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LIMAC 2019 Conference Proceeding (1)
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Conference Proceeding
LANGKAWI INTERNATIONAL
MULTIDISCIPLINARY
ACADEMIC CONFERENCE
Langkawi Seaview Hotel, Pulau Langkawi, MALAYSIA

21 December 2019
Asian Scholar Network (002903215-H)

eISBN: 978-967-16859-4-5
Proceeding: Langkawi International Multidisciplinary Academic Conference (LIMAC 2019)
(eISBN: 978-967-16859-4-5)
LANGKAWI INTERNATIONAL MULTIDISCIPLINARY

ACADEMIC CONFERENCE
(LIMAC 2019)
Copyright © 2019
Asian Scholars Network
All rights reserved. No part of this proceeding may be reproduced in any form, except for the
inclusion of brief quotations in review, without permission in writing from the author/
publisher.
eISBN: 978-967-16859-4-5
Published By:
Asian Scholars Network (002903215-H)
Selangor, Malaysia
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TABLE OF CONTENTS
1. A DESCRIPTIVE STUDY OF NATURE SOUND IN OPEN-PLAN OFFICE ON
COGNITIVE PERFORMANCE OF EMPLOYEES ....................................................... 1
2. A METACOGNITIVE KNOWLEDGE, METACOGNITIVE EXPERIENCE, AND
ITS EFFECTS ON LEARNING OUTCOMES FOR STEM AND NON-STEM
MALAYSIAN STUDENTS ................................................................................................. 6
3. A REVIEW OF EXISTING TECHNIQUES FOR MONITORING AND
PREVENTING OIL PIPELINE VANDALISM AND OIL THEFT ............................. 16
4. A STUDY ON THE IMPACT OF COLLABORATIVE LEARNING ON ACADEMIC
PERFORMANCE USING FACEBOOK IN HIGHER EDUCATION ........................ 30
5. ACHIEVING SUSTAINABLE DEVELOPMENT GOALS IN SMALL AND
MEDIUM COMPANIES IN MALAYSIA ....................................................................... 39
6. AN INTERCULTURAL STUDY OF REFUSAL SPEECH ACT OF MALAYSIAN
UNIVERSITY STUDENTS ............................................................................................... 47
7. AN INVESTIGATION ON HOW MODE OF TEACHING, LOCATION OF
EDUCATIONAL INSTITUTION AND TEACHER’S AGE AFFECT TEACHING
STYLE ................................................................................................................................. 57
8. ASSESSMENT OF STRESS AMONG HIGHER EDUCATION INSTITUTIONS
STUDENTS AND ITS RELATIONSHIP WITH ACADEMIC PERFORMANCE.... 66
9. CHEMICAL CHARACTERIZATION OF PESTICIDES AND ASSOCIATED
URINARY METABOLITES IN RELATION TO TOXICITY ASSESSEMENT ...... 73
10. COMPARATIVE STUDY ON BIOWASTE SORBENTS FOR OIL SPILLAGE
APPLICATION .................................................................................................................. 75
11. DESIGN AND CHARACTERIZATION OF AN ULTRA-THIN
BIOPHOTOVOLTAIC CELL WITH SMALL ELETRODE GAP POWERED BY
NANNOCHLOROPSIS SP ............................................................................................... 86
12. EVALUATION OF DISTRICT ROAD MAINTENANCE PRIORITY USING
INDONESIAN ROAD CONDITION INDEX AND ROAD NOTE 1 ........................... 93
13. EVALUATION OF TITANIUM OXIDE-WOLLASTONITE-HYDROXYAPATITE
COMPOSITES AS A POTENTIAL BONE REPLACEMENT MATERIAL ........... 102
14. EXPLORING MALAYSIAN POLYTECHNIC LECTURERS’ READINESS IN
EMBRACING 21ST CENTURY EDUCATION: AN INSTITUTIONAL CASE
STUDY .............................................................................................................................. 108
15. EXPLORING YOUNG MALAYSIANS’ PREFERENCES IN STEM-ORIENTED
CAREER PATHS............................................................................................................. 115
16. FOLKTALE RECONSTRUCTION FOR THE ADVANCEMENT OF
BENEFICIAL FOLKTALE TOURISM........................................................................ 135
17. FOSTERING SPIRIT OF UNITY THROUGH FILM “OLA BOLA” ...................... 142
18. GOOD AQUACULTURE PRACTICES TO INCREASE PRODUCTION OF POND
FISH CULTURE SYSTEM ............................................................................................ 153
19. IMPACT OF LED LIGHTINGS ON MISAI KUCING HERBS GROWTH BASED
ON DIFFERENT HEIGHT EXPOSURE ...................................................................... 160
20. IMPACT OF SKILLED WORKFORCE INDUCED DELAY ON PROJECT
DELIVERY AND CONSTRUCTION SUSTAINABILITY IN NIGERIA ................ 165
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21. NEW TRENDS, NEW AVENUES & NEW RECRUITMENT STRATEGIES FOR
INSURANCE COMPANY .............................................................................................. 176
22. ON CHILD HEAD INJURY CRITERIA (HIC) DUE TO FRONTAL FALL IMPACT
ON RIGID FLOOR .......................................................................................................... 180
23. RELATION BETWEEN WEATHERING GRADE AND SHEAR STRENGTH:
SLOPE STABILITY HAZARD ASSESSMENT .......................................................... 187
24. SAFEGUARDING INDIGENOUS KNOWLEDGE AND CULTURAL TRADITION
WHILE PROMOTING SUSTAINABLE TOURISM .................................................. 192
25. SECTORAL EFFECT OF OIL PRICE, NATURAL GAS AND LNG PRICES ON
MALAYSIA’S SERVICES SECTOR ............................................................................ 196
26. SLOPE STABILITY HAZARD ASSESMENT ON CUT SLOPES SURROUNDING
GENTING HIGHLAND TUNNEL ................................................................................ 205
27. SOCRATIC DIALOGUE TECHNIQUE TO REDUCE THE LEVEL OF
DEPRESSION ON BULLY VICTIM IN WORKPLACE ........................................... 211
28. SYNTHESIS AND CHARACTERIZATION OF IRON OXIDE WASTE-DERIVED
RED COLOUR PIGMENT VIA CRYO-MILLING PROCESS................................. 224
29. TEACHERS’ JOB SATISFACTION AS MEDIATOR OF THE RELATIONSHIP
BETWEEN TEACHERS’ MOTIVATION AND TEACHERS’ WORK
PERFORMANCE: SURVEY FROM SECONDARY SCHOOLS IN SARAWAK .. 231
30. THE ASSESSMENT OF HUMAN RESOURCE PRACTICES ON THE EMPLOYEE
JOB SATISFACTION ..................................................................................................... 235
31. THE DIFFERENCES BETWEEN SUBJECTIVE HAPPINESS, HOPE, AND
ACHIEVEMENT MOTIVATION OF REMEDIAL STUDENTS ............................. 248
32. THE EFFECT OF HOLDING TIME ON THE MECHANICAL PROPERTIES OF
Y-TZP-TITANIA-TCP COMPOSITES ........................................................................ 258
33. THE FUNGAL DIVERSITY OF MADAI CAVE, SABAH, MALAYSIA ................. 264
34. THE INFLUENCE OF SCHOOL CLIMATE, TEACHERS’ COMMITMENT,
TEACHERS’ MOTIVATION ON TEACHERS’ WORK PERFORMANCE
THROUGH TEACHERS’ JOB SATISFACTION ....................................................... 275
35. THE ROLE OF TEACHER-STUDENT RELATIONSHIPS TO CAUSE
SYNCHRONY IN EFL CLASS ...................................................................................... 280
36. USING MAZE WORD TO MASTER THE MULTIPLICATION TABLES FOR
YEAR TWO STUDENTS................................................................................................ 286
37. USING SOCIAL MEDIA TO PROMOTE EFL LEARNERS’ SPEAKING SKILL:
PERCEPTIONS FROM BOTH TEACHERS AND LEARNERS .............................. 296
38. WOMEN EMPOWERMENT FOR SUSTAINABLE DEVELOPMENT THROUGH
THE IMPLEMENTATION OF FLEXIBLE WORKING HOURS ........................... 307
39. ANALISIS FAKTOR PENYEBAB STRES DALAM KALANGAN PELAJAR
DIPLOMA GEOMATIK POLITEKNIK TUANKU SULTANAH BAHIYAH ........ 316
40. ANALISIS KEMAHIRAN ADAPTIF DALAM KALANGAN ANAK-ANAK
KURANG UPAYA DALAM PROGRAM REHABILITATIF PUSAT PEMULIHAN
DALAM KOMUNITI (PDK) .......................................................................................... 326
41. APLIKASI TERAPUTIK REKREASI MERANGSANG KEUPAYAAN MOTOR
KASAR MURID MIOPIA............................................................................................... 336
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42. FAKTOR-FAKTOR YANG MEMPENGARUHI GURU MATEMATIK SEKOLAH

RENDAH DALAM MENGINTEGRASIKAN PENGGUNAAN TEKNOLOGI
DALAM PDPC ................................................................................................................. 347
43. FALSAFAH ETIKA DALAM PENTADBIRAN LEMBAGA ZAKAT NEGERI
KEDAH ............................................................................................................................. 357
44. KAEDAH MAIN PERANAN DALAM PENGAJARAN ASAS MATEMATIK DI
SEKOLAH ALTERNATIF SEMPORNA: SATU KAJIAN KES ............................... 367
45. KAEDAH SAMA BENTUK DALAM MENINGKATKAN KEMAHIRAN
MENDARAB MELIBATKAN PENGUMPULAN SEMULA ..................................... 378
46. KEBERKESANAN APLIKASI COGGLE DALAM MENINGKATKAN
PENCAPAIAN SEJARAH TINGKATAN ENAM BAGI TOPIK “PERLUASAN
KUASA BARAT DI CHINA” DI SMK SELIRIK, KAPIT ......................................... 389
47. KEBERKESANAN DUAL LANGUAGE PROGRAM (DLP) TERHADAP
PENGETAHUAN, SIKAP DAN TINGKAH LAKU PELAJAR MATEMATIK ..... 408
48. KEBERKESANAN KAEDAH KAD SORONG TARIK DALAM MENINGKATKAN
KEMAHIRAN MEMBACA SUKU KATA (KV+KV) BAHASA MELAYU MURID
IBAN TAHUN 1 ............................................................................................................... 418
49. KEBERKESANAN KURSUS PENGUCAPAN AWAM TERHADAP KEMAHIRAN
INSANIAH PELAJAR .................................................................................................... 427
50. KEBERKESANAN MOOC TITAS DALAM PEMBENTUKAN SIKAP
MAHASISWA UNIVERSITI AWAM ........................................................................... 435
51. KEBERKESANAN PENGAJARAN KELAS BERCANTUM SEKOLAH RENDAH
DI SEKOLAH PEDALAMAN DAERAH KAPIT, SARAWAK. ................................ 445
52. KEBOLEHPERCAYAAN INSTRUMEN KOKURIKULUM SEBAGAI MEDIATOR
DALAM MEMBENTUK SAHSIAH PELAJAR .......................................................... 457
53. KESESUAIAN “PANDUAN PENGAJARAN DAN PEMBELAJARAN KELAS
BERCANTUM” DALAM MEMBANTU GURU MENGENDALI PENGAJARAN
DAN PEMBELAJARAN KELAS BERCANTUM DI NEGERI SEMBILAN........... 466
54. KOMITMEN SUKAN DALAM KALANGAN ATLET KOLEJ KOMUNITI
MALAYSIA ...................................................................................................................... 474
55. MEMBANTU MURID TAHUN 4 MENGUASAI PENDARABAN MELIBATKAN
NOMBOR TIGA DIGIT DENGAN NOMBOR DUA DIGIT MENGGUNAKAN
KAEDAH PADSTEP ....................................................................................................... 484
56. MENINGKATKAN KEMAHIRAN MURID DALAM MENYELESAIKAN
OPERASI TAMBAH NOMBOR PERPULUHAN DENGAN MENGGUNAKAN
FISHBONE DECIMAL BOARD (FDB) ......................................................................... 493
57. PELAKSANAAN INTERVENSI TERAPI CARA KERJA UNTUK MURID
BERMASALAH PEMBELAJARAN ............................................................................. 502
58. PENERAPAN IDENTITI NASIONAL DALAM MATA PELAJARAN BAHASA
MELAYU BAGI MURID TAHUN ENAM SEKOLAH RENDAH ............................ 520
59. PENGALAMAN PROSES PEMULIHAN TERHADAP PERUBAHAN TINGKAH
LAKU PENGHUNI DI BAITUL EHSAN DAN DAR AS-SA’ADAH ........................ 528
60. PENGARUH PEMBELAJARAN ABAD KE-21 (PAK21) TERHADAP MINAT
MURID DALAM PENGAJARAN DAN PEMBELAJARAN MATEMATIK: SATU
TINJAUAN SISTEMATIK ............................................................................................. 551
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61. PENGETAHUAN PEDAGOGI DAN ISI KANDUNGAN GURU OPSYEN

MATEMATIK DALAM PENGAJARAN TOPIK PECAHAN................................... 560
62. PENGGUNAAN KAEDAH ‘SLASH BOX’ DALAM MEMBANTU MURID TAHUN
3 MENYELESAIKAN OPERASI TOLAK DENGAN MENGUMPUL SEMULA .. 571
63. PENGGUNAAN KAEDAH “GENG 10” TERHADAP KEMAHIRAN MENOLAK
MELIBATKAN PENGUMPULAN SEMULA MURID TAHUN 1 ............................ 583
64. PENGGUNAAN KAEDAH BELAH PERUT DALAM MENENTUKAN
KEUPAYAAN MEMBINA SIFIR DUA DIGIT MURID TAHUN 6 ......................... 593
65. PENGGUNAAN MODEL BAR DALAM KEMAHIRAN PENYELESAIAN
MASALAH PECAHAN TAHUN 6 ................................................................................ 598
66. PENGGUNAAN TEKNIK JUBIN ALGEBRA DALAM PENGUASAAN
KEMAHIRAN PENDARABAN UNGKAPAN ALGEBRA BAGI PELAJAR
TINGKATAN 2 ................................................................................................................ 610
67. PENGINTEGRASIAN TEKNOLOGI MAKLUMAT DAN KOMUNIKASI (TMK)
DALAM PROSES PENGAJARAN DAN PEMUDAHCARAAN (PdPc)
MATEMATIK DALAM KALANGAN PENSYARAH DI KOLEJ-KOLEJ
VOKASIONAL NEGERI SEMBILAN ......................................................................... 624
68. PENYELESAIAN MASALAH DALAM TAJUK PENDARABAN TAHUN 5 SK
SAHABAT II LAHAD DATU SABAH MELALUI KAEDAH “ATAS GARISAN” 635
69. PENYELIDIKAN MENGENAI PENDIDIKAN SEKS DI MALAYSIA: SATU
KAJIAN AWAL ............................................................................................................... 644
70. PERSEPSI GURU BAHASA INGGERIS SEKOLAH RENDAH TERHADAP
PENGGUNAAN BUKU TEKS IMPORT UNTUK TAHUN 1 DAN TAHUN 2........ 654
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A DESCRIPTIVE STUDY OF NATURE SOUND IN OPEN-PLAN

OFFICE ON COGNITIVE PERFORMANCE OF EMPLOYEES
Munirah A.D1*, NDM Mahudin2
1
School of Business & Management, KPJUC, Nilai, Malaysia
2
Dept. Of Psychology, IIUM, Gombak, Malaysia
*Corresponding Author: munirahdahari@gmail.com

_________________________________________________________________________________________
Abstract: Despite being the preferred office setting especially for organizations with a huge
number of employees, the open-plan office brings together with it a number of drawbacks.
Acoustical distraction as one of the unresolved issues in open-plan office settings requires further
intervention to minimize its negative effect, especially to the employees' performance. The study
intended to mask the existing noise in the office by including nature sounds in such settings to see
the impact on employees' cognitive performance. A quasi-experiment was conducted to fifty (50)
administrative employees (female, n = 35, male, n = 15) in which they were exposed to four (4)
types of sound (i.e.: biophony nature sound, machine-generated noise, geophony nature sound,
and human-generated noise) accordingly in their office for one week for each sound, followed by
an error detection task at the end of every week. The descriptive analysis indicated that biophony
sound has a positive impact on employees' cognitive performance (M = 9.48, SD = 0.65), while
human-generated noise decreases such performance significantly with (M = 5.66, SD = 2.47).
The study contributed to vast implications and recommendations for future research. To
conclude, nature sounds subsidized to one's cognitive performance while noise coming from
humans reduced such performance.
Keywords: nature sound, open-plan office, cognitive performance, employees

_________________________________________________________________________
1. Introduction
Research regarding the negative effects of noise in an open-plan office is not novel. Significant
number of studies highlighted the drawbacks of such office design ranging from increase number
of stress and discomfort to reduced job satisfaction and performance (Evans & Johnson, 2000;
Kristiansen, Mathiesen, Nielson, Hansen, Shibuya, Petersen, Lund, Skotte, Jorgensen, &
Sogaard, 2009; Waye, Bengtsson, Rylander, Hucklebridge, Evans, & Clow, 2002).
Regardless of the hitches, open – plan office continues to be one of the preferred office design
especially by big companies simply because it offers the use of small space which then minimize
some developmental office cost (Jackson & Klein, 2009; Koske & Kwasira, 2015; Marquardt,
Veitch, & Charles, 2002; McGregor, 2015; Purdey & Leifer, 2012; Roelofsen, 2008), encourage
cooperation and teamwork among office members (Danielsson, 2005; Ding, 2008, Koske &
Kwasira, 2015; Lee & Brand, 2005; Roelofsen, 2008), and promotes information sharing among
employees (General Services Administration, 2011; Roelofsen, 2008). Thus, it is crucial to
minimize the negative effects of such office design so much so that its benefit suppresses the
abovementioned problems that open-plan offices brought with it.
The use of nature as alternative to minimize the negative effects of noise created in such
environment (open – plan office) was mainly conducted using visual features (i.e.: videos and
photograph of nature) (Laumann, Tommy, & Morten, 2003; Ulrich, Simons, Losito, Fiorito,
Miles, and Zelson, 1991) and rarely involved the auditory aspect of nature (i.e.: water flowing,
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rain dropping, and bird chirping). As supported by Mackrill (2013) and Jahncke, Eriksson, and
Naula (2015), sound especially coming from nature would be useful in the intervention process.
For that reason, it is essential therefore to investigate the impact that nature sound has on
improving the open-plan office settings thus maximizing such settings for the use of
organizations at large.
2. Literature Review
Open – plan office is an office setting characterized by an open workspace that is transparent,
with areas divided by filing cabinets, screen, or movable partition to separate between individual
workspace (Marquardt, Veitch, Charles, 2002; Roelofsen, 2008). While it offers various
advantages, it comes together with some drawbacks that at times intolerable and mentally
unhealthy to the users. A study on the effects of open – plan office on employees' job
performance points to the conclusion that the latter decreases dramatically as the result of
frequent communication among employees (Roelofsen, 2008). Besides, Danielsson (2005) in his
study on the relationship between open-plan office design on health status and job satisfaction
found that both variables are affected negatively by the specified office design. Several studies
that relate the office design with job satisfaction shows significantly similar result in which the
open-plan office design leads to decrease the level of job satisfaction among employees
(Haapakangas, Hongisto, Hyona, & Keranen, 2014; Brennan, Chugh, & Kline, 2002; Rashid,
Wineman, & Zimring, 2009). Aside from that, noise created in the open-plan office is regarded as
the most reported problem that arose.
Noise is defined as an undesired sound (Roelofsen, 2008; Stansfeld & Matheson, 2003) which
might originate from either human, machine, impact, and background (Pan & Chan, 2007).
Although it is almost impossible to eliminate noise in its entirety, it is suggested that the noise
level is controlled at 45 dBA to decrease its negative effect (Roelofsen, 2008). Aside from
declining one's quality of life (Matheson, 2003), the undesirable sound depletes one's attention
(Jackson & Klein, 2009), and also negatively affect the productivity of proofreading task
(Venetjoki, Tuomaala, Keskinen, and Hongisto, 2006). Interestingly, it was reported that human
can learn to adapt and cope with the negative effects of noise (Stanfeld & Matheson, 2003;
McGregor, 2015) by masking. As it is possible to counter the negative effect of noise, the present
research interested to discover the adaptive potential by masking the office noise with nature
sound.
As the name suggests, nature sound is any sound created by animals or natural landscapes
(Pijanowski et al., 2011). Ratcliffe, Gatersleben, and Sowden (2013) concluded from their study
that people prefer to listen to nature sounds like birds chirping and water flowing to escape from
stress. Classified into Biophony and Geophony types of nature sound (Pijanowski et al., 2011),
previous study by Annerstedt et al. (2013) suggested that the combination of exposure with
nature sounds with green environment assist in the recovery of stress and increases the
sympathetic cardiac regulation. Most study on the effect of nature sounds on various variables
however were conducted in a controlled laboratory and not actual office environment which
might affect the way participants interpreted the stimulated environment. Thus, it warrants the
need to conduct such study on the natural work settings so much so the result can be generalized
in the same natural settings.
The need to concentrate on the effects of noise on cognitive performance is vital as cognitive
functioning is needed in decision making, problem-solving, learning, and memory (Purdey &
Leifer, 2012). The abovementioned processes are commonly used in any organization and
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company to function. However, working in an open-plan office demands a higher cognitive usage
(Venetjoki, Tiomaala, Keskinen, & Hongisto, 2006) as it is difficult to maintain a high quality of
cognitive functioning given the nature of the open-plan office. Previous study on the relationship
between office noise and cognitive performance shows a negative association between both
(Jackson & Klein, 2009). In contrast, study that associates between mental workload with nature
movie found that the participants' energy increase in such settings (Jahncke et al., (2011).
3. Methods
A series of quasi-experiment was conducted in a real work setting that involved 50 administrative
employees took part in a consecutive one – month of experiment. Participants were exposed to
four types of sounds in which two of them are nature sounds (i.e.: Biophony & Geophony), and
the remaining two noise sounds (i.e.: Machine Generated noise & Human Generated noise), each
sound lasted for one week. At the end of each week, participants were given a set of error
detection task in which they are required to correct the mistakes in the sentences given to them.
Descriptive analysis of the result was analyzed by using SPSS.
4. Results
Participants scored the highest in the Biophony sound (M = 9.48, SD = 0.65), followed by the
Geophony sound (M = 8.56, SD = 2.7). Both types of noise resulted in the decrease in cognitive
performance with Machine – Generated noise (M = 6.32, SD = 1.95) and Human –Generated
noise with (M = 5.66, SD = 2.47).
Figure 1: Mean score of cognitive performance after exposure to four types of sound
5. Discussion and Conclusion

The result from the descriptive analysis shows that there are differences in the mean for the
cognitive performance after exposure to nature sounds and office noises in which people score
higher cognitively when exposed to nature sounds while office noise decreases such performance
dramatically. In other words, people make lesser error while doing work when they listen to
nature sounds and while the result is predictable based on previous findings by Jahncke et al.
(2011), Jahncke, Erikkson, and Naula, (2015), and Ratcliffe, Gatersleben, and Sowden, (2013),
confirmation on these effects is useful as it provides further evidence of positive effects of nature
sounds on cognitive performance.
The result is expected as Kaplan (1995) emphasized that plants and animals possess the element
of "soft fascination" which in return facilitates one's recovery from mental fatigue, therefore
increasing the cognitive performance.
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All in all, it can be concluded that the presence of nature sounds assist in the increment of
cognitive ability, while noises can lessen the ability of the cognition to function as expected.
As the present study was conducted in the real work settings, the researcher has less control over
the environment, the employees and the unexpected external variables (i.e.: employees coming in
and out of the office, absenteeism, and construction sound from the other buildings) which one
way or another, might affect the result of the study. Yet, the future study can benefit from this by
studying these variables in relation to nature sounds to see their moderating or mediating effects.
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A METACOGNITIVE KNOWLEDGE, METACOGNITIVE

EXPERIENCE, AND ITS EFFECTS ON LEARNING OUTCOMES
FOR STEM AND NON-STEM MALAYSIAN STUDENTS
S. Chee Choy1*, Joanne Sau-Ching Yim2, Poh Leong Tan3*
1,2,3
Faculty of Social Science and Humanities, Tunku Abdul Rahman University College, Kampar, Malaysia
*Corresponding Author: Tanpl@tarc.edu.my

_________________________________________________________________________________________
Abstract: This study examined the effects of metacognitive knowledge, metacognitive
experience, and quality learning on learning outcomes for STEM and non-STEM Malaysian
university students. A sample of 958 STEM and 1256 non-STEM students on Diploma and
bachelor programmes took part in the study using the adopted and adapted survey questionnaires.
The metacognitive theory was used as the framework to build a research model with four
constructs which was analysed using SEM. The results showed that all five of the hypotheses
were supported for non-STEM students and also the five hypotheses were supported for STEM
students. It is estimated that the model for non-STEM students accounted for 39% of the variance
for learning outcome and 53% of the variance for quality learning and the model for STEM
students accounted for 54% of the variance for learning outcome and 46% of the variance for
quality learning. The results indicated a lack of emphasis on using teaching approaches that
encouraged critical thinking and reflective thinking skills for STEM students when compared to
non-STEM students. It also implies that STEM students are more focused on process and
knowledge acquisition than non-STEM students.
Keywords: Metacognitive Knowledge, Metacognitive Experience, Quality learning, Learning

Outcomes, comparative, STEM and Non-STEM Students
_________________________________________________________________________
1. Introduction
In the Malaysia Education Blueprint (MEB) (2013-2025) it is stated that the fundamental
objective in the Malaysian education system is to ensure that its students are equipped with the
necessary life skills to be productive individuals (Ministry of Education Malaysia, 2013).
Evidence from the past had shown that the Malaysian education system emphasised development
of strong content knowledge in subjects like Science, Mathematics and languages and less on
development of soft skills like ethics, positive attitudes and effective communication. However,
with the rapid pace of development around the world, emphasis must not only be on content
knowledge but also on developing soft skills with an emphasis on critical thinking. Critical
thinking in this case is the process of interpreting, analysing and manipulating information to
generate new thinking (Huber & Kuncel, 2016). In order to facilitate institutions of higher
learning (HEIs) to bring about learning of such skills, consideration must be given to the ways in
which science, technology, engineering and mathematics (STEM) and non-STEM students learn
and perceive learning.
Although the intentions of the MEB is commendable and has the best interest of all students as a
goal, it must be cautioned that there are differences in learning approaches and the process of
developing and attaining critical thinking skills among students will vary. In the Malaysian
context, studies have found that students tend to be passive preferring surface learning where
there is no effort to learn in depth, lack self-direction (Nordin, Halim & Malik, 2016) and do not
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actively participate in their own learning regardless of their field of studies. Echazarra et al.
(2016) further noted that Malaysian teachers in general will direct their students rather than have
students direct their own learning. Such findings puts to question the level of quality learning and
learning outcome experienced by Malaysian students hence they may have difficulties developing
as independent learners in HEIs. Therefore, this study aims to determine the differences in
perceptions of Malaysian STEM and non-STEM students towards quality learning and learning
outcomes.
2. Learning Outcome in STEM and Non-STEM

Learning outcomes are dependent on good teaching, facilities, and procedures that must be put in
place. (Biggs and Tang, 2007). The learning that is expected to be achieved at the end of a
learning process. It is the mechanism that demonstrates student learning that has taken place
allowing an institution to improve its teaching strategies and support structures so as to enhance
the learning quality for students (Biggs and Tang, 2007). Although there have been many studies
on STEM and non-STEM students’ perceptions of quality in terms of learning engagement and
customer orientation, there is a dearth of studies on their perceptions of quality learning and its
influence on learning outcomes. Hence this study will use the metacognitive theory to fill the
research gap.
2.1 Quality Learning in STEM and Non-STEM Fields

Bendermacher et al, (2017) described quality is difficult to define in higher education mainly
because there is a need to balance between theoretical enquiry into the nature of quality and the
empirical exploration of how quality judgements are made in practice within this context. North
(2005) noted that there is a difference in emphasis between STEM and non-STEM disciplines in
terms of teaching approaches and assessment which can affect students’ perceptions of quality
learning and hence their notions about the quality of their learning experiences. This is because
different disciplines will have a different balance of knowledge and skills to be developed.
However, such differences must be evaluated from students’ current learning environment so as
to determine if their desired learning approaches are being supported.
2.2 Metacognitive Knowledge

Metacognition according to Kuhn (2000) is guided by individuals’ beliefs, hence their
perceptions will influence the way they think and learn. Metacognitive knowledge (Fernandez-
Duque et al., 2000) is knowledge which can be equated to prior knowledge and acquired beliefs.
This consists of beliefs about what and how factors interact to affect the outcome of learning
consisting of three major categories: person, task, and strategies (Biggs & Tang, 2007). In the
context of this study the persons involved in learning are students. The task is the overall
perceptions of quality learning. The strategies used are the resources available, learning
environment, and curriculum design. Metacognitive knowledge can help individuals form
perceptions about their quality learning based on the strategies they use. A challenging and yet
supportive learning environment provided to students will enable them to gain better achievement
and significantly influence their quality learning (Ellis, 2016). Hence in the context of this study,
the perceptions of students towards the learning environments in university will be used to study
their perceptions of quality learning which can ultimately influence learning outcomes (Ali, et al.,
2016; Ellis, 2016).
2.3 Metacognitive experience
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Metacognitive experiences are conscious experiences involving thinking and feelings associated
with learning (Efklides, 2006). These experiences help students assess the progress they are
making or are likely to make and occur in situations that stimulate highly conscious thinking
where every step of the process requires planning ahead and evaluation afterwards. This allows
for quality control of individuals’ thought processes (Flavell, 1979). Hence, the difference
between metacognitive knowledge and metacognitive experiences is in the content and function
of the learning. In the context of this study, metacognitive experiences will be students’
perceptions of and reflection on the influence of good learning skills (e.g. command of English,
self-directed learning, student engagement, self-management), the delivery and support provided
to bring about the learning process. Richardson, Abraham and Bond (2012) found that such
learning skills significantly influenced students’ overall quality learning as measured by their
grade point average. Wang et al. (2013) also found that the type of support provided and teaching
that takes place can enhance quality learning for students ultimately influencing their overall
performance at university. Based on the review of literature, the following hypotheses were
formulated:
H1: Metacognitive Experience will have a significant influence on Quality learning

H2: Metacognitive Experience will have a significant influence on Learning Outcomes
H3: Metacognitive Knowledge will have a significant influence on Quality learning
H4: Metacognitive Knowledge will have a significant influence on Learning Outcomes
H5: Quality learning will have a significant influence on Learning Outcomes
3. Method
This study uses quantitative method and also employed covariance based on structural equation
modelling (CB-SEM) to analyse STEM and non-STEM students’ perceptions of learning
outcomes using a model derived from the metacognitive theory. A total of 958 STEM and 1256
non-STEM students enrolled in bachelor programmes in a university in Malaysia participated in
the study. The convenient sample was divided into the two groups for ease of reference, both
these groups have STEM and non-STEM courses in their programmes as minor or non-core
courses. STEM male 649 students and female 309 students from (Chemistry 182, Food science
231, and Life science 63) and Non-STEM male 431 and female 825 students from (Mass
Communication 476, Studies Psychology 120, Humanities 319, and Creative arts and design
341).
3.1 Measures
The adopted and adapted questionnaire comprised of two sections – the first required participants
to provide their demographic information, and the second contained sixteen statements on four
constructs: learning outcomes, metacognitive experience (curriculum, learning environment,
delivery and support), quality learning, and metacognitive (English language and resources). The
instrument was used and the survey was administered in English. A 5 on the scale indicates
strongly agree, 4 Agree, 3 Neutral, 2 Disagree and 1 Strongly disagree. Content validity was
conducted prior to collection of data to ensure that the questionnaire in its present form represents
the facets of measurement aimed for in this study.
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4. Results
Collected Data were subject to test of multivariate normality. Based on Kline (2005) and West et
al., (1996) stated that one can consider rescaled standardised kurtosis index (β) greater than 7 is
not normal distribution. The result from AMOS assessment normality shown all kurtosis values
are < 7 this indicate normality. The Appendix 1 result shown the three indicators to show
convergent validity: factor loadings, reliability and average variance extracted (AVE) (Hair,
Black, Babin & Anderson, 2010) were used. The factor loadings of all items ranged from 0.51 to
0.77 above 0.50 as recommended by Hair et al. (2010). The result also shown the reliabilities of
all the constructs which ranged from 0.70 to 0.81 were at or above the recommended level. The
AVE all exceeded 0.50 hence are adequate (Fornell & Larcker, 1981). It must be noted that the
AVE for three of the constructs (Metacognitive Experience, Metacognitive Knowledge and
Quality Learning) for non-STEM students and one of the constructs (Metacogntive Experience)
for STEM students was below 0.50 however the composite reliabilities for all of them were
above 0.60 showing adequate convergent validity (Fornell & Larcker, 1981). The discriminant
validity was estimated using the root mean square of the AVE for a given construct with the
correlation between the construct and all other constructs (Hair at al., 2010). Appendix 2 shows
the result square root of the AVEs (in the diagonals) were greater than the other elements in the
correlation matrix. Several fit indices were used to measure model fit: absolute, incremental and
parsimony (Hair et al., 2010). A better fitting models as shown in (see Appendix 3) for the STEM
and non-STEM students.
4.1 Hypotheses Testing

The results for STEM and non-STEM students showed that all five hypotheses were supported by
the data (see Appendix 4). Metacognitive Experience (β = 0.439, C.R. = 19.395, p=.00 <.05) and
Metacognitive Knowledge (β = 0.340, C.R. = 13.353, p=.00 <.05) had a significant relationship
with Quality Learning. Metacognitive Experience (β = 0.370, C.R. = 11.493, p=.00 <.05) and
Metacognitive Knowledge (β = 0.188, C.R. = 6.041, p=.00 <.05) also had a significant
relationship with Learning Outcomes (LO). Quality Learning (β = 0.371, C.R. = 11.490, p=.00
<.05) had a significant relationship with Learning outcomes.
For STEM students the five hypotheses were also supported by the data (see Appendix 5).
Metacognitive Experience (β = 0.364, C.R. = 21.951, p=.00 <.05) had a significant relationship,
similarly, Metacognitive Knowledge (β = 0.151, C.R. = 4.314, p=.00 <.05) had a significant
relationship with Quality Learning. Metacognitive Experience (β = 0.379, C.R. = 13.834, p=.00
<.05) and Metacognitive Knowledge (β = 0.208, C.R. = 4.361, p=.00 <.05) also had a significant
relationship with Learning Outcomes. Quality Learning (β = 0.443, C.R. = 10.175, p=.00 <.05)
had a significant relationship with Learning Outcomes.
5. Discussion
The result shown the relationship was significant for non-STEM but also significant for STEM
students. Metacognitive experience, the conscious and affective experiences that students
associate with learning which helps them make an assessment of the progress they are making in
a course of studies (Biggs & Tang, 2007), require constant reflections on learning experiences,
strategies and actions. It consists of a combination of students’ perceptions of the support they
experience from their teachers and their ability to use learning skills. Quality learning in this
study, defined as the process of equipping students with necessary tools and strategies which
enable them to take responsibility for their learning, also require a certain amount of reflection on
their actions (North, 2005). This finding may be explained by the applied-in-nature and ‘linked’
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to real-life contexts of non-STEM courses (Irvine, Molyneux & Gillman, 2015) which require
more reflection by students on their prior knowledge to connect with current learning.
The differences between STEM and non-STEM students can also be explained in terms of
enculturation and assimilation (Aikenhead, 2000). Enculturation occurs when the content and
context of students’ courses harmonises with their world views. However, when what they learn
are at odds with their world view, a reconstruction occur through assimilation which require
developing ways and means to pass their courses, then surface learning generally occur (Larson,
1995). For Malaysian STEM students’ assimilation may be more relevant, as shown by the
weaker relationship between metacognitive experience and learning outcome when compared to
non-STEM students. Metacognitive experience had a significant and positive relationship with
learning outcome for both STEM and non-STEM students. The relationship was stronger for non-
STEM students (β = 0.439) than STEM students (β = 0.364). Metacognitive experiences are the
conscious and affective experiences associated with learning which are dependent on the support
given by the teacher and the learning skills of students which can be associated with putting
theory into practice where teaching goes beyond delivery of information. The emphasis is on how
theory can be applied to practical situations to help students facilitate their own learning
(Samuelowicz, 1992). The stronger relationship for non-STEM students compared to STEM
students would imply that non-STEM teachers were better at bridging the theory into practice
gap. This finding again suggest that non-STEM courses are less abstract and more applicable to
practical uses than STEM courses making easier bridging between theory and practice. When
teachers struggle to make connections across STEM disciplines, consequently students can
become disinterested in these courses because they have to learn in an isolated and disjointed
manner, missing connections to crosscutting concepts and world applications (Kelly & Knowles,
2016). This eventually will result in students using assimilation in order to pass their STEM
courses at the expense of cultivating critical thinking.
It is also interesting to note that the relationship between metacognitive knowledge and quality
learning was positive for non-STEM students and also positive for STEM students.
Metacognitive knowledge is the prior knowledge and acquired beliefs about interaction of factors
that can affect learning outcomes such as resources available, learning environment and
curriculum design. These factors influence motivations to learn and capacity to perform which in
turn affects learning outcomes. The results imply that non-STEM students do perceive that
acquired beliefs and prior learning will help their experience of quality learning. The result for
STEM and non-STEM students, implying that they are more focused on their prior learning and
actual observable classroom experiences. The relationship of metacognitive knowledge and
learning outcome was positive for both STEM and non-STEM students implying they do
perceive prior experiences and acquired beliefs had helped them achieve learning outcomes in
their courses. Hence the results suggest a need for teachers to help students integrate what had
been learned previously by applying to current learning resulting in developing an awareness of
their own learning (Kuhn, 2000). Hence a ‘purpose for learning’ (Yeager et al., 2014) as well as
‘professional identification’ (Graham et al., 2013) can be introduced to students.
The finding that quality learning had a significant positive relationship with learning outcomes
for both STEM and non-STEM students suggests the importance of providing tools and strategies
that will enable them to achieve learning objectives. Interestingly the relationship was stronger
for STEM students (β = 0.443) than non-STEM students (β = 0.370) suggesting the necessity of
using interactive teaching strategies that are incorporated with active learning that allow most
opportunities for meaningful learning to occur (Graham et al., 2013). The stronger relationship of
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quality learning and learning outcome for STEM students also indicate the theoretical nature of
their courses which require more knowledge accumulation than practical application of what is
learned. The result of the validity of the model for explaining learning outcomes of STEM and
non-STEM students may explained that the model for non-STEM students accounted for 39% of
the variance for learning outcome and 53% of the variance for quality learning and the model for
STEM students accounted for 54% of the variance for learning outcome and 46% of the variance
for quality learning. The R² for both STEM and non-STEM students were above 0.26 which
according to Cohen (1988) is substantial in terms of variance explain in quality learning.
6. Limitations of Study
It must be noted that the data was collected from one university in Malaysia. This study only
employed quantitative method. Although the students sampled exceeded that recommended by
Krejcie and Morgan (1970), self-reported data were collected using a questionnaire hence the
truthfulness of the respondents is not assured
7. Conclusion and Implications for Practice

