahap
motivasi yang lebih tinggi berbanding pelajar perempuan di dalam tujuh elemen motivasi iaitu
Kesediaan, Profil Pembelajaran, Peranan Guru, Kandungan, Proses, Hasil serta Penilaian dan
Penyesuaian. Pelajar perempuan pula bagaimanapun menunjukkan tahap motivasi yang lebih tinggi
sedikit berbanding pelajar lelaki, iaitu pada aspek Minat dan Aktiviti Berkumpulan.
Skor Sisihan
Elemen Motivasi Jantina N
Min Piawai
Lelaki 35 83.54 8.276
Minat
Perempuan 25 83.68 9.159
Lelaki 35 76.63 7.042
Kesediaan
Perempuan 25 76.00 7.416
Lelaki 35 79.91 7.192
Profil Pembelajaran
Perempuan 25 79.40 9.798
Lelaki 35 87.06 8.433
Peranan Guru
Perempuan 25 86.44 8.456
Lelaki 35 84.43 8.603
Kandungan
Perempuan 25 83.96 11.567

Lelaki 35 82.97 8.913

Proses
Perempuan 25 80.40 9.269
Lelaki 35 77.80 15.777
Aktiviti Berkumpulan
Perempuan 25 77.96 11.745
Lelaki 35 77.54 8.378
Hasil
Perempuan 25 76.28 7.882
Penilaian dan Lelaki 35 79.23 9.369
Penyesuaian Perempuan 25 78.04 10.402
Jadual 4.2: Perbezaan Skor Min bagi Tahap Motivasi Pelajar Berlainan Jantina
5.4 Hubungan di antara Tahap Motivasi Pelajar di kalangan Pelajar Berlainan Umur
Ujian ANOVA telah dijalankan untuk membuat perbandingan tahap motivasi di antara pelajar pintar
dan berbakat yang berlainan umur terhadap Pengajaran Terbeza di dalam pengajaran dan pembelajaran
subjek Biologi. Di dalam kajian ini, responden terdiri daripada seorang pelajar berusia lima belas tahun,
tujuh orang pelajar berusia 16 tahun dan 52 orang pelajar berusia 17 tahun, yang mana kesemuanya
adalah pelajar tahun akhir sesi akademik 2017. Hasil analisis ujian ANOVA tersebut ditunjukkan di
dalam Jadual 5 di bawah.
Min
Jumlah Kuasa
Elemen Motivasi df Kuasa F Sig.
Dua
Dua
Minat Antara Kumpulan 343.279 2 171.640 2.446 .096
Dalam Kumpulan 3999.121 57 70.160
Jumlah 4342.400 59
Kesediaan Antara Kumpulan 150.307 2 75.153 1.497 .232
Dalam Kumpulan 2861.626 57 50.204
Jumlah 3011.933 59
Profil Pembelajaran Antara Kumpulan 111.993 2 55.996 .807 .451
Dalam Kumpulan 3954.607 57 69.379
Jumlah 4066.600 59
Peranan Guru Antara Kumpulan 146.224 2 73.112 1.044 .359
Dalam Kumpulan 3993.376 57 70.059
Jumlah 4139.600 59
Kandungan Antara Kumpulan 254.038 2 127.019 1.322 .275
Dalam Kumpulan 5476.695 57 96.082
Jumlah 5730.733 59
Proses Antara Kumpulan 125.958 2 62.979 .758 .473
Dalam Kumpulan 4733.442 57 83.043
Jumlah 4859.400 59

Aktiviti Berkumpulan Antara Kumpulan 137.095 2 68.548 .336 .716

Dalam Kumpulan 11637.838 57 204.173
Jumlah 11774.933 59
Hasil Antara Kumpulan 51.577 2 25.788 .382 .684
Dalam Kumpulan 3849.407 57 67.533
Jumlah 3900.983 59
Penilaian dan Antara Kumpulan 213.961 2 106.981 1.132 .330
Penyesuaian Dalam Kumpulan 5387.772 57 94.522
Jumlah 5601.733 59
Jadual 5.1: Ujian ANOVA: Tahap Motivasi di Kalangan Pelajar Pintar dan Berbakat yang
Berlainan Umur
Elemen Motivasi Umur N Skor Min Sisihan Piawai
Minat 15 1 100.00 .
16 7 86.29 9.759
17 52 82.92 8.198
Jumlah 60 83.60 8.579
Kesediaan 15 1 86.00 .
16 7 78.86 7.105
17 52 75.85 7.083
Jumlah 60 76.37 7.145
Profil Pembelajaran 15 1 88.00 .
16 7 81.86 9.616
17 52 79.25 8.165
Jumlah 60 79.70 8.302
Peranan Guru 15 1 98.00 .
16 7 88.14 7.925
17 52 86.40 8.421
Jumlah 60 86.80 8.376
Kandungan 15 1 100.00 .
16 7 83.57 9.796
17 52 84.02 9.803
Jumlah 60 84.23 9.856
Proses 15 1 93.00 .
16 7 82.00 10.214
17 52 81.67 8.974
Jumlah 60 81.90 9.075
Aktiviti Berkumpulan 15 1 89.00 .
16 7 78.86 9.668
17 52 77.52 14.738
Jumlah 60 77.87 14.127