This study has several implications for administrators and teachers in HEIs specifically in
Malaysia. The results showed that STEM students may similarly be as reflective of their own
learning processes as non-STEM students. It also implies that the nature of STEM courses may
be more focused on theory and application than nurturing critical thinking in students. Non-
STEM courses involve more creative and new concept development when compared to STEM
courses. Malaysian HEIs with the implementation of outcome based learning which incorporates
independent learning, may pose a problem for Malaysian students who are more teacher-
dependent and prefer teacher-centred practices (Lim et al., 2016). Quality learning also had a
significant relationship with learning outcomes, hence student engagement in education practices
that can positively influence valued educational outcomes, such as active and collaborative
learning and those that involve student-teacher interactions can impact not only general student
learning but also STEM learning. The incorporating of humanities studies into STEM fields is
gaining popularity as it has shown to positively influence critical thinking, discerning students in
the future delivery of their own professional knowledge, whether they are on the receiving end,
providing it, shaping policy around it, or engaging with it in some other capacity (Berry et al.,
2017). Adkins, Rock and Morris (2018) further noted that integrating artistic creativity into
STEM courses enhanced students’ efficacy as scientists and it was found beneficial to stimulating
students’ thinking strategies because science is often seen as observing and understanding pre-
existing truths while the arts is seen as creating new concepts, hence they are complimentary and
help achieve critical and holistic thinking. This is beneficial for Malaysian STEM students as it
has the potential to create a more holistic, integrative, and well balanced learning experience
which can stimulate critical and reflective thinking. The results from this study also suggest that
Malaysian students in STEM fields have lower integrative and reflective learning compared to
non-STEM fields. It could be that STEM students have fewer opportunities to develop these
skills than non-STEM students due to the nature of their learning. Hence for teachers teaching
STEM courses, especially those that are theoretically oriented, it is necessary to have a better
definition of ‘what is to be covered’ in relation to what students have learned than what the
teacher has presented. Rather than only emphasising on content, coverage consideration must
also be given to how much content coverage is ‘enough’. Prioritising the relevant skills and
competencies for the various STEM courses is a must so that these students can learn in different
ways, often unrelated to content knowledge, which can be equally valuable.
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In conclusion, the findings of this study points to the need to teach STEM programmes in a more
‘integrated” fashion as suggested by Kelly and Knowles (2016). This means providing a relevant
context to the content of STEM programmes and how they can be applied to real-world situations
and how it can improve the quality of life of individuals who uses the technology in a similar
manner to what is experienced by students in non-STEM programmes. It may require the use of a
‘community of practice approach’ so that these STEM courses can continually have a network of
industry experts who can share experiences with students. Exposure to common practices among
STEM professionals can become learning outcomes, exposing students to such practices and
ethics of their chosen field before they begin working in it. This provides a platform for
meaningful quality learning and nurturing of professionalism in the next generation of STEM
professionals.
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Appendix
Appendix 1: Results of the measurement model
Non-STEM Students STEM Students
Average Average
Cronbach’s Composite Cronbach’s Composite
Factor variance Factor variance
Construct Alpha reliability Results Alpha reliability Results
loadings a a extracted loadings a a extracted
(> 0.70) (>0.60) (> 0.70) (>0.60)
(>.50)a (>.50)a
Metacognitive 0.61 0.75 0.70 0.45 Achieved 0.66 0.70 0.77 0.45 Achieved
Experience 0.55 0.70
0.63 0.61
0.64 0.71
Metacognitive 0.65 0.74 0.71 0.40 Achieved 0.77 0.71 0.80 0.51 Achieved
Knowledge 0.63 0.77
0.51 0.66
0.66 0.67
Quality 0.66 0.71 0.74 0.45 Achieved 0.71 0.79 0.80 0.50 Achieved
learning 0.65 0.71
0.70 0.71
0.58 0.68
Learning 0.77 0.76 0.84 0.57 Achieved 0.76 0.79 0.79 0.50 Achieved
Outcomes 0.73 0.77
0.66 0.70
0.85 0.53
Note a indicates and acceptable level of reliability or validity
Fit indices for non-STEM Students: χ2/df = 2.520, RMSEA = 0.032, GFI = 0.98, CFI = 0.98, TLI = 0.98
Fit indices for STEM Students: χ2/df = 2.928, RMSEA = 0.052, GFI = 0.96, CFI = 0.96, TLI = 0.94
Appendix 2: Discriminant validity for the measurement model

Metacogn Metaco Quality Learning Metacogniti Metacog Quality Learning
itive gnitive Learning Outcom ve Native Learnin Outcome
Knowledg Experie es Knowledge Experienc g s
e nce e
Metacognitiv (1.000) (1.000)
e Knowledge
Metacognitiv .62** (1.000) .51** (1.000)
e Experience
Quality .63** .68** (1.000) .43** .66** (1.000)
Learning
Learning 51** .52** .59** (1.000) .46** .69** .64** (1.000)
Outcome
Note **Correlation is significant at the 0.01 level (2-tailed)
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Appendix 3 indices for the research model

Initial measurement Final structural Initial Final Recommen
Model fit index model model measurement structural ded
model model guidelines
χ2 535.93 236.89 574.02 369.25
χ2 /df 5.470 2.520 5.860 2.930 < 3.0
RMSEA 0.05 0.03 0.06 0.05 < .08
GFI 0.96 0.98 0.94 0.96 > 0.90
AGFI 0.94 0.97 0.91 0.94 > 0.90
CFI 0.95 0.98 0.92 0.96 > 0.90
TLI 0.93 0.98 0.91 0.94 > 0.90
IFI 0.95 0.98 0.92 0.96 > 0.90
***Significant at 0.01 ***Significant at 0.01

Appendix 4: Hypothesis testing for non-STEM Appendix 5: Hypothesis Testing for STEM
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A REVIEW OF EXISTING TECHNIQUES FOR MONITORING

AND PREVENTING OIL PIPELINE VANDALISM AND OIL
THEFT
Ajasa Abiodun Afis1*, Nawawi Sophan Wahyudi2 and A.S.M. Supa’at3
1, 2, 3
School of Electrical Engineering, Faculty of Engineering, Universiti Teknologi Malaysia, Skudai, Johor,
Malaysia.
*Corresponding Author: ajasaaf@yahoo.com; abiodunafis@graduate.utm.my

_________________________________________________________________________________________
Abstract: Recently, petroleum pipeline vandalism by the various militant groups in Nigeria's
Niger-Delta region has become a major challenge in Nigeria and has attracted both national and
international condemnation due to its adverse effect not only on business but also on the entire
Nigerian economy. Undoubtedly, Oil theft and pipeline vandalism have both resulted into
enormous economic loss, death of human and material resources, insecurity and extreme
environmental degradation and pollution, especially when the leaks from the crude oil pipelines
were not detected and repaired timely. This review focuses on the various techniques used to
monitor, detect and prevent oil pipeline vandalism. It is evident that many researchers have
worked on how to curb this unpleasant act but the crime has consistently flourished and these
perpetrators have dubiously continued to acquire selfish wealth. Different techniques have been
proposed and some have been implemented, but with no significant effect. Wired/wireless sensor
networks (WSN), game theory, microcontroller with GSM module, fibre cabling technology,
unmanned aerial vehicle (UAV) or drones, visual inspection, ground penetrating radar, and
satellite monitoring are among the proposed techniques. Their weaknesses far outweigh their
strengths. Since pipeline infrastructure is generally considered to be a key element of national
development by many countries, monitoring and protecting pipelines is therefore very important
for a successful economy.
Keywords: Oil spillage, Pipeline vandalism, Oil theft, IoT-based technique

____________________________________________________________________________
1. Introduction
Undoubtedly, oil is one of the most important products in today's world economy. According to
Omotola (2010), one of the richest oil-producing areas in Nigeria and Africa's largest wetland is
the Niger-Delta region. The region has estimated oil reserves of 37 billion barrels (bb) and gas
deposits of 168 trillion cubic feet (Omotola, 2010). Regrettably, the operation employed in its
discovery, processing, and transference most often affects its surroundings. Oil spillage incidents,
which are harmful to the environment, have been considerably documented in the Niger-Delta
oil-bearing local communities and other remote areas of the region.
The oil sector has accounted for over 90% of foreign exchange earnings for Nigeria and the bulk
of it comes from the Niger-Delta region. Pipeline networks are essential elements of the Nigeria
economy's domestic energy transport infrastructure. The water, gas, oil and all sorts of other fluid
products are transported by this irreplaceable means of conveyance or transference system. The
pipeline project is unquestionably one of Nigeria's most vital infrastructures as it stretches several
thousand kilometers across the country, passing through cities, villages, bushes, and informal
settlements. However, Omotola (2010), Raji and Abejide (2013) and Laleye (2018) affirmed in
their different work that Niger-Delta region is considered as one of the most oil impacted regions
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in the world due to poor regulated oil activities (Laleye, 2018; Omotola, 2010; Raji & Abejide,
2013).
Any malfunctioning or damage of the pipeline systems poses a major threat/danger to human
health and properties, the environment and ecological system since the pipelines are operated at
high pressure. The pipelines are likely to lose their functionality due to corrosion of inner and
outer pipeline surfaces, fracturing, third-party intrusion (TPI) and production defects, resulting in
destruction, spillage, and malfunction with serious economic and environmental implications
(Ezeh, Chukwuchekwa, Ojiaku, & Ekeanyawu, 2014). The oil spillage disaster is a thriving
phenomenon, especially in Nigeria's Niger-Delta region, which has resulted in loss of millions of
fuel and annual revenue losses. Such disasters can arise at any stage in the overall pipeline
network located across the country. According to Bakpo (2016), a primary origin of oil spill is
pipeline vandalism, which has increasingly become one of the major tools of swindling the nation
by the oil thieves and vandals of the host communities (Bakpo & Agu, 2009).
Past incidences and proffered techniques for monitoring oil theft and pipeline vandalism are
discussed here.
2.1 Past Incidences of Oil Theft and Pipeline Vandalism

The infrastructure of the Nigerian oil pipeline has been put through continuous threats by
hoodlums for ages. Recently, the intensity of such threats has been quite alarming. The number of
oil pipelines from different flow stations across the entire region explains their susceptibility to
these incidents. In addition to the non-stop attacks on the country's pipelines and other oil
infrastructures, the evil kidnapping and hostage-taking of foreign emigrants that are involved in
oil operations has now been added in exchange for monetary gains or ransom. Dalby (2014)
reported that Nigeria, Mexico, Iraq, Russia, and Indonesia are the five most affected countries by
oil theft. He noted that as much as 400000 barrels of oil per day are smuggled in Nigeria, which
is equivalent to a loss of US$1.7 billion a month and also more than what the Nigerian
government expends on education and health services. This smuggled Nigerian crude oil is
conveyed on ships with international registration, sold to foreign buyers, refined by international
oil refineries and paid for using international bank accounts. A particular gang of the smugglers
admitted their illicit activities yielded profits of nearly $ 7,000 a day (Dalby, 2014).
In1999 alone, there were 477 cases of pipeline vandalism in Nigeria (Uchechukwu, Ayuba, &
Mohammed, 2017). A total of 16,083 cases of pipeline damage were documented between 2005
and 2015. Consequently, the pipeline ruptures accounted for about 2.4%, while vandalism
activities were estimated at 15,685 breaks, which represent 97.5% of the total incidence as
depicted in Table 1 (Okoli & Orinya, 2013; Yunana, Adewale, Abraham, & Sanjay, 2017). Aroh
et al. (2010) reported that the recent spate of attack by armed groups at the Brass creek manifold
in Bayelsa State on the Trans Ramon pipeline had led to the shortdown of the East Area field of
SNEPCO and the upheaval of oil exports at the Farcados Export terminal. They further noted that
a few days before Christmas, SPDC experienced a similar threat on its Diebu Creek and Nun
River field pipeline resulting in the closure of 180,000 bpd and the cessation of exports from the
Bonny Terminal, which took place between 21st December, 2005 and 6th January, 2006 (Aroh et
al., 2010). While investigating the implications of oil theft in their study, Obenade and
Amangabara (2014) reported that the years of violence and instability in the Niger-Delta
culminated in armed groups smuggling of oil products by targeting oil and gas facilities,
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impeding their activities, kidnapping oil workers and sabotaging pipelines. They noted that the
rate of oil production was decreased by these illicit activities with a further decline in oil revenue
that can be used to improve the region. Consequently, unlawful refineries were established due to
oil theft and sabotage to produce crude products that adversely affect people and the
environment, resulting in 150,000 barrels of crude oil being stolen every day and $10 billion of
crude oil being lost every year (Obenade & Amangabara, 2014).
Table 1: Activities of oil pipeline vandalism n Nigeria between 2002 and 2012 (Yunana et al., 2017)
System of Pipeline route Number of
pipeline incidences
2E/2EX Port-Harcourt - Aba – Enugu – Makurdi - Yola 8105
2A Warri Benin – Suleja/Ore 3295
2B Atlascove – Mosimi – Satellite – Ibadan – Ilorin 2440
2C-1 Warri – Escravos 74
Gas Trans – Forcados 55
2.2 Past Proposed Solutions to Pipeline Vandalism and Their Pros and Cons
Over the years, a lot of researchers have proposed relevant solutions to the menace of pipeline
vandalism that has plagued the Oil and Gas sector of Nigeria. It is a known fact that this menace
plays a negative role in the economic development of the nation. Here, some of the proposed
solutions and their shortcomings will be discussed with positive and constructive criticism.
In the study conducted by Ezeh et al. (2014), an automated crack and vandalism detection alert
for pipeline with remote monitoring and location specification was implemented. The system was
micro-processor based and it was able to execute the function of sensing and identifying pipeline
breakage on pipelines and the exact location of the breakage or leakage after the pipeline must
have been punctured or drilled (Ezeh et al., 2014). This solution gives room for vandals to
destroy or puncture and damage the pipelines before detecting the resulting leakage and the exact
location. It is even possible that the vandals would have scooped and escaped with the fuel before
the security agents could reach the scene to make arrest. The shortcomings of implementing this
solution are that the pipelines would have been damaged, fuel would have been lost to both the
vandals and the environment, ultimately leading to pollution of air, soil and water because oil
would have spilled and a lot of money would have to be spent on repairs. Similarly, Obodoeze et
al. (2014) designed a microcontroller-based pipeline vandalism detection and surveillance system
that is capable of detecting intruding vandals into the pipeline demarcation area. If intrusion
occurs, this design would send alerts via SMS, notifications and email to the relevant authorities
while also capturing the video footage needed to arrest intruders (Obodoeze, Asogwa, & Ozioko,
2014). The shortcoming of this design solution is that if the vandals were to wear face masks,
though the video footage would be captured but the identity of the intruders would be very
difficult to track as it cannot recognise. The surveillance system is not sufficient to prevent
vandalism. If the security agents are not immediately notified or if the intruders are operating on
pipelines located in remote places, like the slums, villages or informal settlements, the security
agents may find it difficult to reach the location and arrest the vandals. This would ultimately
result in damage to the pipelines, fuel loss to both the hoodlums and the environment; the
government and management of the oil companies would have to bear the cost of repairing the
damage.
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Shoewu et al. (2013) designed and implemented a micro-controller based alarm system for the
detection of pipeline leakages. This system was able to detect any type of pipeline leakage and
hastily triggers the microcontroller, which ultimately alerts the relevant workers or authority by
sending signals for the next line of action to be taken (Shoewu, Akinyemi, Ayanlowo, Olatinwo,
& Makanjuola, 2013). Nevertheless, this framework does not provide versatile control functions.
Therefore, the need for a more robust system and software to make the system more sophisticated
and intelligent. Like the one done by Ezeh et al. (2014), the pipelines would have been damaged,
fuel would have been lost to both the vandals and the environment, and lives too could be lost to
pipeline explosion as a result of oil spill which could easily catch fire. Ondráček (2014) used the
Unmanned Aerial Vehicle (UAV) technique to monitor the pipeline system using a drone (or
unmanned aircraft) that is remotely controlled with configured and programmed flight plans. This
system was able to detect oil spills as soon as possible, thus mitigating damage to the
environment (Ondráček, 2014). The UAV has the advantages of being flexible in nature,
operational independent and high signal rate but its drawbacks make it undesirable. The
technology is applicable to only overground pipelines and is unsuitable for continuous
monitoring.
Rajeev et al. (2013) proposed the use of optical fibre technique to monitor pipeline facilities.
Optical fiber sensors offer a relatively new technology for monitoring the performance of
spatially distributed structures such as pipelines. Using fiber optic sensing technology provides
the ability for infrastructure such as pipelines to measure temperature and strain at thousands of
points along a single fiber (Rajeev, Kodikara, Chiu, & Kuen, 2013). The optical fiber technique,
however, presents a number of challenges, including: damage in any section of the pipeline could
put the fiber optic network out of service at that location, difficulty in installation, uneconomical,
and could cause blind spots in the system. Most previous studies have utilized the technique of
wireless sensor networks (WSNs) to detect drop in pressure once an oil pipeline is ruptured by
vandals and then alert the authority on the exact location of the vandalism. This technology has
the capability of only detecting leakages by way of pressure drop in flow of fuel running through
pipelines. A wireless sensor network is said to be a collection of sensor nodes that are
interconnected by wireless communication channels. Each sensor node is a small device capable
of collecting data from the environment, performing simple computations and communicating
with other nodes or the base station (BS). These networks have been discovered due to recent
breakthroughs in micro-elecromechanical systems and are intended to be broadly used as
environmental monitoring, security systems for homes, applications for healthcare services in
hospitals, monitoring of industrial process, etc. (Abdelgawad, 2014; Ali et al., 2018; Anupama et
al., 2014; Bensaleh, Qasim, Obeid, & Garcia-ortiz, 2013; Jawhar, Mohamed, & Shuaib, 2007;
Mohamed & Jawhar, 2008; Mohamed, Jawhar, Al-jaroodi, & Zhang, 2010; Rashid, Akram, &
Khan, 2015; Saeed, Ali, Rashid, Qaisar, & Felemban, 2014; Yu & Guo, 2012). The strength of
using WSN technology to monitor pipeline infrastructure lies in its to monitor real-time signal or
data while its drawbacks are limited and fragile battery power and it can only detect leakages in
pipelines and does not prevent pipeline vandalism.
Okorodudu et al. (2018) presented a microcontroller-based approach to synthesize a monitoring

system in the Niger-Delta region to curtain pipeline vandalism. This development was achieved
using the procedural programming application Proteus 8 in a modular form with the simulation of
the entire subsystem. The system was able to consider a wiring sensor that provides a continuous
path to break the signal path and triggers an alarm at the base station, notifying monitoring teams
of any event of a system configuration break. While running a simulation test using Microsoft
Access, it was able to indicate the exact pipeline that had been interfered with (Okorodudu,
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Okorodudu, & Atumah, 2018). Aliyu et al. (2017) proposed a pipeline monitoring multi-sensor
method that was capable of detecting the movement of possible vandals around the pipeline
facilities. With alerts and SMS, this system was able to inform the personnel concerned. They
used the GPS to detect the location of the pipeline and using motion, sound and vibration sensors
to monitor the pipeline, a GSM module was used to send a notification (O. Aliyu, O. Agbo,
Muslim, & N. Onwuka, 2017). As this system is able to detect the intruding vandals, the
drawbacks are its inability to recognise and track these vandals, making their arrests difficult for
the relevant Authority. Nnadih and Offiong (2015) proposed an alternative approach to
addressing the challenge of oil pipeline vandalism using Earth Observation Systems which they
regarded as relatively cheap, requiring fewer human resources and ensuring an accurate and
prompt response to pipeline vandalism (Nnadih & Offiong, 2017). In a similar fashion, Ajao et al.
(2018) proposed an anti-theft oil pipeline vandalism system based on the development of
embedded system. This system was able to send an SMS alert based on the system configuration
of the sensor vibration threshold with the details of the geographic location (longitude and
latitude) to the control room or administrator (Ajao et al., 2018). These systems can only detect
vandals but they are unable to recognise and subsequently track the intruding vandals.
In a comprehensive survey conducted by Adegboye et al. (2019), various available leak detection
technologies and localization methods were presented using different approaches. They outlined
their strengths and weaknesses and subsequently conducted a comparative performance analysis
to provide guidance on which leak detection method is appropriate for specific operating settings
(Adegboye, Fung, & Karnik, 2019). A concise survey was also presented by Obodoeze et al.
(2015) on the exploration of underwater wireless sensor network applications in the monitoring
of underwater oil pipelines in the Niger-Delta region. They also examined the various
architectures for monitoring underwater pipelines, their challenges and how to overcome them,
and then how underwater WSNs can be used in conjunction with their measuring and
communication devices such as GSM modem and Global Positioning System (GPS) to transfer
sensed data from underwater networks to control stations far from the pipeline (Chukwujekwu
Obodoeze, Onyejere Nwobodo, & Obiji Nwokoro, 2015). Both of these surveys did not consider
the face recognition and how to track the intruding vandals, giving room for future work to be
conducted.
3. Conceptual Development Of The Procedure

Despite the introduction and implementation of wireless and wired sensor networks (WSN) that
were supposed to identify pressure drop once an oil pipeline is punctured by hoodlums and then
alert the authority on the specific spot of the vandalism, activities of pipeline vandalism and
subsequent crude oil theft have extremely expanded as a result of obvious conspiracy and
collusion of security agents with oil smugglers and hoodlums who are expected to hurriedly get
to the site of the vandalism, apprehend the intruding hoodlums and let them be punished by the
law. Apparently, this national sabotage and theft have intensified the danger of pipeline
vandalism and crude oil theft that has left Nigeria's federal government terrified on how to deal
with the issue. This study presents a new but modern technology that will be robust and
intelligent. The work would consist of a design model that will be IoT-based for detecting
suspicious motion around the location of the pipeline with the use of IoT 2020/2040 or raspberry
pi device, as the case may be. This would involve both hardware and software design
considerations. It would be programmed in such a way as to detect any form of illegal
intrusion/movement within its viewing range. The IoT- based model scheme would consist of
optical sensors that can integrate the detection of a surveillance camera device to capture or
detect the video footage needed in tracking any intruder, incorporate a passive infrared sensor to
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detect suspicious movements near the demarcated pipeline area and a trip-kill wire carrying a
non-killable voltage that induces electrical shock in intruders with the goal of efficient, non-
destructive monitoring of the pipeline systems. The study comprises the requirements of both
hardware and software designs.
3.1. Architecture of the Sytem and system Integration

By definition, the Internet of Things (IoT) is a collection of interconnected computing devices,
mechanical or digital machines, objects, animals and individuals that have unique identifiers
(UIDs) and the ability of transferring data over a network without the need for human-to-human
or human-to-computer communication. The word ‘thing’ in Internet of Things can be a human
with an implant of a drug delivery sensory system to monitor his blood glucose levels, a farm
animal with an electronic sensory device to control pests at the farm, a vehicle with an
incorporated sensory device to alert the driver whenever the vehicle is on high speed, or any
other natural or man-made object that can be allocated an IP address with the ability of
transferring data across a network (Rouse, 2019).
There are three (3) main classes of Things that are connected to the internet in the Internet of
Things – IoT. These classes are: (a) Things which are able to capture and send information, (b)
Things which are able to receive and process the information, and (c) Things which are capable
of doing (a) and (b) altogether. Generally, an IoT system is composed of sensors/devices that use
some form of connectivity to “speak or communicate” to the cloud. Once the data reaches the
cloud, the software acts or operates on it and may thereafter determine to execute the function of
either sending an alert or modifying the sensors/devices automatically without the intervention of
the user. However, if feedback from the user is required, or if the user merely needs to verify the
system, the user-interface avails or enables him of such opportunity. Additional modifications or
responses/policies made by the user will then be transmitted through the system in the reverse
direction: from the user interface to the cloud and back to the sensors/devices to make some sort
of change (Calum, 2018). Figures 1 and 2 depict the architecture for the IoT-based anti-theft oil
pipeline and some of areas the technology can be found useful and applicable, respectively.
Figure 1: Architecture for the IoT-based anti-theft oil pipeline.
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Figure 2: Application areas of IoT technology
The procedure involves the actions that are taking place within the hardware and software
requirements and the integration of these parts for interoperability for Internet of Things (IoT).
The orange pi will be configured to acquire data through a 3MP camera, pyroelectric motion
sensor and a proximity sensor. The data is processed and analyzed for motion or activity
detection. The analysis consists of image processing (Capturing, Conversion to grey scale, de-
noising, pixel addition and subtraction etc.), intelligent motion detection and intrusion analysis.
After detection, the data is pushed to the IOT Gateway made up of IOT2020 device through a
wireless router. The router is just a switch/hub that facilitates access to the internet. The IOT2020
performs data aggregation, temporary storage and automation of tasks through its embedded
MQQT Server, SQ3Lite and Node Red interface. The IOT2020 also facilitates local access and
control on the anti-vandalism system for onsite system use. The data acquired by IOT2020 will
be forwarded at intervals to a broker service. The broker is an intermediary between the IoT
hardware setup and cloud platforms. The broker services are specialized IoT service providers for
analytics, persistence and reliable connectivity. At the other end of the setup is a web server
whose primary function is for remote monitoring and control. Raw data as well as intrusion
statuses and timestamps from the IOT gateway is pushed to the server stack for permanent
storage and remote presentation. The remote user can then, easily observe, automate and control
the system like taking additional pictures of site scenes or energizing or de-energizing the high
voltage zapper. It can also automate by notifying necessary protection or sanctioning agencies in
the event of an impending or ongoing vandalism.
4. Results And Analysis

This review highlights the weaknesses of existing monitoring techniques and provides the IoT-
based method as an option for tracking pipeline infrastructure.
4.1 A SWOT Analysis of the Various Techniques used for Pipeline Monitoring
For oil pipeline operators, there are various techniques that are available to be chosen from when
deciding on the monitoring technique to be used for a pipeline segment or section. In addition,
different factors are considered when choosing the monitoring technique for pipelines. Pipeline
operators should, for instance, determine if a pipeline leakage, threats (TPI) or both are the
objects of interest to be monitored. Additionally, other factors such as the geographical position
of the pipeline, the mode of its installation and the project's monetary budget ought to be
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considered. Pipeline operators should, however, compare the strengths and weaknesses of the
various existing techniques to make an appropriate choice of monitoring technique for any
segment or section of the pipeline. Table 2 contrasts several pipeline monitoring techniques using
Strength, Weakness, Opportunity, and Threat (SWOT) analysis. With this SWOT analysis,
researchers can easily decide on what monitoring techniques to be implement when developing or
designing a robust monitoring system for pipelines.
Table 2: A SWOT analysis of the various techniques for monitoring pipelines

Method/ Strengths Opportunity Weakness Threats
Technique
Mass It can be used for It can be used for all Responsiveness, Most adequate
Balance all modes, no modes, it complements reliability for leakage only
extra costs other techniques.
Optic fibre The monitoring is It is fantastic for fiber It is very costly but Techniques
continuous with optic communication reliable and has good which are
same form factor cable routes responsiveness inexpensive are
as the pipeline threats to their
implementation,
e.g. WSN
Acoustic The monitoring is It is the best technique It is not preventive Pro-active and
continuous, for above-ground preventive
localized pipeline but it is also techniques
initialization of suitable for other types
sensors; it is used
in combination
with detection of
cathodic
protection.
Seismic Low cost, Ideal for threat It is susceptible to Other
sensors preventive monitoring errors or vulnerable techniques that
to inaccurate alerts are more
(reliability is not reliable are
guaranteed) preferred
Satellite It does not require It is ideal for third- It requires GPS and It is not suitable
Technique any equipment to party monitoring is also very for pipelines
be installed on the expensive laid in the
pipeline forests or thick
bushes
Unmanned It is accessible to It is very suitable for It may be very Techniques
Aerial hazardous terrains both above-ground and expensive to which are
Vehicle and suitable for underwater pipeline implement and there inexpensive are
(UAV) real-time pipeline monitoring are no regulation and threats to their
monitoring standards. It is not implementation,
appropriate for e.g. WSN
under-ground
pipeline and
continuous
monitoring.
Wireless It is very cheap It is suitable for all It has limited Its strength
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Sensor when compared to modes: underground, resources, e.g. could be

Networks other techniques. above-ground and power, memory constrained by
(WSNs) Its reliability and underwater pipelines, limited
security are high, it is compatible with resources.
with little other techniques
expertise required
to maintain and
operate.
Compatibility and
integration with
other techniques
are simple
Integrated It is inexpensive, It is suitable for all The weakness is its It could be
Technique suitable for real- modes: underground, problem of speed expensive if not
time pipeline above-ground and well planned
monitoring. Its underwater pipelines,
reliability and
security are high,
with little
expertise required
to maintain and
operate. In can
also prevent
pipeline
vandalism
4.2 The Choice of IoT-Based Technique over Other Existing Techniques

An IoT ecosystem is composed of web-enabled intelligent devices that use embedded processors,
sensors and communication hardware to capture, send and operate on data they obtain from their
surroundings. IoT devices share sensor data obtained by connecting to an IoT gateway or other
edge systems that either transfer data to the cloud for analysis or analyzes locally. Sometimes
these devices interact with other similar devices and act on information from each other. The
devices do the majority of the job without human assistance, but people can communicate with
the devices, such as setting them up, providing them instructions or manipulating the data. The
connectivity, networking and communication protocols used with these web-enabled devices are
hugely dependent on the particular IoT applications being implemented. The sensors have the
capability to instinctively arrange themselves into an ad-hoc network, meaning that they do not
need any pre-existing infrastructure compared to cellular networks like GSM. These are essential
advantages of IoT as compared to other previous methods used in monitoring the environment
through the collection of physical data.
The strengths and weaknesses of the technologies used in previous work by different researchers
for monitoring or detecting leakages/vandalism of oil pipelines in Nigeria are itemized in Table 3.
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Table 3: Comparison of oil pipeline monitoring techniques implemented by different researchers
S/N Researchers/Title Technique Strengths Weaknesses

1 Palmer-Jones et al. Satellite It is suitable for monitoring It is not suitable for real-
(2003) – Monitoring the entire pipeline Right of time pipeline
Way. It does not require any monitoring. It is
Evaluation of
equipment to be installed on applicable to only over-
Satellite Technology
the pipeline. ground pipelines. It
for Pipeline Route
requires GPS and is
Surveillance and
quite expensive
Prevention of Third
Party Interference
Damage (Palmer-
Jones, Hopkins,
Fraser, Dezobry, &
Van-Merrienboer,
2003)
2 Obodoeze and Micro- It has the capabilities to detect It does not prevent
Asogwa (2014) – Controller leaks and their locations, send intrusion into pipeline
Oil Pipeline with notifications and alert and area. Vandals could use
Vandalism Detection SCADA capture video/photo footage face mask to beat the
and Surveillance module from a remote location of an video/photo footages
System for Niger- incident of oil pipeline and consequently escape
Delta Region vandalism. Early detection of with stolen fuel,
(Obodoeze et al., pipeline intrusion before especially if the security
2014) pipeline is damaged. agents do not respond
quickly
3 Shoewu et al. (2013) Micro- It can detect any leakage and It does not provide
- Design and Controller has the ability to alert the versatile control
development of a based authority functions. There would
micro-controller technique have been a leakage
based Alerm System before detection and
for Pipeline Vandals thus not prevent pipeline
Detection (Shoewu vandalism.
et al., 2013)
4 Agbakwuru (2011) - Visual It embraces available It is not appropriate for
Pipeline Potential Inspection commercial cameras in under-ground pipelines.
Leak Detection monitoring It normally requires
Technologies: different cameras for
Assessment and individual light-of-sight
Perspective in the
Nigerian Niger-Delta
Region (Agbakwuru,
2011)
5 Nnadih and Offiong Earth It is relatively inexpensive, it It does not prevent
(2015) – Mitigation Observation requires fewer human intrusion into pipeline
of Oil Pipeline System resources and ensures accurate area. Vandals could use
Vandalism using and prompt response to face mask to beat the
Small-Satellite Earth pipeline attacks detection technique and
Observation Systems consequently escape
(Nnadih & Offiong, with stolen fuel,
2017)
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6 Ondráček (2014) – Unmanned It has a high signal rate and It is not appropriate for
Intelligent Aerial the ability to move in the under-ground pipeline
Algorithms for Vehicle (or neighborhood of the pipeline. and continuous
Monitoring of the Drones) It is accessible to hazardous monitoring. It may be
Environment around terrains and suitable for real- very expensive to
Oil Pipe Systems time pipeline monitoring implement and there are
using Unmanned no regulation and
Aerial Systems standards
(Ondráček, 2014)
7 Rajeev et al. (2013) Optical fibre This provides real-time In reality, it is very
– technology control for the framework of costly, any damage to
Distributed Optical the pipeline; it can cover long the fibre may render the
Fibre Sensors and distances. system inactive. It must
their Applications in be built throughout the
Pipeline Monitoring whole pipeline length.
(Rajeev et al., 2013)
8 Sadeghioon et al. Wireless It is suitable and reliable for There is no simple
(2014) – Sensor deployment in monitoring architecture that
Smart Wireless Network pipeline infrastructure. It is explains the deployment
Sensor Networks for very cheap when compared to of the individual sensor
Leak Detection in other techniques. Its reliability nodes and the
Water Pipelines and security are high, with measurement of
(Sadeghioon, Metje, little expertise required to parameters for a given
Chapman, & maintain and operate. fluid.
Anthony, 2014)
9 Rezazadeh et al. Game It has the capacity to detect In reality, it is
(2018) – Theory and predict potential threats to inappropriate for
Applying Game Technique terrorists and to commit monitoring of pipelines
Theory for Securing limited security resources to as it only predicts
Oil and Gas secure as many vulnerable
Pipelines Against route segments as possible.
Terrorism
(Rezazadeh,
Talarico, Reniers,
Cozzani, & Zhang,
2018)
10 Ezeh et al. (2014) – Micro- It has the ability to detect It is unsuitable for
Pipeline Controller leakage on pipeline and its prevention of pipeline
Vandalisation based with location vandalism. It only
Detection Alert with GSM detects after pipeline has
sms (Ezeh et al., module been ruptured.
2014)
11 Sun et al. (2016) – IoT Detection and Monitoring of It is relatively a new
The Intelligent Technique abnormal noise and vibration. technology with little or
Crude Oil Anti-Theft Detection, monitoring and no weakness in its
System based on IoT controlling of illegal breaks in applicability.
Under Different real-time. It also prevents
Scenarios: A Survey vandalism on pipelines.
(Sun, Zhang, & Sun,
2016)
26
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5. Conclusion
This review outlined the problems or issues of vandalism and breaks in the oil pipeline causing
significant leaks; and degradation in economic, health and environment. IoT-based method has
been recognized as extremely beneficial in remedying the failures of present-day security safety
measures and oil pipeline and installation protection methods. This technique has been identified
because it provides better efficiency with accurate results that can be quickly achieved and also
saves valuable time and money that is always spent on repairs after the pipelines have been
punctured or drilled, allowing the vandals to escape with stolen crude oil. With this technique, it
is possible to perform a large amount of automation and control with its functions and finally,
monitoring pipeline areas with IoT-based technique will improve safety.
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A STUDY ON THE IMPACT OF COLLABORATIVE LEARNING

ON ACADEMIC PERFORMANCE USING FACEBOOK IN
HIGHER EDUCATION
Yesuselvi Manickam1*, Nithia Devi Selvam2
1
School of Arts, Sunway University, Subang, Malaysia
2
School of Arts, Sunway University, Subang, Malaysia
*Yesuselvi Manickam: yesuselvim@sunway.edu.my

_________________________________________________________________________________________
Abstract: Social media is broadly considered to create an effective collaborative learning
experience among educators and students. Despite today’s growth of social media usage for
education, there is an astonishing lack of empirical research in Malaysian education institution to
improve students' academic performance through the effective use of social media in order to
create a desirable outcome. Thus, this research offers a review of literature that focuses on the
factors for an effective collaborative learning and its prominent effect on academic performance.
By using an online survey questionnaire, the findings were analysed using descriptive statistics in
order to justify the research objective. Results from the respondents (N=200) showed that
students do intend to use social media for collaborative learning but, there are also several other
factors such as intention, interactivity, engagement that plays an important role in creating a
desirable collaborative learning experience. Thus, this research concludes that social media can
indeed be utilised as an educational tool in order to assist students to collaborate and interact
effectively with their educators with proper direction.
Keywords: Collaborative learning, Facebook, academic performance

_________________________________________________________________________
1. Introduction
In today’s generation, most of us have already been exposed by the social media phenomenon.
According to Al-Rahmi & Zeki (2017), social media has always been portrayed as a channel
through which knowledge can be shared among communities and also learners. Social
networking is regarded as by which individuals with the same interests take opportunity to
interact by creating, sharing and exchanging ideas through this virtual network whereas, there are
some that consider it a global network that aids communication (Bakar et al,. 2015). By using
social media, interaction and exchanging of information has now become easier. According to
Alarabiat and Al-Mohammad (2015), Facebook is one of the social media that has obtained a
high acceptance around the world. It has been revealed through statistics that Malaysia is among
the top five countries in regards to the number of Facebook account that has been created (Ainin
et al., 2015).
Additionally, the application of social media solely to connect with others is expanding as apart
from it being widely used for social communication among younger generations, it has shown an
increasing use on providing learning activities as well (Al-Rahmi, Othman & Yusuf, 2015). As
highlighted by Ainin, Naqshbandi, Mogavvemi and Jaafar (2015), social networks such as
Facebook is increasing in terms of usage for academic activities in the institution which allows
connection with current or even potential students to deliver informative content. This
demonstrates how the expansion of social networking sites can contribute to creating a learning
environment and be utilized as a teaching tool.
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As reiterated by Gruzd et al. (2016), there is an increase of application of social media in higher
education as a tool for teaching which correspondents to the increasing use by students and is
recognized for its potential increase in learning and teaching experience. By using social media as
part of education, instructors can reach a wider network through simultaneously knowing how
students live through online, actively posting and reading, as well as sharing various application
of life documentations, promote social interaction and as a platform to acquire resources.
Moreover, the use of social media can be an ideal communication tool that can be implemented
by educators to attract students' attention with its features (Moghavvemi, Paramanathan, Rahin &
Sharabati, 2017). This can create a better learning experience for students to expand their
knowledge.
According to Zincir (2017), social media now takes the structure of online platforms that enables
connectivity, communication and collaboration to take place. There were multiple benefits founds
on Facebook usage for educating such as an increase student’s performance, teacher to student
and student to student interaction, convenience of understanding and engagement (Chugh &
Ruhi, 2017). Moreover, Facebook’s social communication feature benefits both students and
educators by producing an online class and promoting collaborative learning (Menzies et al.,
2017). Additionally, social media usage facilitates collaborative learning among users as well as
create a platform to allow knowledge to be shared, resulting better understanding among peers
and lecturer, which can lead to an increase of knowledge and improvement of student skills
(Michikyan et al., 2015). Therefore, showing that collaborative learning through social media has
positive feedbacks.
The main objective of this study is to identify the impact of collaborative learning through
Facebook on the academic performance of Sunway University students. There are two research
questions developed which are: 1) What are the factors affecting collaborative learning through
Facebook in higher education? 2) What is the impact of collaborative learning through Facebook
towards students’ academic performance in higher education?
Use of Facebook in Education
The usage of Facebook is increasing daily as a form of formal teaching and learning tool as
educator’s instructional approaches are getting more innovative (Wakefield, Wareen & Ponners,
2016). Over time, Facebook has been utilised in education and have become the most persistent
used social media in educational studies (Akçayır & Akçayır, 2016). Facebook has created a
platform to not only create a formal learning and teaching environment but at the same time, it
has the ability to support informal learning and teaching process (Asterhan & Rosenberg, 2015).
This has led to an improvement of communication among the learners who utilizes social media.
According to Balcikanli (2015), Facebook can be an effective educational tool in the context of
learning as it assists them in communicating, collaborating and sharing of resources by adapting
to the usage of technologies in a learning environment.
According to Michikyan et al. (2015) the study that was carried out in the context of higher
education showed that student is most likely to use Facebook along with other social networking
sites to nurture the growth of the learning process. In comparison to other group of students that
portrays a higher tendency to utilizing traditional methods instead. As discussed by Tess (2013),
on evaluating higher education classes that utilizes social media, it was concluded that most
universities own the infrastructures and aid to use social media, but the instructors are not
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proficient in using social media as a part of teaching instruction. This has demonstrated that the
technologies and opportunities are provided but the instructors lack the skills to implement social
media usage as an educational tool.
As stated by Al-rahmi et al. (2015), by utilizing social media, students can understand on sharing,
communication, collaborating as well as socializing information and sharing knowledge. In order
to show an improvement in learning experiences of the students, it is required to implement
social media in higher education. It is noted that there are many advantages to the implementation
of social media in higher education. The main advantage is visible through the context of learning
and teaching as these factors can be achieved if a more visible awareness regarding the method to
utilise the nature of these social media is created (Bakar et al,.2015).
Facebook has notably enhanced educators teaching and student’s learning as it has allowed them
to provide feedback and explore into different digital learning style of students which in a way
helps them to exchange information and collaborate effectively (Chugh & Ruhi, 2018). It is also
noted by Rashiah and Ratnesway (2014), that Facebook usage in education provided alternate
ways to engage on learning with the students. Thus, Yen (2016) claim that features that are
present in social medias such as contribution, consumption and participation, along with its
audio-visual functions could contribute to enhancing the diversity of teaching methods.
Collaborative Learning
According to Ojo & Ntshoe (2017), collaborative learning can be defined as an “educational
method used in teaching and learning environments, which involves two or more people in
groups working together to learn, solve a problem, complete a task, evaluate one another’s ideas
or create a product”. This form of learning contributes to creating a more positive learning
environment, especially for students who enjoy working as a group compared to working
independently. The study also discovered that students tend to obtain greater learning skills such
as improvement on basic knowledge and critical thinking, during collaborative learning rather
than working independently. It is also reported that the students also display great motivation and
perseverance in problem solving when working collaboratively.
A collaborative learning environment contributes to sharing of knowledge and transmission

among individuals as they work together to achieve a common learning goal Brindley et al.
(2009). That knowledge is then created as a group and shared among each other after gaining it
from their instructors or educational sources which Brindley et al. (2009), found that these
learning process that they go through creates a bond among themselves as the constructed
knowledge were dependent on each other’s contribution. Therefore, it was concluded that the
quality of learning environment where students are given the opportunity to engage and interact
in collaborative learning contributes to a more effective learning outcome and the ability to grow
on higher order thinking skills.
Facebook and Collaborative Learning