Hasil 15 1 70.00 .
16 7 77.57 8.018
17 52 77.08 8.241
Jumlah 60 77.02 8.131
Penilaian dan Penyesuaian 15 1 93.00 .
16 7 79.43 9.761
17 52 78.37 9.718
Jumlah 60 78.73 9.744
Jadual 5.2: Tahap Motivasi di Kalangan Pelajar Pintar dan Berbakat yang Berlainan Umur
Berdasarkan jadual 5.1 di atas, dapat dilihat bahawa p<0.05 bagi kesemua elemen motivasi, maka tidak
wujud perbezaan yang signifikan daripada segi tahap motivasi di kalangan pelajar pintar dan berbakat
yang berlainan umur. Ini menunjukkan bahawa tahap motivasi pelajar pintar dan berbakat terhadap
Pengajaran Terbeza di dalam subjek Biologi adalah sama dan tidak dipengaruhi oleh faktor umur. Ini
juga membuktikan bahawa Pengajaran Terbeza sesuai diaplikasi di dalam sesebuah kelas pembelajaran
walaupun wujud perbezaan umur di kalangan pelajar di dalam kelas tersebut.
7. Kesimpulan dan Cadangan
Berdasarkan dapatan kajian, dapat disimpulkan bahawa Pengajaran Terbeza menyumbang kepada
motivasi pelajar pintar dan berbakat di dalam subjek Biologi. Di antara elemen utama yang
menyumbang kepada motivasi pelajar pintar dan berbakat adalah peranan guru, kandungan bahan
pengajaran dan juga minat. Kesemua elemen motivasi dalam penerapan Pengajaran Terbeza di dalam
kelas memainkan peranan yang penting dan sedikit sebanyak dapat membantu meningkatkan prestasi
akademik pelajar pintar dan berbakat. Kajian ini juga telah menunjukkan bahawa jantina dan umur tidak
mempengaruhi motivasi pelajar pintar dan berbakat terhadap Pengajaran Terbeza di dalam pengajaran
dan pembelajaran subjek Biologi. Walau bagaimanapun, kajian yang lebih menyeluruh berkaitan
motivasi dan Pengajaran Terbeza di dalam proses pengajaran dan pembelajaran perlu dilakukan dalam
konteks yang lebih luas seperti melihat kepada aspek motivasi ekstrinsik dan intrinsik secara lebih
mendalam.
Penghargaan
Kajian ini adalah dibawah peruntukan kewangan Pusat PERMATApintar® Negara, Universiti
Kebangsaan Malaysia.

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Alexandria, VA: Association for Supervision and Curriculum Development.
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A., & Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness, Interest,
and Learning Profile in Academically Diverse Classrooms: A Review of Literature. Journal for
the Education of the Gifted. Vol. 27, No. 2/3, 2003, pp. 119-145.
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Washington, DC: U.S.

Tahap Kecergasan Fizikal di Kalangan Pelajar Pintar dan Berbakat

Azrina Binti Md Azhari, Mohd Hasrul Kamarulzaman, Roslina Ahmad Faisal, Nursakinah Mat Hazir,
Muhammad Zaim Bin Esrati, Mohd Rafie Lim, Nurul Suzaina Binti Joli & Noriah Mohd Ishak
Pusat PERMATApintar® Negara

azrina.azhari@gmail.com.my, hasrulkamarul@ukm.edu.my, Rosadzwa@gmail.com,

nursakinah11@ukm.edu.my, zaem@ukm.edu.my, norwmu@hotmail.com, eifarmil@ukm.edu.my,
suzaina@ukm.edu.my
ABSTRAK
Pelajar pintar dan berbakat adalah satu aset kepada negara. Penekanan akademik yang diberikan
mungkin berbeza dengan pelajar biasa. Walaubagaimanapun kecergasan fizikal juga memainkan
peranan dalam perkembangan kognitif pelajar. Kajian ini bertujuan untuk melihat tahap kecergasan
pelajar pintar dan berbakat dan melihat hubungannya dengan pencapaian markah dalam sesuatu
matapelajaran pelajar. Kajian ini menggunakan ujian segak untuk mengukur tahap kecergasan fizikal
pelajar dan menggunakan markah subjek biologi akhir tahun. Analisis kajian adalah menggunakan
SPSS Versi 22.0. Kajian ini mendapati bahawa tahap kecergasan pelajar pintar adalah pada tahap
cergas. Analisis juga mendapati terdapat perbezaan yang signifikan tahap kecergasan fizikal pelajar
antara jantina dan juga terdapat perbezaan yang signifikan diantara tahap kecergasan fizikal pelajar
dengan markah matapelajaran biologi akhir tahun pelajar pintar dan berbakat.
Kata Kunci: Ujian segak, Pelajar Pintar cerdas berbakat, Kecergasan fizikal.
Perkembangan kognitif, Pencapaian akademik
---------------------------------------------------------------------------------------------------------------------------
1. Pengenalan
Pada zaman sekarang yang menjurus kepada kehidupan yang berteknologi, didapati masyarakat kurang
dalam melakukan aktiviti fizikal dalam kehidupan seharian mereka. Kajian mengenai aktiviti fizikal dan
kaitannya dengan masalah obesiti telah banyak dijalankan oleh para penyelidik terdahulu. Walau bagaimana
pun, menurut Ibrahim et al tahun 2013, sebilangan besar rakyat Malaysia beranggapan bahawa aktiviti fizikal
terlalu sukar untuk dilakukan, tidak memberi kebaikan, terlalu berisiko dan umumnya beranggapan tidak
menarik untuk dilakukan. Tambahan menurut Wee tahun 2013, masalah kurangnya penglibatan pelajar di
dalam aktiviti fizikal di sekolah juga melanda institusi pendidikan di negara ini. Berdasarkan Tinjauan
Kesihatan dan Morbiditi Kebangsaan (NHMS) 2015 yang dijalankan oleh Kementerian Kesihatan Malaysia
mendapati sebanyak 33.5% rakyat Malaysia tidak aktif secara fizikal. Ini bermakna hanya 14 juta rakyat
Malaysia berumur 16 tahun ke atas yang aktif secara fizikal. Aktiviti fizikal sangat perlu dilakukan oleh
semua lapisan masyarakat terutama sekali dikalangan kanak-kanak atau remaja dalam proses pertumbuhan
meraka. Boleh dikatakan setiap ujian yang dilakukan menunjukkan keputusan yang lemah keatas kekuatan
otot, stamina, kelembutan, koordinasi dan kemahiran motor asas, dimana-mana komponen-komponen yang
disebut adalah merupakan komponen yang penting dalam pertumbuhan kanak-kanak dan remaja.
Perkembangan kognitif kanak-kanak juga boleh dikaitkan dengan tahap kesihatan kanak-kanak tersebut.
Kesihatan yang baik boleh dicapai dengan keterlibatan individu tersebut dalam aktiviti fizikal atau sukan.
Sehubungan dengan itu, kajian ini adalah bertujuan untuk mengkaji hubungan diantara tahap kecergasan
pelajar pintar cerdas berbakat dan pencapaian akademik pelajar tersebut. Adakah pelajar yang pintar dan
berbakat mempunyai tahap kecergasan yang tinggi ataupun mempunyai tahap kecergasan yang
sederhana atau rendah.
E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017). (e-ISBN
978-967-0792-22-4). 4th December 2017, Melia, Kuala Lumpur, Malaysia. Organized by
https://worldconferences.net 187
2. Kajian Literatur
2.1 Kecergasan Fizikal
Kekurangan melakukan aktiviti fizikal boleh menyebabkan terdedah kepada penyakit-penyakit yang
berbahaya seperti penyakit yang melibatkan peparu dan peningkatan kolesterol di saluran jantung.
Selain daripada itu, dengan penambahan lemak dalam badan dan kemerosotan kekuatan otot boleh
menjejaskan postur badan dan akan menyebabkan masalah fizikal seperti kecacatan ortopedik. Oleh itu
kesihatan fizikal manusia perlu ditambah baik dengan aktiviti aktiviti yang boleh meningkatkan fungsi
masing-masing. Menurut WHO Global Recommendations on Physical Activity for Health, saranan
kekerapan melakukan aktiviti fizikal boleh dibahagikan kepada tiga kategori kumpulan umur. Kategori
umur yang pertama bermula seawal 5 tahun sehingga 17 tahun. Kategori umur yang kedua bermula
pada 18 tahun hingga 64 tahun dan yang terakhir berusia 65 tahun dan ke atas. Saranan aktiviti fizikal
bagi Umur 5 hingga 17 tahun perlu dilakukan sekurang-kurangnya 60 minit samaada dalam aktiviti
fizikal tahap sederhana atau tahap tinggi setiap hari. Tempoh yang lebih dari 60 minit akan memberikan
lebih banyak faedah pada kesihatan. Saranan aktiviti fizikal bagi Umur 18 Tahun hingga 64 Tahun pula,
individu ini perlu melakukan sekurang-kurangnya 150 minit aktiviti fizikal berintensiti sederhana
sepanjang minggu atau sekurang kurangnya 75 minit aktiviti fizikal yang berintensiti tinggi. Untuk
faedah kesihatan yang lebih banyak, aktiviti fizikal tahap sederhana perlu ditingkatkan kepada 300 minit
setiap minggu atau 150 minit aktiviti fizikal tahap tinggi setiap minggu. Aktiviti fizikal jenis aerobik
perlu dilakukan sekurang-kurangnya 10 minit secara berterusan. Aktiviti menguatkan otot perlu
dilakukan sekurang-kurangnya 2-3 kali seminggu sekurang-kurangnya 10 minit setiap kali. Aktiviti ini
dilakukan dengan melibatkan otot-otot tubuh badan yang utama. Walaubagaimanapun, saranan aktiviti
fizikal yang dinyatakan perlulah sesuai kepada semua individu yang berumur 18 hingga 64 tahun yang
tidak mempunyai sebarang masalah kesihatan yang kronik. Manakala bagi individu yang tidak pernah
melakukan aktiviti fizikal, mulakan aktiviti secara perlahan-lahan dan tingkatkan tempoh seperti yang
disarankan secara berkala. Tahap kecergasan seseorang individu dipengaruhi oleh keaktifan seseorang
individu tersebut. Kecergasan fizikal boleh dibahagikan kepada dua komponen utama iaitu berasaskan
kesihatan dan berasaskan perlakuan motor. Kecergasan fizikal berlandaskan kesihatan merujuk kepada
kekuatan otot, daya tahan kardiovaskular, komposisi badan, kelenturan, dan daya tahan otot. Manakala
kecergasan berlandaskan perlakuan motor merujuk kepada kelajuan, ketangkasan, kuasa otot,
imbangan, koordinasi, dan masa tindak balas. Kecergasan yang optimum boleh membantu murid dalam
melaksanakan aktiviti harian dengan cekap dan berkesan tanpa berasa letih. Menurut Helen Tan 2002,
kecergasan fizikal acap kali dikaitkan dengan keupayaan seseorang individu menggunakan masa
senggang mereka, bagaimana mereka menentang penyakit hipokinetik dan bagaimana mereka
menghadapi kecergasan tersebut. Peningkatan kepada sesuatu set aktiviti kecergasan dirancang dan
dilaksanakan untuk membantu pelajar mendapatkan keputusan kecergasan yang optimum mengikut
prosedur serta norma yang telah ditetapkan. Oleh itu, satu penilaian piawai dikenali sebagai Program
Penilaian Standard Kecergasan Fizikal Kebangsaan Untuk Murid Sekolah Malaysia (SEGAK)
diperkenalkan. Program ini dirancang ada tahun 2005 dan telah dirangka untuk dilaksanakan mulai sesi
persekolahan pada setiap tahun. Walaubagaimanapun, ia mula dilaksanakan pada tahun 2008. Program
penilaian SEGAK ini dirancang selari dengan tunjang kecergasan yang terkandung dalam Sukatan
Pelajaran Pendidikan Jasmani dan Pendidikan Kesihatan Sekolah Rendah dan Menengah. Pelaporan
hasil SEGAK akan menjadi komponen kecergasan kepada penilaian berasaskan sekolah. Komponen
kecergasan yang diuji dalam SEGAK adalah komponen kecergasan fizikal berasaskan kesihatan iaitu
Indeks Jisim Badan (BMI), kekuatan otot, daya tahan otot, kelenturan badan dan daya tahan
kardiovaskular.
2.2 Badan Cergas Otak Cerdas
Dari awal lagi slogan “Kesihatan Melambangkan Kekayaan” dan “Badan Sihat, Otak Cerdas” sering
diungkapkan oleh orang ramai. Pelajar yang melakukan senaman atau aktiviti fizikal sedikit sebanyak
dapat mencerdaskan minda mereka. Mereka akan dapat belajar dengan baik dan boleh memberi
tumpuan ketika guru atau tenaga pengajar sedang mengajar apabila mereka mempunyai minda yang
cerdas. Minda yang cerdas adalah sinonim dengan badan yang cergas. Individu yang melakukan aktiviti
senaman dan renggangan setiap hari yang berjadual tidak akan cepat letih dan akan selalu aktif dalam
aktiviti kokurikulum di sekolah mahupun di kolej atau universiti. Sebagai seorang pelajar, aktiviti
fizikal dan renggangan otot adalah antara aktiviti yang penting bagi memastikan tahap kecergasan dan
kecerdasan berada pada tahap yang optimum agar mereka berada pada tahap kecergasan fizikal yang
tinggi dalam menimba ilmu pengetahuan. Apabila seseorang berada dalam keadaan cergas fizikal, dia
tidak akan menjadi seorang yang malas dan tidak aktif (Hassan, 2000). Di samping itu, aktiviti fizikal
dan aktiviti renggangan juga dapat menyegarkan dan melancarkan perjalanan darah dalam anggota
badan. Kelancaran darah diseluruh badan akan membekalkan oksigen yang mencukupi kepada otak dan
otot-otot. Disebabkan itu, badan pelajar akan sentiasa dalam keadaan segar dan sihat. Oleh yang
demikian, kekerapan yang tinggi dalam melakukan aktiviti fizikal dan regangan memberi manfaat
kepada manusia khususnya pelajar yang sedang menuntut ilmu pengetahuan. Oleh itu, menurut Moktar
et al 2011 dan Hassan Basari et al 2011, seseorang dituntut untuk melakukan aktiviti fizikal dan
melakukan aktiviti renggangan sekurang-kurangnya tiga kali seminggu. Selain daripada itu, dengan
melakukan aktiviti fizikal dan regangan secara berkala, seseorang pelajar juga boleh mengeratkan
hubungan silaturahim diantara rakan-rakan yang turut sama melakukan aktiviti fizikal tersebut. Dalam
keadaan pelajar yang mempunyai jadual kelas yang penuh dan sibuk dalam menyiapkan tugasan
mereka, aktiviti fizikal ini mampu menyeimbangkan antara kecergasan rohani dan emosi melalui
aktiviti yang dilakukan bersama-sama dengan rakan. Menurut Unit Perancang Ekonomi tahun 2014,
pelajar juga boleh mengisi lapang mereka dengan perkara yang berfaedah dan dapat mengisi masa
lapang mereka dengan melakukan aktiviti fizikal ini dan dalam masa yang sama dapat mengurangkan
risiko mereka terjebak dalam perkara yang tidak mendatangkan manfaat seperti melepak, merayau-
rayau tanpa tujuan dan menghabiskan masa dengan gejala negatif.
2.3 Pelajar Pintar dan Berbakat
Pelajar pintar dan berbakat adalah aset kepada negara dan boleh memberi kebanggaan kepada negara.
Pelajar-pelajar pintar dan berbakat ini bakal menjadi ahli ahli akademik, saintis dan bakal pemimpin
pada masa akan datang yang sangat berguna untuk negara. Seperti yang masyarakat maklum, pelajar
pintar dan berbakat ini selalu diklasifikasikan sebagai seorang yang kaki buku, “nerd”, skema dan juga
kadang-kadang diklasifikasikan sebagai kaki bangku kerana kurangnya penglibatan mereka dalam
aktiviti fizikal dan bersosial. Ini selaras dengan maksud pintar cerdas akademik menurut Piirto tahun
1999 yang mengatakan pelajar ini adalah pelajar yang cemerlang dalam akademik pada tahap-tahap
tertentu. Selain daripada itu, Shabazz (2000) juga mendefinisikan pelajar-pelajar pintar dan berbakat
apabila dilihat dari segi akademik, mereka mempunyai pencapaian akademik 10% teratas di dalam
kelas. Secara umumnya, pelajar pintar dan berbakat mempunyai keupayaan lebih jauh melebihi norma
umur mereka. Perkara ini dapat dilihat dengan jelas dalam satu atau lebih domain seperti intelektual,
kreatif, artistik, kepimpinan, atau dalam bidang akademik tertentu seperti seni bahasa, matematik atau
sains. Selain itu, menurut Jabatan Pendidikan Amerika Syarikat (1993) pelajar pintar dan berbakat
merupakan individu yang berprestasi menunjukkan atau memperlihatkan potensi untuk melakukan
pencapaian pada tahap luar biasa apabila dibandingkan dengan rakan sebaya mereka dari segi
pengalaman atau persekitaran mereka. Pelajar pintar dan berbakat menunjukkan keupayaan yang tinggi
dalam bidang seperti intelektual, kreatif, artistik, kapasiti kepimpinan, atau bidang akademik tertentu.
Ini biasanya tidak disediakan oleh sekolah biasa untuk memenuhi sepenuhnya keperluan dan
kemampuan mereka (Gail Gros, 2013). Menurut Webb et al tahun 2005, pelajar pintar dan berbakat
boleh menampakkan ciri-ciri diri mereka dengan cara yang positif atau negatif di dalam kelas. Selain
daripada itu, pelajar pintar dan berbakat boleh digambarkan sebagai kebolehan semulajadi yang dimiliki
oleh seseorang individu dan penggunaan kebolehan itu adalah tidak terlatih iaitu dipanggil bakat. Ini
meletakkan individu tersebut sekurang-kurangnya antara 10% teratas dari rakan sebayanya (Gagne,
2002). Ini berbeza yang boleh dilihat di Pusat PERMATApintar Negara dimana, pelajar pintar dan
berbakat turut sama aktif dalam aktiviti sukan dan kokurikulum. Mereka sangat teruja dalam
penglibatan sukan yang disediakan di kolej dan oleh itu pelbagai aktiviti sukan dan pertandingan sukan
telah disertai dan dijalankan di Pusat PERMATApintar Negara untuk pelajar ini.
3. Persoalan kajian
Terdapat 2 persoalan kajian yang boleh diperolehi daripada kajian ini.