Collaboration can be formed in several different ways and social networking sites, particularly
Facebook are among one of the ways. These platforms can be utilized for various functions such
as hosting events, debating, reviews as well as creating a space for discussion of ideas to take
place. (Mbodila, Ndebele & Muhandji, 2014). Collaborative learning can be made up of
connections and interactions of these students as social media allows an extensive learning
environment as only a fraction of learning happens in the classroom environment (Chen & Bryer,
2012).
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According to Al-rahmi, Othman & Yusuf (2015) social networking sites along with student’s
engagement shows that daily interaction is high among peers and this made them feel that their
connection has strengthened which allows users to get in touch and unintentionally create a
learning environment. Additionally, it is also stated that with the help of social media such as
Facebook, it encourages the sharing of knowledge and learning among the students and
instructors similar to real life situations. Therefore, the researchers proved that the relationship
between engagement and social media turns out to be positive
Facebook Usage and Academic Performance

According to a research carried by Chugh et al., (2012), it is found that the faculty views social
media as a potential platform to stimulate active participation in disseminating information along
with creating a process where learning can be done through social media as a teaching platform.
Social networking sites such as Facebook can create an interpersonal connection, leading the
individual to being part of an unfamiliar social environment. In a study carried out by Cuesta et
al. (2016), stated that students collaborating in groups created on Facebook, performed better
than those who did not take part. Additionally, in a related study by Lambic (2016), it was found
that there is a positive correlation between students' academic performance and the frequency of
Facebook usage for educational purposes. Additionally, Moorty et al,.(2019) said that Facebook
has allowed students to share their common knowledge and interest, which in return creates a
platform for effective collaboration to discuss and facilitate understanding of concepts. These
studies have shown that Facebook can indeed be used to improve students’ academic
performance by creating a positive learning experience.
Collaborative Learning and Academic Performance

A study was carried out by Scager et al., (2006), found that there is significant relationship
between learning performance and satisfaction of the student by acquiring knowledge through
collaborative learning by using social networking platforms. This shows that with the increase of
collaborative learning, there is an increase in academic performance as well. Further studies also
presented evidence on student achievement showing a positive outcome, stating that most of
these students that showed a positive result in the course includes increased in collaboration and
information exchange compared face-to-face situations (Ainin et al., 2015). Furthermore, Al-
rahmi, et al. (2015) states that the use of collaborative learning in social media as a platform
contributes to improvement in academic performance of students as it creates high interaction
among students and supervisors. This then leads to enhancing communication skills and allowing
the exchange of information. The researcher concluded that with the right resources along with
exchanging and sharing of information by collaborative learning, the academic performance can
be improved.
3. Methodology
The quantitative method that will be used is through a survey questionnaire that is constructed
based on previous studies that was carried in this study. The respondents for this research is
solely focused to students in Sunway University which includes the varieties of departments that
is existing in Sunway University. The respondents that took part in the study were 200
undergraduates between the age 18-26. BY using SPSS, the collected data is analysed by using
descriptive analysis which includes the mean and standard deviation.
4. Results and Findings
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Table 1: Facebook Usage for Educational

Item Mean Std. Deviation
Do you use Facebook often? 3.71 .824
Do you use Facebook for education purpose? 3.56 .889
Do you intent to use Facebook for education purpose? 3.55 .996
Table 1 shows that, the mean score for student’s that uses Facebook is 3.71 (SD=0.824).
Moreover, the mean score for students who use Facebook for education purpose is 3.56 (
SD=0.889) whereas, students who intend to use Facebook for education purpose is 3.55
(SD=0.996). Hence, this finding shows that respondents agreed that they use Facebook often and
they do indeed use it for education purposes as well. In terms of intention to use Facebook in the
future for education purpose, the students agreed that they have intention to do so in the future.
Table 2: Interactivity with Peers

Using Facebook in class facilitate interaction among peers. 3.71 .855
Using Facebook gives the opportunity for discussion to take place. 3.88 .864
Using Facebook allows the exchange of information among peers. 3.83 .880
Based on table 2, highest mean score of 3.88 (SD =0.855) shows that students agreed that using
Facebook gives the opportunity for discussion to take place. The students also found that using
Facebook in class is able to facilitate interaction among peers mean score is 3.88 (SD=0.864) and
the mean score of Facebook allows the exchange of information among peers to take place is 3.83
(SD = 0.880). With that being said, this results found that students agreed that by using
Facebook, there is indeed an opportunity for interactivity to take place among their peers. This
has shown that Facebook as a platform has given students the opportunity to interact and discuss
any information that contributes to their education.
Table 3: Interactivity with Educators

Using Facebook in class facilities interaction with the educator. 3.67 .892
Using Facebook allows opportunity to discuss further with educator. 3.74 .909
Using Facebook allows the exchange of information with educators. 3.78 .873
Students interactivity with educator by using Facebook allows the exchange of information to
take place with the highest mean score of 3.78 (SD=0.892). Mean score Facebook allows
interaction to happen between students with educators is 3.67 (SD=0.892) and mean score allows
that opportunity for students to further discuss with educators is 3.74 (SD=0.909). This results
illustrates that students agree that using Facebook as a platform to interact with their educators
enables them to exchange information with their educators.
Table 4: Collaborative Learning
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Actively collaborated in my learning experience by using Facebook. 3.77 .755
Freedom to co-create my own learning experience by using Facebook. 3.81 .948
Co-created my own learning experience by using Facebook. 3.79 .911
As illustrated in Table 4, the statement on students having freedom to co-create in their own
learning experience scored the highest mean score 3.81 (SD=0.755). The mean score for students
have co-created in their own learning experience is 3.79 (SD=0.911) and, the lowest mean is
students who have actively collaborative in their learning experience is 3.77 (SD=0.755) Thus,
this shows that there are still students who have not actively collaborated in their learning
experience although they agree that they have the freedom to do so.
Table 5: Engagement
My opinion has been taken into account when using Facebook for collaborative learning. 3.62 .845
My peers and educator interactions made me feel valuable. 3.84 .847
Using Facebook has favoured my personal relationship with my peers and educators. 3.69 .983
Referring to Table 5, the highest mean shows that students agree on feeling that their peers and
educator’s interaction made them feel valuable is 3.84 (0.847). Students felt that by using
Facebook, it has favoured their personal relationship with peers and educators scored the mean
3.69 (SD=.983) and for student’s feelings that they opinion has been taken into account when
using Facebook for collaborative learning illustrated the lowest mean 3.62 (SD=0.845). Hence,
the results show that students agreed that their peers and educators made them feel valuable when
they engage through collaborative learning, although there are lesser students who feel that their
opinion has been taken into account.
Table 6: Academic Performance

Item Mean Std.
Deviation
The use of Facebook in collaborative learning has improved my comprehension to complete 3.65 .922
a task such as completion of assignment, discussion, etc.
3.72 .921
The use of Facebook had led to a better learning experience in order for me to perform
better.
The use of Facebook allows me to allows me to understand the concept of a subject better. 3.67 .929
Based on Table 6, the highest mean score shows that the use of Facebook has led the students to a
better learning experience to perform better is 3.72 (SD=0.921). The mean score for students
have also felt that collaborative learning through Facebook has improved their comprehension to
complete a task such as completion of assignments and discussion is 3.65 (SD=0.922).
Additionally, students felt that the use of Facebook has allowed them to understand the concept
of a subject better is 3.67 (SD=0.929).

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The findings show that intention, interactivity and engagement plays a significant role in the
effectiveness of collaborative learning. The results are parallel with similar to study that is carried
out by Al-rahmi, Othman & Yusuf (2015) whereby the study outcome of students taking part in
collaborative learning through the use of Facebook has shown a positive outcome, in terms of
intention to use social media in higher education and by the facilitation of social media usage
could boost the student’s interactivity, engagement and experience. Additionally, findings
showed that engagement played an important role for an effective collaborative learning
environment which is alike to a study completed by Al-rahmi et al. (2018), whereby the
researcher’s findings illustrates that engagement through social media such as Facebook can
create a positive and productive learning environment that is crucial for the students and
educators learning and teaching experience. Adding that through collaborative learning, the
learning condition of students with their educators can be improved by encouraging engagement
and interaction of students and educator discussions of subjects and projects.
Students agree that collaborative learning through Facebook is able to improve their academic
performance, as it has contributed to improving their comprehension to successfully complete a
task, creating a better learning experience and allowing them to understand the concept of a
subject better. Similarly, a study carried out by Al-rahmi et al., (2015), where the researcher
found that collaborative learning through social media improves the student’s academic
performance as it can facilitate high interaction with peers and supervisors and enhance their
communication skills. This indicates that collaborative learning through Facebook improves the
students’ academic performance. Additionally, there are other similar studies carried out by Ainin
et al., (2015) and Al-rahmi eat al., (2015) which provided evidence that collaborative learning
through Facebook had a positive impact on students' academic performance, indicating that the
majority of them displayed a positive outcome in their courses, where there is an increase in
collaborating and exchanging of information through social media in contrast to face-to-face
circumstances. Although, social media can potentially enhance student’s academic performance,
it has not made significant made its way to be incorporated into classrooms as part of a teaching
method (Chugh & Ruhi, 2017)
To conclude, social media such as Facebook can be incorporated as an educational tool to

produce an effective collaborative learning environment for educators and students to engage.
Social media can significantly affect the academic performance of students but with the presence
of collaborative learning, the use of social media can have a greater significant towards the
outcome of student’s experience. Thus, educational institutions must integrate the use of social
media so that they have a positive impact towards students’ academic performance (Al-rahmi and
Othman, 2015). Based on the results, it is recommended to encourage institutions to use social
media such as Facebook as part of their teaching methods. Educators and students should take
advantage of the nature that social media has to offer, in order to strengthen collaboration and
engagement during the process of educating and learning. In spite of that, it is crucial to first
examine how educators and students utilize this technology and get a deeper understanding on
the nature of social media so that it can be used at maximum to enhance students’ academic
performance.
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socialization and academic performance. Computers & Education, 83, 64 –73.
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Akçayır, G., & Akçayır, M. (2016). Research trends in social network sites’ educational use: a
review of publications in all SSCI journals to 2015. Review of Education, 4(3), 293–
319. doi:10.1002/rev3.3075
Alarabiat, A., & Al-Mohammad, S. (2015). The potential for Facebook application in
undergraduate learning: A study of Jordanian students. Interdisciplinary Journal of
Information, Knowledge, and Management, 10, 81 –103. Retrieved from
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Al-rahmi, W. M., Othman, M. S., & Mi Yusuf, L. (2015). Social Media for Collaborative
Learning and Engagement: Adoption Framework in Higher Education Institutions in
Malaysia. Mediterranean Journal of Social Sciences, 6(3). doi:10.5901/mjss.
2015.v6n3s1p246
Al-rahmi, W. M., Othman, M. S., & Yusuf, L. M. (2015). The Role of Social Media for
Collaborative Learning to Improve Academic Performance of Students and Researches
in Malaysian Higher Education. International Review of Research in Open and
Distributed Learning, 16(4). doi:10/5539/ass.v10n8p210
Al-Rahmi, W., & Zeki, A. (2017). A model of using social media for collaborative learning to
enhance learners’ performance on learning. Journal of King Saud University -
Computer and Information Sciences, 29(4), 526-535. doi:10.1016/j.jksuci.2016.09.002
Al-Rahmi, W., Alias, N., Othman, M., Marin, V., & Tur, G. (2018). A model of factors affecting
learning performance through the use of social media in Malaysian higher education.
Computers & Education, 121, 59-72. doi:10.1016/j.compedu.2018.02.010
Al-rahmi, W., Othman, M., Yusof, L. and Musa, M. (2015). Using Social Media as a Tool for
Improving Academic Performance through Collaborative Learning in Malaysian
Higher Education. Review of European Studies, 7(3). doi:10.5539/res.v7n3p265
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ACHIEVING SUSTAINABLE DEVELOPMENT GOALS IN

SMALL AND MEDIUM COMPANIES IN MALAYSIA
Sarma Binti Aralas1*
1
Faculty of Business, Economics and Accountancy, Universiti Malaysia Sabah, Kota Kinabalu, Malaysia
*Corresponding Author: miasarma@ums.edu.my

_________________________________________________________________________________________
Abstract: This paper presents findings on the firm’s efforts to achieve sustainable development
goals in its operations. A survey of small and medium sized manufacturing firms elicited
responses from 67 companies on questions encompassing the seventeen sustainable development
goals as defined by the United Nations. Small and medium sized Malaysian companies in the
states of Johor, Kedah, Kelantan, Melaka, Negeri Sembilan, Perak, Pulau Pinang, Selangor and
the federal territory of Kuala Lumpur were surveyed in the year 2019. This paper presents results
on eight of the seventeen sustainable development goals, namely, the goals to end poverty, end
hunger, ensure healthy lives, ensure inclusive education, ensure access to sustainable energy,
ensure sustainable development, take urgent actions to combat climate change, protect terrestrial
ecosystem, and strengthen global partnerships to achieve goals. Results based on descriptive
analysis show that most of the surveyed firms have yet to achieve progress in the listed
sustainable development goals. As Malaysia is a developing country, these results may be
consistent with the country’s economic development path that prioritise the attainment of higher
income growth.
Keywords: Sustainable development goals, Small and medium companies, Manufacturing

industry, Malaysia
_________________________________________________________________________
1. Introduction
Sustainable Development Goals are a collection of 17 global goals set by the United Nations
General Assembly in 2015 as part of the 2030 Agenda for Sustainable Development. It provides
“a shared blueprint for peace and prosperity for people and the planet, now and into the future”
(United Nations, 2015) and calls for all nations, developed and developing, to take action to
achieve the goals in a global partnership. Sustainable development goals include the eradication
of poverty and hunger, the attainment of good health and well-being, quality education, gender
equality, clean water and sanitation, affordable and clean energy, decent work and economic
growth, industry, innovation and infrastructure, reduced inequality, sustainable cities and
communities, responsible consumption and production, climate action, the conservation of life
below water, life on land, peace and justice strong institutions, and global partnerships to achieve
the goal.
This paper investigates the perceived progress on achieving sustainable development goals in the
firm’s actions and operations. A survey of small and medium sized manufacturing companies
elicited responses from 67 companies on questions encompassing the seventeen sustainable
development goals as defined by the United Nations. Companies in the states of Johor, Kedah,
Kelantan, Melaka, Negeri Sembilan, Perak, Pulau Pinang, Selangor and the federal territory of
Kuala Lumpur were surveyed in the year 2019. This paper presents our general findings based on
preliminary descriptive analysis of the survey data on eight of the seventeen sustainable goals.
Specifically, we present findings on the sustainable development goals which are, namely, the
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goals to end poverty, end hunger, ensure healthy lives, ensure inclusive education, ensure access
to sustainable energy, ensure sustainable development, take urgent actions to combat climate
change, protect terrestrial ecosystem, and strengthen global partnerships to achieve goals.
2. Background
Literature shows that sustainable development and environmental issues have been researched at
great lengths in developed countries such as the Organisation for Economic Cooperation and
Development (OECD) nations. In contrast, fewer studies have been conducted in less developed
countries where extensive use of exhaustible natural resources are the primary sources of rapid
economic growths. The lack of research on the sustainability of economic development paths,
and the environmental effects of production in developing countries may pose a major obstacle in
the achievement of sustainable economic development.
Countries in the East Asian and Pacific region are considered as economic areas with high
growths in gross domestic product (GDP), achieving rates over ten percent in the 1980s and
1990s (World Development Indicators, 2019). Although growth rates have fallen in the new
millenium, most economies in the region are still experiencing high annual GDP growths,
presently in the range of four to seven percent. High income growths are desirable, however, the
benefits of economic development needs to be balanced with the costs it might leave on the
environment and on depletable resources. Developing countries that are experiencing high
income growths are also increasing production of pollution-intensive goods and services. China,
for example, experienced GDP growth rates of 14.2 percent in 2007 and 6.6 percent in 2018
(WDI 2019) but has overtaken the United States of America as the largest emitter of carbon
dioxide (United States Environmental Protection Agency, 2019).
Rapid economic growth in developing countries necessitates the extensive use of economic
resources; pollution-intensive production aggravates climate changes, disrupts coastal eco-
systems and imposes devastations on pristine forests areas. The environmental costs of economic
activities may not only exarcebate environmental effects such as global warming and resource
depletion, but may also inflict health effects on the human population, such as shortened life
spans and increases in intergenerational medical and healthcare costs. Such costs on the
environment and human health implies a need to address issues of sustainability while countries
pursue economic development goals.
Many developing nations with high economic growth rates implement standards and regulations
to combat the undesirable environmental effects of dirty production. Malaysia, in particular, sets
limits on emissions and effluent discharges under the Environmental Quality (Clean Air)
Regulations of 1978. In addition, Malaysia enacts a number of statutes to address management
issues in the use of natural resources, and is a party to multilateral environmental agreements
(MEAs) that play important roles in the implementation of environmental policies in the country.
Notably, Malaysia adopts environmental and sustainable development policies in its Sixth
Malaysia Plan (1990-1995). Under the Sixth Malaysian Plan, Malaysia has pledged to adopt a
Sustainable Development growth path that would ensure the efficient use of economic resources.
This novel ambition requires detailed strategies based on information concerning Malaysia's
environmental and resource use. However, there is yet a system to measure the country’s
performance on staying the course of a sustainable development trajectory.
The current research investigates the degree of progress in efforts to achieve sustainable
development goals in the actions or practices of small and medium sized companies in the
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manufacturing sector of the Malaysian economy. Sustainable development goals encompass

economic, social and environmental dimensions. While there have been studies on sustainable
development goals using country-level data, thus far there has not been a study using firm-level
data for Malaysia. This study fills in the gap in the literature for firm-level data.
3. Survey Findings
3.1 The Firm
A total of 67 small and medium sized companies were surveyed using purposive sampling
method. The study was carried out in 2019. As a brief description of the companies surveyed,
three main characteristics are mentioned in this paper although there were several questions
posed to obtain description of the firm.
Responses to the questionnaire show that 64.2 percent of the 67 firms surveyed indicate that their
primary customers are wholesalers and retailers; 29.9 percent of firms list other manufacturing
firms as their customers, 3 percent list other facilities within the firm as customers, and 1 percent
of firms indicate households as their primary customers. Responses also show that 47.8 percent
of firms characterize the scope of their markets as national market.
Responses on types of main production activity of the firm is shown in Table 1. Several
companies engage in the manufacturing of food products and beverages (19.4 percent), the
manufacture of rubber and plastic products (13.4 percent), and the manufacture of machinery and
equipment (11.9 percent). About a quarter or 23.9 percent of the companies indicate that the
firm’s output comprised of production activity such as repair and maintenance, workshops, and
mix production activities.
Table 1: Main Production Activity of Company

Frequency Percent
Manufacture of food products and beverages 13 19.4
Manufacture of textiles 1 1.5
Manufacture of wood and products of wood and cork, except
3 4.5
furniture
Manufacture of paper and paper products 4 6.0
Publishing, printing and reproduction of recorded media 3 4.5
Manufacture of chemicals and chemical products 2 3.0
Manufacture of rubber and plastics products 9 13.4
Manufacture of other non-metallic mineral products 2 3.0
Manufacture of other machinery and equipment 8 11.9
Manufacture of electrical machinery and apparatus 1 1.5
Manufacture of furniture 5 7.5
Other (workshop; repair; mix production of food & tobacco) 16 23.9
Total 67 100.0
3.2 The Research Instrument
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Sampled small and medium companies were asked to respond to questions of whether the firm’s
actions were advancing or impending the sustainable development goals as listed. The firm’s
responses are based on a Likert scale that was defined as follows: “1 = Advancing progress”, “2 =
Impending progress”, and “3 = Not relevant to my business”.
Table 2 describes the seventeen sustainable development goals (United Nations 2015) listed with
abbreviation for each of the goal. In this paper, we discuss the results for SDG01, SGD02,
SGD03, SGD04, SGD07, SGD12, SGD13, SGD15 and SGD17.
Table 2: Seventeen Sustainable Development Goals (SGD)
End poverty in all its forms. SDG01

End hunger, achieve food security. SDG02
Ensure healthy lives. SDG03
Ensure inclusive education. SDG04
Achieve gender equality. SDG05
Ensure availability of water, sanitation. SDG06
Ensure access to sustainable energy. SDG07
Promote inclusive economic growth. SDG08
Build resilient infrastructure. SDG09
Reduce inequality among countries. SDG10
Make cities safe and sustainable. SDG11
Ensure sustainable development. SDG12
Urgent action to combat climate change. SDG13
Conserve the ocean. SDG14
Protect terrestrial ecosystem. SDG15
Promote peaceful and inclusive societies. SDG16
Strengthen the global partnership. SDG17
3.3 Reliability Test

A reliability test on the instrument or questionnaire is tested using the Cronbach’s Alpha test for
internal consistency (McMillan, 2007). The result shows a Cronbach’s Alpha value of 0.744
which is deemed as acceptable (see Blunch, 2008). The result indicates that the survey instrument
used in the current study is reliable.
3.4 Findings
Figure 1 show the results for SGD01 - the sustainable development goal to “end poverty in all its
form”. Survey responses show that 21 percent of companies sampled indicate that they are
advancing in the progress to reduce poverty in all forms, 30 percent indicate that there is
impending progress, and the majority of companies, at 49 percent, indicate that this goal is not
relevant to their business actions.
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Figure 1: Results for End Poverty in All Its Forms (SGD01)
Figure 2 shows the result for SDG02 which is to “End hunger and achieve food security”. Based
on the survey responses, 22 percent of firms indicate that they are advancing in the progress to
achieve the goal of ending hunger and achieve food security, 19 percent companies indicate that
there is impending progress, and 58 percent indicate that this goal is not relevant to their
business.
Figure 2: Results for End Hunger and Achieve Food Security (SGD02)
Table 3 shows the results of responses pertaining to the sustainable development goal of ensuring
a healthy life (SDG03). Results shows that 35.8 percent of firms indicate that they are advancing
progress on the goal of ensuring a healthy life; 20.9 percent state impending progress is being
made, while 43.3 percent of firms indicate this goal is not relevant to their business.
Table 3: Ensure a Healthy Life (SGD03)
Frequency Percent
1 = Advancing progress 24 35.82
2 = Impending progress 14 20.90
3 = Not Relevant to my business 29 43.28
Total 67 100.00
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The pie chart in Figure 3 shows that 18 percent of the companies indicate advancing progress to
ensure inclusive education, 10 percent are making impending progress, while 72 percent regard
this goal as not relevant.
Figure 3: Results for Ensure Inclusive Education (SGD04)
Figure 4 below shows that 18 percent of the companies indicate advancing progress in ensuring
access to sustainable energy, 37 percent and making impending progress to ensure access to
sustainable energy, while 45 percent of the companies declare that this goal is not relevant to
their business.
Figure 4: Results for Ensure Access to Sustainable Energy (SGD07)

Company responses on the goal to ensure sustainable development is shown in Table 4 below.
The table shows that 28.4 percent firms indicate that they are advancing in progress to ensure
sustainable development, 37.3 percent are making impending progress, while 34.3 percent regard
this goal as not relevant to their business.
Table 4: Ensure Sustainable Development (SDG12)

Frequency Percent
Total 67 100.00
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Figure 5 shows that 33 percent of the companies surveyed consider their actions as advancing
progress in taking urgent action to combat climate change. Companies that indicate impending
progress in their sustainable development goal (SGD13) are 43 percent, while 24 percent of the
companies consider the goal of taking urgent action to combat climate change as not relevant to
their business.
Figure 5: Results for Urgent Action to Combat Climate Change (SGD13)
Table 5: Protect Terrestrial Ecosystem (SDG15)

Frequency Percent
Total 67 100.00
In the goal to protect terrestrial ecosystem, Table 5 shows that 29.9 percent of companies indicate
they are advancing progress in the goal to protect terrestrial ecosystem, 23.9 percent indicate
impending progress, while 46.3 of the firms indicate that this goal is not relevant to their business
actions.
Figure 6 below shows the firm’s response to the goal of strengthening global partnership to
achieve sustainable development goals (SGD17). As shown in the figure, 20 firms or 29.8 percent
are advancing in their progress to meet this goal, 18 firms or 26.9 percent are making impending
progress, and 29 firms or 43.3 percent of firms regard this goal as not relevant to their business.
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Figure 6: Results for Strengthening Global Partnership (SGD17)

The survey results obtained in the current study indicate that for the eight sustainable goals
discussed in this paper, small and medium manufacturing companies in Malaysia are yet to
address the goals of sustainable development satisfactorily in their business actions and practices.
Similarly, the responses obtained from the 67 companies indicate that for the other nine
sustainable development goals prescribed by the United Nations not reported in this paper, the
results show a similar trend of inadequate progress. The findings show that a large portion of
companies in the survey indicate that the sustainable development goals are not relevant to their
business actions; this may imply either a lack of awareness of the importance of sustainable
development goals, or perhaps a greater emphasis on attaining economic performance rather than
on achieving sustainable development goals. Nevertheless, there are several of the firms surveyed
that indicate advancing and/or impending progress in terms of meeting sustainable development
goals in their business actions. Hence the number of small and medium sized companies involved
in advancing sustainable development objectives may grow over time.
As Malaysia plans to be a high-income nation and achieve developed country status within the
decade, increased awareness on the importance of following a sustainable development path
would augur well to ensure high level of well-being and the promotion of a peaceful and
inclusive society for the current and future generations. Efforts to promote awareness concerning
sustainable development goals need to be encouraged.
References
Blunch, N. J. (2008). Introduction to structural equation modelling using SPSS and AMOS.
Thousand Oaks, CA: Sage Publications Ltd.
United Nations. (2015). https://www.un.org/sustainabledevelopment/
World Development Indicators. (2019) https://databank.worldbank.org/source/world
development-indicators
The Sixth Malaysia Plan. https://policy.asiapacificenergy.org/node/1277
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AN INTERCULTURAL STUDY OF REFUSAL SPEECH ACT OF

MALAYSIAN UNIVERSITY STUDENTS
Norma Saad1, Ahmad Affendi Shabdin2, Norzanita Othman3, Siti Jamilah Bidin4
1,2,3,4
School of Languages, Civilization & Philosophy, Universiti Utara Malaysia, Sintok, Kedah
*Corresponding Author: norma324@uum.edu.my

_________________________________________________________________________________________
Abstract: The present study investigates realization of refusal speech act by Malay, Chinese and
Indian undergraduate university students. As the groups belong to different cultures and speak
their own distinct languages as their mother tongues, the refusal strategies they employed may be
different since speech acts are culture specific. The study intends to identify the refusal strategies
employed by the three ethnic groups when they refuse their higher status interlocutor’s request to
work extra-hour in English which is learnt as a second language. Four Malay, four Chinese and
four Indian students of a Malaysian university were involved in the study. Data on refusal
interactions were obtained through an open role-play based on a request initiating act and also
from an interview conducted at the end of the role-play. Data were then transcribed, classified
into semantic refusal strategies. Results indicate that the three ethnic groups exhibited high
awareness of the status and power factors of the given situation and thus employed conciliatory
approach as not to offend their interlocutor. Similar to the findings of previous studies,
substantial reasons/justifications and apologies/regrets were used to mitigate the threat of their
refusal and to show to their interlocutor that their refusal was inevitable. Their use of direct
strategy was limited to the lesser degree of directness i.e. negative willingness and was used
sparingly. The similarities in the strategies might be due to the fact that all the three ethnic groups
originate from Asia, hence they share many common eastern values such as being respectful and
tactful towards their superior.
Keywords: request speech act, refusal strategies, face threatening act

_________________________________________________________________________
1. Introduction
Malaysia is a multiethnic and multicultural society which is typified by three major ethnic
groups, namely Malays who accounted for 67.5%, Chinese 24.6% and Indians 7.3% of the
population (Renganathan & Kral, 2018). With such composition the Malaysian communication
scenario is characterized by bilingualism that is “the practice of alternatingly using two languages
(Weinrich, 1953, p.5) and the persons involved referred to as bilinguals.” The terms bilingualism
and bilinguals also apply to situation where more than two languages are involved as in the case
of Malaysian society.
Bilingual education implemented in Malaysia Education Schools also contributes to the

acquisition of other language(s) apart from their mother tongue. The Malays speak Malay
dialects as their mother tongues, the Chinese speak Chinese dialect whereas the Indians speak
Tamil dialect. In addition to speaking their mother tongue, the three ethnics may speak English as
their second or foreign language while the Chinese and Indian will also acquire a third language
i.e. Bahasa Malaysia. The three ethnics may also learn Mandarin if they enrol in the Chinese
Vernacular School. The multi-cultural and multi-ethnics composition of the community provides
a rich environment for research on social interaction. In this multi-ethnic, multi-cultural and
multi-religious society, intercultural contacts among the three major ethnic groups, Malay,
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Chinese and Indian are common occurrence. In their interactions they bring with them the
influence of their cultures due to the fact that communicative behaviour is strongly influenced by
cultural values since language is not only a mode of communication but a representation of
culture. Agar (1993, p.60) coins the term ‘languaculture’ as a reminder of the connection between
its two parts…’ Culture can be understood as people’s learner behavior patterns and attitudes
(Halls, 1959). Lado (1957) sees culture as “a structured system of patterned behaviour (p.111).
This implies that when people from any cultural groups use language to communicate, they
would have their own rules in determining how language is used and uttered, and these
fundamental cultural values are reflected through our linguistic behavior/language use
(Wierzbicka, 2003).
Taking into consideration the influence of culture discussed, the interactions of three ethnic
groups may lead to misconception/misunderstanding due to the underlying cultural values which
impact their patterns of speech. Accordingly, scholars such as Agar (1993); Samovar, Porter and
McDaniel (2012) and Saville-Troike, (2003) propose the understanding of cultural values of the
people involved in the interactions as the avenue to resolve the misconceptions between people
from different cultures. Samovar and Porter (1991, p.108), for instance, maintain that ‘in the
study of human communication, it is important to look at cultural values…’ while Saville-Troike
(2003) postulates that understanding culturally different norms of interaction and people’s values
and thought contributes to successful communication in across languages and cultures. Likewise,
Agar (1993, pp.124) stresses that culture as a scientific term “is supposed to explain differences,
to take rich points and make them understandable’, that is, “it is supposed to be an answer to the
problem of understanding differences.” Hence, the present study investigates realization of
refusal to refuse the higher status interlocutor by three major ethnic groups, Malaysian Malays,
Chinese and Indians. Since the three groups belong to different cultures and speak different
mother tongue, their linguistic patterns employed may be different which may lead to
misconceptions in their interactions. Thus, the present study examines how the three ethnic
groups refuse their employer’s request to work extra-hour in English. Coming from different
cultures but living in melting pot environment these groups bring their cultures, languages and
behavioural norms together. The researcher aims to identify whether this environment will lead
them to different strategies in their refusal of the higher status interlocutor’s request. Their
refusals are realized in English which is learnt as a second language.
Refusal, the act of expressing speaker’s non-acceptance, declining or disagreeing with a

request, an invitation, a suggestion or offer, is a speech act and is often referred to as a face
threatening act (FTA). Since this speech goes against speaker’s expectation, it requires a higher
level of pragmatic competence than others because it tends to risk the interpersonal relationship
of the interlocutors involved. Brown and Levinson (1978) state that this negative response tends
to risk either the speaker’s or the hearer’s feeling or face. In this sense, many people find it
stressful and difficult to say ‘no’ since it may trigger a confrontation which threatens a potential
bond (Kuang, 2009). Rubin (1983), nevertheless, maintains that declining itself is not an issue but
the approach taken to convey the ‘no’ message is convey has more impact in many societies.
Refusing other parties particularly people in authority is an extremely difficult task for most
people (Kuang, 2009). The task is more difficult having to refuse in English which is their second
language learnt formally at school and the university. In this case the participants will have to
deal with two aspects; language and situational-context. This means the speakers need to have a
good grasp of both grammatical rules and the language they are using and an understanding of
the culture of that language - on the grounds that cultural norms influence language convention as
well as the cultures of the Malaysian three ethnic groups. Hymes (1972) contends that speakers
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need to acquire these two components of knowledge in order to be good communicators. Having
such knowledge will enable the speaker and the hearer to be on the same page with respect to the
rules and conventions of the language in use and the cultures behind it.
Since the present study investigates refusal strategies among Malaysian Malay, Chinese and
Indian ethnic groups, studies reviewed focus on one specific culture involving one of the ethnics
and also refusal comparison across cultural groups which involved the three ethnic groups. The
first three studies involved participants from the three groups. Kathir (2015) investigated the
English refusal patterns by English language academicians of Malay, Chinese and Indian ethnic
groups from two universities when they were given an invitation or when they were requested to
do a favour. Data were collected using Discourse Completion Test (DCT) and Oral Completion
Test. Since the purpose of the study was to determine whether the participants were able to
portray pragmatic competence when performing a refusal, the research did not examine the
patterns of refusal of the three ethnic groups but rather examined general pattern of refusal. The
results showed that the participants were pragmatically competent based on their choice of
strategies to refuse requests from nine different situations involving interlocutors who were close
relationship to high status formal relationship. They also displayed cultural awareness and ethnic
sensitivities in dealing with their refusals through their use of indirect strategies, polite forms and
diplomatic approaches in their refusals. The second is a study by Kuang (2009) who focussed on
Malaysians ranging from young children, teenagers, adults to senior adults of various ethnic
groups used of language to refuse in their mother tongue (Chinese dialects or Malay dialects or
English). Data were based on observations recorded manually via pen paper and collected
randomly from various settings and locations. His study revealed similar finding i.e. Malaysians
irrespective of age, gender, ethnicity locations and settings used both direct and indirect
strategies but the use of the indirect strategies were more dominant and that Malaysians in
general prefer maintaining the face of the hearer in order to avoid misunderstandings and
miscommunications. The third study by Yusniza, Faizah and Nasariah (2011) investigated
refusal strategies in Malay language employed by Malay, Chinese and Indian undergraduates in
refusing a request. Similar to Kathir’s and Kuang’s studies, Yusniza’s (2011) et al. study also
showed the preference for indirect strategies by all ethnics. Nevertheless two salient findings
emerged. Most of the Malays’ indirect strategies were followed by justifications and elaborate
explanations whereas the Chinese and Indian students gave less justification and only brief
explanation. Most of Malays’ justifications and explanations were followed by apologies while
the other ethnics employed fewer apologies.
The next two studies examined refusal strategies of one specific culture. Raman (2016)
investigated strategies employed by Malaysian Indian undergraduates to refuse higher, equal and
lower status interlocutors’ request and offer utilizing DCT. Her findings indicated that the
participants were sensitive to the differences in the status of the interlocutors. Hence, more efforts
were taken in making refusals to higher power (a lecturer) to avoid awkward situation and hence
avoid refusing directly. Compared to their lower status interlocutor (junior), they paid more
attention not to offend their equal power interlocutor (a friend) so as to maintain the solidarity in
their relationship. Another study by Sattar, Raja Rozina and Salasiah (2011) examined the
semantic formula used by the Malays when refusing a request from a professor (high status) and
from a student (equal status) using DCT. It is discovered that the Malays frequently employed
apologizing and giving reasons when performing the refusals for both situations.
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In addition, there are also intercultural studies which compared refusal strategies between one of
the Malaysian ethnic groups to international students studying at local universities. Al-Shboul,
Marlyna and Muhammad Subakir (2012) compared refusal strategies of the Malays and the
Jordanians postgraduate students. The findings revealed that the Jordanians used indirect refusal
strategies to those interlocutors at all levels of social status (higher, equal & lower). Conversely,
the Malays employed the direct strategies when making refusals only for those with higher and
equal status. Another study by Maryam & Wu (2012) compared the Malays and the Chinese
international students’ refusal to invitation. Their findings showed that both the Malays and the
Chinese utilized excuses and expressing regrets (apologizes) when refusing the interlocutor.
3. Research Methodology
Twelve undergraduate students in their sixth semesters with the age range from 22 to 24 years old
of a local university were selected as participants based on purposive sampling. This group
consisted of four Malay, four Chinese and four Indian students selected based on their scored of
Malaysia University English Test (MUET) results i.e. Band 4. Other selection criteria include
ensuring that the participants’ parents were both of the same ethnicity and speak the same
language i.e. Malay or Tamil or Chinese dialect as their mother tongue/first language as the
participants themselves. These criteria are to ensure homogeneity among the participants.
Open role plays were employed to collect data. Cookall and Saunders (1998) defines role play as
“social or human activity in which participant ‘take on’ and ‘act out’ specified roles, often within
a predefined social framework or situational blueprints. In other words, role plays are simulations
of social interactions in which participants assume and enact described roles within specified
situations. Role play is employed since it can provide spoken data that approaches real-life
performance. A role-play situation adapted from Felix-Brasdefer(2004) and Margalef-Boada,
1993 and Beebe, Takashahi and Ulisss-Weltz (1990) was used for the present study. The situation
is as follows:
Situation 1: An employer requesting for an employee to work extra-hour

Apart from your regular job, you also work part-time at an established bookstore. The bookstore
is open from Sunday to Thursday from 9.00 in the morning to 9.30 in the evening. You work
from 7.30 in the evening to 9.30 in the evening from Sunday to Thursday. You get along fine
with your boss, but do not socialize together outside work. It is Thursday evening at 9.15 p.m.
and your boss has just received a delivery books that had been lost in the mail for three weeks and
which need to be on display by Sunday morning. You are finishing an inventory when the boss
approaches you and ask you to work extra-hour (until 11.30 p.m.) to get the display ready, but
you cannot stay back to do the job.
The situation provides details such as social distance, power status of the interlocutors and their
specific roles. Social factors which the participants need to consider are status, distant and power.
In terms of status, the participants take the role of a lower status interlocutor (a part time
employee) interacting with a higher status (a supervisor) interlocutor and as for distance the
employee and the supervisor are not close but power wise the supervisor has some authority over
the employee.
The data were analysed through three stages. Initially, refusal interactions derived from 12 role-
plays enacted by the four Malay, four Chinese and four Indian participants were transcribed
based on Jefferson convention (Atkinson & Heritage, 1984, p. ix –xvi). Based on transcription of
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the interactions, refusal strategies were identified and coded according to the revised Beebe et al
(1990) classification of semantic formulas (Appendix 1). The semantic formulas obtained were
analyzed across full refusal interactions. Gass and Houck (1999) have highlighted the importance
of examining this speech act from a discourse analytic perspective, as refusals involve "more than
either a simple chain of repeated requests and responses, a straightforward transfer of L1
semantic formulas into the second language" (pp.66-67). Thus, the speech act of refusals realized
in the participants’ role-plays were analyzed as a series of strategies that comprised the entire
refusal sequence. As suggested by Blum, House, and Kasper (1989) each response is analyzed as
a series of three sequences:
1) Pre-refusal strategies which prepare the addressee for an upcoming refusal;

2) Head act or main refusal which expresses the main refusal; and,
3) Post-refusal strategies which follow the head act and tend to emphasize, mitigate, or
conclude the refusal response.
Analyzing the response based on the refusal sequences has enabled the researcher to examine the
full interaction and the discourse structure of the speech act of refusals. Pre-refusals and post
refusals constitute optional components of refusal sequence.
For instance:
Pre refusal Head –act Post refusal
I really would like to go. But I don’t I’m sorry. What don’t we celebrate your
think I can. birthday earlier?
This response can be divided into four strategies, each of which falls into a corresponding
semantic category in the taxonomy (as shown in the brackets):
(1) “I really would like to go”
[Positive opinion/Willingness]
(2) " But I don’t think I can"
[Mitigated Refusal]
(3) “I’m sorry”
[Apology]
(4) “Why don’t we celebrate your birthday earlier?”
[Alternative]
Hence, the response is analyzed as having three strategies. As shown in the example above the
strategies are identified as "consists of a word, phrase or sentence which meets a particular
semantic criterion or strategy and…can be used to perform the act in question (Fraser, cited in
Cohen & Olshtain, 1983, p.20)."
In stage 3, the strategies identified and coded were analysed using descriptive analytical
procedures to obtain the overall distribution of strategies for each of the groups. This is done by
counting the number of strategies used the role-play situations by participants of the three groups.
Then, the total number of occurrences for each refusal strategies used by each group in the
situation was calculated. Similarities and differences among the three groups are presented in
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terms of percentages in order to capture the speech act patterns of the refusal particularly the
types of strategies. The content of the strategies particularly the salient strategies employed to
refuse the higher status interlocutors were also identified.