i. Adakah terdapat perbezaan yang signifikan antara tahap kecergasan fizikal dengan
markah subjek biologi akhir tahun pelajar pintar dan berbakat.
ii. Adakah terdapat perbezaan yang signifikan diantara tahap kecergasan fizikal dengan
jantina pelajar pintar dan berbakat.
4. Metodologi
4.1 Sampel kajian dan Pengumpulan data
Kajian ini dijalankan di Pusat PERMATApintar® UKM yang terletak di dalam kampus Universiti
Kebangsaan Malaysia Bangi, Selangor. Pelajar pintar dan berbakat yang mengambil bahagian dalam kajian
ini adalah pelajar Tingkatan 5. Purata umur dalam diantara 15 hingga 16 tahun, pelajar. Bagi mendapatkan
tahap kecergasan fizikal pelajar pintar dan berbakat, ujian Segak telah dilakukan ke atas semua pelajar ini
iaitu seramai 60 orang. Ujian kecergasan yang dilakukan dalam ujian segak ialah ujian tekan tubi, ujian
ringkuk tubi separa, ujian naik turun bangku dan jangkauan melunjur. Komponen kecergasan yang
terkandung dalam ujian segak ialah komponen ketahanan kardiovaskular, ketahanan otot bahagian bawah
dan atas badan serta kelenturan badan. Manakala bagi mendapatkan pencapaian akademik pelajar, markah
matapelajaran biologi akhir tahun pelajar yang sama telah diambil.
4.2 Analisis data
Data pelajar seperti markah matapelajaran biologi akhir tahun, BMI, data ujian tekan tubi, data ujian
ringku tubi separa, data ujian turun naik bangku, data ujian jangkauan melunjur, tahap kecergasan fizikal
pelajar dimasukkan ke SPPS V.22. Analisis deskriptif, Ujian T bebas dan ujian Anova satu hala
digunakan dalam menganalisis data bagi kajian ini.
5. Data Deskriptif
5.1 Data deskriptif jantina
Analisis secara deskriptif telah dijalankan untuk mengenalpasti perbezaan jumlah lelaki dan perempuan.
Perbezaan jumlah pelaar lelaki dan perempuan tersebut adalah seperti graf dibawah.
Jantina
35
25
Perempuan Lelaki
Graf 5.1 menunjukkan seramai 35 orang pelajar pintar dan berbakat tingkatan 5 adalah lelaki iaitu
sebanyak 58.3% manakala selebihnya seramai 25 orang pelajar pintar dan berbakat tingkatan 5 adalah
pelajar perempuan iaitu sebanyak 41.7%.
5.2 Data deskriptif BMI
Analisis secara deskriptif telah dijalankan untuk mengenalpasti kategori BMI dikalangan pelajar pintar
dan berbakat. Kategori BMI pelajar pintar dan berbakat tersebut adalah seperti graf dibawah.
Kategori BMI
28 27
4
1
KURANG BERAT LEBIH BERAT NORMAL
Graf 5.2 menunjukkan kategori BMI dikalangan pelajar pintar dan berbakat di Pusat PERMATApintar®
UKM. Seramai 28 orang mempunyai kategori kurang berat, 27 orang adalah kategori normal, 4 orang
dikategorikan sebagai lebih berat dan hanya seorang dikategorikan sebagai obesiti.
5.3 Bilangan pelajar dengan tahap kecergasan fizikal mengikut jantina.
Analisis deskriptif telah dijalankan untuk mengenalpasti tahap kecergasan fizikal pelajar pintar dan
berbakat mengikut jantina. Tahap kecergasan fizikal pelajar pintar dan berbakat mengikut jantina
adalah seperti graf dibawah.
Bilangan Pelajar dengan

Tahap Kecergasan Fizikal
(Jantina)
L P
20
13 9 9
0 5 2 2
KURANG CERGAS TINGGI SANGAT TINGGI

CERGAS
Graf 5.3 menunjukkan bilangan pelajar dengan tahap kecergasan fizikal mengikut jantina. Berdasarkan graf
tersebut, dalam kategori kurang cergas, tiada pelajar lelaki dikategorikan dalam kategori tersebut, Cuma 5
orang pelajar perempuan sahaja. Manakala bagi kategori cergas serama 13 orang adalah pelajar lelaki dan 9
orang pelajar perempuan. Bagi kategori tinggi pula, seramai 20 orang pelajar lelaki dan 9 orang pelajar
perempuan dalam kategori ini. Dan yang terakhir untuk kategori sangat tinggi, jumlah pelajar lelaki dan
pelajar perempuan adalah sama iaitu masing-masing 2 orang.
5.4 Kategori BMI dan tahap kecergasan fizikal pelajar.
Analisis deskriptif telah dijalankan untuk mengenalpasti tahap kecergasan fizikal pelajar pintar
dan berbakat mengikut kategori BMI. Tahap kecergasan fizikal pelajar pintar dan berbakat
mengikut kategori BMI berikut adalah seperti dibawah.
Kategori BMI dan Tahap

Kecergasan Fizikal
KURANG BERAT LEBIH BERAT NORMAL OBESITI
15
10 12
9
2 3 2 2 2 2
0 0 1 0 0 0
KURANG CERGAS TINGGI SANGAT