Table 1 summarizes refusal categories and types of strategies of the three groups of participants:
Malay, Chinese and Indian. The strategies are categorized into three categories: direct, indirect
and adjuncts to refusal based on Beebe et.al. (1990) classification of semantic formulas.
Table 1: Refusal Category & Types of Strategies

Categories & Types of Strategies Malay Chinese Indian
Direct Category n % n % n %
1. Flat No 1 3.33 - - 1 2.63
2 Negative willingness 7 23.33 6 20.00 7 18.43
3 Mitigated refusal 1 3.33 1 3.33 2 5.26
Results – Direct Refusals 9 30.00 7 23.33 10 26.31
Indirect Category n % n % n %
4. Reason/Excuse/Explanation 10 33.33 8 26.66 13 34.21
5. Apology 4 13.33 7 23.33 5 13.15
6. Alternative 2 6.66 4 13.33 3 7.30
7. Repetition of part of request 2 6.66 1 3.33
8. Request for empathy/ 1 3.33 - - 2 5.26
Understanding
9. Compromise 2 6.66 2 6.66 2 5.26
Results – Indirect Refusals 21 70.00 22 73.33 25 65.79
Adjuncts to Refusal Category n % n % n %
10. Positive Opinion - - - - 1 2.63
11. Empathy - - 1 3.33 2 5.26
Results- Adjuncts to refusals - - 1 3.33 3 7.90
Total Results 30 100 30 100 38 100
The findings revealed the three groups’ preference for indirectness. All three groups had more
than half of their refusal strategies realized through indirect strategies. Malays and Chinese
employed 70% and 73.33% of indirect strategies respectively while Indians employed slightly
less at 65.79%. Their use of direct strategies only comprised one third or less with the Chinese
using the strategies the least at 23.33, followed by the Indians at 26.31 and the Malays the most at
30%. Strategies from the third category i.e. adjuncts to refusal were not employed by the Malays
and the Chinese used them sparsely at 3.33%. The Indians on the other hand used these strategies
the most at 7.9%. Among the three, the Indians employed wider repertoire of strategies i.e. 38
strategies which come from 10 different types of strategies compared to the Malays and the
Chinese who used 30 strategies from 9 and 7 different types of strategies respectively.
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Analysis of the groups’ use of direct strategies indicates that negative willingness /, the lesser
degree of directness, in which participants declined by saying “I can’t…,” I won’t be able…” was
the preferred strategy. The other two direct strategies which belonged to high degree directness
i.e. using performative verb such as “I refuse” or “I decline” was not employed at all and flat no
was only employed by one Malay and one Chinese participant. This reflects the cautious
approach taken by participants from the three groups to decline their employer’s request. This
means that the participants have taken into consideration the status and power factors of the
interlocutor.
Malay First reason: “…In the morning I have ah.. another business to do and 11.30 pm is too
late for me.”
Participant 4
Second reason: “… Because I have to drive a long way to get home.
Third reason: “… And I have to get to work early in the morning. I will have problem
waking up tomorrow.
Chinese First reason: “…As you know I’m working part time and I have my regular job. I have to
deal with my other job also.”
Participant 2
Second reason: “My working time is up to ten. I’m so sorry I’m just too tired.”
Indian First reason:”…I’m just too tired. You know this is my part time job. I work from 8 to 5
for my regular job and and (sic) I continue work from 6 to 10 for this job. I’m really
Participant 3
dead tired.
Second reason: I’m just tired from working continuous (sic).
The participants’ use of indirect strategies also demonstrates similar approach.
Reason/excuse/justification is the most prevalent strategy employed by participants from the three
groups. The Malay and Chinese groups employed it at 33% while the Indian at a slightly higher
percentage i.e. 34%. Except for one participant who used this strategy as the head act to decline
the request, the rest of participants from the three groups used it at least twice and at the most 3
times at post-refusal stage. The three groups also provided similar reasons. Instances of the
participants’ use of this strategy are as presented:
As illustrated in the instances, the participants tended to recycle and elaborate the first reason
given. Having regular job, apart from the part time job, was the most cited reason for all the
participants from the three groups. They then linked this to fatigue. Apart from this reason, they
also cited family matters. One Malay participant cited attending to her sick aunty who stayed
with her family while another Malay participant cited worrying about his mother all alone at
home as his father was away. A participants from the Chinese group cited taking turn to care for
his brother who was involved in an accident and now bedridden. Likewise one Indian participant
mentioned having to take a bus to his hometown after work to enable him to arrive the next day
for his brother wedding while another participant from the same group had promised to meet
family members and did not want to break her promise. The participants highlighted the
importance of providing reason when refusing their employer. They maintained that giving
strong reason is essential to convince their employer that their reason is valid and their refusal is
inevitable.
Their views show clearly that reasons/excuse/justification plays prominent role as mitigating
device to defuse the threat of rejection to the face of the hearer. The device is employed to
communicate to the employer implicitly that their rejection is not intentional but due to
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unavoidable circumstances. To further lessen the impact of the refusal, the participants also
employed apologetic marker “I’m sorry.” This marker is employed through indirect strategy
apology/expression of regret which ranks second as the most used indirect strategy for the three
groups. Among these groups, the Chinese seemed to apologize more i.e. 23% compared to 13%
used by the Malay and the Indian. The participants used this strategy either as a head act to
signal an impending refusal which was followed by a negative willingness “I can’t” or “I don’t
think I can” or at the post refusal stage to further diminish the force of the refusal. Participants
who did not use apology employed another indirect strategy request for empathy. For instance a
Malay participant uttered, “If I don’t work the next morning, I would help you but I have work to
do. Please understand my situation”. A Chinese participant reduced the threat by using an indirect
strategy compromise in which they fulfilled only half of what was requested by saying, “I should
be able to help but not till 11.30. I can only help you till 10.30” while an Indian participant
said“…work extra-hour till 11.30? Ah. well can I just work till 10.30?”
The findings of the present study are congruent to the findings of previous intercultural studies by
Kuang (2009) and Yusniza et.al (2011) in that Malaysians regardless of their ethnics prefer the
indirect strategies particularly excuse/reason/justification and apology when declining their
superior. When direct strategies are employed the tendency is to opt for the lesser degree of
directness i.e. negative willingness. This indicates that Malaysians in general favour face-saving
strategies in order to maintain the face of the hearer as well as to prevent misunderstandings and
miscommunications. The findings also shows the groups have high awareness and are sensitive to
the contexts; the power and status factors and hence their efforts are reflected through their
conciliatory approach throughout their interactions with their superior. Apart from sharing similar
refusal strategies, they also have common values; respect for the superior hence stressing on
giving strong reason to ensure that the superior acceptance of their reasons. It also indicates that
the three groups still embrace one of the east core values as reflected in the content of their
reasons: family is important.
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AN INVESTIGATION ON HOW MODE OF TEACHING,

LOCATION OF EDUCATIONAL INSTITUTION AND
TEACHER’S AGE AFFECT TEACHING STYLE
Shamala Krishnan1, Phawani Vijayaratnam2, Shiney John 3, Premalatha Perumal4
1
Institutional Development and Support, Inti International University, Nilai, Malaysia
2
Center of Liberal Arts and Languages, Inti International University, Nilai, Malaysia
3
Faculty of Business, Communication and Law, Inti International University, Nilai, Malaysia
4
Teaching and Learning Center, Inti International University, Nilai, Malaysia
*Corresponding Author: shamala.krishnan@newinti.edu.my

_________________________________________________________________________________________
Abstract: Teaching styles vary from teacher to teacher. Good teachers must not only be
knowledgeable in subject matter, but should also be able to recognize individual differences
among students and adjust teaching delivery methods that suits their learners. When students are
motivated, the learning process will be facilitated and students will find it easier to internalize
subject matter and to perform. Social networking and virtual world platforms have infused the
learning landscape and created means to support student learning. The requirements of industry
revolution 4.0 and the learning style of millennials have created a new teaching and learning
landscape. The purpose of this study is to determine the teaching styles of teachers and to
examine the relationship between teaching styles and the age of teachers, their teaching locations
and their mode of teaching. The current study was conducted on 236 teachers using the
Staffordshire Evaluation of Teaching Styles (SETS) questionnaire. These teachers were randomly
selected from urban, suburban and rural schools as well as institutions of higher learning in and
out of Malaysia. Data was collected and analyzed using SPSS 24. A key finding from this
research will show that teaching style can depend on age, mode of teaching and location of
institution.
Keywords: Teaching style, Mode of teaching, Location of institution, Age group

_________________________________________________________________________
1. Introduction
Teaching styles vary from teacher to teacher. As teaching is essentially a human interaction,
teaching styles will be influenced by various factors such as diversity of students and teachers,
classroom environment, system support and discipline of instruction among others. Good
teachers must not only be knowledgeable in subject matter, but should also be able to recognize
individual differences among students and adjust teaching delivery methods that suits their
learners. When students are motivated, the learning process will be facilitated and students will
find it easier to internalize subject matter and to perform. Social networking and virtual world
platforms have infused the learning landscape and created means to support student learning. The
requirements of industry revolution 4.0 and the learning style of millennials have created a new
teaching and learning landscape. Past research on teaching styles using the Staffordshire
Evaluation of Teaching Styles questionnaire concentrated on specific departments only or done
across departments within a university. However, the current research would like to determine
the teaching styles of teachers across institutions, age groups and teaching locations and to
examine if there is a relationship between teaching styles and the age of teachers, their teaching
locations and their mode of teaching.
2. Literature review
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According to Clark and Latshaw (2012), teachers build their teaching style based on factors such
as the course outcomes, discipline specifications, students, school location etc. Over the years,
social networking and virtual world platforms have infused the learning landscape and created
means to support student learning. Disruptive technologies from smart phones to Facebook,
Twitter, and Google Scholar are regularly used by students because of their ease of use,
flexibility and convenience. Research evidence drawn by Jones.C. et al. (2010) and Margaryan,
A., Littlejohn, A. and Vojt,G. (2011) show that students have their own preferred disruptive
technologies to support their learning needs and are not homogenous in the use and appreciation
of these new technologies.
Howell, W,L (2019) at the recent World Economic Forum asserted that human skills such as
creativity, selflessness, flexibility and good collaborating skills will increase students’ value in
the Industrial revolution 4.0 age. Hence, the challenge will be for schools and universities to
adjust classrooms to better synergize constructive pedagogical approaches with technological
innovations and to incorporate the intangible soft skills for graduate productivity and success
Tyagarajan,T. (2019); Deng and Tavares (2013); Tartari (2015). In a study using WeChat based
blended learning to optimize learning in a network marketing course, it was found that WeChat
could cultivate students’ exchange of ideas to promote deep learning and this was not restricted
by time or space Zhang et. al. (2019). Flexibility and adaptability of teachers are keys to
effective teaching. Teachers can modify their teaching style through understanding which style
works best for individuals and groups. With use of technology, teachers can now manipulate the
teaching and learning environment based on learner needs to enable effective classroom delivery.
According to Mohanna,et.al.(2007) this adaptability is one of the key skills of a flexible teacher
and is demonstrated as differences in teaching style. Differentiated teaching not only ensures a
meaningful and successful learning experiences but also leads to apositive job satisfaction.
(Park,V. & Datnow, A., 2017; Tomlinson, 2014).
Hence, at school and university, student centered teaching approaches such as flipped classroom
and other constructivist approaches facilitate learning activities students both face to face and
online to allow mastery of important concepts at a deeper level (Stamm, 2011; Yan, Mason, J. &
Hanna G (2017). However, becoming proficient in student – centered teaching requires training
and practice on the part of instructors and proficiency grows over time with instructors’ training,
teaching experience, age and also commitment (Ghavifekr, S. & Rosdy, W.A.W. (2015).
Instructors who consciously and continuously reflect, reinterpret and question the subject matter
they teach often veer toward student centered approaches to teaching as compared to teachers
who avoid a reflective practice of their subject matter (Trigell 2012). However, research by Shah
and Udgaonkar (2018) on student rating in the medical faulty revealed that age was not an
important attribute to gauge a teacher. Research by Bodhe,C,D. & Jankar,D,S.(2015) also
debunked the positive correlation between age of teachers and their teaching proficiency.
Research has proven, nonetheless, that participation in faculty development programs has been
associated with junior faculty members shifting their approaches to student centric teaching
approaches (Zhang et. al. 2019). It was also observed the positive effect of facilitator
development course among junior teaching staff especially in inter-professional teamwork
Kamboj.et.al (2015).
Generally, students whose learning styles are compatible with their teachers’ teaching style have
a symbiotic relationship with each other and the classroom becomes a fertile ground for finding
meaning, retaining information and applying knowledge more effectively (Felder, M (1995);
Katsioloudis and Fantz (2012). Complementary, through an awareness of the preferred teaching
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style, teachers can reflect on how their teaching style can be changed, modified, or supported to
improve their interactions with students (Evans, Harkins, & Young, 2008). However,
interestingly, in a study by Kamboj.et.al.(2015), the researchers concluded that if teachers varied
their teaching methods and styles as opposed to finding compatibility with students’ learning
styles, learners will be exposed to familiar and unfamiliar ways of learning during the learning
process, giving learners multiple ways to excel.
Studies in India done by Vijaya Lakshmi (2005); Sodhi (2010); and Kothawade (2014) have
shown that location where a school is situated has a great influence on teaching effectiveness,
whereas Tyagi (2013), Pachaiyappan & Ushalaya Raj (2014) found out that location does not
significantly influence teacher effectiveness. Additionally, a study by Alordiah, Akpadaka &
Oviogbodu (2015) also shows significant difference in the academic achievement of students in
Mathematics in urban and rural children in Nigeria. This was attributed to the unavailability of
teachers and students investing more time in farm duties than in studies. A further research
comparing teaching styles of Tibetan teachers in rural China with Nanjing teachers in urban cites
in China revealed that Tibetan teachers and students demonstrated an inclination for being more
conservative and less creative in their learning and teaching. (Zhang, Fu & Jiao, 2008) This was
attributed to extreme poverty, examinations-oriented education policies and a constraining
political environment.
Using the Staffordshire Evaluation of Teaching styles tool, in a study on 18 Saudi college English
instructors who taught linguistic and literary courses to different student levels, it was observed
that 38% of the respondents followed Style 1: the all-round flexible and adaptable teaching style.
This was followed by style3: the official curriculum styles (11%) and style 4: straight facts (11%)
(Alhussain, 2012). In a separate study on 77 faculty members from the medical school in
Pakistan, 36.4% of teachers preferred Style 1:the all- round flexible and adaptable teaching style
and this was followed by 24.7% for Style 2: the student-centered, sensitive teacher (Ahmed,
S.D.H.& Mubeen,S.M. 2013) Interestingly, a recent study on 29 college instructors across the
arts, business and science departments in a Phillipines university revealed that the dominant
style of majority of the instructors was Style 6 which is the one-off teacher (Sison, M. & Galvez,
R. 2018). The objective of the current study is to identify the teaching style of teachers and to
understand whether teaching styles vary depending on age, mode of teaching and teaching
location.
3. Methods
This research employed the survey model to determine the surveyed teachers’ teaching styles.
This study was initially piloted with 35 teachers. Feedback was obtained and some minor changes
were made before the actual survey instrument was launched. The survey instrument was created
using the google app and a link was created and shared with potential respondents. There was a
brief note to the respondents on the purpose of the survey and to assure them on the
confidentiality of their responses. To encourage honest responses, the survey allowed anonymity
of respondents as there was no requirements for their names or the institutions they are employed
in. The survey is a self- administered tool that has 24 items that are rated on a 5 point Likert
scale. This tool was used previously by other researchers Alhussain ( 2012); Ahmed and Mubeen
(2013); Sison, M and Galvez,R. (2018). The current research involved 236 teachers randomly
selected from urban, suburban and rural schools and also institutions of higher learning in
Malaysia as well as countries such as India, China, USA and Canada.
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Data collected were inputted and analysed using SPSS 24. Data collected was first measured for
its reliability before it was analysed. Cronbach’s Alpha was used to measure the reliability of the
instrument. The value of Cronbach’s alpha which is equal to or higher than 0.6 is deemed to have
achieved the internal reliability. The Cronbach’s Alpha value was 0.716 (Table 1) which means
that there is consistency among the items and data is fit for further analysis.
Table 1. Reliability Statistics
Cronbach's Alpha N of Items

.716 24
Four items relating to each of the styles can be summed up to determine a personal score for each
preferred style. The analysis of teaching styles was presented through descriptive statistics,
frequencies (f) and percentages (%). Teaching styles were identified based on the calculation of
the combined mean scores obtained from the Staffordshire Evaluation of Teaching Styles
inventory (Wall,D.,2007;Mohanna,K.,Chambers,.& Wall,D.,2008). This inventory of the 24 item
questionnaire consists of six types of teaching styles. The questionnaire asks to what extent
instructors o employ the various teaching techniques and then evaluates the teaching styles
according to the following categories:
Table 2. Staffordshire Teaching Style Descriptions

Style Description
1 The all-round flexible and adaptive teacher: “can use many different skills, can teach both
peers and juniors and is very aware of the whole environment both of teaching and of
learners.”
2 The sensitive and student-centered teacher : “ is very learner-centered, teaches in small
groups, with emotions to the fore, using role-play and drama and is not comfortable doing
straight presentations.”
3 The official formal curriculum teacher: “ is very well prepared, accredited, is very aware of
and adheres to the formal curriculum and follows external targets.”
4 The straight facts no nonsense teacher: “likes to teach the clear facts, with straight talking,
concentrating on specific skills and much prefers not to be involved with multi-professional
teaching and learning.”
5 The big conference teacher: “likes nothing better than to stand up in front of a big audience
and does not like sitting in groups or one to one teaching.”
6 The one-off teacher: “ likes to deliver small self-contained bits of teaching on a one to one
basis, with no props to help and no follow up.”
4. Findings and Discussions

The current research involved 236 teachers randomly selected from urban, suburban and rural
schools and institutions of higher learning in in Malaysia as well as overseas institutions. There
were 166 female and 70 male respondents. This disparity between the gender and
overrepresentation of women may be due to the fact that teaching is still considered a suitable
occupation for women who are knowingly or unknowingly directed to this vocation. Similar
situations prevail in a number of countries and in a study done among graduates of Australian
universities, it was found that 97% of the pre-primary teachers, 85% of the primary teachers and
68% of secondary teachers are females. Across the Organization of Economic Co–operation and
Development (OECD) too, it was observed similar large percentages of women teachers (OECD,
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2017). In Malaysia, it has been reported that there are fewer males in the teaching profession due
to the fact that men find teaching in schools not challenging and attractive (The Star,2015).
Teaching styles were identified based on the mean scores. Overall, the mean of the respondents
or teachers in the current study veered to Style 1, the all-round flexible and adaptive teacher with
a mean of 16.3. The one off teacher that is Style 6 was the least preferred with a mean of 10.1.
This finding is consistent with the research by Alhussain (2012) and Ahmed and Mubeen (2013).
However, the study by Sison and Galvez (2018) had a preference for Style 6 with the least
preferred style being Style 1. The current study and the study by Sison,M. and Galvez, R.(2018)
are inversely proportional as the most preferred teaching style in this current study was the least
preferred in that study.
1 The all-round flexible

and adaptive teacher
20
6 The one-off 15 2 The sensitive and

teacher student-centered
10
teacher
5
0
1 The all-round
flexible and
adaptive teacher
3 The official formal
5 The big curriculum teacher
conference teacher
4 The straight facts no

nonsense teacher
Figure 1. Staffordshire Hexagon with the six teaching styles.
Mode of teaching, location and age group were other demographic factors used to identify
teaching styles. Means were used to compare whether there are any differences in teaching styles
among the demographic variables as per Table 3 below.
Table 3. Comparison of Teaching Styles by Mode of Teaching, Age and Location

Mode of teaching Age group Location
Teaching style Face to Face Blended 20-29 30-39 40-49 50 above Rural Urban Suburban
Style 1 16.38 16.28 14.50 16.52 16.10 16.39 16.73 16.46 16.11
Style 2 15.66 15.38 15.09 15.52 14.95 15.68 15.27 15.60 15.44
Style 3 14.33 13.98 13.73 14.49 13.69 13.86 14.09 14.39 13.85
Style 4 13.78 13.38 12.23 14.00 13.17 13.42 13.00 13.66 13.53
Style 5 14.41 13.72 13.23 13.71 13.86 14.49 13.91 14.01 14.13
Style 6 9.97 10.42 9.82 10.41 10.26 9.72 10.27 10.56 9.70
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In the demographic section of the questionnaire, respondents were requested to respond on the
mode of teaching they employ in class. There were three options which are the face to face,
blended and fully online modes. Findings revealed that 116 respondents were found to be using
the face to face mode and 120 responded using the blended mode of teaching. None of the
respondents were teaching on a fully online mode. The mean for both styles of teaching veered
toward Style 1: All round flexible and adaptable teacher followed by Style 2: The sensitive and
student centered teacher. The least preferred style for both the groups was Style 6: The one off
teacher.
Responses of the teachers were also analysed based on the location of their institutions. Findings
revealed that 128 respondents were from urban and 97 from suburban schools. Only 11
respondents were teaching in rural schools. Regardless of the location, it was found that the
dominant teaching style of the teachers in this sample was Style 1: The all- round flexible and
adaptive teacher. (mean for Rural =16.53, mean for urban 16.46 and mean for suburban 16.11)
Figure 2. Respondents based on Location of Education Institutions
Age group was studied next. The population for the age group 20 -29 is only 9% of the total
sample. This is because graduates would only join the workforce in their mid 20s upon graduate
study and also the demand for postgraduate qualification for university teaching.
Figure 3. Breakdown of Teachers Based on Age Groups
It can be seen that the 20-29 age group slanted towards Style 2: The student centered and
sensitive teacher (mean 15.09). Some plausible reasons could be because this Generation Z
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group have been exposed to student centric teaching approaches at school and undergraduate
level or have been trained to adapt to active teaching and learning approaches via reading
professional literature or by attending field related conference and workshops at the workplace
(Safarie and Tarlanialiabadi, 2014). Based on the Staffordshire approach, the Style 2 teachers
employ role play or drama, teach in small groups and avoid straight lectures. But this reasoning
cannot be generalized for all other age groups as the dominant style of teaching in these groups is
still Style 1 which is the all- round adaptive and flexible teacher ( mean 16.52 for age group 30-
39 , 16.10 for age group 40-49 and 16.39 for age group 50 and above).
5. Conclusions and recommendations

In the current study, the overall preferred teaching style is Style 1 and the least preferred style is
Style 6. This is a stark contrast as Style 1 teaching style denoting flexibility and adaptability of
teachers to their surroundings while Style 6 depicts traditional teacher centered teaching. The
findings in teaching styles seem to be mixed and inconclusive, hence more studies are required to
understand the phenomena.
An interesting finding is the teaching style in the age 20-29 group. This group veered towards
Style 2 depicting the sensitive and student centered teacher. This trend should be further studied
in future for two reasons. Firstly, to see if this trend continues with a larger sample size and
secondly to check if this trend can be extended to other age groups. Interestingly, the above
findings support the research of Tartari (2015) Zhang et. al. (2019) and Tyagarajan (2019) on the
effectiveness of blending learning and disruptive technologies in the learning process and the
adjustments made by teachers to aid student understanding of subject matter. In addition, the
current study could be replicated after a few years to determine whether the teaching styles
change in light of emerging issues in the global education sector with the advent of Industrial
revolution 4.0 subject offerings and the trend of institutions of learning moving toward flexible
education, massive open online courses (MOOC), work based learning etc. It will be interesting
to see how these factors impact the teaching styles.
Note: The authors would like to thank Gary Tan Peng Liang Ph.D for introducing them to the
Staffordshire Evaluation of Teaching Styles questionnaire.
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ASSESSMENT OF STRESS AMONG HIGHER EDUCATION

INSTITUTIONS STUDENTS AND ITS RELATIONSHIP WITH
ACADEMIC PERFORMANCE
Siti Fatimah Abdullah*, Norliana Ahmad2, Rohaiza Mohamad Idaris3
1
Faculty of Business and Accountancy, University Selangor, Shah Alam, Malaysia
2
3
*Corresponding Author: fatimah@unisel.edu.my

_________________________________________________________________________________________
Abstract: Stress is one of the essential concepts, which was recently introduced to the
psychology and management in the education line. According to the World Health Organization,
stress is a critical issue of our occasions and influences both physical as well as psychological
wellness of individuals. Stress emerges when the blend of inside and outer weights surpasses the
person's ability to adapt to their circumstances. Students who do not adapt well to pressure have
an extreme impact on their studies and behavior. Therefore, the aim of this study is to identify the
causes of stress and the effect on the academic performance of Higher Education Institutions
students. A sample of 284 students was asked to answer a survey and the outcomes were
exhibited graphically and descriptively. Correlation and regression analysis were done to check
the predictions of independent variables on the dependent variable. The correlation analysis
showed that campus life, financial, and relationships significantly effect on the students’
academic performance. Furthermore, the regression analysis showed that the higher the level of
stress, the lower the academic performance. However, only campus life and relationships
significantly effect on the relationship between stress and academic performance. The findings
of the study suggested that university authorities must ensure that students have a good academic
environment to reduce academic pressure and counseling centers should be set up to help
students build positive views of academic pressure, thus help students cope with academic stress.
Keywords: Stress, Academic Performance, Campus Life, Financial, Relationship, Body, Mind
and Feeling.
_________________________________________________________________________
1. Introduction
Stress is the most undermined syndrome in our society that is ignored as it is linked with the
component of mental health.
Relationships with friends and significant others can also be stressful. The relationship between
students and lecturers can also be a source of stress where this relationship has a strain. In
addition, many students are experiencing financial stress. It entails the struggle to find enough
money to pay for tuition and to obtain the funds needed to cover the cost of living while in
university. Academic stress presents a lot of challenges for society as it hinders students from
gaining full intellectual knowledge that is needed to advance development and growth in society,
so academic stress is a problem for both students and society.
Many research has been carried out in the field of students’ accomplishment and this study
recognizes and evaluates the number of variables affecting the student academic performance at
the university level. Therefore, stress and the main stressors that affect academic achievement
had to be identified.
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Hence, the objectives of this study are:
1. To assess the impact of stress on the academic performance of Higher Education Institutions
students.
2. To analyse which sources of stress that impact the most on the students’ academic
performance.
The findings of this study will provide essential information for students, lecturers, and other
researchers on stress and academic performance. On the other hand, it would help students to
cope effectively with stress in order to achieve academic excellence
Academic achievement affects the self-esteem, motivation, and perseverance of learners in higher
education. Poor academic performance or elevated failure rates can lead to unacceptable levels of
attrition, lower graduate output, and higher education costs. Student academic performance has
therefore always been an interesting subject for researchers.
Stress may occur in the daily life of a person in different ways. It is a prevalent issue that at some
stage it affects a student’s life. A university student is subjected to many problems from family,
financial, peers and campus life. Different stressors and a high level of stress could impact the
performance of the students. Therefore, stress is the body’s nonspecific response mechanism
towards demands or strains made on itself of the environment. It is a process by which a person
reacts and adjusts to environmental threats and new conditions challenges. (Siraj H. et al., 2014).
Stress is an inevitable and natural component of university students’ daily life who face the
difficulties of campus life. The university transition has always been another stressor, which
requires adaptation to a new social and academic environment. Whereas, Nakalema & Ssenyonga
(2013) observed that for many students, university life is a major transition because the students
are free to decide what to do without the undue influence of their parents.
If stress is not dealt effectively, feelings of loneliness and nervousness, as well as sleeplessness
and excessive worrying may result (Veena & Shailaja, 2016). Furthermore, according to Aafreen,
Priya, & Gayathri (2018) the major source of stress includes; change in sleeping habits, vacation
and breaks, change in eating habits, increased workload, and new responsibilities. Based on the
finding, if the stress levels among students is higher the performance of the student will have
lessened in term of academic accomplishments and can affect both the physical and mental health
of students.
On the other hand, financial difficulties among university students are identified as a factors
contribute to the financial stressor. A study reported by APA (2015, 2016) shows that young
adult which include college students, having the highest degree of stress on financial. Among the
financial stressor are living expense, tuition, student loan debt, work-school-life balance,
financial pressures from family academic expenses, student debt. (Heckman, Lim, & Montalto,
2014; Tran, Lam, & Legg, 2018).
New environment from school to the university life also will lead to the stressful event to student.
It might cause them psychological, academic and culture shock. There are several factors that
lead to the sources of stress to the student such as interpersonal issues that related to academic
competition among peer and social support. Next is, intrapersonal problem which include fear of
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failure, dealing with personal issues and study skills. Lastly, environmental situation like college
transition and campus adjustment which is found the most stressful factors to students (Yikealo,
Tareke, & Karvinen 2018; Azila-Gbettor, Atatsi, Danku & Soglo 2015).
Based on these findings, the proposed theoretical framework for this study is presented in Figure
1.
Independent Variables Dependent Variable
Sources of Stress
Students’ Academic
1. Campus Life Performance
2. Body, mind and feelings Source: Gargallo,
3. Relationship Bernardo, Suarez-
4. Financial Rodriguez, Jesus M. &
Perez, Cruz (2009)
Source: Barreca & Hepler (2000)
Figure 1: Theoretical Framework
Research Methodology
In the collection and analysis of the data, a quantitative method was used. For this study, a cross-
sectional research design has been adopted. A closed-ended structured questionnaire was used to
obtain information from the respondents. Sources of stress in this study divided into four sub-
dimensions of campus life, financial, relationships, and body, mind, and feelings that consists of
26-items whereby academic performance consists of 11-items.
A total of 284 respondents from the selected universities in Selangor were participated in this
study using a simple random sampling technique. SPSS (Social Sciences Statistical Package)
software was used to analyse the data.
Data Analysis
Demographic Profile
Table 1 shows that most respondents in this sample were female students (63%) and 37% were
male students. The highest percentage is Malay in terms of race, which is 139 (48.9%) followed
by Chinese 22.5%. As for the study year, 50% of respondents are students in the third year.
Table 1: Respondents Profile

Respondent Profile Frequency Percentage
Gender
Male 105 37.0
Female 179 63.0
Race
Malay 139 48.9
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Chinese 64 22.5
Indian 46 16.2
Others 35 12.3
Year of study
Year 1 67 23.6
Year 2 70 24.6
Year 3 142 50
Year 4 5 1.8
Reliability Analysis
The alpha of Cronbach is a measure of internal consistency, that is, how closely related as a
group is a set of items. It is regarded as a measure of the reliability of the scale. Table 2 below
shows, the reliability analysis of academic performance and sources of stress. All values
exceeded the values of 0.70. According to Nunally (1978), reliability 0.60 and 0.70 or higher
shall be regarded as criteria for proving the internal consistency of new scales and established
scales respectively
Table 2: Reliability Analysis

Item Cronbach’s Alpha No. of
Items
Campus Life 0.814 5
Financial 0.752 6
Relationship 0.782 7
Body, Mind and Feeling 0.879 8
Academic Performance 0.887 11
Correlation
Table 3: Correlations
Stressor Campus Financial Relationship Body, Academic
Life Mind Performance
and
Feeling
Campus Life Pearson 1 .516*** .402** .423** -.313**
Correlation
Sig. (2-tailed) .000 .000 .000 .000
N 284 284 284 284 284
Financial Pearson .516** 1 .468** .428** -.132**
Correlation
Sig. (2-tailed) .000 .000 .000 .026
N 284 284 284 284 284
Relationship Pearson .402 .468** 1 .432** -.263**
Correlation .000 .000 .000 .000
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Sig. (2-tailed)
N 284 284 284 284 284
Body, Mind Pearson .423** .428** .432** 1 -.104
and Feeling Correlation
Sig. (2-tailed) .000 .000 .000 .080
N 284 284 284 284 284
Academic Pearson -.313** -.132* -.263** -.104 1
Performance Correlation
Sig. (2-tailed) .000 .026 .000 .080
N 284 284 284 284 284
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).
Regression
To find out how the conflicting variables related to the relationship between stress and academic
performance, regression analysis was performed. R-Square is the proportion of variance in the
dependent variable (academic performance) which can be predicted from the independent
variables (campus life, financial, relationships, and body, mind, and feelings). The value in Table
4 and Table 5 indicates that 13.3% (F = 10.709, p = .000) of the variance in academic
performance can be predicted from the variables campus life, financial, relationships, and body,
mind, and feelings. It can be concluded that the group of variables campus life, financial,
relationships, also body, mind, and feelings can be used to reliably predict academic
performance.
The analysis of regression showed that the higher the level of stress, the lower the academic
performance. However, the relationship between stress and academic performance seems to have
only a statistically significant effect on campus life and relationships as shown in Table 6.
Table 4: Model Summary

Model R R Square Adjusted R Std. Error of the
Square Estimate
1 .365a .133 .121 7.733
a. Predictors: (Constant), Body, mind and feelings, Campus life, Relationships, Financial
Table 5: ANOVA
Model Sum of df Mean F Sig.
Squares Square
1 Regression 2561.284 4 640.321 10.709 .000b
Residual 16681.854 279 59.792
Total 19243.137 238
a. Dependent Variable: Academic Performance
b. Predictors: (Constant), Body, mind and feelings, Campus life, Relationships, Financial
Coefficientsa
Table 6: Coefficients Result
Model β Std. Beta t Sig.
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Error
1 (Constant) 53.978 1.841 29.328 .000
Campus Life -.532 .118 -.308 -4.525 .000
Financial .137 .102 .095 1.351 .178
Relationship .-.296 .090 -.218 -3.274 .001
Body, Mind and Feeling .075 .062 .080 1.213 .226
a. Dependent Variable: Academic Performance

This study found a significant but weak and negative relationship between Higher Education
Institutions students’ stress level and their academic performance. It showed that the higher the
level of stress, the lower the academic performance. The previous study done by several
researchers discusses on effects of academic pressure, including consideration of the effect on
learning ability and academic performance of students, mental health issues such as depression
and anxiety, sleep disturbance, and drug use.
Students will feel stress when they do not understand what the lecturer teaches because of a lack
of attention in class. There are a few factors that can contribute to this stress. Therefore, proper
time management and creating time for exercise will help reduce the effects of academic stress.
Moreover, when students have a conflict with other students or with their lecturer, it may also
cause them to experience stress during their study time. In the past, research has shown the
importance of interpersonal relationships with other students and lecturers, an element that
determines academic success for students. A positive interpersonal relationship between the two
parties tends to result in high motivation for students to excel in their academic performance.
In conclusion, this paper emphasized on the assessment of stress among HEI students that
covered four sources of stress: campus life, financial, relationships, and body, mind, and feelings.
The Pearson Correlations results showed that campus life and relationships significantly effect on
the relationship between stress and academic performance.
Therefore, it is suggested that university authorities must ensure that students have a good
academic environment to reduce academic pressure and counseling, centers should be set up to
help students build positive views of academic pressure, thus help students cope with academic
stress.
Previous research has shown that academic-related stress can reduce academic achievement,
decrease motivation and increase the risk of dropping out of university. Although the recent
finding shows that undergraduate students were in low levels of stress, related research is
encouraged to be conducted in Malaysia from time to time. Therefore, further research is
recommended to investigate the areas where the results were not significant.
References
Aafreen M. M, Priya V.V & Gayathri R. (2018) Effect of Stress on Academic Performance of
students in different streams. Journal of Drug Invention Today 10(9), 1176-1780.
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American Psychological Association. (2015). Stress in America: Paying with our health.
Retrieved from https://www.apa.org/news/press/releases/stress/2014/stress-report.pdf
American Psychological Association (2016). Stress in America: The impact of discrimination.
Retrieved from http://www.apa.org/news/press/releases/stress/2015/impact-of-discrimination.pdf
Azila-Gbettor, E. M., Atatsi, E. A., Danku, L. S., & Soglo, N. Y. (2015). Stress and Academic
Achievement: Empirical Evidence of Business Students in a Ghanaian Polytechnic. International
Journal of Research in Business Studies and Management, 2(4), 78- 98.
Barreca and Hepler. (2000). “Stress Questionnaire”. Retrived from
https://www.tru.ca/hsafety/workinglearningsafely/stress/s tressquestionnaire.html
Gargallo, Bernardo; Suárez-Rodríguez, Jesus M. & Pérez-Pérez, Cruz (2009). The CEVEAPEU
Questionnaire. An instrument to assess the learning strategies of university students. e-
Journal of Educational Research, Assessment and Evaluation. v. 15, n. 2, p. 1-26.
http://www.uv.es/RELIEVE/v15n2/RELIEVEv15n2_5eng.htm
Heckman, S., Lim, H., & Montalto, C. (2014). Factors Related to Financial Stress among College
Students. Journal of Financial Therapy, 5(1). https://doi.org/10.4148/1944-9771.1063.
Nakalema G. & Ssenyonga (2013). Academic Stress: Its Cause and Result at a Ugandan
University. African Journal of Teacher Education , 3(3),
https://doi.org/10.21083/ajote.v3i3.2762.
Nunnally, J. C. (1978). Psychometric theory (2nd ed.). New York: McGraw-Hill.
Siraj H., Salam A., Roslan R., Hasan NA., Jin TH., & Othman MN. (2014). Stress and its
association with the academic performance of undergraduate fourth year medical
students at Universiti Kebangsaan Malaysia. International Medical Journal Malaysia,
13(1), 19–24. https://doi.org/10.7324/JAPS.2014.41209
Tran. A. G. T, Lam, C. K. & Legg, E. (2018). Financial Stress, Social Supports, Gender, and
Anxiety During College: A Stress-Buffering Perspective.
https://doi.org//10.1177/001100001880668.
Veena, N., & Shailaja, S. (2016). Stress and Academic Performance. The International Journal of
Indian Psychology, 23(1), 67–71.
Yikealo, D., Tareke, W., Karvinen, I. (2018). The Level of Stress Among College Students: A
Case in the College of Education, Eritrea Institute of Technology. Open Science
Journal. November 1-18.
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CHEMICAL CHARACTERIZATION OF PESTICIDES AND

ASSOCIATED URINARY METABOLITES IN RELATION TO
TOXICITY ASSESSEMENT
Sana Shah1, Grady Hanrahan1*
1
Department of Chemistry, California Lutheran University, Thousand Oaks, CA 91360, USA
*Corresponding Author: ghanraha@callutheran.edu

_________________________________________________________________________________________
Abstract: This study describes the chemical characterization of pesticides in relation to
associated biotransformation pathways. A gas chromatography-mass spectrometry (GC-MS)
method for the analysis of pesticides after sample extraction was developed, optimized, and
successfully implemented. In combination, and in order to investigate the formation and
separation of model pesticides and their stable urinary metabolites, we developed individual
mechanistic schemes based on cytochrome P450 metabolic-catalyzed oxidation. Here, detailed
data on the pesticide lindane helped in identifying and characterizing chemical compounds that
are crucial to health assessment. Overall, this study provides guidance for the development of a
comprehensive approach towards dose- and time-dependent pesticide screening, which will
ultimately lead to a greater understanding of underlying diseases.
Keywords: pesticides, metabolites, toxicity

_________________________________________________________________________
1. Introduction
This paper describes the chemical and mechanistic characterization of common pesticides leading
to a greater understanding of their effects on human health.
Agricultural pesticides have been reported to result in a wide variety of both acute and chronic
health effects, including central and peripheral nervous system problems, cancer, and
neurobehavioral and neurocognitive deficits (Kamal and Hoppin, 2004; Hoang et al., 2013). As a
result, there is a need to assess pesticide exposure and determine associated urinary metabolite
pathways for comprehensive examination of human health concerns. We have accomplished this
by the use of sensitive and selective gas chromatography-mass spectrometry (GC-MS)
instrumentation and the development of metabolic pathways based on the cytochrome P450
catalytic cycle (Guengerich, 2001; Weber et al., 2014).
3. Tables and Figures

Figure 1 displays the proposed mechanistic scheme for microsomal cytochrome P450 metabolic
catalyzed oxidation of the pesticide lindane. Principally, the mechanism is based on an electron-
deficient radical for of [Fe-O]3+, which involves oxygen reduction on order to establish radical
formation (Weber et al., 2014). Characterization and validation of both parent compounds and
associated urinary metabolites were confirmed by GC-MS analysis aided by the use of standard
pesticide materials and calibration procedures.
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Figure 1. Mechanistic scheme for microsomal cytochrome P450 metabolic catalyzed oxidation of the pesticide
lindane
Table 1 presents data from GC-MS calibration studies on four model pesticides of interest. As
shown, good calibration results in terms of regression was achieved, which will result in accurate
determination of unknown concentrations moving forward.
Table 1. Calibration results from GC-MS analysis of four model pesticides.
Analyte Equation Regression Coefficient

Lindane y = 23747x - 819.98 0.9501
Endosulfan I y = 43012x + 2525.4 0.9196
Endrin y = 43283x + 6339.5 0.9155
4,4'-DDD y = 50408x - 2145.2 0.9128
Using lindane as a model pesticide further, Figure 2 presents the mass spectra of the GC-MS
results. An overall sampling rate of 2 was employed to help optimize the signal/noise ratio.
Accurate mass determination confirmed the presence and stability of lindane in our standards.
This result gives way to the accurate and stable determination of oxidative reactive species. This
is important given that many oxidative reactive species decompose in water and thus are non-
detectable or not entirely stable (Mills and Hoffman, 1993).
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Figure 2. Mass spectra scan for lindane from the GC-MS results.

Overall, the successful analysis of the model pesticide lindane has led the way for further studies,
including examination of proposed reactive species that result from cytochrome P454 oxidized
mechanisms. This is important twofold: 1) for accurate and stable determination of chemical
species, and 2) for use in assessing the potential toxicity of pesticides as it relates to human
health. When combined with mechanistic schemes, knowledge of the chemical makeup of
pesticides and related urinary metabolites will provide a complete and comprehensive picture.
We will use this knowledge to further develop this method for use in human health assessment.
Specifically, this powerful combination will be used to assess toxicity and provide data to help
evaluate human health and possible future legislation recommendations/guidelines.
References
Guengerich, F.P. (2001). Common and uncommon cytochrome P450 reactions related to
metabolism and chemical toxicity. Chemical Research in Toxicology, 14(6), 612-650.
Hoang, H., Hanrahan, G. and Noli, K. (2013). Promoting Environmental Justice through
University-Community Research Collaborations: The Case Study of Farm Worker
Communities in Oxnard, California. The International Journal of Science in Society,
4(3), 133-144.
Kamal, F. and Hoppin, J.A. (2004). Association of pesticide exposure with neurologic
dysfunction and disease. Environmental Health Perspectives, 112(9), 950-958.
Mills, G. and Hoffman, M.R. (1993). Photocatalytic Degradation of Pentachlorophenol on
Titatium Dioxide Particles: Identification of Intermediates and Mechanism of Reaction.
Envivronmental Science & Technology, 27(8), 1681-1689.
Weber, A.M., Nguyen, H.T.H and Hanrahan, G. (2014). Metabolic Pathway Elucidation Towards
Time- and Dose-Dependent Electrophoretic Screening of Stable Oxidative Phenolic
Compounds. Analytical and Bioanalytical Chemistry, 406(5), 1447-1454.
COMPARATIVE STUDY ON BIOWASTE SORBENTS FOR OIL
SPILLAGE APPLICATION
Jamaliah Idris1, 2, Mohd Zamani1, 3 Z. H. Samsudin1, 4
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1
Faculty of Engineering, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
Email: 2jamaliah@mail.fkm.utm.my
3
drmohdzamani@gmail.com,
4
zhs.25.joule@gmail.com
_________________________________________________________________________________________
Abstract: This study aimed at providing solution to oil spillage problem in marine eco-system by
evaluating the effectiveness and the effects of organic oil spill cleaners. This oil challenge was
dealt with by using natural organic fibres that are available in Malaysia. The fibres used in this
work were chicken feathers, human hair, palm oil leaves pineapple leaves, and rubber tree leaves.
A comparison among these fibres was made to discuss their characteristics on microstructure and
the oil sorption capacity. The fibres were characterized and examined with scanning electron
microscope and energy- dispersive spectroscope (EDS). With the knowledge of the sea water
dynamic, tests were performed to measure the oil sorption capacity, reusability and water uptake.
The microstructural images revealed that these fibres have the properties and tendency to carry
and hold oil. It was found that they have structure that contained numerous pores and loose
network. The study also confirmed that these natural organic fibres possessed high percentage of
carbon in their chemical content. They displayed high rate of oil sorption, chicken feather and
hair mixture have the highest rate followed by human hair, chicken feathers, palm oil and rubber
tree leaves mixture, rubber tree leaves, pineapple and rubber tree leaves mixture, three leaves
mixture, palm oil and pineapple leaves mixture, palm oil leaves and pineapple leaves in oil
sorption test. In the selectivity test, the result is similar though palm oil leaves increase just below
the rubber tree leaves. The water uptake testing produces low number across all materials.
Consequently, the chicken feather and human hair fibres demonstrated a greater potential
compared to commercial synthetic sorbents while the plant leaves may require further study to
fully explore its potential.
Keywords: oil spillage; clean-up; bio-waste; oleophilic; hydrophobic

_________________________________________________________________________
1. Introduction
Oil spill is common environmental pollution that can be considered among major threat to the
marine and land environments. Accidental spills and leaks from mooring ships are some example
of the oil spill sources, while some occur as the results of irresponsible and careless habits in
managing the usage of oil and oil products. Urbanization and the increase of industrial
development also serve as a catalyst for occasion which could lead to an oil spill event [1]. After
oil is spilled in the sea, it will start to spread on the water surface with its density and
composition determine the formation of oil slick. In the case of rough seas, the oil slick would
break up and end up on the coast or seashore. The oil would interact and contaminate the sand,
boulders, rocks, gravel, coastal plants, animals and human causing erosion and pollution [2, 3, 4,
and 5]. Solving these problems are the reasons why many methods to clean oil spillage have been
invented. In Malaysia, there is abundance of bio waste that has the potential to be used to clean-
up oil spill, like food waste, animal waste, wood waste, industrial waste, and human waste. It
would be a good favour to the environment and clean-up cost if these bio waste products can be
utilized to clean oil spillage.
Previously, recovery measures for mitigating oil spillage was conducted through numerous
conventional techniques. The measures taken includes burning, mechanical recovery, use of
dispersants, bioremediation, and using sorbents to collect the oil. Depending of factors like the
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weather, type of oil, and other environmental consideration, it is sometimes necessary for the
recovery measures to be combined during the clean-up process, working with one another.
Sorbent can be sorted into group of inorganic and organic materials. Organic materials are the
natural sorbent made from the product of nature such as straw, clay and etc. Some were treated
with agents to improve its ability to absorb oil making the material more oleophilic (oil-
attracting) and hydrophobic (water-repelling) at the same time [6]. For sorbent to function, the
material should possess the properties to repel water and attract oil. These properties are usually
limited to the surface layer of the fibre that made up the material, without it affecting the
mechanical properties of the material such as strength, breathability, and flexibility. It is essential
especially for materials that is thin, like a textile [7]. Some material might took longer for liquid
to pass through the surface into the material for absorption process to occur, this is the effect of
the surface bond attachment as it the first contact point between the materials during absorption
[8]. The potential for the material to be altered according to these properties would affect the
material absorbency with its properties being modified [8].
2. Methodology
The biowaste materials used in this study were chicken feathers, human hair, dried palm oil
leaves, dried pineapple leaves and dried rubber tree leaves. The engine oil used for this
experiment was obtained from local motorcycle workshop. The materials were characterized and
analyzed by using energy-dispersive x-ray spectroscopy (EDX) and scanning electron
microscope (SEM) and Oil Sorption Capacity Test was carried out to measure the performance.
The materials were washed to remove any dirt on the materials, then they were rinsed thoroughly
to remove possible detergent, followed by sieving of excess fluid. The cleaned materials were
fully sun-dried for 30 hours. The plant leaves were shredded into a size of 0.6 x 4 cm using a
paper shredder. For the pineapple leaves, the shredding process was done before drying since the
leaves have the tendency to roll and fold together after it dried making it difficult to be shredded.
The materials were weighed and inserted into an empty tea bags to form a pillow. The oil trap
used was selected based on the Type 3a Adsorbent from ASTM: F726-12.
Thereafter, the sorbents were held by a clamp before being lowered into the oil. The sorbent was
left to float freely and sink within the oil container for 15 minutes. The sorbent was lifted after 15
minutes, and the oil was left to drain off for 30 seconds. The oil spill after 30 second period was
collected and considered for the final weighted value. The sorbent was then weighted, and the
value was recorded. The experiment was repeated three times and the average was calculated.
The whole experiment was also repeated using mixture of oil and water. The oil sorption capacity
was evaluated according to equation 3.1
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Oil sorption capacity =
Where, So is the initial dry adsorbent weight, Sst is the weight of adsorbent samples at end of oil
tests, and Ss equals to (Sst − So) net oil adsorbed.
3. Result and Discussion

EDX characterisation
The characterization of the materials was using the scanning electron microscope (SEM) with an
in-built energy-dispersive x-ray (EDX) for surface morphology and chemical composition of the
materials respectively. The sample materials were prepared according to the requirement needed
before it underwent scanning process.
a) b)
c) d)
e)
Figure 1. EDX spectrum for (a) Chicken feather, (b) Human hair, (c) Dry palm oil leaves, (d) Dry rubber
leaves, (e) Pineapple leaves.
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Table. 1 Chemical characteristic of sample from EDX spectrum

Mass (%)
Element Chicken Human Hair Palm Oil Rubber Pineapple
Feather Leaves Leaves Leaves
Carbon 12.81 15.31 17.73 28.86 16.57
Oxygen 1.60 4.65 6.15 4.06 5.46
Niobium - 3.48 2.72 3.91 2.77
Based on the EDX graph comparison above, the materials have some chemical compositions
such as carbon, and oxygen that were detected on each one of them. Except for chicken feather,
Niobium also present on each of the other four materials. From the Figure 1, majority of the
detection of the elements were distributed at energy level below 4 keV. From the graphs, the
carbon content of human hair is highest at 4.5 cps/eV, followed by rubber leaf at 2.1 cps/eV,
chicken feather is slightly less at 2 cps/eV, while palm oil and pineapple leaf both recorded at 1.2
cps/eV.
Referring on the Table.1 above, the highest chemical composition present in each material is
carbon ranging from 12.81 to 28.86 of mass percentage. From this number of carbon content, it
would suggest that the molecule accumulates within the internal pores by the activated carbon.
The result of sorption process from the accumulation of molecules by activated carbon would be
called adsorption rather than absorption. On the other hand, absorption process occurs by a
mechanism that allows fluids be it liquids or gas to penetrate porous spaces of the material. While
adsorption occurs when a liquid, gas or dissolved solid is adhered to the surface of the adsorbent.
Thus, the significantly high number of carbon content for each of the materials obtained from the
EDX study would suggest that all the materials do possesses the characteristic of an adsorbent.
SEM Study
A B
Figure 2. SEM images for chicken feather surface at 30µm. A-Before oil adsorption test; B – After oil
adsorption test.
From the SEM image of chicken feather in Figure 2, it shows an obvious change in the
microstructure of the chicken feather after it being soaked in oil. The image shown is at the
barbules of chicken feather. The barbules microstructure after soaked in oil seems to be shrinking
in shape. The surface also seems less jagged edge when comparing Figure 2 B to the Figure 2 A.
The tiny gaps among the fibres were filled with oil that makes the surface seems smoother. The
tiny gaps that features across the surface would attract oil to adhere to it due to capillary action.
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The barbules are the most affected area of a chicken feather because there are many barbules in a
single feather.
A B
Figure 3. SEM images for human hair surface at 40µm. A – Before oil adsorption test; B After oil adsorption
test
From the SEM image of the human hair in Figure 3, there is no obvious changes that are found
on the hair surface before and after they are soaked in oil. The oil presence is detected in the
cuticle surface of the hair microstructure as shown by the smoother surface in Figure 3 B
compared to Figure 3 A above. The hair microstructure does react with the oil solution as oil
collected within the gap of the hair grains. The cuticle is the surface of a hair strand which consist
of several layers of thin, flat cells laid out in an overlapping pattern above one another. The
overlapping structure creates a lot of gaps that could attracts oil to fill in between it and cause the
oil to remain stuck onto the hair surface.
A B
Figure 4. SEM images for dry palm oil leaves at 30µm. A – Before oil adsorption test; B – After oil adsorption
test
From the SEM image on the Figure 4 above, the dry palm oil leaves exhibit a fibrous surface with
opening observed between the fibre and smooth fibre edge. The surface could be considered as
rather flat and smooth but with some area which adsorption process could take place. When
comparing Figure 8 B, the surface is fully covered with a layer of oil which means that oil is able
stick to the surface of the leaves. The smooth surface and lack of pores or gap would mean that
the surface area for oil sorption would be limited. Even so, the surface does show its oleophilic
nature with it being fully covered in oil as shown in Figure 8 B.
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A B
Figure 5. SEM images for dry rubber leaves at 30µm. A – Before oil adsorption test; B – After oil adsorption
test
For the SEM images of dry rubber leaves observed in Figure 5 A, the leaf surface has a lot of
ridges. The ridges vary in sizes and patterns throughout the surface. After being soaked in oil, the
surface is fully covered with oil as observed in Figure 5 B. The amount of oil that adhere to the
leaf surface depends on the ridge patterns of the ridges. The ridges present on the leaf surface in a
random pattern. In some places it even folds a bit, and that creates a gap for oil to seep into. The
folding could also provide a lot more surface area which could affect the amount of contact
between the oil and the leaf which could increase the adsorption capacity of the material.
A B
Figure 6. SEM images for dry pineapple leaves at 30µm. A – Before oil adsorption test; B – After oil
adsorption test
The SEM images above shows the dry pineapple leaves in Figure 6 A and Figure 6 B shows the
leaves after oil immersion. The dry leaf surface exhibits visible pore opening. The pore is a
mixture of pentagonal and hexagonal shapes with its inner surface being smooth. After the
immersion in oil, the leaf surface gets fully covered with oil, but the pore structures were still
visible. The pores look to be quite shallow making it more like a crater, thus it may limit the
adsorption capability of the material. Since the pore is quite shallow, the capillary action of oil
towards the surface might be negligible. Moreover, the smooth surface would make the surface
lower oil retention.
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Oil Sorption Capacity
Table 2. Sorption capacity for each sorbent materials in oil.

INITIAL WEIGHT OF
NET OIL SORPTION
TYPE OF MATERIALS AND SORBENT SORBENT AFTER
SAMPLE ADSORBED (G) CAPACITY
SIZES WEIGHT (G) OIL TEST (G)
( ) =( - ) = / (G/G)
( )
1. Chicken Feather 10.22 73.73 63.50 6.21

2. Human Hair 10.14 94.75 84.61 8.34
3. Palm Oil 8.52 26.45 17.93 2.11
4. Rubber 8.92 37.24 28.32 3.18
5. Pineapple 8.22 26.34 18.12 2.20
6. Chicken Feather and Hair 10.13 98.49 88.36 8.72
7. Palm Oil and Rubber 8.79 36.03 27.24 3.10
8. Palm Oil and Pineapple 8.15 27.82 19.67 2.41
9. Rubber and Pineapple 8.90 35.43 26.53 2.98
10. 3 leaves mixture 8.20 31.63 23.43 2.85
Table 3. Sorption Capacity for each sorbent materials in oil water mixture.
INITIAL WEIGHT OF
NET OIL SORPTION
TYPE OF MATERIALS AND SORBENT SORBENT AFTER
SAMPLE ADSORBED (G) CAPACITY
SIZES WEIGHT OIL TEST (G)
(G) ( ) =( - ) = / (G/G)
( )
1. Chicken Feather 10.14 70.95 60.81 5.99

2. Human Hair 10.12 84.05 73.94 7.31
3. Palm Oil 8.07 37.26 29.19 3.62
4. Rubber 8.78 42.56 33.78 3.84
5. Pineapple 8.35 24.57 16.22 1.94
6. Chicken Feather and Hair 10.18 90.72 80.55 7.91
7. Palm Oil and Rubber 8.56 43.61 35.05 4.10
8. Palm Oil and Pineapple 7.92 29.73 21.81 2.75
9. Rubber and Pineapple 8.24 39.15 30.91 3.75
10. 3 leaves mixture 8.82 38.31 29.49 3.34
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(i) Oil only test graph (ii) Oil water mixture test graph
Sorption Capacity (g/g) in Sorption Capacity (g/g) in
Oil Oil Water Mixture
8.72
8.34
10
7.91
10
7.31
9 9
6.21
5.99
8 8
7 7
6 6
3.84
3.75
3.62
4.1
3.34
3.18
2.98
5
2.75
2.85
3.1
2.41
2.11
1.94
4 4
2.2
3 3
2 2
1 1
0 0
Figure 7. Comparison of sorption capacity; (i) Oil only test; (ii) Oil water mixture test.
The graph on Figure 7(i) above shows the sorption capacity for all the sorption material
immersed in oil. The mixture of chicken feather and human hair recorded the best value of 8.72,
followed by human hair at 8.34, then value drop a bit at 6.21 which recorded by chicken feather,
then significantly drop to 3.18 for rubber leaves, 3.10 for rubber and palm oil leaves, 2.98 for
rubber and pineapple leaves mixture, 2.95 for the mixture of three leaves, 2.41 for palm oil and
pineapple leaves mixture, 2.20 for pineapple leaves, and palm oil was the lowest with the result
of 2.11. The graph shows a separate distribution of oil sorption capacity between hair/feather and
plant leaves. Hair and feather record a significantly higher reading compared to any of the plant
leaves. The mixing of chicken feather and human hair does improve their sorption capacity.
While among the three leaves that were tested, the rubber leaves produce the better result and it
also affect the other by increasing their oil sorption performance when it was mixed with
pineapple and palm oil leaves.
Independently, human hair performed quite remarkably. It is suggested by the fact that hair strand
is extremely slim compared to the other material fibres, thus when it is packed into a bundle, in
this case a pillow form, the bundled hair provides larger amount of surface area for to adhere to.
Moreover, depending on the density of the hair packed within the bundle, the capillary effect
among the hair strand and the oil would further increase its sorption capacity. On the other end,
the shredded palm oil leaves have far less contact surface area resulting it to produce lower
sorption capacity.
The overall performance of sorption capacity shown in Figure 7(ii) above indicate similar trend
as previous experiment. Mixture of chicken feather and human hair again record the highest value
at 7.91. It followed by human hair at 7.31, chicken feather at 5.99, palm oil and rubber leaves
mixture at 4.10, rubber leaves at 3.84, rubber and pineapple leaves mixture at 3.75, palm oil
leaves at 3.62, mixture of three leaves at 3.34, palm oil and pineapple leaves mixture, and lastly
pineapple leaves at 1.94. The performance of plant leaves increases a little while the
performance of hair and feather decreases a little.
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The presence of water does affect the sorption result of all sorbent material. Considering the
ability of oil retention and water retention for the materials, the plant leaves might able to absorb
and retain more amount of water compared to chicken feather and human hair. Assuming the
amount of oil adsorbed by the materials are similar, the sorption capacity for both materials were
affected by the presence of water. Even so, the overall sorption capacity for both human hair and
chicken feather were still higher when compared to the plant leaves.
Based on the graph on Figure 7 above, the performance for human hair and chicken feather were
slightly reduced while the performance of the plant leaves was increased. Chicken feather and
human hair hydrophobic nature would cause the sorption capacity to be affected when water was
present in the mixture.
Water Uptake Testing

This experiment is to evaluate compare the sorption characteristic of the material towards water.
The water volume used was set constant at 1 litre. The steps taken were like the oil sorption
capacity experiment but using water instead of oil.
Table 4. Water sorption capacity result for all samples.
WEIGHT OF NET WATER

INITIAL WATER
SORBENT ADSORBED
TYPE OF MATERIALS AND SORBENT SORPTION
SAMPLE AFTER (G)
SIZES WEIGHT (G) CAPACITY
( ) WATER TEST =( -
= / (G/G)
(G) ( ) )
1. Chicken Feather 5.00 13.45 8.45 1.69

2. Human Hair 5.00 12.35 7.35 1.47
3. Palm Oil 5.00 12.83 7.83 1.57
4. Rubber 5.00 17.12 12.12 2.42
5. Pineapple 5.00 16.42 11.42 2.28
Figure 8. Water sorption capacity for each material.

From the data calculated as shown in Figure 8 and Table 4, rubber leaves have the highest water
sorption capacity at 2.45, followed by pineapple leaves at 2.28, chicken feather at 1.69, palm oil
leaves at 1.57 and lastly human hair at 1.47. The low number across the graph when compared to
their oil sorption capacity may suggest the characteristic of water repellent of all the materials or
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in other words, hydrophobic. The water still able to wet and adhere to the surface of the material.
However, the sorbent material does not retain the water well within their fibre.
Conclusion
For conclusion, all the materials have the quality to adsorb oil. Among all the materials tested,
human hair produces the best result producing highest number of oil sorption capacity and lowest
number in water sorption testing. Palm oil leaves and rubber tree leaves do not perform well
when used individually, but the performance improved when the two types of leaves were mixed
together, recording the highest oil sorption capacity among the plant leaves tested. Nevertheless,
it still lack behind the human hair and even chicken feather by some considerable margin. The
water uptake testing shows that all the materials have the characteristic to repel water.
Nevertheless, the pineapple leaves do adsorb a bit more water compared to the other materials.
The number is even more that its oil sorption performance, suggesting that it have better affinity
towards water rather than oil, making it unsuitable to be used in the oil recovery application. The
oil performance difference between the human hair and chicken feather with the plant leaves was
very noticeable. Both human hair and chicken feather even performed well when compared to the
commercially available sorbent.
Acknowledgement
The Staff Members in the Department of Materials, Manufacturing and Industrial Engineering,
School of Mechanical Engineering, Faculty of Engineering, Universiti Teknologi Malaysia are
sincerely appreciated for their financial and technical support during and after this work. This work
was partially supported by the Ministry of Higher Education of Malaysia (MOHE), Research
Management Centre, Universiti Teknologi Malaysia, through GUP no: 20H28, 4F577 and TDR
10.3.
References
Srinivasan, A., & Viraraghavan, T. (2010). Oil removal from water using biomaterials.
Bioresource Technology, 101(17), p6594-6600.
Fay, J.A. (1971). “Physical Processes in the Spread of Oil on a Water Surface”, Proc. of the Joint
Conf. On the Prevention and Control of Oil Spills, 463-467.
Clark, R.B. (1992). Marine Pollution. 3rd ed., Gookcraft Ltd., Great Britain, UK, pp. 50–60.
Lewis A. and D. Aurand (1997): Putting dispersants to work: overcoming of obstacles. An issue
paper prepared for the 1997 oil spill conference. API: Washington, DC, Technical
Report IOSC-004, 80 pgs.
Tkalich, P., Huda, M. K., Gin, K. Y. H. (2003). A multipurpose oil spill model. Journal of
Hydraulic research vol. 41 No 2.
Adebajo, M.O., Frost, R.L., Kloprogge, J.T., Carmody, O., Kokot, S., 2003. Porousmaterials for
oil spill cleanup: a review of synthesis and absorbing properties. J. Porous. Mater.
10,159–170.
Ferrero, F., Periolatto, M., Udrescu, C. (2012). Water and oil-repellent coatings of perfluoro-
polyacrylate resins on cotton fibers: UV curing in comparison with thermal
polymerization. Fiber. Polym. 2012, 13, 191–198
Ferrero, F., Periolatto, M., & Tempestini, L. (2017). Water and Oil Repellent Finishing of
Textiles by UV Curing: Evaluation of the Influence of Scaled-Up Process Parameters.
Coatings, 7(5), 60
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DESIGN AND CHARACTERIZATION OF AN ULTRA-THIN

BIOPHOTOVOLTAIC CELL WITH SMALL ELETRODE GAP
POWERED BY NANNOCHLOROPSIS SP
Izhal Abdul Halin1, Shaea O Alajmi1, Mohd Asyraf Afif1, Mohd Khairul Hafiz Muda2,
Faizal Mustapha2, Irwan Ibrahim3, Zhiwei Zhao4
1
Department of Electrical and Electronics Engineering, University Putra Malaysia, Serdang, Malaysia
2
Department of Aerospace Engineering, University Putra Malaysia, Serdang, Malaysia
3
Faculty of Business and Management, Universiti Teknologi MARA, Shah Alam, Malaysia
4
School of Electronic Science and Engineering, South East University, Nanjing, China
*Corresponding Author: izhal@upm.edu.my

_________________________________________________________________________________________
Abstract: This work explains in detail the design and test results of an ultra-thin Biophotovoltaic
(BPV) cell powered by Nannoschloropsis SP. The BPV cell design features a thickness of less
than 5cm. A power output of 14.6µW/cm2 is observed when the BPV cell is illuminated using a
7800-lux full spectrum light source and is comparable with the output from other research work.
Moreover, the physically thin, robust and cost-effective structural design of the proposed BPV
cell enables the device to be connected and arranged in a grid for higher power output, similar to
the arrangement of photovoltaic cells to form solar panels.
Keywords: Autotrophic microorganisms, bioelectricity, biophotovoltaic cell, microbial fuel cell,

Nonnoschloropsis SP, photosynthetic microorganisms
_________________________________________________________________________
1. Introduction
Biophotovoltaic (BPV) cells are an emerging technology that allows the collection of electricity
produced as a by-product of photosynthesis from certain species of photoautotrophic organisms
such as algae and bacteria [Bradley et.al, 2012, De Caprariis et.al, 2014, Soni et.al, 2016). If the
technology is perfected, in the future, BPV cells may in fact replace photovoltaic cells altogether
because unlike solar cells, they still produce electricity even under dark conditions. Moreover,
production of BPV cells on a large scale is much more cost effective and environmental friendly
when compared to photovoltaic cells because no sophisticated semiconductor processes are
required. However, at present, much work is still required as todays BPV cells still lack the form
factor, durability and most important, the power output for it to be feasible as a large-scale power
supply. For example, the highest power output of a single BPV cell at present is only
0.289mW/cm2 (Ng et. al, 2017).
Table 1 summarizes several selected works focused on the important specifications of BPV cells
in order to clarify the relationship between power density, volume, active area, electrode and
organism species used in these BPV cells.
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Table 1: Biophotovoltaic Cell Characterization
Ref Power Cell Cell Active Electrode Organism

Density Volume Area Material Species
(W/cm2) (cm3) (cm2)
Thorne, 2011 24 2.3 23 FTO/carbon Chlorella
cloth vulgaris
Bombelli, 12 -NA- 0.8 ITO/N-CPt Synechocystis
2011 sp. PCC 6803
McCormick, 10 12.6 130 ITO/Pt- Synechococcus
2011 coated glass sp. WH 5701
Madiraju, 3 60 150 Carbon fiber Synechocystis
2012 sp. PCC 6803
Bombelli, 0.2 20 200 ITO/Pt-C Oscillatoria
2012 limnetica
Lan, 2013 13 500 460 Pre-treated Chlamydomonas
graphite/csc reinhardtii
Lin, 2013 10 10000 210 Au mesh/ Spirulina
graphite platensis
cloth
Luimstra, 6 70 140 PPCP/carbon Pauschulzia
2014 cloth with Pt pseudovolvox
Ng, 2017 290 -NA- 12.25 ITO Chlorella sp
UMACC 313
The power density magnitude in the second column is arranged in descending order for
convenience. When comparing the cell volume to the power density, it is seen that there is an
inverse relationship where the power density increases with decreasing volume. This is due to the
reduction between the cell’s electrode spacing. A smaller gap translates to a smaller resistive path
for photosynthesis generated electrons to travel, hence the higher power output.
The power density is measured in mW/cm2 and is proportional to the generated biocurrent,
multiplied by the BPV cell’s potential voltage divided by the area that active area which is
defined as the maximum area that the organisms make contact with the electrodes. It is clear that
as the cell volume decreases, the power output increases since the separation distance between
the electrode decreases as well.
2. Ultra-Thin Biophotovoltaic Cell Structure

Figure 1 shows the simplified perspective drawing of the ultra-thin BPV cell designed for this
work. It consists of six layers of materials labeled from A to F. The corners of layer (excluding
layer D) are drilled with 5mm holes that are perfectly aligned and accepts an insulated nut and
screw set to hold the layers together.
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Figure 1: BPV cell design
A and F are identical 3mm thick Perspex plates cut into 10cm × 10cm rectangles. Layer A is the
top plate where light enters into the structure. It also acts as an insulator for the anode of the BPV
cell. Layer F serves as a back plate and an insulator for the cathode of the cell. Layer B is
constructed from a piece of 10cm × 11cm × 0.05cm Aluminum sheet with a 7cm × 7cm window
cut out from the middle to allows for light penetration in order for algae photosynthesis to occur.
The area of the window yields a 40.5% fill factor in this design. Layer C is also made from a
10cm × 10cm × 0.3cm Perspex plate. Nine identical 5mm holes are arranged into a 3 × 3 grid as
shown in Figure 1. This layer is used to separate the two electrodes with a separation distance of
0.3cm while the holes create a reservoir for the algae solution and also serve as an electron path
between the anode and cathode within the structure. Layer D is a piece of 100% cotton cloth that
houses the algae in the BPV cell. The thickness is approximately 0.2mm and is sandwiched
between layers C and E. It is drenched with Chloropsis SP with a biomass of 0.6 g/L that is
cultivated in house. However, the cultivation process is not explained in this paper. The holes
drilled into layer C is also filled with the algae rich solution. Layer E which is the cathode is
constructed from a piece of 11cm × 11cm × 0.05cm Aluminum plate. Note that there is no
window cutout from its center in order to maximize the active area for electron collection. The
active area which corresponds to the area of the window cutout in layer B is therefore equal to
49cm2. Note also that from Figure 1, both electrodes (layers B and E) have a height that is 1cm
longer than the other layers. When all of the layers are aligned, the protruding Aluminum layers
form contacts that allow easy access for probing the output generated from the BPV cell.
The volume of the algae chamber is formed from the cavity in plate B and the value of the nine
cylindrical holes in plate C. Since the thickness of plate B is approximately 0.05cm, the volume
formed is simply the cavities height multiplied by its width and length (0.05cm × 7cm × 7cm),
which is 2.45cm3. On the other hand, each cylindrical hole in plate C has a height of 0.3cm and a
diameter of 0.5cm which results in a volume of approximately 0.06cm3 per hole. Adding the
volume of the cavity with nine times the volume of the cylindrical holes yields the volume of the
algae chamber to be approximately 2.99cm3.
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3. Results and Discussion

Figure 2 shows the top and bottom view of the constructed ultra-thin BPV cell. In both pictures it
is seen how the Aluminum layers protrude from the other layers to form output contacts of the
BPV cell.
(a) (b)
Figure 2: Ultra-thin Biophotovoltaic Cell (a) Top View. (b) Bottom View.
In order to test the functionality of the cell, the experimental setup in Figure 3 is used. A 1.8
Kanthal coil resistor is attached between the electrodes and acts as a Shunt resistor to measure
current and also as a load for the cell. 1.8 was chosen as it is close to typical values of low
power semiconductor devices such as LEDs and MOSFETs.
Figure 3: Experimental Setup
The BPV cell is placed in front of a controllable wide spectrum light source whose intensity can
be selected between 100 lux to 7,800 lux. The output voltage is measured using a digital
multimeter. The experiment is conducted by increasing the light intensity and measuring the
output voltage once the output has settled to a stable value, approximately 30 minutes after each
increment of the light intensity.
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Run-1
Run-2
Run-3
Figure 4: Output Current versus Light Intensity
Figure 4 shows the output current as a function of light intensity between 138 lux and 7,800 lux.
The values are obtained by dividing the measured voltage drop across the electrodes by the 1.8
shunt resistor inserted between the electrodes. The results show three plots which corresponds to
the same BPV cell undergoing three runs of the same experiment. It is seen that the output
current increases with light intensity. This is due to the increase in photosynthesis generated
electrons. The dashed line represents the average values between the three runs and has a slope of
1.6mA/lux.
The maximum output current was observed in the first run where the recorded value is 6.3mA at
light intensity of 7,800lux. Taking into consideration that the active area is 49cm2, the resulting
power output is calculated to be 14.6µW/cm2.
Figure 5: Output Current Standard Deviation versus Light Intensity
Figure 5 shows the current deviation between the three runs. It is observed that the current
deviation decreases as light intensity increases. It is suggested that for each experiment repetition,
at low light levels, photosynthesis activity is reduced. This results in a small number of
photosynthesis generated electrons, thus other random electron sources contribute to current
production. It is suggested that other ionic chemical reactions for example from algae respiration
dominates in current generation during dark conditions. As light intensity increases, the number
of photosynthesis generated electrons increases and dominates in current production. This results
in a decreasing deviation in current production between the three experiment runs. For this
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prototype, the standard deviation decrease is approximately 0.2mA/lux and corresponds to the
average value of the plot shown in Figure 5.
4. Conclusion
The results show that the produced electric current has a strong correlation with light intensity.
As the light intensity is increased, the current increases as well, suggesting that the number of
electrons increase as photosynthetic activity increases. Repetition of the experiment shows that at
low light levels, the standard deviation of output current is large and drops with increasing light
intensity. This suggests that at intense illumination levels, photosynthesis generated electrons
dominate in the generation of current. On the other hand, at low light levels, other electron
generation mechanisms are as significant in numbers with photosynthesis generated electrons.
This results in the larger deviation between current values in the three runs in darker conditions.
When compared to other work, it is shown that placement of the electrodes significantly closer
together significantly increases the current generation in BPV cells. With only a 49cm2 active
area, the output power generated on a 1.8 shunt resistor is approximately 14.6µW/cm2 at a light
intensity of 7,800lux.
From an economic point of view, the ultra-thin BPV cell show cased in this work is cost efficient
due to ease of material sourcing and its simple design. Moreover, the rigid and modular structure
allows several cells to be interconnected for a higher power output. This initial designed can be
further improved for example realignment of the electrodes such that the anode protrudes to the
top while the cathode to the bottom for ease of series connection between cells.
References
Bombelli, P., Bradley, R. W., Scott, A. M., Philips, A. J., McCormick, A. J., Cruz, S. M. &
Davies, J. M. (2011). Quantitative analysis of the factors limiting solar power
transduction by Synechocystis sp. PCC 6803 in biological photovoltaic devices.
Energy & Environmental Science, 4(11), 4690-4698.
Bombelli, P., Zarrouati, M., Thorne, R. J., Schneider, K., Rowden, S. J., Ali, A. & Howe, C. J.
(2012). Surface morphology and surface energy of anode materials influence power
outputs in a multi-channel mediatorless bio-photovoltaic (BPV) system. Physical
Chemistry Chemical Physics, 14(35), 12221-12229.
Bradley, R. W., Bombelli, P., Rowden, S. J., & Howe, C. J. (2012). Biological photovoltaics:
Intra- and extra-cellular electron transport by cyanobacteria. Biochemical Society
transactions. 40(6). 1302-1307.
De Caprariis, B., De Filippis, P., Di Battista, A., Di, L., & Palma, M. S. (2014). Exoelectrogenic
activity of a green microalgae, Chlorella vulgaris, in a bio-photovoltaic cells (BPVs).
The Italian Associationof Chemical Engineering, 38. 523-528.
Dianursanti, D. & Sasmita, E. (2017). Effect of Electrode Al-Cu-Zn as Electricity Production
Using Microalgae Spirulina platensis in Biological Cell Photovoltaic (BPV) Reactor.
Proceedings on Science and Technology.
Hug, H., Bader, M., Mair, P., & Glatzel, T. (2014). Biophotovoltaics: natural pigments in dye-
sensitized solar cells. Applied Energy, 115, 216-225.
Lan, J. C. W., Raman, K., Huang, C. M., & Chang, C. M. (2013). The impact of monochromatic
blue and red LED light upon performance of photo microbial fuel cells (PMFCs) using
Chlamydomonas reinhardtii transformation F5 as biocatalyst. Biochemical engineering
journal, 78, 39-43.
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Lin, C. C., Wei, C. H., Chen, C. I., Shieh, C. J., & Liu, Y. C. (2013). Characteristics of the
photosynthesis microbial fuel cell with a Spirulina platensis biofilm. Bioresource
technology, 135, 640-643.
Luimstra, V. M., Kennedy, S. J., Güttler, J., Wood, S. A., Williams, D. E., & Packer, M. A.
(2014). A cost-effective microbial fuel cell to detect and select for photosynthetic
electrogenic activity in algae and cyanobacteria. Journal of applied phycology, 26(1),
15-23.
McCormick, A. J., Bombelli, P., Scott, A. M., Philips, A. J., Smith, A. G., Fisher, A. C., & Howe,
C. J. (2011). Photosynthetic biofilms in pure culture harness solar energy in a
mediatorless bio-photovoltaic cell (BPV) system. Energy & Environmental Science,
4(11), 4699-4709.
Madiraju, K. S., Lyew, D., Kok, R., & Raghavan, V. (2012). Carbon neutral electricity
production by Synechocystis sp. PCC6803 in a microbial fuel cell. Bioresource
technology, 110, 214-218.
Ng, F. L., Phang, S. M., Periasamy, V., Yunus, K., & Fisher, A. C. (2017). Enhancement of
power output by using alginate immobilized algae in biophotovoltaic devices.
Scientific reports, 7(1), 16237.
Soni, R. A., Sudhakar, K., & Rana, R. S. (2016). Biophotovoltaics and Biohydrogen through
artificial photosynthesis: an overview. International Journal of Environment and
Sustainable Development, 15(3), 313-325.
Thorne, R., Hu, H., Schneider, K., Bombelli, P., Fisher, A., Peter, L. M. & Cameron, P. J. (2011).
Porous ceramic anode materials for photo-microbial fuel cells. Journal of Materials
Chemistry, 21(44), 18055-18060.
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EVALUATION OF DISTRICT ROAD MAINTENANCE

PRIORITY USING INDONESIAN ROAD CONDITION INDEX
AND ROAD NOTE 1
Henri Siswanto1*, Bambang Supriyanto1, Pranoto1, Redy Pasca Prihatditya1, Nizar Taufiqu
Rizky1
1
Faculty of Engineering, State University of Malang, Malang, Indonesia
*Corresponding Author: henri.siswanto.ft@um.ac.id

_________________________________________________________________________________________
Abstract: District roads have the worst performance within the road network system of
Indonesia, while national roads have the best conditions, followed by provincial roads. Limited
funds are one of the causes. because of this, road maintenance prioritization is a problem that
must be faced, and solutions must be sought. The purpose of this study is to evaluate the
preparation stage of district road maintenance prioritization using the Indonesian Road Condition
Index (RCI) and road note 1. The method used is a visual survey to obtain RCI scores. From the
values produced by RCI and traffic, road damage that occurs can be categorized. The
determination of maintenance priorities is based on traffic and types of treatment. The use of
Indonesian RCI for surveys and Road Note 1 is simple and straightforward and can be considered
for application in the prioritization of district roads in Indonesia and developing countries.
Keywords: District road, maintenance priority, RCI, road note 1

_________________________________________________________________________
1. Introduction
District roads have the worst performance within the road network system of Indonesia, while
national roads have the best conditions, followed by provincial roads (PUPR, 2017). Limited
funds for road maintenance is a problem often faced by road management institutions (Tores-
Machi et.al (2019); Zang et al. (2013)). The same thing also happened in Indonesia, especially
district roads. Setting priorities for road maintenance is a challenge that must be faced. In 2011
the Ministry of Public Works issued new regulations regarding road engineering and technical
planning requirements (PUPR, 2011). This regulation uses the road condition index (RCI)
approach in assessing road conditions. The application of this regulation by the district
government is not yet effective. Each District Government uses its approach in setting priorities
for road maintenance. It is important to choose the method of prioritizing road maintenance
according to Indonesian conditions. The quality of human resources is still a problem in
Indonesia's district road authority. Road Note 1 is a method of prioritizing road maintenance for
developing countries (TRL, 2003). The purpose of this study is to evaluate the preparation of
district road maintenance priorities using Indonesian RCI and road note 1.
Several approaches for determining road maintenance priorities have been developed. Some
authors use the analytical hierarchy process (AHP) for the preparation of road maintenance
(Moazami et al. (2011); Siswanto et al. (2019); Ahmed et al.(2017)), while others use pavement
condition index (PCI) approach (Siswanto et al. (2018); Shah et al. (2013)), fuzzy logic Ouma et
al. (2015), multi-criteria group decision making (MCDM) Kadhemi et al. (2010), the highway
development and management model (HDM) (Jain et al. (2005); Yogesh et al (2016)), life circle
cost analysis (LCCA) (Zang et al. (2013); Mikolaj and Remek (2014); Santos and Ferreira
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(2012); Kim et al. (2015)), cost-benefit analysis Kulkarni et al. (2004), multi-objective genetic
algorithm Elhadidy et al. (2015), and Road Note 1 TRL (2003). From these methods, it is
necessary to choose one suitable for application by road agencies. Human resources, budget,
material, and equipment available, and rehabilitation schedules need to be considered in choosing
the right method Fwa et al. (1989). One of the obstacles faced by district road managers is the
quality of human resources Siswanto et al (2019). The selection of priority methods for road
maintenance must adjust to the capacity of available human resources.
Road Note 1 was also developed for the preparation of priority road maintenance on rural roads
(TRL 2003). The designation is suitable for district road conditions in Indonesia. Road Note1 is
not only for prioritization, but complete with the survey methods being used. The obstacle faced
in implementing Road Note 1 comprehensively in Indonesia is the survey equipment, where
Road Note uses a deflectometer as a mandatory survey tool. As an alternative, Road Note 1 was
used as a method of setting priorities for district roads in Indonesia, not including the survey
method. The survey used the RCI method.
This research was conducted in two districts namely Malang Regency and Lumajang Regency. 8
(eight) road segments were selected in each district so that the total number of surveyed roads
was 16. Locations of the roads can be seen in Table 1. The survey was conducted by 3 surveyors.
The RCI assessment uses Indonesian standard regulations issued by the Ministry of Public Work
(PUPR, 2011). The description and value of the RCI of the roads are presented in Table 2. The
roads are segmented by 100m each. Each surveyor assessed the RCI visually for each segment of
the road sections at the study site, and the results would be averaged by the three surveyors.
Table 1: RCI Values and the Descripsions
No Visual Description of Road Surface Types Descripsion of Road Conditions RCI

1 Dirt road with poor drainage, and all types of surfaces Can’t be passed. 0–2
that are neglected.
2 All types of pavement that have been neglected for a Severely damaged, many holes and entire 2–3
long time (4 - 5 years or more) pavement area damaged.
3 Long periodic maintenance, old, long, thin asphalt Damaged bumy with many holes. 3–4
Buton, gravel.
4 Periodic maintenance after 2 years of use, old Buton Somewhat damaged, ocassional holes, 4–5
asphalt. uneven surfaces.
5 New periodic maintenance, new thin Buton asphalt, Adequate, there are no or very few holes, 5–6
buton asphalt with aggregate after 2 years of use. the road surface is somewhat uneven.
6 Old thin layer of hotmix, new thin Buton asphalt, Good. 6–7
buton asphalt with new aggregates.
7 Hotmix after 2 years, hotmix is thin over periodic Very good, generally flat. 7–8
maintenance.
8 New Hotmix, improved by using more than 1 layers. Very flat and even. 8 - 10
Determination of road conditions can be resolved based on the RCI values from the survey results
and average daily traffic. The relationship between road conditions, RCI and average daily traffic
can be seen in Table 2. While the type of road maintenance is chosen based on road conditions,
the relationship between road conditions and type of maintenance is presented in Table 3.
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Table 2: The Relationship Between RCI, Traffics and Road Conditions