CERGAS TINGGI
Graf 5.4 menunjukkan kategori BMI dengan tahap kecergasan fizikal pelajar pintar dan berbakat.
Berdasarkan graf tersebut, dapat dilihat dalam kategori kurang cergas, BMI pelajar adalah normal ialah
seramai 3 orang dan kurang berat adalah seramai 2 orang. Bagi kategori cergas pula, 10 orang pelajar adalah
normal, 9 orang kurang berat, 2 orang lebih berat dan seorang obesiti. Manakala untuk kategori tahap
kecergasan fizikal yang tinggi, 22 orang pelajar adalah normal, 15 orang adalah kurang berat dan 2 orang
adalah lebih berat. Dan yang terakhir untuk kategori tahap kecergasan sangat tinggi, 2 orang pelajar
mempunyai BMI yang normal dan 2 orang pelajar lagi mempunyai BMI yang kurang berat.
6. Dapatan Kajian
6.1 Min markah matapelajaran biologi pelajar dan tahap kecergasan fizikal pelajar.
Analisis yang dijalankan adalah untuk mengenalpasti min markah matapelajaran biologi mengikut
tahap kecergasan fizikal pelajar. Min markah mengikut tahap kecergasan fizikal pelajar boleh
dilihat melalui graf dibawah.
Min markah biologi dan Tahap

Kecergasan Fizikal
78 73
65 69
KURANG CERGAS TINGGI SANGAT TINGGI

CERGAS
Graf 6.1 menunjukkan min markah matapelajaran biologi dan tahap kecergasan fizikal pelajar pintar
dan berbakat. Berdasarkan graf yang ditunjukkan, didapati tahap kecergasan fizikal dalam kategori
cergas mempunyai pelajar yang mempunyai min markah untuk matapelajaran biologi yang tinggi
berbanding dengan tahap kecergasan fizikal yang lain iaitu min markah adalah 78%. Seterusnya diikuti
dengan tahap kecergasan fizikal tinggi mempunyai min markah 73%. Untuk tahap kecergasan fizikal
sangat tinggi pula menunjukkan min markah pelajar dalam subjek biologi ialah 69% dan juga untuk
tahap kecergasan fizikal kurang cergas min markah subjek biologi ialah 65%.
6.2 Ujian Anova antara tahap kecergasan fizikal dengan markah matapelajaran biologi.
Analisis ujian anova satu hala dijalankan bagi mengenal pasti perbezaan tahap kecergasan fizikal pelajar
pintar dan berbakat berdasarkan markah akhir tahun matapelajaran biologi. Hasil analisis ujian anova
satu hala tersebut seperti jadual berikut.
Tahap kecergasan N Min Sisihan Piawai

Fizikal
Kurang Cergas 5 65.200 5.7184
Cergas 22 78.318 9.3879
Tinggi 29 72.793 9.0805
Sangat Tinggi 4 68.750 7.5000
Jadual di atas menunjukkan bahawa pelajar yang mempunyai tahap kecergasan fizikal cergas (min =
78.318) mempunyai markah matapelajaran biologi yang lebih tinggi berbanding dengan pelajar yang
mempunyai tahap kecergasan fizikal tinggi (min = 72.793 dan sp = 9.0805), pelajar yang mempunyai
tahap kecergasan fizikal sangat tinggi (min = 68.750 dan sp = 7.5000) dan pelajar yang mempunyai
tahap kecergasan fizikal kurang cergas (min = 65.200 dan sp = 5.7184).
Tahap Jumlah df Min F Sig

kecergasan Kuasa kuasa
Fizikal Dua dua
Antara 949.502 3 316.501 3.975 0.012
Kumpulan
Dalam 4459.081 56 79.626
Kumpulan
Jumlah 5408.583 59
Jadual 6.2 di atas menunjukkan bahawa terdapat perbezaan yang signifikan tahap kecergasan fizikal
pelajar berdasarkan markah matapelajaran biologi dengan nilai F = 3.975 dan sig = 0.012 (p<0.05). Ini
menunjukkan bahawa terdapat perbezaan yan signifikan tahap kecergasan fizikal pelajar pintar dan
berbakat berdasarkan makah matapelajaran biologi.
6.3 Ujian T bebas antara tahap kecergasan fizikal dengan jantina
Analisis ujian t bebas dijalankan bagi mengenal pasti perbezaan tahap kecergasan fizikal pelajar pintar
dan berbakat berdasarkan jantina. Hasil analisis ujian t bebas tersebut seperti jadual berikut.
Tahap N Min Sisihan Ujian t df Sig.