Average Daily Traffic (emp/day)
RCI 1000 – 2000 – 3000 –
0 – 100 100 – 300 300 – 500 500 – 1000 ˃ 12000
2000 3000 12000
7.61 ≤RCI˂10.00 B B B B B B B B
7.26 ≤RCI˂ 7.54 B B B B B B B B
6.93 ≤RCI˂ 7.20 B B B B B B B S
5.74 ≤RCI˂ 6.87 B B B B B B S S
4.76 ≤RCI˂ 5.69 B B B B S S S RR
3.94 ≤RCI˂ 4.71 B B S S S S RR RB
3.27 ≤RCI˂ 3.91 S S S S RR RR RB RB
2.24 ≤RCI˂ 3.24 S RR RR RR RB RB RB RB
1.54 ≤RCI˂ 2.22 RR RR RB RB RB RB RB RB
0.96 ≤RCI˂ 1.53 RR RB RB RB RB RB RB RB
RCI ˂ 0.94 RB RB RB RB RB RB RB RB
Table 3: Road Conditions and Maintenance Types

No Road Conditions Maintenance Types
1 Good (B) Routine maintenance
2 Fair (S) Periodic maintenance
3 Poor (R) Rehabilitation work
4 Very poor (RB) Renewal work
Hierarchy of road maintenance and the category of maintenance can be seen at Table 4. While
traffic levels and surface type are presented in Table 5.
Table 4: Maintenance works and hierarchy of road maintenances
Hierarchy of Type/Category of
Maintenance Maintenance
1 Emergency work
2 Routine drainage work
3 Routine pavement work
4 Periodic work
5 Other routine work
6 Renewal work
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Table 5: Road traffic levels, the surface types, and the rank of maintenances
Rank Traffic Level (vehicles/day) Surface Type

1 Strategic road Asphalt and concrete
2 Greater than 1000 Asphalt and concrete
3 500 – 1000 Asphalt and concrete
4 200 – 500 Asphalt and concrete
5 Greater than 200 Unpaved
6 Less than 200 Asphalt and concrete
7 20 – 200 Unpaved
8 Less than 200 Unpaved

The results of this study are presented in Table 6 to Table 8. Table 6 displays secondary data
from the two districts. The width and length of the road vary. All of the road segments are asphalt
or flexible pavements. Selecting relevant roads is done by choosing roads within a particular
district where roads are close together and are directly connected. The longest road is the
Sumbersekar-Dalisodo section, which is 12 km, while the shortest is the Pandansari-Bekayu road,
which is 2.3 km.
Table 6: Roads and Research Locations
No of Road Road Surface Type Length (km) Width (m) Location
008 Karanganom-Senduro Asphalt 7.70 6.00 Lumajang
052 Kandangtepus-Kayu Enak Asphalt 4.20 3.50 Lumajang
072 Senduro-Kandangan Asphalt 4.40 6.00 Lumajang
073 Kandangan-Wonokerto Asphalt 4.80 3.50 Lumajang
225 Sarikemuning-Kandangtepus Asphalt 6.60 3.50 Lumajang
226 Pandansari-Bedayu Asphalt 2.30 3.00 Lumajang
229 Kandangan-Kayu Enak Asphalt 3.60 3.00 Lumajang
231 Kandangan-Bedayu Talang Asphalt 10.00 3.50 Lumajang
006 Wonorejo-Ketindan Asphalt 6.56 3.30 Malang
015 Baturetno-Sidodadi Asphalt 4.50 3.10 Malang
017 Toyomarto-Ketindan Asphalt 4.50 3.50 Malang
020 Dengkol-Trtomoyo Asphalt 3.85 3.50 Malang
021 Kepuharjo-Langlang Asphalt 2.45 4.00 Malang
026 Mulyoagung-Landungsari Asphalt 2.50 3.70 Malang
028 Sumbersekar-Dalisodo Asphalt 12.00 5.00 Malang
029 Karangwidoro-CandiBadut Asphalt 3.30 4.00 Malang
Table 7 shows the RCI values, traffic, road conditions, and type of maintenance required on each
road section. Traffic data is secondary data obtained from the District Public Works Office. The
conditions are: 4 roads are in good condition, 9 roads are in moderate conditions, 2 roads are in
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mildly damaged conditions and 1 road is in a heavily damaged condition. The lowest RCI value
is the Kandangan-Kayu Enak road section which is 2.9, while the highest RCI value is the
Wonorejo-Ketindan road section which is 7.9.
The efficiency of maintenance is obtained based on the value of RCI and traffic. From the traffic
and RCI values, road conditions can be determined based on Table 2. To see the type of
maintenance determined based on road conditions, see Table 3. Types of maintenance that must
be carried out are 9 roads that need routine maintenance, 4 roads that need periodic maintenance,
1 road section that needs rehabilitation and 1 road that needs reconstruction. When referring to
national district road conditions in 2016, on average, 56.93% of district roads are performing
well. The best average performance is in Yogyakarta province with 81.33%, and the worst-
performing is in West Sulawesi province with 43.32%. In East Java province, the average district
road performance is 71.31% (PUPR, 2011). In this study, the total length of the roads surveyed
was 83.26 km with 63.60 km underperforming or 75.73% of the total length which is slightly
higher than the average condition of district roads in East Java. This difference occurs due to
sampling location problems.
Of the total road segments surveyed, most are in moderate conditions, which is 9 of the 16 total
roads or 42 km or 50.44%. These conditions do not benefit the financing scheme, as it requires a
lot of expenditures for periodic maintenance activities. If funds for periodic maintenance are
sufficient, road performance will improve within the following year and will only require routine
maintenance or preventive maintenance. But if funds are insufficient, there can be a delay in road
maintenance activities, which risks worsening road conditions (minor damage or severe damage).
On the other hand, the independence of funding in each district is still low. Districts still rely on
central funding assistance for road maintenance activities (Siswanto et al. 2019).
Roads with good conditions are of the smallest group, which is 21.06 km or 25.29%. Holders of
road authority are required to carry out routine maintenance of these sections. Routine
maintenance is key to maintaining and improving road performance. If done in a timely manner,
routine maintenance will have its benefits, among others: 1) increasing the service life of road
infrastructure, 2) saving costs in the long term, 3) increasing the benefits for road users/safer and
more comfortable roads and, 4) faster implementation than rehabilitation/less disruptions for road
users (Peshkin et al, 2011).
Table 7: Maintenance Type of Malang and Lumajang District Road
No
Traffics Road
of Name of Road RCI Maintenance Type
(emp/day) Condition
Road
008 Karanganom-Senduro 6.9 5000 B Routine maintenance
052 Kandangtepus-Kayu Enak 5.3 3000 S Periodic maintenance
072 Senduro-Kandangan 6.5 5000 S Periodic maintenance
073 Kandangan-Wonokerto 6.4 3500 S Periodic maintenance
225 Sarikemuning-Kandangtepus 4.1 3000 RR Rehabilitation work
226 Pandansari-Bedayu 5.1 3000 B Routine maintenance
229 Kandangan-Kayu Enak 2.9 1000 RB Renewal work
231 Kandangan-Bedayu Talang 4.0 3000 RR Rehabilitation work
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006 Wonorejo-Ketindan 7.9 2000 B Routine maintenance

015 Baturetno-Sidodadi 7.2 1000 B Routine maintenance
017 Toyomarto-Ketindan 6.4 1500 S Periodic maintenance
020 Dengkol-Tirtomoyo 6.3 1600 S Periodic maintenance
021 Kepuharjo-Langlang 6.1 980 S Periodic maintenance
026 Mulyoagung-landungsari 6.2 1200 S Periodic maintenance
028 Sumbersekar-Dalisodo 6.4 1200 S Periodic maintenance
029 Karangwidoro-CandiBadut 6.1 1100 S Periodic maintenance
Determination of maintenance priorities using Road Note 1. Road Note 1 places routine
maintenance at the highest priority below emergency work (TRL, 2003). There are 4 categories
of maintenance in Indonesia, namely routine maintenance, periodic maintenance, rehabilitation,
and structural improvement, whereas Road Note 1 uses the term renewal work for rehabilitation
and reconstruction work. Road Note 1 prioritizes traffic with large volumes, followed by traffic
with smaller volumes. Traffic is an important variable in the preparation of maintenance
priorities. High traffic drives an increase in maintenance needs (Marovic et al, 2018).
Routine maintenance is the maintenance of road conditions with the lowest level of damage.
Routine maintenance is for the prevention of more severe damage. The concept of preventive
maintenance is widely used after the old concept of 'a worst-first basis' was found to reduce road
condition quality on a network scale (Peshkin et al, 2004). The concept of preventive
maintenance needs to be integrated into road maintenance management (Zang et al, 2013).
Maintenance done on time will save future costs significantly (Marovic et al., 2018).
Table 8: Maintenance Priority of Malang and Lumajang District Road
Traffics
No of RC
Name of Road (emp/day Maintenance Type Priority
Road I
)
008 Karanganom-Senduro Routine 1

6.9 5000
maintenance
052 Kandangtepus-Kayu Enak Periodic 7
5.3 3000
maintenance
072 Senduro-Kandangan Periodic 5
6.5 5000
maintenance
073 Kandangan-Wonokerto Periodic 6
6.4 3500
maintenance
Sarikemuning- 8
225 4.1 3000 Rehabilitation work
Kandangtepus
226 Pandansari-Bedayu Routine 2

5.1 3000
maintenance
229 Kandangan-Kayu Enak 2.9 1000 Renewal work 16
231 Kandangan-Bedayu Talang 4.0 3000 Rehabilitation work 15
029 Karangwidoro-CandiBadut 6.1 1100 Periodic 13
maintenance
021 Kepuharjo-Langlang 6.1 980 Periodic 14
maintenance
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026 Mulyoagung-landungsari 6,2 1200 Periodic 12

maintenance
020 Dengkol-Tirtomoyo 6.3 1600 Periodic 9
maintenance
017 Toyomarto-Ketindan 6.4 1500 Periodic 10
maintenance
028 Sumbersekar-Dalisodo 6.4 1200 Periodic 11
maintenance
015 Baturetno-Sidodadi 7.2 1000 Routine 4
maintenance
006 Wonorejo-Ketindan 7.9 2000 Routine 3
maintenance
Conclusion
New regulations issued by the Ministry of Public Works regarding road maintenance procedures
have not yet been supplied with procedures for preparing road maintenance priorities, especially
for implementation on district roads. The new regulation uses RCI as a survey method. The
combination of Indonesian RCI and Road Note 1 as a tool for constructing road maintenance
priorities is a complete package because it considers road and traffic conditions within the
preparation process of maintenance priorities. Consideration of economic aspects has not been
included in the method, thus, it is recommended to consider adding it in the preparation of
maintenance priorities to be more effective and efficient in the use of resources. Modifications to
the traffic classifications in Road Note 1 need to be made to match the traffic conditions on the
district road. The combination of the Indonesian RCI survey method and Road Note 1 is simple
and easy to carry out, so it can be considered as a basis for setting up district road maintenance
priorities.
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a Low-Class Road Maintenance Program. JOURNAL OF INFRASTRUCTURE
SYSTEMS, 2010(16), 188–198.
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and Cost Calculation for Maintenance and Rehabilitation in Highway Life-Cycle Cost
Analysis (LCCA). International Journal of Transportation Science and Technology,
4(1), 61–75. https://doi.org/10.1260/2046-0430.4.1.61
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Kulkarni, R. B., Miller, D., Ingram, R. M., Wong, C. W., & Lorenz, J. (2004). Need-based
project prioritization: Alternative to cost-benefit analysis. Journal of Transportation
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947X(2004)130:2(150)
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555X.0000093
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EVALUATION OF TITANIUM OXIDE-WOLLASTONITE-

HYDROXYAPATITE COMPOSITES AS A POTENTIAL BONE
REPLACEMENT MATERIAL
R. Dinesh1*, S. Meenaloshini1, U. Sankar1
1
Department of Mechanical Engineering, Universiti Tenaga Nasional, Kajang, Malaysia
*Corresponding Author: dineshragurajan@gmail.com

_________________________________________________________________________________________
Abstract: Composite biomaterials have become popular in the medical field and has high
demand. Calcium silicate ceramics, in particular wollastonite (CaSiO3), is commonly used as a
biomaterial for bone regeneration. The combination of wollastonite with titanium oxide (TiO2)
and hydroxyapatite has the potential to be used as a material for bone regeneration. Titanium
oxide, wollastonite and hydroxyapatite (TiO2-CaSiO3-HA) composite/s were prepared and
characterized by means of physical and mechanical properties. The composition used in this
research displayed greatest mechanical and physical properties when compared to pure
wollastonite. The composites were sintered at various sintering temperatures and held for 1.5
hours respectively. Samples sintered with a holding time of 1.5 hours and a higher titanium oxide
content in the composite displayed good modulus of elasticity, and a fair amount of porosity.
TiO2-CaSiO3-HA composites were immersed in Hartman’s solution and it was found that an
apatite layer was formed on the surface of the samples. These results indicate that the TiO2-
CaSiO3-HA composites has the potential to be a future bone replacement material.
Keywords: Bone replacement, Wollastonite, Titanium Oxide, Hydroxyapatite

_________________________________________________________________________
1. Introduction
This paper evaluates the potential of wollastonite to be used as a bone replacement material.
Titanium oxide and hydroxyapatite was added to wollastonite form a composite. This composite
was tested in terms of modulus of elasticity and porosity since the material used to replicate bone
should be both porous and have some degree of elasticity. The composite was also tested with
Hartman’s solution to determine if it is biocompatible.
Wollastonite, CaSiO3 is a calcium-inosilicate mineral. It belongs to the pyroxenoid group of
white inorganic materials and consists of ~51.75 wt% of SiO2 and ~48.25 wt% of CaO [1].
Wollastonite has two polymorphic forms with different crystal structures. Para-wollastonite (β-
CaSiO3) exists at low temperatures, consisting of a triclinic structure at around 1125 °C, while
pseudo-wollastonite (α-CaSiO3), exists above 1125 °C, consisting of a monoclinic crystal system
[2]. Some unique characteristic of wollastonite such as low thermal expansion, low shrinkage and
thermal stability makes it favourable in various industries that include ceramics, chemicals,
metallurgical, construction, polymers as well as biomaterials [3].
In the last decade or so, there has been increasing cases of injuries and trauma that concerns bone
defects. To solve this problem, bioglasses and bioceramics were considered. Wollastonite has
attracted a fair amount of attention in the field of orthopedics as an artificial bone implant or
tissue repair due to its unique properties such as bio degradability, bioactivity, nontoxicity, and
biocompatibility [4-6]. Wollastonite has shown the ability to form an apatite layer on its surface
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when immersed simulated body fluid (SBF), artificial saliva, cell culture medium, and in
vivo environments. The formation of this apatite layer is crucial for bonding between the host
bone tissues and implants [7-9].
Hence, wollastonite was researched for its use in medical applications. Li et al. [10] used
wollastonite as coating on titanium alloys (Ti6Al4V) by laser cladding for improving the
bioactivity. Titanium alloys are normally used as implant materials due to their outstanding
mechanical and excellent corrosion resistance properties. Besides that, Aly et al. [11] prepared a
composite of wollastonite/titanium oxide to be used as a bone substitute implant and found that
the composite displayed excellent in vitro bioactivity, with high mechanical strength, which can
be substituted for high load bearing site bones. Saravanan and Selvamurugan [13] investigated
the bone healing ability of mesoporous wollastonite. Their results suggested that the porous
wollastonite particles have good bioactive properties and are suitable to be used as a filling
material for bone regeneration in vivo.
3. Materials and Methods

TiO2-CaSiO3-HA composites were prepared through the co-precipitation method. TiO2 and HA
of several weight percentages were weighed carefully and mixed with CaSiO3 via wet milling in
ethanol using an ultrasonic machine. The mixture was milled for 1 hour, followed by drying the
slurry at 60°C in an oven for 12 hours. The dried mixture was then sieved through a 212μm mesh
stainless steel sieve, and a ready-to-press TiO2-CaSiO3-HA powder was obtained. The mixed
powder was pressed in discs using a hardened steel circular (20 mm in diameter) mold and die set
under a hydraulic pressure of 500 MPa.
After pressing, the samples were subjected to sintering at normal ambient pressure performed in
air using a heating furnace (ModuTemp). The samples were sintered at temperatures ranging
from 1230ºC to 1270ºC. The sintering parameters used for all samples were a ramp-rate of
10ºC/min for both heating and cooling, and holding time of 1.5 hours prior to cooling to room
temperature. All samples were polished using SiC papers (120, 240, 600, 800) from coarse to
rough, followed by polishing with a diamond paste to 6µm, so as to obtain an optical reflective
surface.
The samples were immersed in water to measure the water absorption rate as well as porosity.
Besides that, the samples were also immersed in Hartmann’s Solution to observe the bioactivity
of the cell.
4. Results and Discussions

4.1 Physical Characterization
Porosity and Water Absorption
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Figure 1 The effect of sintering temperatures on the porosity of TiO2-CaSiO3-HA samples.
The porosity of the TiO2-CaSiO3-HA composites was investigated under various sintering
temperatures as well titanium oxide and hydroxyapatite amounts. The sintering temperatures
were seen to have a strong effect on the porosity of the composites; whereby increasing the
sintering temperature seems to have reduced porosity levels in the composites. It was seen in
Figure 1 that both 25wt% TiO2-50wt% CaSiO3-25wt% HA and pure wollastonite samples had
highest porosity at a low sintering temperature (1230-1240°C) compared to samples of other
compositions. Among all compositions, the 25wt% TiO2-50wt% CaSiO3-25wt% HA composites
had overall highest porosity with the highest value of about 5%, while the lowest recorded
porosity was 0.29% at the highest sintering temperature.
This reduction in porosity could be attributed to the sintering mechanism that promotes
densification. It is apparent that the open porosity decreased with increasing sintering temperature
due to the formation of a glassy phase. The increase in temperature causes an increase in the
liquid phase of the composite, and a decrease in its viscosity. The decline in porosity of these
composites exhibit a similar trend as the results found by Aly et. al. [11]. The average porosity of
cortical bone was reported to be 3.5% [13-Porosity of human mandibular condylar bone]. Among
all compositions, samples with 30wt% TiO2-50wt% CaSiO3-20wt% HA had the closest amount
of porosity to the porosity of the cortical bone.
Figure 2 The influence of sintering temperatures on the water absorption of TiO2-CaSiO3-HA samples.
The porosity of the composites are closely associated with water absorption. Figure 2 shows the
water absorption of the composites as a function of sintering temperature. The figure shows that
the amount of water absorbed by all composites decreased as the sintering temperature increased.
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As seen in Figure 2, the highest water absorption was observed for 15wt% TiO2-50wt% CaSiO3-
35wt% HA samples at about 35%, followed by 30wt% TiO2-50wt% CaSiO3-20wt% HA samples.
The lowest water absorption rate was seen for samples containing 25wt% TiO2-50wt% CaSiO3-
25wt% HA. Pure wollastonite showed a decline of approximately 20% from 1230 to 1270°C
while samples with high porosity (i.e. 15wt% TiO2-50wt% CaSiO3-35wt% HA samples and
30wt% TiO2-50wt% CaSiO3-20wt% HA samples) showed higher amount of decrease in porosity,
about 30-32%.
From both Figure 1 and Figure 2, a similar decreasing trend could be seen and it could be said
that the rate of water absorption decreases with increasing sintering temperature. This decrease
could be due to the decrease in porosity of the samples; possibly due to the formation of viscous
phase in the composites at higher sintering temperatures. This could cause the pores to close up,
causing lesser water absorption.
Bioactivity
a) b)
Figure 3 SEM image of TiO2-CaSiO3-HA samples during immersion in Hartmann’s Solution at a) Initial stage
b) 1 month
TiO2-CaSiO3-HA samples were immersed in Hartmann’s Solution for a period of 1 month to

assess the composite’s bioactivity. The composites were characterized by means of SEM and
EDX for before and after immersion in Hartmann’s Solution. The composite selected to be
immersed was 30wt% TiO2-50wt% CaSiO3-20wt% HA, after considering its physical and
mechanical properties. The SEM images show that the surface of the composite seems
completely different after 1 month as compared to its initial form. This change was most
probably due to the formation of apatite, as indicated by the EDX results. This morphology of
this surface exhibit similarities to other surfaces of materials used for bioactivity immersion tests
[13-15]
Table 1 EDX Analysis of TiO2-CaSiO3-HA samples after immersion

Element Line Type Apparent Concentration k Ratio Wt% Wt% Sigma
C K series 2.41 0.02410 5.28 1.19
O K series 61.35 0.20645 57.91 0.85
Na K series 2.04 0.00859 1.18 0.11
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Al K series 0.46 0.00328 0.22 0.05

Si K series 16.06 0.12727 6.53 0.14
P K series 0.91 0.00511 0.25 0.07
Cl K series 0.58 0.00504 0.22 0.04
K K series 0.41 0.00346 0.13 0.04
Ca K series 12.71 0.11358 4.15 0.11
Ti K series 59.02 0.59016 24.13 0.42
Total: 100.00
EDX analysis detected the presence of elements O, P and Ca that might be due to formation of
hydroxyapatite (HA) and can indicate the bioactivity of the composite. The presence of the
elements Na and Cl and K most probably originated from the sodium in Hartmann`s solution. It is
also worth noting that there is a higher percentage of Ti redeposition as compared to other
elements from the composite. Higher leeching of Ca2+ ions out of wollastonite are believed to
contribute to the formation of hydroxyapatite layer.
Conclusion
This study presents the composite TiO2-CaSiO3-HA as a future bone replacement material. The
composite was tested in terms of porosity, water absorption and bioactivity. The results indicate
that 30wt% TiO2-50wt% CaSiO3-20wt% HA composition was the optimum composition since it
had a porosity level closest to an actual cortisol bone porosity (3.5%). Besides that, this
composite also showed a tendency to allow the formation of an apatite layer on its surface,
proving that it is capable of bioactivity. It was also noted in this study that higher sintering
temperatures tend to reduce porosity, which could result in the increase in density.
Funding
The authors would like to thank the BOLD under the grant no. 10436494/B/2019045 and FRGS
under the grant no. 20160114FRGS for providing the financial support.
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EXPLORING MALAYSIAN POLYTECHNIC LECTURERS’

READINESS IN EMBRACING 21ST CENTURY EDUCATION: AN
INSTITUTIONAL CASE STUDY
Nyanaambigai Rajanthran1*, Nur Hidayah Zainul2
1
General Studies Department, Politeknik Seberang Perai, Pulau Pinang, Malaysia.
2
General Studies Department, Politeknik Seberang Perai, Pulau Pinang, Malaysia
*Corresponding Author: nyanaambigai@psp.edu.my

_________________________________________________________________________________________
Abstract: : Teaching in the 21st century is a challenge for educators since the nature of teaching
has changed. Incorporating technology in the lesson is not the only qualification of the 21st
century education but what actually matters is the learning experiences and opportunities created
in the classroom. One of the major concern here is whether the lecturers are aware of the change
and ready to embrace the 21st century education. The current study aims to explore the readiness
of lecturers in a Malaysian polytechnic towards 21st century education. The instrument used in
this study is a survey adapted from Ravitz (2014). The findings reported that most of the lecturers
are gearing towards the 21st century education. Some recommendations were drawn from the
findings to help the lecturers to embrace the 21st century education.
Keywords: 21st century education, readiness, polytechnic lecturers

_________________________________________________________________________
1. Introduction
The nature of teaching has changed and lecturers need to equip students with the skills needed to
face IR 4.0. In order to prepare the students to face IR 4.0, the lecturers should be well equipped
with the skillsets and knowledge of 21st century education. 21st century education is not about
using technology in class to teach but it is all about evolved teaching methods. The current trend
of teaching has went through a tremendous change from chalk-and-talk to Education 4.0. The
conventional method of chalk and talk doesn’t create an environment to facilitate critical and
creative thinking as the focus would be more on the lecturers rather than the students. Education
4.0 on the other hand, focuses on producing students who have the abilities, information and
skills which cannot be replaced by smart robots. Thus, lecturers have to keep up with the fast
pace of rapidly moving technology and adapt to the 21st century education.
The question here is, do students who excel academically qualify as future workforce in the 21st
century? Do their grades indicate the measurement of the overall intelligence as well as other
skills and values of an effective education system? The 21st century learners are said to be the
future workforce who are independent thinkers, problem solvers and decision makers (Silva,
2009). 21st century education can be viewed as a vision of education promoted by various 21 st
century learning models such as collaborative learning, use of ICT as tools for knowledge
construction and co-construction, critical and creative thinking, and authentic problem solving
(Chai & Kong, 2017). According to Kong (2017), having professional development programs for
educators would be the key factor for the transformation of education to happen. As the future
workforce, students need to be equipped with the 21st century skills and competencies to face the
challenge of the future (Yoke, 2018).
Current employers are concerned that current fresh graduates lack the adaptability, multitasking,
decision-making and problem-solving skills in the workplace despite excelling academically.
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Strong talents are needed as a way to support the SMEs’ shift towards IR4.0 as multinational
organizations have begun to leverage the adoption of cloud computing, artificial intelligence and
autonomous robots in advancing processes, especially within manufacturing. Hence, a change in
the teaching process is a must to produce future workforce who can cater to the industries and
face the challenge of IR 4.0.
Majority of educators have the misconception that 21st century teaching is a matter of
incorporating technology in their lesson. However, the bigger picture of 21 st century education is
to create graduates who are:
Effective in the workplace

Innovators
Critical thinkers
Gives back to the community and society
Academically competent in world situations
Effective communicators
Lifelong learners
Good citizen
21st century skills are the 12 abilities that students should master in the age of the internet. The 12
abilities can be categorized into 3 main skills which are the learning skills, literacy skills and life
skills. Table 1 shows the 21st century skills and abilities by Applied Educational System (2019).
Table 1: 21st Century Skills by Applied Educational System (2019)

Skills Abilities
Learning Skills teaches students Critical Thinking : Finding solutions to problems
about the mental processes required
Creativity : Thinking outside the box
to adapt and improve upon a modern
work environment. Collaboration : Working with others
Communication : Talking to others
Literacy Skills focuses on how Information Literacy : Understanding facts, figures, statistics, and
students can discern facts, publishing data
outlets, and the technology behind
them Media Literacy : Understanding the methods and outlets in which
information is published
Technology Literacy : Understanding the machines that make the
Information Age possible
Life Skills take a look at intangible Flexibility : Deviating from plans as needed
elements of a student’s everyday life.
Leadership : Motivating a team to accomplish a goal
These intangibles focus on both
personal and professional qualities Initiative : Starting projects, strategies, and plans on one’s own
Productivity : Maintaining efficiency in an age of distractions
Social Skills : Meeting and networking with others for mutual benefit
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3. Methodology
This study employed a survey method to gauge the lecturers’ readiness in embracing 21st century
education from one of the polytechnics in Malaysia. The questionnaire used for the purpose of
this study was adapted from the work of Hixson, Ravitz, and Whisman (2012), who modified
previous work of Innovative Teaching and Learning Study (Shear, Novais, Means, Gallagher, &
Langworthy,2010) and The William and Flora Hewlett Foundation (2010). Table 1 shows the 21 st
century teaching and learning framework developed by Hixson, Ravitz, and Whisman (2012)
Table 2: 21st Century Teaching and Learning Framework by Hixson, Ravitz, and Whisman (2012)
Skills Definition
CRITICAL Refers to students being able to analyze complex problems, investigate questions
THINKING SKILLS for which there are no clear-cut answers, evaluate different points of view or
sources of information, and draw appropriate conclusions based on evidence and
reasoning.
COLLABORATION Refers to students being able to work together to solve problems or answer
SKILLS questions, to work effectively and respectfully in teams to accomplish a common
goal and to assume shared responsibility for completing a task.
COMMUNICATION Refers to students being able to organize their thoughts, data, and findings; and
SKILLS share these effectively through a variety of media, as well as orally and in writing
CREATIVITY AND Refers to students being able to generate and refine solutions to complex problems
INNOVATION or tasks based on synthesis, analysis, and then combining or presenting what they
SKILLS have learned in new and original ways.
SELF-DIRECTION Refers to students being able to take responsibility for their learning by identifying
SKILLS topics to pursue and processes for their own learning, and being able to review their
own work and respond to feedback
GLOBAL Refers to students being able to understand global, geopolitical issues including
CONNECTION awareness of geography, culture, language, history, and literature from other
countries
LOCAL Refers to students being able to apply what they have learned to local contexts and
CONNECTION community issues.
USING Refers to students being able to manage their learning and produce products using
TECHNOLOGY AS A appropriate information and communication technologies.
TOOL FOR
LEARNING
This study addressed the learning skills of 21st century education which focuses on critical
thinking skills, collaboration skills, communication skills and creativity and innovation skills.
The questionnaire consisted of three sections; first was related to the respondents’ demographic
profile and the second section focused on the respondents’ frequency of practicing each skill
while the third section looked at the respondents’ awareness of having taught and assessed each
skill.
4. Results and discussion

4.1 Demographic Profile
Table 3 shows the lecturers’ demographic profile. Of the lecturer who participated in the survey,
75% were female and 25% were male. More than half of the lecturers’ possessed a Masters
degree (56.25%). As for the teaching experiences, the lecturers have been teaching between 4 –
30 years with a big majority having taught for 6 – 15 years (59.37%).
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Table 3: Demographic profiles

Frequency Percentage (%)
Gender Female 24 75
Male 8 25
Total 32 100
Qualification Bachelor’s 14 43.75
Degree
Master’s Degree 18 56.25
PhD - -
Total 32 100
Years of Teaching Less than 1 year - -
Experiences
1-5 years 1 3.13
6-10 years 10 31.25
11-15 years 9 28.12
16-20 years 5 15.62
21-25 years 3 9.38
26 – 30 years 4 12.5
Total 32 100
Course Taught English 16 50
Islamic 16 50
Education
Total 32 100
4.2 Lecturers’ frequency of using each skill

The second part of the questionnaire asks the frequency of using the 5-6 practices related to each
skill. A 5-point Likert scale (1= “Almost Never”, 2 = “A few times a semester”, 3= “1 – 3 times
per month”, 4= “1 – 3 times per week”, and 5= “Almost daily” was used to assess the items.
Table 4: Lecturers’ frequency of using each skill

Skills Mean Standard
Deviation (SD)
Critical Thinking Skills
1a) Compare information from different sources before completing a task or 3.11 1.100
assignment?
1b) Draw their own conclusions based on analysis of numbers, facts, or 3.05 1.079
relevant information?
1c) Summarize or create their own interpretation of what they have read or 3.47 1.172
been taught?
1d) Analyze competing arguments, perspectives or solutions to a problem? 3.00 1.291
1e) Develop a persuasive argument based on supporting evidence or 2.95 1.129
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reasoning?
1f) Try to solve complex problems or answer questions that have no single 2.58 1.170
correct solution or answer?
Collaboration Skills
1a) Work in pairs or small groups to complete a task together? 4.26 .733
1b) Work with other students to set goals and create a plan for their team? 3.74 .872
1c) Create joint products using contributions from each student? 2.79 1.228
1d) Present their group work to the class, teacher or others? 3.58 1.071
1e) Work as a team to incorporate feedback on group tasks or products? 3.42 1.121
1f) Give feedback to peers or assess other students’ work 3.37 .955
Communication Skills
1a) Structure data for use in written products or oral presentations (e.g., 2.84 1.015
creating charts, tables or graphs)?
1b) Convey their ideas using media other than a written paper (e.g., posters, 3.05 .970
video, blogs, etc.)
1c) Prepare and deliver an oral presentation to the teacher or others? 3.21 1.316
1d) Answer questions in front of an audience? 3.63 1.3
1e) Decide how they will present their work or demonstrate their learning? 3.26 1.147
Creativity and Innovation Skills

1a) Use idea creation techniques such as brainstorming or concept mapping? 3.53 .964
1b) Generate their own ideas about how to confront a problem or question? 3.26 .991
1c) Test out different ideas and work to improve them? 3.11 .937
1d) Invent a solution to a complex, open-ended question or problem? 3.00 1.00
1e) Create an original product or performance to express their ideas? 2.68 1.157
The finding shows that as for critical thinking skills, the lecturers preferred to ask the students to
summarize or create their own interpretation of what they have read or been taught (M= 3.47).
This was followed by asking the students to compare information from different sources before
completing a task or assignment (M= 3.11). The least used method in addressing critical thinking
is asking students to try to solve complex problems or answer questions that have no single
correct solution or answer ( M=2.58).
The finding in table 4 reflects the most commonly used method to address collaboration skills is
encouraging students to work in pairs or small groups to complete a task (M=4.26). This is
followed by encouraging students to work with other students to set goals and create a plan for
their team (M=3.74). The method least used in addressing collaboration skills is to create joint
products using contributions from each student (M=2.79).
From the finding, it can be seen that the lecturers have employed the question and answer session
in front of the audience (M=3.63) to develop communication skills. The least commonly used
approach to develop communication skill is to structure data for use in written products or oral
presentations (M=2.84).
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In order to enhance the students’ creative and innovative skills, the lecturers have engaged the
students in various activities. The frequently used approach is to use idea creation techniques
such as brainstorming or concept mapping (M=3.53) and this is followed by engaging students in
activities to generate their own ideas about how to confront a problem or question (M3.26). The
least used approach to engage the students in creative and innovative skill is to create an original
product or performance to express their ideas (M=2.68).
4.2 Lecturers’ awareness of having taught and assessed each skill

The third part of the questionnaire looked at the respondents’ awareness of having taught and
assessed each skill. A 5-point Likert scale (1= “Not Really”, 2 = “To a minor extent”, 3= “To a
moderate extent, 4= “To a great extent”, and 5= “To a very great extent” was used to assess the
items.
Table 5: Lecturers’ awareness of having taught and assessed each skill
Skills Mean Standard
Deviation (SD)
Critical Thinking Skills
1a) I have tried to develop students’ critical thinking skills 3.53 .905
1b) Most students have learned critical thinking skills while in my class 2.89 .809
1c) I have been able to effectively assess students’ critical thinking skills 3.11 .809
Collaboration Skills
1a) I have tried to develop students’ collaboration skills 4.11 .658
1b) Most students have learned collaboration skills while in my class 3.95 .780
1c) I have been able to effectively assess students’ collaboration skills 3.84 .834
Communication Skills
1a) I have tried to develop students’ communication skills 4.37 .597
1b) Most students have learned communication skills while in my class 4.26 .452
1c) I have been able to effectively assess students’ communication skills 4.16 .602
Creativity and Innovation Skills

1a) I have tried to develop students’ creativity and innovation skills 3.42 .902
1b) Most students have learned creativity and innovation skills while in my 3.00 .943
class.
1c) I have been able to effectively assess students’ creativity and innovation 3.11 .937
skills.
Table 5 shows the lecturers’ awareness of having taught or assessed each skill in their teaching
and learning process. The overall findings show that the lecturers have taught and assessed all the
four skills in their teaching and learning process. The skill which was frequently taught and
assessed is communication skills ( M=4.26) followed by collaboration skills (M=3.96) and both
critical thinking skills and creativity and innovation skills recorded the same mean (M=3.17).
The overall findings show that the lecturers are ready to embrace the 21st century education. The
findings also reveal that the most frequently addressed skills are collaboration and
communication skills.
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5.0 Conclusion
The study explored Malaysian polytechnic lecturers’ readiness in embracing 21st century
education. The results suggest that the lecturers have employed the 21st century education skills
in their teaching and learning process. The lecturers realized that the students’ academic grades
alone cannot be used as a key measure tool of real-world knowledge and skills. On the other
hand, higher education institution has to be prepared to adapt and change their syllabus and
delivery methods in to equip students with the necessary skills to be able to fit the 21st century
job market.
The importance of chalk and talk method cannot be denied as it always comes first in a lesson but
it has to be balanced with other instructional strategies that can foster higher order thinking to
create 21st century students who are ready to face the challenges at the workplace. Hence,
lecturers need to align themselves with the changes to cater to the industry. Graduates need to be
equipped with the ability to solve complex problems, lead teams made up of humans and
machines and have a strong foundation in ICT to make quick informed decisions.
Many factors that can influence the lecturers’ readiness in embracing 21st century education. This
study is limited to 32 lecturers from a polytechnic in Malaysia, further studies can be undertaken
using respondents from other polytechnics or community colleges across the country for more
conclusive findings.
References
Ahmad, Syahrul Ahmar & Yoke, Soo & Yunos, Rahimah & Mohd Amin, Juyati. (2019).
Exploring Lecturers’ Readiness for 21st Century Education in Malaysian Higher
Learning Institutions. 1. 15-29. 10.33422/EJTE.2019.10.27.
Applied Educational Systems, I. (2019). What Are 21st Century Skills?. [online]
Aeseducation.com. Available at: https://www.aeseducation.com/career-readiness/what-
are-21st-century-skills [Accessed 10 Nov. 2019].
Chai, C. S., & Kong, S.-C. (2017). Professional learning for 21st century education. Journal of
Computers in Education, 4(1), 1–4.
Hixson,N.K., Ravitz, J., & Whisman, A.(2012). Extended professional development in project-
based learning: Impacts on 21st century teaching and student achievement.Charleston,
WV: West Virginia Department of Education, Division of Teaching and Learning,
Office of Research.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of
Education and Literacy Studies, 6(3), 92.
Partnership for 21st Century Learning. (2007). Framework for 21st Century Learning. Retrieved
from http://www.p21.org/our-work/p21-framework
Partnership for 21st Century Skills. (2011). No Title. Retrieved from http://www.p21.org
Shear, L., Novais, G., Means, B., Gallagher, L., & Langworthy, M. (2010). ITL Research
Design. Menlo Park, CA: SRI International.
Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630–634.
The William and Flora Hewlett Foundation. (2010). Education Program Strategic Plan.
Education. Menlo Park, CA: SRI International.
Yoke, S. K ( 2018, April 06). Are educators ready for Education 4.0. The Star Online. Retrieved
from https://www.thestar.com.my/opinion/letters/2018/04/06/are-educators-ready-for-
education-40
Yoke, S. K. (2018, April 28). Shaping education for future employment. The New Straits Times.
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EXPLORING YOUNG MALAYSIANS’ PREFERENCES IN

STEM-ORIENTED CAREER PATHS
Khamsiah Ismail1, Sharifah Sariah Syed Hassan2, Salmi Ahmad Sudan3
Kulliyyah of Education, International Islamic University Malaysia, Kuala Lumpur
*Corresponding Author: ikhamsiah@iium.edu.my

_________________________________________________________________________________________
Abstract: The lack of awareness on the benefits of science, mathematics and technology (STEM)
subjects for future career among school children is apparent in Malaysia and globally. This study
attempted to highlight the current trend of career paths in Malaysia specifically on STEM- related
subjects. Using qualitative research interviews, this research was based on the findings of report
by Counselling students (n=46) who were pursuing their Bachelor’s degree in education in one of
the public Malaysian Universities. They collected interview data from 1009 respondents aged
between five to 17 years old throughout Malaysia based on convenient sampling procedure. The
qualitative data were subsequently converted to quantitative using descriptive statistics based on
the themes and subthemes categorized from the qualitative findings. The findings show that
teacher and doctor have remained the trend of career preferences across different levels of
studies. On the contrary, a strong incline towards non-STEM related careers are apparent among
the children across different levels of studies and gender. It has also revealed that self-interest is
the key factor that influences their occupational choices. A recommendation has been forwarded
for creating more STEM-related occupational awareness and knowledge to prepare young
Malaysians for a competitive and challenging job market in the context of Industry 4.0.
Keywords: STEM, career counselling, qualitative

_________________________________________________________________________
1. Introduction
The evolution of science and technology has changed the landscape of education in the 21st
century. More demands of skilful human capital from Science, Technology, Engineering and
Mathematics (STEM) have continued to pressure the Governments around the world to shift their
focus in reforming education in schools. In achieving the globally competitive economic growth,
Malaysia has to compete in the industrial market by investing further on reforming education and
research and development (R&D) for the Industry 4.0. On the hype of the agenda, Malaysia is
experiencing the decline of interest amongst school students in pursuing their specialization and
choosing their career path in STEM for the past 10 years (MOSTI, 2008; Wellcome Trust /
NFER, 2011; MOSTI, 2015, Halim & Meerah, 2016, Borneo Post online, 2019). Further issue
raised includes the mismatch of skills and knowledge which show lack of coordination in STEM
policies and its implementation in schools. Researchers have reached to a consensus that the
mismatch of jobs and skills required from the labour market does exist in Malaysia (Rahmah,
2011; Hanafi, Nordin & Khamis, 2015). Despite the expansion and reformation of school and
higher learning education to accommodate the problem of mismatch knowledge and skills, the
issue will further reach a conflict to the country if the Government is not taking the effort to build
the market and opportunities for the young generation. Indeed, teachers and parents must also
play important roles in inculcating the interest of pursuing the career path in STEM and to build
the resilient characters within the young people in Malaysia.
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Parents have been proven to play very crucial influence on their children career path. This is
evidence from the study by Oomen (2016) which relates to the three interventions namely career
information-centred, family learning and family therapy. In the aspect of information-centred,
parents and teachers must work hand in hand to create awareness and notify the information
about STEM. Family learning involves self-initiatives to learn and notify their children about the
present context. Teachers on the other hand can create activities of seminar and invite talks which
are related to STEM. Family therapies are centred from the professionals trained on career path
by setting a series of meetings and consultations. Subconsciously, parents may also influence
their young children in choosing STEM-related careers by providing toys and game sets which
relate to engineering or doctor’s occupations.This is the vital first phase for children to imagine
the career of doctors and engineers that they may possibly develop interest in such careers during
their growing up years.
In the last decade, there has been a revived interest in conceptualizing children's career
development. Young people’s engagement in STEM is a subject of international concern (Bǿe,
Henriksen, Lyons, Schreiner, 2011). The issue of students’ engagement with the subjects,
whether in school or university, has always been a priority in Malaysian education system
(Liong, 2017) “This can be seen as far back as 1970 with the implementation of the first National
Science and Technology Enrolment Policy of 60:40, which guaranteed that 60 percent of students
would be enrolled in science with the remaining 40 percent in arts” (Andrew, 2017). STEM
Initiative in Malaysia Education Blueprint 2013-2025 has outlined two main aims which are to
prepare students with the skills in meeting challenges; and to ensure the country has sufficient
qualified STEM graduates (Ministry of Education Malaysia, 2013). With STEM as a priority in
our education blueprint and the recent incorporation of computational thinking in the curriculum,
our younger generation is moving forward to integrate a strong foundation to be digital citizens
and future innovators in a rapidly evolving world.
In placing the right direction of STEM career path, teaching strategies must be effective to ensure
focus and interest are inculcated. The motivation to learn will influence their autonomous
learning which also improves the confidence to face the difficulties in learning STEM subjects
(Xiaoqing (2014). In defining motivation, Williams and Burden (1997), in Zan Mao (2011)
emphasize on cognitive and emotional arousal to a conscious decision to act. These two elements
drive to a sustained intellectual and persistence towards achieving a goal. A similar notion is
reflected by Deci and Ryan (2000) which they signify motivation as intrinsic and extrinsic.
Intrinsic motivation is the driving force from within which yields enjoyment and satisfaction.
Extrinsic motivation is achieved through getting rewards and acknowledgement while
punishment avoidance is from the other end. Extrinsic however can be interpolated as intrinsic if
students are given the understanding and internalize the task based on the interest, they are made
aware of.
Investigating the children’s interest, preferences and dream jobs is crucial in providing the
programs suited for children career development. Despite the significant role of children’s career
development, most of researches focused on secondary level and adolescence (Hartung, Porfeli &
Vondracek, 2005; Watson & McMahon, 2005; in Howard, Castine, Flanagan & Lee, 2017).
Further, most of the studies about career development have been carried out in the western
countries. There is limited research regarding to future job undertaking and preference among
Malaysian children. Othman (2012) surveyed Malaysian children’s views about the future and
career aspiration. Being a doctor was the most preferred choice which was followed by teacher as
the second domineering ambition. On the contrary, only 12% wanted to be actors in order to be
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well-known. Moreover, the majority of children (88%) responded that spending time with family
is more important for them as compared to make money (Star Online, January 8, 2014). Thus,
investigating further about children’ interest and experience about dream job is vital to support
the career development.
Based on the Career Development Theory, the direction of childhood career is a dynamic and
interactive process of learning which can construct and conceptualize the children’s career
development (Gottfredson, 1996, in Larson, 2012). The research on children’ career
development and their perceptions about dream job are limited and further studies have to be
carried out on this particular developmental lifespan (Schultheiss, Palma & Manzi, 2005).
Moreover, the number of previous studies which focused on primary students’ career
development is not sufficient especially among Malaysian school children. Despite STEM in
curriculum was given much emphasis, career development program in preparing students in
schools for STEM-related careers was not mentioned in Malaysia Education Blueprint 2013-
2025: Pre-School to Post-Secondary School (Ministry of Education, 2013). Thus, the aim of this
study was to explore the projection of Malaysian children’s dream job, patterns of preference
towards STEM-related occupations and factors that influence their occupational choices.
Focus of Study
In response to the concerns of parental involvement, education reform, effective teaching
strategies and student interest in STEM, a lucid understanding of young people’s views on their
future career is important. Previous research has sparked the understanding of research trend in
STEM. In expanding the literature, this study has been designed to further investigate the trend
among the Malaysian young adults on their career choices and educational pathway options. The
implications of this study will provide information to the Ministry of Education on the present
scenario of the aspiration of the young adults in Malaysia towards STEM. A thorough
intervention can be carried out to ensure effective strategies in boosting the students’ interest to
pursue in STEM subjects.
In this study, data were collected via structured interview questions from 1035 young adults in
preschool to secondary schools in Malaysia to seek answers to the following questions:
1. What are the career preferences of Malaysian young people?

2. What are the patterns of preference towards STEM-related occupations based on
(i) gender and (ii) educational level?
3. What are the key factors that influence their occupational choices?
2. Literature Reviews
Career development
Career development and knowing about occupations are processes which emulate from the early
age. The beginning of career development occurs when watching their parents and family in the
career path, and then continues with their own exploration and decision making. However, not
everyone is influenced from the early age. This notion is reflected from McKay (2018). She also
emphasizes that career development can be independent and not necessarily driven from
intervention from any parties. However, the career information and development are two
significant elements in shaping the future career. The knowledge related to job and the children’s
dreams about future jobs should be given at the early age as it will be more practical during
adolescence (Walls, 2000 in Sigelman & Rider, 2015). Nevertheless, the issue whether career
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information exposure should be given during the early or later age, one must not pressure the
young generations to fulfil the job market by ignoring their passion.
In supporting the issue of career development based on age, DeWitt and Archer (2015) assert that
schools should be encouraged to provide a platform for career development from early age where
STEM subjects can lead students to achieve their dream jobs. They have also highlighted that
STEM curriculum and information about careers should be embedded into the classroom from
primary school in order to prepare the workforce of the 21st century. The primary students start
to imagine themselves in future job undertaking related to science which will influence their
career behaviour intention in future. So, early age career development is very important in
shaping the intention for career selections (Tai, Liu, Maltese & Fan, 2006). Collias (2012) as an
educational consultant who specializes in STEM curriculum has mentioned that there should not
be any short cut but to ensure the kids are given proper education and exposure about STEM
related subjects.
Watson and McMahon (2005) has carried out a critical literature review research on career
development and the source of information about children’s future job. He has reported that mass
media, parents and schools are the primary sources of job information for kids. According to
McMahon et al. (2001), in Helwig (2004), the information and dreams about future jobs opted by
the children will change overtime but they have significant impact on what the children want to
be in future. At the elementary level, the children describe occupation as their activities and
behaviours. On the contrary, the children focus more on their interests and abilities as career and
occupation from the secondary level viewpoints. The concern that we have is the information
related to career and jobs available in the current situation in the country. It has been found that
the finding of Drawing for the Future survey from Chambers, Rehill, Kashefpakde, and Percy
(2018) has shown that less than 1% of the children have the knowledge about the jobs around
them. This is contributed to the lack of information about the working life pouring to the schools
whether from the industry or organizations. Despite the survey has focussed in United Kingdom,
this issue appears to be a global concerned.
Most of the career theories emphasize on development of career among different age group.
Literature reviews have shown that there is little focus on children’s career development and what
children want to be in the future (Whiston & Brecheisen, 2002) despite the influence of media
and social networks that allow information to move very fast. Moreover, many psychologist
experts have asserted that early interventions are needed for students’ career development
(Vondracek,2001; Turner & Lapan, 2005). Therefore, it is critical to further investigate career
development and gain more information about the children’s dream job and factors affecting their
selection of certain job (Hartung, Prorfeil & Vondracek, 2005, Chambers, et.al.,2018).
Social norms and culture influence

Fatherly (2005), a leading digital media brand for dads has carried out a study in US among 500
kids, who were asked: “What do you want to be when you grow up?” The results have revealed
the impact of culture, gender and social norms on their career choice. The kids still show their
preference to be doctors. In later STEM research discovery, it was found that only 35 % of kids
preferred science, technology, engineering, and math careers, which might be disappointing with
the STEM education (Edwards, 2014). Further, most of the kids have responded that they want to
be rich and famous. In a study by Archer, DeWitt, Osborne, Dillon, Willis, and Wong (2012), it
was reported that even though the trend among UK children has shown high interest in science
with good support from school and their parents, they show no intention to pursue in science
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related career. The trend towards career choices has changed over the years not only in USA but
also worldwide. It is apparent that people now are more concerned on survival and making
money in order to be complacent and living in comfort zone. Thus, more research is needed to
investigate about Malaysian children’s aspiration about their dream job which can provide
information about different factors affecting on their career choice.
Previous literatures have shown that gender role in the culture can influence children’s future job.
Among the jobs which are gender-oriented revolves on careers related to fire-fighter, chef, baker,
scientist, athlete, teacher and doctor. As reported by Cruickshank in Chambers et.,al (2018),
children have expressed their idealistic ideas and perceptions about what they want to do in
future. There seem a stereotype careers opted based on gender where sports are for boys and
teachers are for the girls. In the report, he raised a worrying issue on the lack of information
related to STEM since the children only obtain the information through people around them and
media they access to. In a study by Low Ng, Hui and Cai (2017), it has been found that teachers
choose to become teachers because of certain driven factors such as intrinsic and attainment
value. The intrinsic values relate to their sense of enjoyment and fulfilment. Attainment values
relate to the interest in the job.
In the past ten years, career development from childhood is evident to support fundamental roots
in children’s future job. Watson and McMahon (2007, in Skorikov & Patton, 2017) have found
that majority of University students could make the connection between school curricular and
their future jobs that was interesting for them. These students are found to have their career
options decided even before they came to the Higher Learning Institution. It seems that young
adults develop their career’s interest, experience and aspirations earlier than expected time. This
is supported by Stringer, Kerpelman and Skorikov, (2011) where they indicate that the identity
formation is based on childhood development as the term used ‘the sense of self derived from
one’s development of an occupational career an important component of one’s overall identity (p.
158).
Fatherly (2005), a leading digital media brand for dads has carried out a study in US among 500
kids, who were asked: “What do you want to be when you grow up?” The results have revealed
the impact of culture, gender and social norms on their career choice. The kids still show their
preference to be doctors. In later STEM research discovery, it was found that only 35 % of kids
preferred science, technology, engineering, and math careers, which might be disappointing with
the STEM education (Edwards, 2014). Further, most of the kids have responded that they want to
be rich and famous. In a study by Archer, DeWitt, Osborne, Dillon, Willis, and Wong (2012), it
was reported that even though the trend among UK children has shown high interest in science
with good support from school and their parents, they show no intention to pursue in science
related career. The trend towards career choices has changed over the years not only in USA but
also worldwide. It is apparent that people now are more concerned on survival and making
money in order to be complacent and living in comfort zone. Thus, more research is needed to
investigate about Malaysian children’s aspiration about their dream job which can provide
information about different factors affecting on their career choice.
Previous literatures have shown that gender role in the culture can influence children’s future job.
Among the jobs which are gender-oriented revolves on careers related to fire-fighter, chef, baker,
scientist, athlete, teacher and doctor. As reported by Cruickshank in Chambers et.,al (2018),
children have expressed their idealistic ideas and perceptions about what they want to do in
future. There seem a stereotype careers opted based on gender where sports are for boys and
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teachers are for the girls. In the report, he raised a worrying issue on the lack of information
related to STEM since the children only obtain the information through people around them and
media they access to. In a study by Low Ng, Hui and Cai (2017), it has been found that teachers
choose to become teachers because of certain driven factors such as intrinsic and attainment
value. The intrinsic values relate to their sense of enjoyment and fulfilment. Attainment values
relate to the interest in the job.
Based on the reviewed literatures, gender and culture stereotypes remain influential factors in
career options of the children and young adolescents. Furthermore, the information from the
industries and the working life are not well exposed and informed to the school children. The
factors that shape the children’s choice of work are based on the exposure she or he gets from the
schools, parents and the environment specifically the social media. Nevertheless, the interest
factor among the children is not ignored by the researchers which places a priority in the career
making decisions.
Knowledge orientation
Watson and McMahon (2005) has carried out a literature review research on career development
and the source of information about children’s future job. He has reported that mass media,
parents and schools are the primary sources of job information for kids. According to McMahon
et al. (2001, in Helwig, 2004), the information and dreams about future jobs opted by the children
will change overtime but they have significant impact on what the children want to be in future.
At the elementary level, the children describe occupation as their activities and behaviours. On
the contrary, the children focus more on their interests and abilities as career and occupation from
the secondary level viewpoints. The concern that we have is the information related to career and
jobs available in the current situation in the country. It has been found that the finding of
Drawing for the Future survey from Chambers, Rehill, Kashefpakde, and Percy (2018) has shown
that less than 1% of the children have the knowledge about the jobs around them. This is
contributed to the lack of information about the working life pouring to the schools whether from
the industry or organizations. Despite the survey has focussed in United Kingdom, this issue
appears to be a global concerned.
Most of the career theories emphasize on development of career among different age group.
Literature reviews have shown that there is little focus on children’s career development and what
children want to be in the future (Whiston & Brecheisen, 2002) despite the influence of media
and social networks that allow information to move very fast. Moreover, many psychologist
experts have asserted that early interventions are needed for students’ career development
(Vondracek,2001; Turner & Lapan, 2005). Therefore, it is critical to further investigate career
development and gain more information about the children’s dream job and factors affecting their
selection of certain job (Hartung, Prorfeil & Vondracek, 2005, Chambers, et.al.,2018).
In the past ten years, career development from childhood is evident to support fundamental roots
in children’s future job. Watson and McMahon (2007, in Skorikov & Patton, 2017) have found
that majority of University students could make the connection between school curricular and
their future jobs that was interesting for them. These students are found to have their career
options decided even before they came to the Higher Learning Institution. It seems that young
adults develop their career’s interest, experience and aspirations earlier than expected time. This
is supported by Stringer, Kerpelman and Skorikov, (2011) where they indicate that the identity
formation is based on childhood development as the term used ‘the sense of self derived from
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one’s development of an occupational career an important component of one’s overall identity (p.
158).
Based on the reviewed literatures, gender and culture stereotypes remain influential factors in
career options of the children and young adolescents. Furthermore, the information from the
industries and the working life are not well exposed and informed to the school children. The
factors that shape the children’s choice of work are based on the exposure of knowledge she or he
gets from the schools, parents and the environment specifically the social media. Nevertheless,
the interest factor among the children is not ignored by the researchers which places a priority in
the career making decisions.
3. Research Design
The present study is exploratory research work in nature as it specifically aimed at venturing the
nature of the problem. This research has been designed qualitatively using words from the
participants but converted to numbers for meaningful quantitative results. This method is based
on Sandelowski, Voils and Knafi (2009) work where there will be a possibility to derive
generalizable results through the process of ‘quantizing’. This research begins with open-format
data using interview via systematic qualitative procedure and change it into numerical data that
can be analysed quantitatively. The study employed six structured interview questions as data
collection method with the intention to obtain a better understanding of the young peoples’ career
preferences, sources of influence, knowledge of the career of their preference, awareness of the
work that people do in that career and their knowledge about educational pathways.
Sample and Sampling Procedure

Data for this study were collected from the students who enrolled in Career Development course
in the University which is one of the required courses for Bachelor of Education (Guidance and
Counselling). The assessment designed for the course included the tasks for the students to
involve in providing information based from their interviews. They were briefed and explained
prior to the introductory of the course registered at the beginning of Semester 1 which began in
September 2017 and ended in January 2018. Specifically, the students were assigned to conduct
interviews and produce videos, and also written reports on statistics of the aspirations of young
Malaysians.
Forty-six students were divided into 13 groups (three to four persons per group) that were
assigned to collect the data from 1009 students consisted of pre-schoolers (five to six years old),
primary (seven to 12 years old), lower secondary (13 to 15 years old) and upper secondary school
students (16 to 17 years old), with an approximation of 25% from each group. Each group was
expected to collect data from 80 respondents and to return 1040 completed inventories. The
students (enumerators) collected their data based on their easy access and convenience to the
respondents. The access to the respective educational settings required approval and endorsement
from the Ministry of Education which sometimes took several months. Thus, for one semester
(four months), a convenient sampling procedure was a better alternative for data collection
involving samples from 14 states in Malaysia. The samples were not evenly distributed based on
states as the students conducted the data collection at their home town during the mid-semester
break. The respondents were met and asked questions via structure interview after school
sessions, at recreational places, shopping malls and also at their homes.
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The students were allowed to conduct interview throughout the semester (approximately four
months) as they have to present their work at the end of the semester. Nevertheless, the available
data were utilized by the researcher to study a particular phenomenon with a potential to generate
valuable insights and provide a preliminary work for further research. The method employed
facilitates the researcher to assess the elements of the population. Non-probability sample can be
of benefit in existing theoretical insights or developing new ones (Showkat & Parveen, 2017). In
summary, this type of sampling, allow the researcher to choose the participants as per his/her own
judgment, keeping back in mind the purpose of the study
Instrument
Two sets of data comprising demographic characteristics and career profile information of the
respondents’ career preference, including career knowledge, key factors that determine their
preferences and plans for their educational pathways were collected via structured interview
questions, printed on inventory. Details of the information collected are presented as follows.
i. Demographic information: Gender, ethnic, age, name of school, levels of
education, parents’ occupation and education background, location and district/state.
ii. Career profile:
a. What do you want to be when you grow up? (the kind of work/ambition that they want
to pursue)
b. Is it your own choice or suggested by others? (who - e.g. parents, father, mother,
friends, etc.)
The questions were asked by the enumerators individually, face-to-face and the responses were
written on the inventories. Each inventory was coded for data entry into SPSS. Responses given
by the young adolescents were classified into groups according to similarities of their answers.
Examples are like the following:
a. Question 1 - 1 - Teacher; 2 - police; 3 - chef - 21 so on.

b. Question 2 - Reasons for choosing the occupation - “want to help people” – coded
as 2, …. - coded as 4, and etc..
c. Question 3 - Whose choice? - 1 - Own; 2 - Father; 3 - Mother ….etc
d. Question 4 - Knowledge about what people do in the work of their choice -1-
e. Question 5 - Course you want to study - 1 - ….; 2 - …;
f. Question 6 - Where to study –
Occupations reported by the respondents as their preferred career were later categorized into
STEM and non-STEM occupations based on the occupations that require education in science,
technology, engineering and mathematics discipline as listed in O*NET Online
(https://www.onetonline.org/find/stem). Five main types of the STEM occupations outlined by
the website and they are as follows:
(i) Research, Development, Design, and Practitioners (e.g. actuaries, animal scientist,
architects (except landscape and naval), fire prevention and protection engineers,
pharmacist, veterinarians);
(ii) Technologists and Technicians (e.g. aerospace engineering and operations technicians,
computer programmers, pharmacy technicians, social science research technicians);
(iii) Postsecondary Teaching (e.g. chemistry teachers - postsecondary, economic teacher -
postsecondary, psychology teachers - postsecondary);
(iv) Managerial (e.g. clinical research coordinators, computer and information research
scientists, medic and health services managers;
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(v) Sales (e.g. sales engineer, sales representatives, wholesale and manufacturing,
technical and scientific products).
The STEM-related occupations were coded as “1” and non-STEM were coded as “2” in the data
entry. The statistic is used to provide answer to the second research question “To what extent are
the career oriented towards STEM-related occupation?” Although the questions were asked direct
to the respondents, response rate was 97% as the other 3% were eliminated due to missing data
based on the incomplete responses.
Data Analysis Procedure

The data from the interview were specifically coded in order to be scaled in numerical categories.
Descriptive statistic was displayed to summarize the participants’ demographic information and
distributions, or breakdown information of each question involved. This will also address the
research questions. Descriptive analyses involve frequency, percentage, mean and standard
deviations of the data. Chi-square testing has been used to determine the associations between
two nominal or categories.
4. Results
The presentation of the study findings is divided into the breakdown information of the
demographic and research questions.
Demographic Analysis of Respondents

Out of the total 1009 children involved in this study, 464 (46%) are boys and 545 (54%) are girls.
Among these children, 981 (97.5%) are Malays while the minorities are only 0.9 % and 1.9%
amongst Indian and Chinese respectively. In terms of their education levels, 25.3% are pre-
schoolers, 24.7% are from primary school, 24.9% from lower secondary and 25.2% are upper
secondary students.
Among these children, 64% are from urban and 36% from rural area with the majority (27.8%)
are from the state of Selangor. It is followed by 15.4% from Kelantan while the minority (0.6%)
are from Sabah and Sarawak (0.6%). Thus, the data were obtained from a diverse cultures and
races covering from West and East coast of Peninsular Malaysia and East Malaysia. Table 1
provides the demographic characteristics of the respondents.
Table 1.0: Demographic Characteristics of the Respondents
No Demographic Characteristics Frequency % Total

1 Gender
- Male 464 46 1009 (100%)
- Female 545 54.0
2. Ethnic
- Malay 981 97.2 1009 (100%)
- Chinese 19 1.9
- Indian 9 .9
3. Levels of Education
- Preschool 255 25.3 1009 100%)
- Primary School 249 24.7
- Lower Secondary School 251 24.9
- Upper Secondary School 254 25.2
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4. Locations
- Urban 646 64.0 1009 (100%)
- Rural 363 36.0
5. States
- Johor 56 5.6 1009 (100%)
- Kelantan 155 15.4
- Negeri Sembilan 21 2.1
- Pahang 18 1.8
- Perlis 48 4.8
- Pulau Pinang 118 11.7
- Sabah 6 .6
- Sarawak 6 .6
- Selangor 281 27.8
- Terengganu 116 11.5
- Wilayah Persekutuan Kuala Lumpur 111 11.0
- Wilayah Persekutuan Putrajaya 10 1.0
RQ 1: What are Occupational Preferences of Young Malaysians

Descriptive analysis was performed to obtain the frequencies and percentages of the types of
occupations reported by the respondents. In understanding and exploring the career preferences
among Malaysian young peoples, Table 2.0 in Appendix A shows the details based on
breakdown of frequency, percentage and levels of study.
Table 2.0 shows the frequency and percentage of the job preferences as revealed by the
respondents. The highest percentage of career or job preference based on levels of study reveals
that the pre-school students are inclined to become doctors (21%) in a general term. As for lower
secondary school students, teachers and doctors carry similar score of 18%. Among the upper
secondary students, teacher remains popular with 26%. The term doctor becomes more apparent
and specific in lower and upper secondary levels accounting for 0.1% in each field of
psychiatrist, forensic, dermatologist, dentist and etc.
The overall percentage indicates that teacher is the most favourable occupation selected by the
majority of the students from all levels (17.6%, n=178) with religious teacher of 1.6%. This is
followed by 14% (n = 141) who wish to be doctors as well as 11.9% (n = 120) who want to be
policemen. The lowest percentage, i.e. 1% are reported to aspire themselves as immigration
officers, bankers, musician, forensic officer, snake catcher, Muay-Thai player, mufti (religious
leader). Interestingly however, to be a cat, Thomas and friends, power rangers, toilet cleaners are
also among the reported choices of job. A few did not respond clearly what they would want to
be when they grow up. For example, working in airline, petrol station and BBA which probably
refer to bachelor’s degree in business administration, which is an undergraduate program at the
university.
RQ 2 (i): What are the patterns of preference towards STEM-related occupations based on
gender?
Cross tabulation was performed to identify distribution of career preferences. Table 3.0 reveals
the details.
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Table 3.0: Frequency, percentage and gender of Preference Towards STEM-Related Occupations
STEM Non-STEM Don't know Total

Gender Male Count 132 328 4 464
Expected Count 173.8 287.4 2.8 464.0
% within Gender 28.4% 70.7% 0.9% 100.0%
Female Count 246 297 2 545
Expected Count 204.2 337.6 3.2 545.0
% within Gender 45.1% 54.5% 0.4% 100.0%
Total Count 378 625 6 1009
Expected Count 378.0 625.0 6.0 1009.0
% within Gender 37.5% 61.9% 0.6% 100.0%
Based on Table 3.0, the findings show that majority of the job preferences (62%) are not related
to STEM. Thus, a small minority (38%) of students are reported to show their job preferences
related to STEM. In understanding the gender trend preferences, majority of males are more
interested in non- STEM careers (71%) as compared to females with only 54%. However, in
order to test the association between STEM and gender, Chi-squared test results indicate that
there is a significant association between STEM and gender based on Linear by linear association
since the expected counts have achieved greater than 2.76.(see Table 4.0 ).Thus, there is an
association or relationship between gender and preference of job towards STEM related (X2 (2,
N = 1009) = 30.22, p <.05).
Table 4.0: Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 30.278a 2 .000
Likelihood Ratio 30.630 2 .000
Linear-by-Linear
30.222 1 .000
Association
N of Valid Cases 1009
a. 2 cells (33.3%) have expected count less than 5. The
minimum expected count is 2.76.
RQ 2 (ii): What are the patterns of preference towards STEM-related occupations based on
educational level?
In terms of level of study namely, pre-schoolers, primary school, lower and upper secondary
students and their preferences towards STEM-related occupation, the results show that 42.13%
upper secondary students and 41.43% lower secondary students preferred STEM-related
occupation compared to primary and preschool school students with 32.93% and 33.33%
respectively (see Table 5.0). Since the expected values are greater than 1.48, the significant test is
referred to Liner-to linear association at p<.05. Thus, there is an association between job
preference related to STEM and levels of studies. (X2 (6, N = 1009) = 5.995, p <.05).
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Table 5.0: Crosstabulation STEM and education level
STEM
Don't
STEM Non-STEM know Total
Education Pre School Count 85 169 1 255
Level Expected Count 95.5 158.0 1.5 255.0
% within EducationLevel 33.3% 66.3% 0.4% 100.0%
Primary Count 82 166 1 249
School
Expected Count 93.3 154.2 1.5 249.0
Lower Count 104 144 3 251
Secondary
Expected Count 94.0 155.5 1.5 251.0
Upper Count 107 146 1 254
Secondary
Expected Count 95.2 157.3 1.5 254.0
Total Count 378 625 6 1009
Expected Count 378.0 625.0 6.0 1009.0
Table 6.0: Chi-Square Tests
Asymptotic
Significance (2-
Value df sided)
Pearson Chi-Square 10.416a 6 .108
Likelihood Ratio 10.149 6 .119
Linear-by-Linear
5.995 1 .014
Association
N of Valid Cases 1009
a. 4 cells (33.3%) have expected count less than 5. The minimum
expected count is 1.48.
RQ 3: What are the Key Factors That Influence Their Occupational Choices
Descriptive analysis indicates the key factors that influence students’ occupational choice. The
findings demonstrate that self-interest (76.9%) is a key factor in selecting jobs for both gender
while teachers have less impact on choosing occupation as reported by students (Table 7.0). It
can be seen that self-interest is a key factor in choosing the occupations among both gender as
well as different study levels. This present study provides a small percentage of teacher as the
triggering factor (0.1%). Further social environment including parents, siblings, extended family,
friends and social media are only accounted with 23.1% as the influential factors.
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Table 7.0: Key Factors That Influence Their Occupational Choices
Factors Influencing
Frequency Percent (%)
Career Choice
Self interest 776 76.9
Mother 47 4.7
Father 41 4.1
Siblings 14 1.4
Parents/Other Family
54 5.4
Members
Teacher 1 .1
Friends 30 3.0
Social Medias/Others 46 4.6
Total 1009 100.0
5. Discussion
There has been abundance of studies related to career choice specifically in STEM related
subjects. In this present study, it has been found that the majority of Malaysian children show
their preferences of being teachers and doctors as their choice of career. Thus, the trend of job or
intended career path selected by the students regardless of age levels show that teachers and
doctors remain popular in the current context. This is parallel with the study of Low et.al., (2017)
where teacher is preferred due to the sense of fulfilment and enjoyment, social utility values and
attainment values. Social and teaching-learning experience in the past have triggered this choice.
The job of teaching has taken its highest popularity which could be due to less working hours and
long holiday during school break. Furthermore, the high incentive, accommodating salary and
living quarters with a very reasonable rental offered by the Government could also be the factor
that influences their decisions or their parents to influence their children’s decisions.
For the past many years, doctor’s profession remains at the hype of popularity due to the culture
bonded aspiration and respect gained in the society. Doctors become the second choice of career
path across the levels of study. This is parallel with the study by Fatherly’s (2005) where
children prefer to be doctors with only a few children preferred science, technology, engineering,
and math careers (Edwards, 2014). This brings to the attention where doctor as a career has been
in the culture transmission and respected values. The beliefs that doctors are paid well and
respected in the society remain an ideal career and a dream for a child in the society.
Nevertheless, research needs to be carried out on the extent that practicing doctors enjoy their
own choice of career. There must also be some information on the number of doctors are needed
in the country. We do not want a flooded number of doctors who don’t have jobs in the hospitals.
This issue has drawn to the importance of information or knowledge transfer from the industry
and organizations outside to schools as raised by Cruickshank in Chambers et.,al (2018). The
children need to know the reality of global issues and demands.
Despite the majority of students have chosen doctor and teacher as their career paths, the overall
results indicate that majority of students (61.9%) have shown their preference in Non- STEM
related occupation. Further investigation in this study also indicates that both males and females
as well as different levels of study prefer non-STEM occupations which are in-line with the study
by Moratti (2018) who asserted that the percentage of students who are interested in STEM
occupations has decreased from 36% to 24% in USA. More studies are needed to explore the
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reasons behind choosing non-STEM-related careers. Kennedy, Hefferon and Funk’s (2018)
study show that American don’t pursue STEM careers as they have mentioned that Math and
Science are very difficult. Further from his survey in 2016, it has been revealed that only 13% of
Americans were employed in carriers related to STEM while the majority was employed at non-
STEM related occupations. This scenario remains a concern and a global issue since children do
not want to learn something difficult and not having a good job at the end of the studies. Thus,
more encouragement is needed to ensure job availability and advantages to pursue STEM related
careers from the Government and Industries.
Additionally, in terms of factors influencing jobs selection, majority of students in this study
from both gender and different levels of education have mentioned that they chose their job
preference because of their interests. The findings of the present study further demonstrate that
the factor of teacher has the least influence on students’ selecting jobs among other factors such
as self-interest, sibling, father, mother, relatives, friends and social medias. Thus, STEM
education and teachers have to encourage students to involve in STEM courses and provide the
environment that can galvanize the interest of students. This is particularly important for the
young males, as demonstrated in this study were more inclined towards non-STEM occupation in
comparison with the females. The current demand for STEM-capable workers surpasses the
supply of applicants who have trained for those careers. As reported by Mohd. Shahili, Ismail &
Halim (2017, p. 123), “the Ministry of Science, Technology and Innovation (MOSTI) estimates
that there will be a shortfall of 236,000 professionals in STEM-related fields (MOSTI, 2012).
Given these shortfalls for a STEM-capable workforce, the nation’s positive outlook of future
economic growth depends on preparing more students to enter these fields.”
6. Conclusion and Implications

This present study has highlighted on the importance of social values where teacher and doctor
are the main respected careers in life. In Malaysian culture which is governed by religious values,
teachers are respected whether they are effective or non-effective teachers. The reality of whether
the teachers can influence students’ choice of career paths has shown very little evidence with a
small percentage. Whether gender or different levels of studies play important roles in their
choice of careers, it was found that the children preferred non-STEM related career paths. The
main factor that triggered their choice was mainly of interest and not dominated and influence by
other environmental factors. Thus, at school, career development program for children and
adolescents, whether organized by the school counsellor or imbued in academic curriculum,
should provide broader and comprehensive overview of the current knowledge about the key
career processes that take place in this age group.
On theoretical implication of this study, at school levels, student counsellors ought to play bigger
roles especially in career development plan and intervention strategies. They should not apply
individual career theory for each developmental stage or to certain context. Several theories
should be applied simultaneously as an integrative approach in facilitating school children or
adolescents linking school to work Theoretical framework of social cognitive career theory
(SCCT; Lent, Brown, & Hackett, 1994, 2002) is vigorous enough in predicting career behaviour
by explaining how individuals’ career interests develop, how they make career choices, and how
they determine their level of performance (Fouad, 2014). Hence, it can be adopted as the main
structure to optimize educational and vocational outcomes in children and adolescents. Person
inputs (e.g., gender, race, disability, personality, and predispositions) and background context
together influence learning experiences, which influence self-efficacy beliefs and outcome
expectancies should be incorporated with Super’s developmental theory and Gottfredson's
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Occupational Circumscription and Compromise Theory to enrich the understanding on factors

that “either constrict or facilitate the development of self-efficacy and outcome expectations and
proximal barriers and supports that affect the implementation of choices (Larson, 2012).
Holland’s four diagnostic indicators: congruence, consistency, differentiation, and vocational
identity would help counsellors and students to comprehend the systematic interactions of
interest, choice goals and choice actions. All other theories are important to be understood for
other context. SCCT is emphasized here because of “its utility and because of the impact this
theory has had on the field. It differs from the other theories in its focus on the personal
constructions that people place on events related to career decision making (Lent, Brown, &
Hackett, 2002; Lent, 2013 in Fouad, 2014).
On the methodological aspect, the design of the study was unique as it involved a massive
qualitative data which are rich and complicated yet can be explained quantitatively and precisely.
This can shed light into the understanding of the findings in a structured manner where
significant testing can be adopted to determine the difference or associations exist. Practically,
this study will provide information to the projection.
On the whole, the young Malaysians need more STEM-related occupational awareness and
knowledge to prepare them for a competitive and challenging job market particularly in Forth
Industrial Revolution (Industry 4.0). According to Ministry of International Trade and Industry
Malaysia is currently somewhere in between Industry 2.0, which is mass production of items, and
Industry 3.0, automation. It is a slow process that is facing many challenges such as the lack of
awareness and understanding of Industry 4.0 and also, the lack of standards and skillsets (MITI,
2019). Thus, it is a synergy effort between private and Government organizations to work hand in
hand in order to boost the economy that can provide jobs for the people. More importantly, we
must prepare the young people especially the graduates to align themselves with the changes of
the emerging workplace, to remain relevant and competitive. Thus, “Education 4.0 in Malaysia is
coined to be the future of education which responds to the need of Industry 4.0 where man and
machine align to new possibilities.” (Maria, Shahbodin & Che Pee, 2018, p. 6). Nevertheless, all
these begin at school as “young people gradually come to recognize and deal with or fail to deal
with the array of vocational choices their society provides" (Gottfredson, 2005, in Larson, 2012).
Thus, parents, educators and counselors, need to continue to give students the skills to become
more competent in the areas in which they need to enhance and grow, as well as show them how
all types of careers provide opportunities to benefit society.
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Appendix A
Table 2.0: Frequency, Percentage of Distributions Based on Occupation Preferences and Levels of Study
Occupational Preferences Pre Primary Lower Upper Total %

School School Secondary Secondary
No idea 1 1 3 1 6 0.6
Teacher 35 44 35 64 178 17.6
Psychiatrist 0 0 1 0 1 0.1
Forensic 0 0 1 0 1 0.1
Robot Creator 0 1 0 0 1 0.1
Muay-Thai Player 1 0 0 0 1 0.1
Animation Maker 0 1 0 0 1 0.1
Doctor 54 44 28 15 141 14.0
Power Rangers 1 0 0 0 1 0.1
Cat 1 0 0 0 1 0.1
Thomas & Friends 1 0 0 0 1 0.1
Superman 1 0 0 0 1 0.1
Ballerina 1 0 0 0 1 0.1
Ultraman 2 0 0 0 2 0.2
Aeroplane technician 1 1 0 0 2 0.2
Repairer 0 1 0 0 1 0.1
Creator 0 0 0 1 1 0.1
Language/Translator 0 0 0 1 1 0.1
Travel Agency 0 0 0 1 1 0.1
Snake Catcher 1 0 0 0 1 0.1
BBA 1 0 0 0 1 0.1
Toilet Cleaner 1 0 0 0 1 0.1
Counsellor 0 0 0 2 2 0.2
Principal 1 0 0 0 1 0.1
Da’ie (Preacher) 0 2 1 0 3 0.3
Mufti (religious leader) 0 0 1 0 1 0.1
Religious officer 0 0 0 1 1 0.1
Religious teacher 3 3 6 4 16 1.6
Lecturer 0 1 14 8 23 2.28
Neurologist 0 0 0 2 2 0.2
Surgeon 0 1 1 3 5 0.5
Gynaecologist 0 0 0 2 2 0.2
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Veterinary 3 5 5 4 17 1.7
Dentist 5 3 1 2 11 1.1
Dermatologist 0 0 0 1 1 0.1
Aesthetician 0 0 0 1 1 0.1
Cardiologist 0 0 0 1 1 0.1
Physiotherapist 0 0 1 1 2 0.2
Nurse 4 2 4 9 19 1.9
Pilot 6 12 11 6 35 3.5
Fireman 30 22 11 1 64 6.34
Soldier 18 16 11 7 52 5.2
Policeman 42 42 29 7 120 12.0
Lawyer 0 3 5 8 16 1.6
Athlete 2 3 2 0 7 0.7
Footballer 4 6 4 6 20 2.0
Broadcaster 0 0 0 1 1 0.1
Newscaster 0 0 1 1 2 0.2
Reporter 0 0 0 1 1 0.1
Writer 0 1 1 0 2 0.2
Artist 2 3 0 0 5 0.5
Comic Artist 0 1 0 0 1 0.1
Makeup Artist 0 0 0 1 1 0.1
Actor/Actress 1 1 1 2 5 0.5
Dancer 0 0 1 0 1 0.1
Musician 0 0 1 0 1 0.1
Singer 0 0 1 1 2 0.2
Supermodel 2 1 1 0 4 04
Stewardess 2 0 2 0 4 0.4
Photographer 0 0 2 1 3 0.3
Fashion Designer 0 1 2 4 7 0.7
Engineer 3 0 11 12 26 2.6
IT Specialist 0 0 1 2 3 0.3
Mechanic 1 0 2 2 5 0.5
Architect 3 0 10 9 22 2.2
Accountant 0 0 9 12 21 2.1
Banker 0 1 0 0 1 0.1
Scientist 1 6 1 3 11 1.1
Astronaut 5 6 3 4 18 1.8
Pharmacist 0 0 2 1 3 0.3
Dieticians 0 0 0 2 2 0.2
Psychologist 0 0 1 1 2 0.2
Weather Forecaster 0 0 0 1 1 0.1
Archaeologist 0 1 0 1 2 0.2
Scholar 0 0 0 1 1 0.1
Historian 0 0 1 0 1 0.1
Politician 0 0 0 2 2 0.2
JPJ Officer 0 1 1 0 2 0.2
Immigration Officer 0 0 1 0 1 0.1
Postman 0 1 0 1 2 0.2
Tailor 1 0 1 1 3 0.3
Farmer 0 1 0 2 3 0.3
Petrol Station 0 1 0 0 1 0.1
Airline 1 0 0 0 1 0.1
Chef - Pastry 0 1 2 2 5 0.5
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Chef 7 6 7 11 31 3.1
Businessman/woman 5 2 10 11 28 2.8
Millionaire 1 0 0 1 2 0.2
CEO Food Company 0 0 0 1 1 0.1
Total 255 249 251 254 1009 100
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FOLKTALE RECONSTRUCTION FOR THE ADVANCEMENT

OF BENEFICIAL FOLKTALE TOURISM
Clara Evi Citraningtyas1*, Karina Viella Darminto2
1
Faculty of Liberal Arts, Universitas Pelita Harapan, Tangerang, Indonesia
2
College of Asia Pacific Studies, Ritsumeikan Asia Pacific University, Beppu, Japan
*Corresponding Author: clara.citraningtyas@uph.edu

_________________________________________________________________________________________
Abstract: Folktales have a strong impact on its readers, and folktale tourism facilitates it to more
powerfully legitimize the messages to be passed on to public. This study examines folktales that
are used as tourism destinations in Indonesia and Japan. Unfortunately, some of the traditional
folktales are not entirely representative of the present wisdom, nor does it contain beneficial
messages useful for the society. The reconstructed versions are thus introduced. This study
investigates the responses of young generations on the folktales used at the tourism sites today. It
employs a combination of library research and reader-response. Sixty nine respondents from
Indonesia and Japan are surveyed on their preferred folktale version that is beneficial for the
public. In line with previous studies, the results indicate that young readers highly favored the
reconstruction version rather than the traditional ones, as they are deemed to be more positive.
This sees the need for transformation of the old folktales for the modern audience. The use of
reconstructed folktales containing more positive values is important to advance and positively
promote beneficial folktale tourism and thus enhance the quality of folktale tourism.
Keywords: Folktale, Folktale reconstruction, folktale tourism