Kecergasan Piawai
Lelaki 35 4 0.583
Perempuan 25 3 0.900 1.911 58 0.011
Jadual 6.2 menunjukkan bahawa terdapat perbezaan yang signifikan tahap kecergasan fizikal pelajar
berdasarkan jantina dengan nilai t = 1.911 dan sig = 0.011 (p<0.05). Dari segi min menunjukkan bahawa
pelajar lelaki (min = 4 dan sp = 0.583) mempunyai tahap kecergasan fizikal yang tinggi berbanding
pelajar perempuan (min = 3 dan sp = 0.9000). oleh itu persoalan kajian telah terjawab dimana terdapat
perbezaan yang signifikan diantara tahap kecergasan fizikal pelajar pintar dan berbakat berdasarkan
jantina.
7. Perbincangan
Berdasarkan dengan keputusan analisis data, kebanyakkan pelajar pintar dan berbakat yang mempunyai
markah tinggi dalam subjek biologi mempunyai tahap kecergasan fizikal kategori cergas. Analisis
menunjukkan bahawa min markah untuk markah subjek biologi yang tinggi iaitu 78% adalah terdiri daripada
pelajar yang mempunyai tahap kecergasan cergas. Tahap kecergasan fizikal yang cergas ialah tahap
kecergasan fizikal yang berada dalam kategori sederhana dimana pelajar tidak mempunyai tahap kecergasan
fizikal yang terlalu tinggi dan tidak terlalu rendah. Ini menunjukkan bahawa pelajar yang mempunyai tahap
kecergasan fizikal yang cergas sedikit sebanyak membantu pelajar dalam mencapai
prestasi akademik yang memuaskan dalam sesuatu subjek. Individu yang kerap melakukan aktiviti fizikal
kebiasaannya akan lebih bertenaga dan mempunyai banyak stamina apabila melakukan sesuatu perkara.
Mereka yang kerap melakukan aktiviti fizikal tidak akan cepat penat apabila melakukan sesuatu kerja dan
individu ini juga umumnya bersifat lebih positif dan lebih optimistik dalam melakukan kerja. Selain daripada
itu, aktiviti fizikal boleh melaraskan peredaran darah, membakar lemak dan kalori serta mengurangkan risiko
masalah serangan jantung dan obesiti serta beberapa penyakit lain. Terdapat beberapa bukti menunjukkan
bahawa melakukan aktiviti fizikal selama sepuluh minit setiap hari boleh meningkatkan tahap kesihatan
mental seseorang seterusnya membolehkan seseorang individu mudah gembira dan dapat mengurangkan
stress (Moktar 2011). Seterusnya melakukan aktiviti fizikal yang konsisten boleh meningkatkan tindak balas
masa, konsentrasi, kreativiti dan keupayaan mental. Oleh itu berlakunya peningkatan pengepaman darah
beroksigen dalam saluran darah dan akan dihantar cepat ke otak. Hal ini demikian boleh menyebabkan
berlaku perubahan dalam merangsang reaksi fizikal dan mental dengan cepat (Morgan & Goldston, 1987).
Selain daripada itu, berdasarkan dengan analisis data juga didapati terdapat perbezaan yang signifikan antara
tahap kecergasan fizikal antara jantina. Pelajar lelaki pintar dan berbakat didapati mempunyai tahap
kecergasan yang lebih tinggi berbanding pelajar perempuan. Kebanyakkan pelajar lelaki tergolong dalam
kategori tahap kecergasan fizikal tinggi (min=4) berbanding dengan pelajar perempuan (min=3) yang hanya
dikategorikan sebagai cergas sahaja. Perkara ini berlaku adalah disebabkan kerana pelajar lelaki pintar dan
berbakat lebih aktif dalam aktiviti sukan atau aktiviti fizikal yang dijalankan di sekolah secara formal ataupun
tidak formal di kolej. Sebagai contoh penglibatan dalam pertandingan sukan, penglibatan dengan aktiviti
sukan dalaman di kolej dan juga keaktifan beriadah pada waktu petang. Ini bermaksud pelajar yang aktif
bersukan memiliki tahap kecergasan yang tinggi berbanding dengan pelajar yang tidak aktif (Michael &
Kenneth, 2005). Selain daripada itu, perbezaan signifikan ini juga disebabkan tahap kecergasan fizikal lelaki
dan perempuan adalah berbeza mengikut umur. Besar kemungkinan tahap umur pelajar perempuan pintar
dan berbakat di kolej ini adalah pada tahap umur yang mempunyai tahap kecergasan fizikal yang tidak tinggi.
Menurut Borms (1986), kanak-kanak perempuan mempunyai tahap prestasi kecergasan fizikal yang berbeza
dengan lelaki mengikut peringkat umur mereka. Ini mungkin disebabkan oleh suasana persekitaran
pengajaran pembelajaran yang diterima oleh pelajar tersebut mempengaruhi kesan terhadap prestasi
kecergasan fizikal mereka. Menurut McKenzie et al (2002), kanak-kanak perempuan mempunyai prestasi
kecergasan fizikal yang lebih baik dalam aspek lompatan dan keseimbangan berbanding lelaki yang
mempunyai pencapaian terbaik dalam aspek keupayaan menangkap dan menyambut bola. Maka pernyataan
ini boleh menjelaskan bahawa, disebabkan ujian segak yang dilakukan ini hanya tertumpu kepada daya tahan
kardiovaskular, daya tahan otot dan kelenturan badan bukan tertumpu pada aspek lompatan dan
keseimbangan menjadikan tahap kecergasan fizikal pelajar perempuan lebih rendah dari pelajar lelaki.
Terdapat kajian menunjukkan terdapat hubungan yang positif di antara pertumbuhan fizikal dengan
ketangkasan bagi kanak-kanak lelaki dan perempuan (Seils, 1951). Menurut Seils (1951) lagi, kanak-kanak
lelaki menunjukkan prestasi yang lebih baik daripada kanak-kanak perempuan dalam semua item ujian
kecuali kelembutan. Dan akhir sekali perbezaan tahap kecergasan fizikal antara jantina dikalangan pelajar
pintar dan berbakat adalah juga disebabkan dengan keadaan fizikal pelajar itu sendiri. Berdasarkan analisis
data, pelajar yang kurang berat lebih ramai dalam kategori tahap kecergasan yang tinggi. Pelajar lelaki lebih
ramai tergolong dalam kategori kurang berat berbanding pelajar perempuan. Ini boleh dikukuhkan lagi
dengan pernyataan Dube et al (2002), komposisi badan seseorang mempengaruhi tahap kecergasan fizikal
di kalangan atlet perempuan.
8. Kesimpulan
Kajian ini telah mengkaji secara tuntas tentang tahap kecergasan fizikal serta tahap pencapaian
akademik dikalangan pelajar pintar dan berbakat dalam sesuatu matapelajaran. Kajian ini menjelaskan
bahawa pentingnya kecergasan fizikal dikalangan pelajar pintar dan berbakat. Ini kerana kecergasan
fizikal amat penting dalam membentuk kesihatan mental dan fizikal yang baik. Jelas sekali kesihatan
mental dan fizikal yang baik amat diperlukan untuk kalangan pelajar pada masa kini. Pelbagai aktiviti
sukan telah direncanakan untuk pelajar pintar dan berbakat di Pusat PERMATApintar® UKM.
Penglibatan dalam sukan dan kokurikulum amat dititiberatkan dikalangan pelajar sehinggakan markah
kokurikulum termasuk sukan dikira sekali dalam pengiraan PNGK pelajar. Pelajar digalakkan terlibat
dengan aktiviti sukan dalaman dan anjuran pihak luar. Dalam masa yang sama, aktiviti akademik dan
pelajaran tidak boleh diabaikan dan pelajar perlu bijak dalam membahagikan masa diantara aktiviti
sukan kokurikulum dengan pelajaran. Ini selaras dengan motif Pusat PERMATApintar® UKM yang
ingin menjadikan pelajar pintar dan berbakat cemerlang dalam akademik beraliran STEM mempunyai
peribadi yang mulia, mempunyai jati diri yang tinggi serta cemerlang dalam aktiviti sukan dan
kokurikulum. Dengan adanya semua komponen ini, dapat melahirkan pelajar pintar dan berbakat yang
holistik dan amat berguna kepada negara pada masa akan datang.
9. Rujukan
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Weight Status and Sociodemographic Factors Among Malaysian Men in Klang Valley. BMC Pub
Health, 13: 275
Wee, E. (2013). Contemporary issues in the teaching of PE in Malaysia. Journal of Physical Activity,
Sports, and Exercise 1: 17–20.
Kementerian Pelajaran Malaysia (2008). Standard Kecergasan Fizikal Kebangsaan Untuk Murid
Sekolah Malaysia (SEGAK). Pekeliling Ikhtisas Bil. 4.
Ahli Panel Buku Sumber Guru Sains Sukan KBSM (2004). Buku Sumber Sains Sukan Tingkatan 4.
Malaysia: Pusat Perkembangan Kurikulum Kementerian Pelajaran Malaysia.
Hassan, Muhammad Haniff. (2000). Pandangan Umum Islam Terhadap Kesihatan dan Perubatan.
Singapura: Perdaus.
Hasan Basari, Norhidayah. (2011). Tinjauan Perkaitan di Antara Komposisi Tubuh Badan dan Paras
Glukosa dalam Darah dengan Kekerapan Senaman Mengikut Kategori Umur dan Jantina. Universiti
Teknologi Malaysia. Johor Bahru, Johor.
Moktar, Zainah. (2011). Awet Muda 7 Rahsia Kesihatan Holistik. Skudai, Johor Bahru: Penerbit UTM
Press.
Piirto, J. (1999). Talented children and adults; their development and education. Ed. ke- 2. Ohio: Merrill
Prentice Hall.
Shabazz, H. (2000). Higher education and African American at-Risk students: The effect of a
sponsorship program on African American middle school at-risk students who are academically
talented. Tesis Ph.D. University of Louisville, Kentucky. Profil Pemprosesan Kognitif Pelajar Pintar
Cerdas Akademik
Gagne, F. (2002). A Differentiated Model of Giftedness and Talent (DMGT). [Personal Notes].
Webb, J.T., Amend, E.R., Webb, N., Goerss, J., Beljan, P., & Olenchak, F.R. (2005). Misdiagnosis and
dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger's, depression, and other
disorders. Scottsdale, AZ: Great Potential Press
Unit Perancang Ekonomi, JPM. (2014). Laporan Kesejahteraan Rakyat Malaysia 2013: Kesejahteraan
Sosial. Putrajaya: Jabatan Perdana Menteri, Malaysia.
Morgan, William P., & Goldston, Stephen E. (1987). Exercise and mental Health. United States:
Hemisphere Publishing Corporation.

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E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017

CYBER SECURITY AWARENESS AMONG MALAYSIAN PRE-

Field of Research: cyber security awareness, pre-university institution, Malaysia

1.2 Problem Statement

1.3 Research Questions

i. What is the cyber security awareness level among students?

1.4 Research Framework

Figure 1.1 Research Frameworks

1.5 Significance of the Study

1.6 Scope of the Study

2.1 Cyber Security

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

2.2 Cyber Security Threat

2.3 Cyber security Awareness

2.4 Previous research in cyber security awareness

1. Muhirwe & regional university in 249 Cyber security awareness significantly

2. Hunt (2016) - - This paper points out the importance of

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

cyber security challenges in higher

4. Abolarinwa, two tertiary institutions 520 No significant difference was recorded

5. Ngoqo & University in South 81 Relationship exists between information

6. Kim (2013) Business College: 196 College students understand most

8. Androulidakis & 4 Universities of 959 Students are unaware of the necessary

9. Teer et al. (2007) Public state university 86 Students’ perception is generally

10. Garrison & four universities 33 Accounting students may not be

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

4. Muniandy & - - Conceptual paper examines the state of

2.5 Research gap

3.1 Data collection Procedures

3.1.1 Population and Sampling

3.1.2 Cyber Security Awareness Level Questionnaire

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

3.1.3 Validity of Research Instrument

3.1.4 Reliability of Research Instrument

Table 3.1Reliability Statistics

4.1 What is the cyber security awareness level among students?

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

Equal variances assumed .042 .838

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

5 DISCUSSIONS AND CONCLUSION

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

Atle Refsdal, Bjørnar Solhaug, K. S. (2015). Cyber-Risk Management. Springer.

Brady, C. (2010). Security Awareness for Children: Technical Report RHUL–MA–2010–05.

Christopher, N. (2016). The worst cyber attacks of 2016.

Cyber Security Malaysia. (2017). MyCERT Incident Statistics. Retrieved from

Glossary | National Initiative for Cybersecurity Careers and Studies. (2017).

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

Howarth, F. (2014). The Role of Human Error in Successful Security Attacks.

Hunt, T. (2016). Cyber Security Awareness in Higher Education, 1–14.

Internet Security Threat Report:Symantec. (2016). Retrieved from

Kaspersky. (2017). Types of known threats. Retrieved March 7, 2017, from

Kim, E. B. (2013). Information Security Awareness Status of Business College: Undergraduate

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

THE TECHNOLOGICAL, PEDAGOGICAL AND CONTENT

Joseph Ramanair, Souba Rethinsamy & Jecky Misieng

Field of Research: technology integration, teacher education, TPACK, tertiary.

2. Teachers and Technology

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

3. Teacher Knowledge Bases - TPACK

E-PROCEEDING OF THE 6TH GLOBAL SUMMIT ON EDUCATION 2017 (GSE 2017).

4.1 Sample and data collection method