_________________________________________________________________________
1. Introduction
Folktale tourism involves tourism sites that uses folktale as the basis of the tourist
destination. This folktale tourism has been a promising industry in many countries. There are at
least two advantages of folktale tourism. To begin with, it is effective to introduce and attract
visitors the tourism sites. At the same time it also introduces the local culture and society rooted
from the folktale. In doing so, it also helps to legitimize and spread the teachings embedded in
such tales.
Folktale is believed to reflect the wisdom and values of its people, thus the introduction of local
wisdom is an important element in folktale tourism as they are reflected in the folktale at the
tourism site. However, culture is fast changing, and so are its people. As what Miller (2017)
elaborates, culture is dynamic, flexible and adaptive. Culture is adaptive as it continually
responds to the changing needs of time, it is flexible due to its ability to face challenges through
time, and it is adaptive as it adapts to the evolving advancement (Miller, 2017, p. 36 -37). With
such quality of culture, have people really revisited the wisdom reflected in such folktales? Have
important questions been imposed to assess whether the folktales still reflect the current wisdom
and way of life of its people?
This paper evaluates two Asian folktales from Indonesia and Japan, titled “Gua Mampu” and
“Tamamo-no-Mae”, that are used as the metafiction of two tourist destinations in the two
respected countries. The “Gua Mampu” folktale is used as the metanarrative of the tourism site,
the Cave of Mampu in Sulawesi Indonesia. The tale “Tamamo-no-Mae” is used at the “Killing
Stone” tourism site in Nasu Japan. In these tourism sites, the folktales have indeed held a
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powerful impact on people. Unfortunately some of the folktales are not entirely representative of
the present wisdom. The reconstruction versions of such folktales that contain more positive
values are therefore introduced and proposed. Sixty nine young readers from both countries are
surveyed on which folktale they think is more appropriate to be used as the metafiction of the
tourist destination. The objective is to enhance and positively promote folktale tourism sites
through the reconstructed folktales.
Folktales and Society
As early as 13 B.C., literature had been expected to have twofold qualities, i.e. sweet and useful
or “Dulce et Utile” according to Horace (in Babić et.al, 2017). Apart from being sweet and
entertaining, literature is expected to be useful. However when dealing with folktales, literature
is “Utile et Dulce” (Citraningtyas, 2004, 2013) instead because folktale is a genre that has the
most crucial element in educating children. Zipes (2002) noted that folktales have been used to
educate children since the Enlightenment Period.
Because folktales are specifically aimed at educating children, the values passed on through the
folktales should be of great concern. Folktales are believed to reflect the wisdom and values of
the people. However, these values are continually changing as research findings prove that
society is constantly evolving. What used to be widely accepted in a certain society in the past,
may not be deemed as acceptable today. Interracial marriage used to be illegal in the US, for
example. The same cannot be said for today’s society as equality amongst different races and
cultural backgrounds are encouraged. Changing of values are also found in Asian countries,
including Indonesia and Japan. Essentially, there is no static society.
The Indonesian and Japanese metaethics also permeate through its folktales. One virtuous
teaching of both cultures that has been handed down is of respect and submission to the
authority. This two-in-one value is important in many other cultures in Asia. It is unfortunate,
however, that such noble value often results in unlimited exercise of power that the authority or
the elderly shows. The unlimited exercise of power by the almighty and the authority to the
subordinate is also depicted in the two folktales discussed.
Despite its very important role in the education of children as well as in their aim to hand down
and nurture the so-called ‘noble’ values from ancestors, it is regrettable that Indonesian children
may have grown up with folktales that transmit disturbing values. It is also an unwitting fact that
folktales rarely undergo careful evaluation to assess whether the values embedded in them are
still relevant to be used as a healthy form of edutainment for children (Citraningtyas, 2017). As
society is changing, its values are changing too. Thus the messages that are embedded in those
folktales should also be evaluated to upkeep with the changes.
Folktale Tourism
Folktale tourism is a relatively new term and is usually regarded as a part of cultural tourism even
though it is not entirely the same as cultural tourism. The World-Wide Tourism Organization
(WTO) defines cultural tourism as “a segment of the tourism industry which emphasizes mainly
the cultural attractions”(Gee , C.Y., Fayos-Sola, 1997). The said attractions can include rituals,
folklore events, performances, plays, and others. Folktale tourism is an extension of cultural
tourism, has a more specific and niche market compared to cultural tourism.
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In folktale tourism, there are two elements involved, i.e. the folktale and the tourism. Folktale
tourism is a tourism activity that generally involves the sites or settings of folktales. Apart from
being a tool for economic growth, folktale tourism has further value. Folktale tourism has
advantages both for the local community and for the travellers.
For the local culture, it helps to promote the culture of the local site. Folktale tourism offers a
tremendous possibility for national and international promotion. The folktale tourism site acts
as an iconic place that integrate social, ethic, aesthetic, cultural values of the local
culture. Furthermore, it enables tourists to understand how folktales permeated and affected
certain society, and how they have shaped the society. It also enables tourists to explore and
experiment the local culture and their way of living.
Folktale Reconstruction
The Webster English dictionary (2017) states that reconstruction is from the base word ‘to
reconstruct’ means ‘to establish’, ‘to form’, ‘to assemble again’, or ‘to reassemble’. If applied to
folktales, it means that folktale reconstruction is to build again the current folktales with the aim
to amend misconceptions and correct unconstructive parts, or rectify values that are not
appropriate anymore to new generation readers (Citraningtyas, 2017).
Folktales have unique qualities that differ them from other genre of literature. is unlike other
genre of literature. Bradkūnas 1975 stated that folktale “... just as plants, adapt to a certain
environment through natural selection and thus differs somewhat from other members of the
same species”.
The reconstruction of folktales is not a new entity in many parts of the globe. It has been carried
out to many folktales throughout history. Citraningtyas (2012, 2014, 2015, 2016, 2017) had
started projects to reconstruct Indonesian folktales. The most popular example of folktale
reconstruction in the world could be of the well-known tale Cinderella. Cinderella has gone
through a number of changes throughout centuries to adapt to the cultural and societal needs
(Citraningtyas, 2017).
Many people are concerned with guarding the originality of folktales should they reconstruct a
folktale. This concern has little background. Folktale begins or starts from oral tradition. It is
distributed orally from one person to another. Thus originality is debatable, or at least the
concept of originality is unlike any other genres of literature. It is a fluid entity as it is unlike a
book that has been written and the copyright is owned by the author. There is no one single
author or copyright owner of a folktale, unless it is a rewritten or retold version. Folktale belongs
to society as a communal group, a culture. As culture is dynamic, flexible, and adaptive; so are
folktales.
Justification of the Research

Folktale tourism strengthens and legitimizes the messages embedded in the folktales of the
site. If the folktales told do not transmit positive messages, it will produce negative effect. To
address these challenges, folktale reconstruction at the tourism site is urgently needed and should
be introduced and promoted.
Citraningtyas et.al. (2014) proved that tale reconstruction can be beneficial for the betterment of
the readers’ self-efficacy. Should a reader’s self-efficacy increase, the quality of human resources
will be increased. Thus, the advancement of the nation can progress with better quality of human
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resource. Self-efficacy is a term coined by Albert Bandura (1977, 1986, 1992, 1997), to refer to a
person’s belief in their own ability to succeed in a given situation. Bandura affirms that if a
person believes that he or she is capable of accomplishing a task, he or she will persevere longer
and is more likely to succeed because of this perseverance. The findings suggest that children
who read folktale reconstruction have higher self-efficacy compared to those who do not.
If folktale reconstruction is highly beneficial for the readers, folktales reconstruction should also
be told at the folktale tourism site. For folktales educate children, readers, tourists and thus
educate society. The positive teaching values should thus be radiated to the tourists and public
through the tourism sites.
Method
The data is collected through library data and survey. The survey was conducted between
August and October 2019, involving 69 respondents whose age ranged between 15 and 22 years
old, originating from Indonesia and Japan. During the survey, the respondents are requested to
answer open ended questions through google form. There are different set of questions for
respondents from Indonesia and from Japan, questions are based on the folktales from the
respondents’ country. The open-ended questions ask the respondents to choose the version of
folktale they prefer, and the respondents are further asked to give reasons.
4. Discussion
Gua Mampu, an Indonesian Folktale Tourism
The cave of Mampu is a popular tourist destination in Bone, Sulawesi Indonesia. The tourism
site is managed by Bone Department of Culture and Tourism, and is located in the village of
Cabeng, 140 km away from Makassar, the capital city of South Sulawesi. Gua Mampu is the
largest cave in the region, with a total area of 2000 square meters. The tourism site is based on a
folktale titled the same, “Gua Mampu”. It is a tale about a whole village was cursed to be
stones. This version of the folktale is also written on the tourism website (Hasrat, 2016). It tells
a story about the Kingdom of Mampu. The King of Mampu had a daughter who was good at
weaving. One day, as the Princess weaved, she dropped her weaving loom under the house. She
was too afraid to get the loom by herself, so the King announced that anyone who could retrieved
the loom for her daughter shall marry her. A dog appeared with the loom in his mouth. So
furious was the King that he cursed the whole village to be stone.
A reconstruction version of the folktale was published in 2016, titled “Raja Mampu yang
Bijaksana” or “The Wise King of Mampu” (Citraningtyas, 2016). This version adds an important
element at the ending of the folktale. In the reconstruction version, the tale continues to tell that
the curse was not final yet and can still be cancelled and reversed. However, it can only be
reversed with two conditions: that the King apologizes to the villagers and that the King has to
weave cloth to blanket the stones. So, the King did that and all villagers could come out of the
blanketed stones and be free from the curse. They built another village near their old village.
The “Gua Mampu” reminds them of their past and use that experience to build a new life.
Sixty respondents who gave their responses for this tale are all Indonesian young generations,
freshmen at the university and all live in Indonesia. 57 of Indonesian respondents or 95% believe
that the reconstruction version of “Gua Mampu” folktale is more appropriate for children. Some
of the reasons given by respondents who prefer the reconstruction version are:
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- “This tale gave a lesson that even people who have high ‘title’ should still be able to
acknowledge his mistake and ask for forgiveness. This version also teaches us that to be
forgiven is not a light matter. It has to be accompanied with a sincere heart and a true
remorse. Not just a lip service.”
- “The modern tale teaches forgiveness, and unselfishness from how the king tried to save
his kingdom”
- “In the reconstruction version, the king is responsible on what he had done and tried hard
to restore everything. In the end everyone was safe”
Three respondents or 5% of them believed that the traditional version is more appropriate. They
reasons that they gave are because the traditional version had more details about the Mampu
village. That way, young generation will be able to know about the village better.
Tamamo-no-Mae, a Japanese Folktale Tourism

Tamamo-no-Mae is a well-known legendary figure in Japan, originating from Japanese
mythology. One of its legend comes from Muromachi period genre fiction called otogizōshi
(prose narrative). It is a tale about the nine-tailed fox. Tamamo-no-Mae is the tale behind the
popular tourist destination in Sessho-seki or “Killing Stone”, in Nasu located in Tochigi
Prefecture, Japan.
The popular legend so said that the “Killing Stone” could kill anyone into contact with the
stone. The stone is believed to be the transformation of Tamamo-no-Mae’ corpse, the beautiful
woman who was exposed for an evil plan, plotting to kill Emperor Konoe (reigned from 1142
through 1155) to take his throne. Tamamo-no-Mae then transformed to be a nine-tailed fox. It
is told in the otogi-zōshi that the nine-tailed fox was then killed by the famous warrior Miura-no-
suke, and its body became the Sessho-seki.
What is interesting is how the tourism site is introduced at a well known Japanese tourism
website: en.japantravel.com (https://en.japantravel.com/tochigi/nasu-sessho-seki-
rock/6797). The web opens with a strong warning about the danger of the stone, referring the
stone as a “horrible and legendary rock”. On the website, the folktale of Tamamo-no-Mae is
pictured as a wicked and dangerous woman. At one point, Tamamo-no-Mae is said to escape
before she was suspected to be responsible in abducting and killing young women and girls in
Nasu.
“Upon hearing this, the Imperial Court sent an 80,000-strong army to Nasu. The fox put up a
vicious fight, but the army finally cornered the fox in a dead-end alley. Then, one of the soldiers
shot an arrow at the fox. The fox changed into the form of a giant rock and emitted strong poison.
Any people and animals that went close to the rock were killed by its toxic gas. Soon no birds, no
insects and no plants could live there.”
The tourism website is ended with another strong warning: “If you plan to visit the Sessho-seki
Rock, be sure to take a hot bath in Nasu-yumoto beforehand to purify your body and soul.
Otherwise, you might fall into the nine-tailed fox’s evil trap!”
The above version of the story is kept, told and retold to tourists visiting the tourism
sites. Meanwhile, in February 2019, a new version of the Tamamo-no-Mae folktale appeared in
anime version on Youtube
(https://www.youtube.com/watch?v=ngNvakLYNto&t=7s 2019). The video is titled “Japanese
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Folktales: Tale of the Nine-tailed Fox (Tamamo no Mae Seduces the Powerful)”. The folktale is
generally the same as the other versions, including the version published on the tourism
website. The only difference is the ending of the folktale. In the Youtube version, Tamamo-no-
Mae’s spirit is released to the sky by a monk, and so the stone is merely the shell that once
housed her. The stone itself becomes harmless after Tamamo-no-Mae left the stone to be
released to the heavens.
Nine Japanese residents gave responses on this tale. They were all freshmen at Japanese
university. 89% of the respondents believe that the modern or the reconstruction version is more
appropriate to be used as they give more positive message. Some of the responses given were:
- “In web version (traditional version), the story of Tamamo-no-Mae became objectified so
that people will still fear her. The youtube (the reconstruction version) shows elements of
forgiveness that will teach better lessons to the viewers.
- “If I have to use the folktale to teach children / public, I would choose the YouTube
version, especially for children. Even though the story of Tamamonomae became a
killing stone whether true or not, it doesn't show any effectiveness either on teaching a
folkfore to kids or introducing a story legend at the tourist attraction. As my opinion, the
YouTube version would show children the empathy and sympathy for others based on the
Tamamonomae was forgiven and liberated. Which it will help the children to grow in
more positive way and knows how to understand and listen to others.
One respondent (11%) believes that the web version or the traditional version should be used.
The reason given is as follows: “The web version is better because people will be curious and
they would come and see if they could be haunted by Tamamonomae. The YouTube is good but
it's too formal, the excitement always makes others feel attracted.
5. Conclusion
Folktales serve as tools to not only entertain but also to educate children. Thus they are never
neutral stories for children. They are used as edutainment tools around the world, including in
Indonesia and Japan, to teach the young generation to expected behaviour. As an edutainment
medium, folktales are often used at tourism sites, and thus the folktale tourism. The use of
folktales at the tourism sites do actually have a stronger impact to the public, as it legitimizes the
teachings already spread from the tale.
Many folktales, however, are ominous as many folktales still contain values that are disturbing
should they are passed on to children. Folktale reconstruction is needed to fix these kinds of
folktales so that they function fully as edutainment tools for children. Young generation is asked
to compare the traditional version and the reconstruction version, and are asked to give their
responses on
It is important to note that the large majority of respondents prefer the reconstruction version to
be used at the tourism site. The respondents report that the reconstruction version educates
children and the citizens more rather than the traditional version. This is a strong indication that
the traditional versions have to be replaced by the reconstruction versions for better teachings.
By giving better teachings, folktale tourism will be more beneficial for the public and for the
future generation.
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References
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Bendix, R. (1989). Tourism and Cultural Displays: Inventing Traditions for Whom? The Journal
of American Folklore, 102(404), 131. doi: 10.2307/540676
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Study in Oicotype and Folk Belief. Lituanus: Lithuanian Quarterly Journal of Arts and
Sciences Vol. 21. No. 1. http://www.lituanus.org/1975/75_1_01.htm .
Citraningtyas, C.E. (2004). Breaking a Curse Silence: Malin Kundang and Transactional
Approaches to Reading in Indonesian Classrooms – an empirical study. Ph.D. thesis.
Macquarie University.
Citraningtyas, CEC (2013) Proceeding of the World Conference on Integration of Knowledge,
WCIK 2013. 25-26 November 2013, Langkawi, Malaysia. (e-ISBN 978-967-11768-2-
5).
Citraningtyas, C.E., Tangkilisan H.R., Pramono, R. (2014). Nilam Kandung. Jakarta: PT.
International Licensing Media.
Citraningtyas, C.E. (2015). Rekonstruksi Cerita Rakyat Indonesia Modern. Vol 1. Jakarta: PT.
Citraningtyas, C.E. (2017) “Readers’ Responses on Indonesian Folk-tales: a Proposal for
Folktale Reconstruction”. International Journal of Humanities, Arts and Social
Sciences, 3(5), 197 – 203.
Gee, C. Y., & Fayos-Solá Eduardo. (1997). International Tourism: a global perspective. Madrid:
World tourism organization.
Harrington, A. (2007). Modern social theory: an introduction. Oxford: Oxford Univ. Press.
Harris, A. L., Lang, M., Yates, D., & Kruck, S. E. (2008). Incorporating Ethics and Social
Responsibility in IS Education. Journal of Information Systems Education, 22(3), 183-
189.
Harun, R., Hock, L. K., & Othman, F. (2011). Environmental Knowledge and Attitude among
Students in Sabah. World Applied Sciences Journal.
Hasrat, W. (2016, September 24). Gua Mampu dan Legenda Satu Kampung Dikutuk Jadi Batu.
Sidonews.com. Retrieved from https://daerah.sindonews.com/read/1141796/29/gua-
mampu-dan-legenda-satu-kampung-dikutuk-jadi-batu-1474637474
Kamishima , T. (2013, September 29). Nasu Sessho-seki Rock - Nasu, Tochigi. Retrieved
September 6, 2019, from https://en.japantravel.com/tochigi/nasu-sessho-seki-
rock/6797
Miller, B. D. (2017). Cultural anthropology in a globalizing world. Boston: Pearson. Page 36-37.
Zipes, Jack. (2002). Breaking the Magic Spell: Radical Theories of Folk & Fairy Tales.
Lexington: University Press of Kentucky.
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FOSTERING SPIRIT OF UNITY THROUGH FILM “OLA

BOLA”
Sriganeshvarun Nagaraj, Yasmin JK Prabakaran, Aziz Mustafa
INTI International University, Malaysia

_________________________________________________________________________________________
Abstract: The film ‘Ola Bola’, released on the 28th January 2016, raked MYR 16 million by the
first week of March 2016 (Malay Mail Online, 2016) and 14 nominations at the Malaysian Film
Festival (FFM) (Yeoh, 2016). The film also took away a special jury award for national unity.
Films have said to have the power to affect viewers; many newspapers and articles have quoted
that Ola Bola has inspired Malaysians to come together as one. In light of this issue, this research
paper investigates if Ola Bola truly fosters unity among Malaysians. A textual analysis followed
by an in-depth interview with 12 participants were conducted to study their perception on
whether the film had inspired them to unite. The findings of the research conclude that the film
conveyed the message of unity with great clarity, strongly, and had values to instil in Malaysians
to uphold but it wasn’t impactful enough to foster unity.
Keywords: Film, Unity, Effects of Films

_________________________________________________________________________
1. Introduction
Malaysia as the nation had its’ first film in 1933 directed by B.S. Rajhans titled ‘Leila Majnun’
(Ponnan, 2010). But the first film to essentially bring together all the races in Malaysia under a
single roof was in 1959 by the late actor, producer, Tan Sri P. Ramlee in Pendekar Bujang Lapok
(Mohd Shariff, Sualman and AdiIrawan, 2013). The film stands for an example for every other
film that intends to foster unity among its audience. No other filmmaker since P. Ramlee but the
late Yasmin Ahmad has been able to make such an impact on the Malaysian film industry. Her
films Sepet, Mushkin, Gubra and Talentime are exemplary model for other filmmakers that
intend to produce films that realize the 1 Malaysia concept not only rhetorically but to define the
reality of Malaysia. Since the passing of Yasmin Ahmad in 2009, there hasn’t been many films
that has truly lived up to the standards she’s left behind until the year 2016.
Released on the 28th January 2016, the film ‘Ola Bola’, raked MYR 16 million by the first week
of March 2016 (Malay Mail Online, 2016) and 14 nominations at the Malaysian Film Festival
(FFM) (Yeoh, 2016) and won three (3) awards of its nominations including best costume
designer, best original score and best original theme song and took away a special jury award for
national unity.
According to the Star2.com website of The Star Media Group, the director, Chiu Keng Guan’s
aim was to make a Malaysian film for people to understand how important it is to not ‘red-card’
one another in our real lives. Which brings us to the question, did the elements or message of
unity come through clearly to the Malaysian youth? Was the film Ola Bola, able to foster unity
amongst the Malaysian youth?
2. Problem Statement
For a diverse country as Malaysia, unity is the heart and foundation. According to Anas Zubedy’s
Say Something Nice campaign, the inspiration behind the annual campaign bud from the reality
that Malaysia has alternated between “moments of unity and disunity” long after its independence
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in 1957 (The Star, 2016). Events such as the Alvin Tan and Vivian controversy, the ‘Bersih’ and
‘Kebangkitan Maruah Melayu’ rallies are definite proof of this.
The most recent event: the ‘Kebangkitan Maruah Melayu’ rally brought together many Malaysian
in unity to speak against it, including the ministers of Malaysia. Minister of Foreign Affairs
Datuk Seri Anifah Aman said in an interview that any rally that was to go against unity and the
spirit of Malaysia should be deemed “illegal”. As Malaysian citizens, it’s our responsibility to
avoid any action or assemblies that contradict the values of unity and spark provocations among
the diverse line up of races in Malaysia (The Rakyat Post, 2015). Unity must be sustained in this
country for us to live in harmony and grow together.
3. Purpose of the Research

The purpose of this paper is to investigate, will/has the film Ola Bola been able to foster unity
among Malaysian youth. A film possesses the power to educate or mis-educate on a topic
(Obeidallah, 2012). Ola Bola was identified as a film that had a multiracial cast and used various
languages from Malay, English, Tamil, Mandarin to Cantonese, Hokkien and Hakka; all of which
had endeared it to diverse audiences (Free Malaysia Today, 2016). Its core message of unity and
pride spoke to the people of an era when different races, religions and cultures pulled together for
a common cause (Free Malaysia Today, 2016). The results of the research could decide if more
films as such should be made to educate and inspire the masses or to conform to the demands of
the market.
4. Research Objectives / Research Questions

Research Objectives
i) To find out if films have an impact on the youth
ii) To identify the elements of unity in the film Ola Bola (2016)
iii) To gather feedback of Malaysian youth’s opinion on the film Ola Bola (2016)
iv) To investigate the perception of the Malaysian youth towards the elements of unity in the film
Ola Bola (2016)
Research Question
1. Do films make an impact on the youth?
2. Are there elements of unity in the film Ola Bola (2016)
3. What is the feedback given by the Malaysian youth on the film Ola Bola (2016)?
4. Are the Malaysian youth convinced that the elements of unity in the film Ola Bola (2016)
would be able to foster unity?
Scope of Research
This research was carried out through qualitative methods with textual analayis and an in-depth
interviews in several higher education institutions in Malaysia. The respondents for the interview
consists of local youths aged 18-24 years old, pursuing their studies in Foundation/SMA/A-level,
Diploma/Advanced Diploma and Bachelor’s Degree from January to April 2017. The researcher
selected 12 participants who have watched the film Ola Bola to answer a series of prepared
questions.
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Key Terms
Unity
Unity is a condition of harmony or the quality or state of being made one (Meriam-Webster,
n.d.). The British agreed to free Malaysia for our independence on one condition, that all the
people of Malaysia unite. Unity is the core of this nation and without it we will be divided and
the nation would fall.
Foster
To foster is to encourage the development of something; especially something desirable (English
Oxford Living Dictionaries, n.d.). In this context, it would mean to develop unity or a sense of
oneness.
Youth
The UN, for statistical consistency across regions, defines ‘youth’, as individuals between ages
15 and 24 years (Unesco.org, n.d.).
Film
Films are recordings of moving images that convey stories, that people watch on a screen or
television (Meriam-Webster, n.d.).
5. Review of literature
Unity
Without a doubt, the diverse multiracial society is Malaysia’s greatest strength (Mei and David,
2009). However, the society also poses a great challenge to the survival of our nation (Shahnon
M. S., Anitawati L. and Abd Rasid A., 2013). Despite our goals and objectives and the current
state of peace, researcher, Chandra (1989) noted that race relations have deteriorated through the
decades. He observed in 1989, there were less social interaction among different ethnic
communities, increasing distrust, prejudice and suspicion than ever before. The same sentiment
was brought up by Teo Kok Seong (2009) in which he argued that race relations in Malaysia is
merely superficial. Quote Teo, “appears good on the outside, but not on the inside”.
The observations and statement made by the respective scholars above-mentioned were
reinforced by empirical data gathered through an opinion poll survey conducted by the Merdeka
Centre for Opinion Research in 2011. The survey found that the public confidence in ethnic
relations has shown a decline from 78% in 2006 to 66% in 2011.
Chandra (1989) attributed the cause of the deteriorating of race relations in Malaysia to several
factors of which Muzaffar (2010) further reinforced. Among the major factors, some were due to
divisive public policies in education, discrimination in the private sector, manipulation of ethnic
sentiments by political parties, lack of understanding of each other’s position, interests and
sensitivities etc.
National unity may not lead to nation building but nation-building requires national unity (Syed
A. I. and Latiffah P., 1988).
Youth and Film

Youth in Malaysia are categorized as individuals aged from 15 to 24 years. Owing to the stable
economic growth of the country in the recent years, the population of youth in Malaysia has been
increasing significantly (Al Johani A. and Turiman S., 2015). For instance, in 2010, there were
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10.1 million of youth. This was an increase of 2.7 million from the previous year
(MalaysiaYouthPolicy, 2014).
An Analysis of Youth Perception on Women in a Malay Romance in 2014 stated that 76.9% of
the respondents agreed that films in general have significant influence on how youths manage
their relationships (Sheila Yvonne J., Nurzihan Hassima and Nur Leila K., 2014). They claim that
films could illustrate how one should solve problems and communicate to their significant other
(Sheila Yvonne J., Nurzihan Hassima and Nur Leila K., 2014). Meanwhile, 65.4% of respondents
claim films have influenced their beliefs and attitudes because they spread awareness of social
issues to audiences (Sheila Yvonne J., Nurzihan Hassima and Nur Leila K., 2014). This statement
was made based on their personal development. The youth group also added that films transmit
important values for a person’s betterment and provide a different perspective in his or her life
(Sheila Yvonne J., Nurzihan Hassima and Nur Leila K., 2014).
Effects of Film
Movies affect viewers in a powerful way, owing to the combined impact of images, music,
dialogue, lighting, sound and special effects that can elicit deep feelings and help us reflect on
our lives (Mahmood, 2013). Films can help us understand our own lives, the lives of those around
us and even how our society and culture operate (Mahmood, 2013).
The creator of Popeye, E.C. Segar, was credited by the spinach growers because sales were up by
33% in times of the US crisis in the 1930s (Karsh, 2016). Due to its popularity (TV series and
film), Popeye had become a role model for children in the US who then changed their eating
habits and begun eating more spinach to grow strong and muscular.
It has become increasingly apparent to researchers that with its rise in popularity, film has
become a teaching tool for how to behave in society (Peel, 2011). This ability for the media to
shape social interactions, has led many to theorize on how mass media alters the individual (Peel,
2011).
6. Methodology
Methodology, according to Polit and Hungler (2004), refers to the various ways of obtaining,
organizing and analyzing data. According to Mouton (1996) it is the means or methods of doing
something. Methodology in researches usually refers to how the research was done and its logical
sequence.
To conduct this research, only qualitative methods were used such a textual analysis and
questions for an in-depth interview were taken from the textual analysis for 12 respondents of
different age, gender and race.
Qualitative research is a type of scientific research that consist of an investigation to seek answers
to a question, systematically uses a predefined set of procedures to answer the question, collects
evidence, produces findings that were not determined in advance and are applicable beyond the
immediate boundaries of the study (Griffin, n.d.). The strength of qualitative research is its ability
to provide complex textual descriptions of how people experience a given research issue (Griffin,
n.d.).
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Findings of Textual Analysis

To carry out the analysis, the researcher watched the film twice to understand its content, twice to
take notes and once again to double check on the quotes and the timing. In total, the researcher
has watched the film 5 times to conclude the textual analysis. Below are selected explanations
from the analysis:
During the ‘Himpunan Maruah Melayu’ protest (2015); Although Malays’ rights were the issue
that was being protested about, many Malays stood up against their own to defend other fellow
Malaysians. This was indeed a beautiful sight to witness. Instead of staying out of it, they chose
to stand together with other Malaysians against individuals of their own race.
Personally, I feel that the screenplay writer needs to be credited for very cleverly putting a
statement of racism without turning it into a sensitive issue. Racism against one race or the other
in Malaysia is deemed as an extremely sensitive topic to be debated and discussed, although it
should for people to discover the problem and a solution. Instead, Malaysians would rather not
speak about racism although it is an issue that his highly prevalent in our society. This scene
gives away a subtle hint of how some Malaysians, discriminate others and are unwilling to work
and cooperate for their physical differences.
This term “cover me/you” is usually used when someone needs another person to watch their
back. This local term was very cleverly integrated into the film. At 1:31:44, the scene tells the
viewers that it’s human to make mistakes and when a team member falls, we’ve got their back.
Applied to the Malaysian context, this was visible in 2016 when Lee Chong Wei lost the Olympic
Gold Medal. Malaysians from all over the world stood together in support of Chong Wei even
when he apologized to us for disappointing the country. No one was upset or angered by his loss,
everyone came together as one, on social media and some even went the extra mile to receive him
at the airport to show their support and gratitude.
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During the final match, the members of the team lose their motivation to play. Muthu stands up
and speaks the above stated dialogue to encourage the team. This scene truly inspires national
unity. Malaysians of different races, background, color have come together as truly just
‘Malaysians’ to support their national team. And this in return, inspires the team to get back on
their feet and make their country proud.
The finding of the textual analysis concludes that the film ‘Ola Bola’ does indeed contain
elements of unity. Some aren’t as obvious as others and some are parts that make up being united.
It is safe to say that the viewers will be able to understand the value the movie is trying to impose
or instill but an in-depth interview will be carried out with 12 Malaysian participants to reflect on
whether the presence of said, elements, inspires them to unite.
In-depth Interview
In-depth interview is a technique that involves conducting intensive individual interviews with a
small number of respondents to explore their perspectives on an idea, program, or situation
(Mack et al., 2005). In-depth interviews are useful when you want detailed information about a
person’s thoughts and behaviors or want to explore new issues in depth (Crabtree and Miller,
1992). It is used in place of focus groups if the potential participants may not be included or
comfortable talking openly in a group, or when you want to distinguish individual opinions about
the said research question (Crabtree and Miller, 1992).
Participants
For the second part of the research, 12 participants have been selected from the several higher
educational institutions in Malaysia, and further divided by gender, age and race. We’ve used two
sampling methods: Purposive Sampling and Snowball Sampling.
The purposive sampling technique, also called judgment sampling, is the deliberate choice of an
informant due to the qualities the informant possesses (Tongco, 2007). It is a nonrandom
technique that does not need underlying theories or a set number of informants (Palys, 2008). In
layman’s term, the researcher decides what needs to be known and sets out to find people who
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can and are willing to provide the information by knowledge or experience (Bernard 2002, Lewis
& Sheppard 2006).
Snowball sampling is a nonprobability method for developing a research sample where existing
study subjects recruit future subjects from among their acquaintances (Research Office, 2010).
This sampling technique is often used in hidden populations which are difficult for researchers to
access (such as drug users or commercial sex workers), or in cases where a sampling frame is
hard to establish and it is assumed that cases are affiliated through links that can be exploited to
locate other respondents based on existing ones (Katz, 2006).
Research Question 1: Do films make an impact on the youth?

Most of the respondents felt that film has the power to make you ‘feel’ and it has the power to
teach people life lessons. They also related how certain films have affected their physicality, as in
few of them pointed out that watching certain films, gives them goosebumps and raises their
heartbeat level. Many also mentioned that films affect them mentally, in terms that they feel sad
during a sad scene and end up crying. Participant 5, gave an example of a movie “Man in the
house”, which he claims teaches men not just to be baby makers but to also take up the
responsibility of a father. Which he thinks these days, are a rarity. With this the research question
on, “If films impact youth”, it can be concluded that films do leave an impact on youth but it’s
level of impact depends on the individual itself and how they consume and interpret film. This is
supported by the Cultivation and Social Cognitive Theory.
Research Question 2: Are there elements of unity in the film Ola Bola (2016)
All the participants have accepted to the fact that the film portrayed various elements of unity.
Research Question 3: What is the feedback given by the Malaysian youth on the film Ola
Bola (2016)?
When viewers watch a film, they make interpretations of it and for views. The majority of the
participants gave positive reviews of the film and encouraged more films as such to be made.
Participant 2, even compared that ‘Ola Bola’ was a movie of better quality as compared to other
Malaysian films in the market that focus on romance sentiments. The participant also added
during the interview that Malaysian films are very predictable and they always surround the same
storyline. But the same can’t be said for ‘Ola Bola’ as it is truly a unique film.
Out of curiosity, during the interview session I chose to ask the participants if they though it was
clever for the filmmaker to use sports to bring people together. As we all know late night football
matches bring many Malaysians out of their houses and to coffee shops, bars and ‘Mamak’
restaurants. Regardless of identity and background, every Malaysian is there supporting for their
favorite team. As a response to this question, all the participants unanimously agreed that sport is
an element which brings people together in Malaysia and it was clever that these filmmakers took
that opportunity to convey the message of togetherness.
Research Question 4: Are the Malaysian youth convinced that the elements of unity in the
film Ola Bola (2016) would be able to foster unity?
Seven of twelve respondents claimed that the movie was very inspiring to them. Majority of the
respondents agreed that the movie could foster national unity, except for a couple respondents
who claimed the movie should have had that impact but they don’t feel it does. Participant 5, who
is from East Malaysia didn’t quite agree with the rest of the respondents. He felt as if only
Peninsular Malaysian were included in the film and they were no representation of the East
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except for the fact that the character, Eric, was from Sabah. Following are some of the conflicting
views:
Although majority respondents claim the film is able to foster unity, the views of other need to be
considered as well. All in all, the respondent’s answer conclude that it depends on the individual.
Their culture, background, mentality, all influences their thought process and how receptive they
are towards the message of the film. Given that majority did indeed agree and validate that the
film does have messages of unity to be instilled and the film had won a special jury award at the
Malaysia Film Festival for ‘National Unity’, we can confidently conclude that research question
4 has been fulfilled to investigate what it has set out to.
7. Conclusion
This research sets out to determine whether film has the means to cultivate, instil or inspire
values in its’ viewers. Specifically, the study aims to investigate whether ‘Ola Bola’ can foster
unity among Malaysian youth. The findings of this study show that film has an impact on youth.
The youth experience bodily and mind changes when they watch a film of great quality. Some
claim to have experienced goosebumps while watching a sentimental scene or a horrifying scene
in a horror film. Some claim to have cried during a sad moment in a film and burst into laughter
during a comedy scene. Some have also learnt lessons from films they watch. All different
degrees of impact but one conclusion: films touch lives.
The second finding of this research is that if we play close attention, good quality movies contain
several elements of values. This film, Ola Bola, stresses two things throughout the film from
beginning to end: Teamwork and Unity. They’ve portrayed that without these two elements,
negative things will keep occurring but with unity and teamwork, positivity will fill lives. This is
particularly evident in the comparison of the very first match under the coaching of Coach Harry
and the final match. Even antagonist characters begin showing positive traits as the team begin
coming together in unity.
The third finding of the movie is that the film has garnered a majority of positive reviews but the
negative ones should be taken in, in a constructive manner. For example, most of Peninsular
Malaysians didn’t notice that the East Malaysians weren’t included a large portion of the film. An
absence of which we wouldn’t have noticed if an East Malaysian didn’t point out. Although the
movie was of good quality, a Malaysian film about unity should include every component and
individual that makes up Malaysia. Sure, every movie has its shortcomings therefore, this is a
point to be taken note for future filmmakers.
The final finding is the major concern of this study. The film ‘Ola Bola’ truly did a good job at
attempting to foster unity among Malaysians. They excelled in conveying their message, which is
what every participant of this interview agreed on. Though there were doubts on whether East
Malaysians were inspired by the film and how other individuals perceive and interpret the
information. Given that there’s a major limitation in the sampling size, unfortunately the research
can’t represent the entire population of Malaysian youth. But what it can confirm is that the film
has good values that every Malaysian should uphold to ensure that we live in harmony and peace
and they film outdid many other Malaysian films.
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GOOD AQUACULTURE PRACTICES TO INCREASE

PRODUCTION OF POND FISH CULTURE SYSTEM
Rozana Samah1*
1
School of Economic, Finance & Banking, Universiti Utara Malaysia, 06010 Sintok, Kedah
*Corresponding Author: zanafara87@gmail.com

_________________________________________________________________________________________
Abstract: This study examined the impact of good aquaculture practices towards increasing the
aquaculture production in the Northern part of Peninsular Malaysia. Data was collected by using
questionnaire through survey on 121 brackishwater and freshwater pond aquaculture farmer in
the states of Kedah and Penang. The data was analysed using descriptive analysis in order to
identify the level of good aquaculture practices and the level of production among aquaculture
farmers. The findings have revealed farmers that have the high level of good aquaculture
practices also have high level of aquaculture production. Thus, the enforcement and
encouragement of good aquaculture practices among aquaculture farmers should be enhanced in
order to sustain aquaculture development in facing food security issues.
Keywords: good aquaculture practices, aquaculture, production, sustainable

_________________________________________________________________________
1. Introduction
Aquaculture defined as the farming of aquatic organisms that carried out under controlled
conditions. Nowadays, aquaculture showed the rapid growth in much country of the world.
According to Bush et al., (2013), aquaculture provides almost 50 per cent of the seafood supply
in the world and employed estimated 24 million people. This rapid growth was due to increasing
demand of fish that result from growing world population. Furthermore, the capture fisheries
showed the stagnant production and failed to keep pace with the increasing fish demand.
Therefore, aquaculture is the only method to overcome the issue of deficit in fish supply (Boyd &
Schmittou, 1999).
In conjunction of the rapid growth of aquaculture, issue of sustainable aquaculture is arising. Is

aquaculture production is sustainable? Therefore, an agreement must reach on what is sustainable
aquaculture, how to achieve and maintain sustainable aquaculture. According to Guralnik (1980),
the word sustainable defined as ‘to maintain or prolong’. Boyd & Schmittou (1999) come out
with definition which is sustainable aquaculture are farming technology and business practices
that exclusively based on ecological an economic viability. Thus, there are two important aspect
should be considered in order to achieve sustainable aquaculture. First, related to ecological
which is involving adverse environmental effect issues. Second, related to development which is
involving economic, political, and social.
As the aquaculture sector expands, it faced the conflict of causing negative impact to
environment. Aquaculture has altered aquatic environments irreversibly and also diminishes or
destroys the natural recourse (Tisdell, 1999). Therefore, there is a need to take a measure in order
to survive from this criticism and the goal of sustainable aquaculture can be achieved. According
to Boyd and Wood (2000), poor management practices are the reason of this conflict. Thus, with
concern about this matter, the developing and implementing the Best Management Practices
(BMPs) have boosted. Starting with the development of a Code of Conduct for Responsible
Fisheries by Aquaculture Food and Agriculture Organization United Nations (FAO) 1997 and
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then according to Boyd (1999), the Code of Conduct (CoC) developed by FAO can be modified
by aquaculture association. CoC is a system of principles on how to conduct aquaculture (Boyd,
2003). According to Roslina and Amir (2015), the implementation of the general principles on
CoC usually expressed through Code of Practices (CoP). The term practice is referring to the
structural, management activities needed to overcome the resource management problem (Boyd
& Schmittou, 1999).
In Malaysia, in order to promote better management practices, accreditation and certification

approach that based Malaysian Standard (MS) have been applied. For aquaculture sector,
Aquaculture Farm Certification Scheme or SPLAM have been introduced and implemented based
on MS 1998:2007 Good Aquaculture Practice (GAqP) – Aquaculture Farm – General Guidelines
(Salleh et al., 2006; Fariduddin, 2006; Bagul, 2010). SPLAM was introduced in 2005, it covers
pond culture system, cages, tank, hatchery, and seaweed production. This scheme awarded to
aquaculture farmers who practiced GAqP. In 2013, SPLAM has undergone rebranding to
Malaysian Good Agricultural Practices (MyGAP). Good Agricultural Practices (GAP) is the
agriculture practices that emphasize on aspect of environmental, economic and social in order for
ensuring product safety and quality (MOA, 2013).
According to Valderrama et al. (2014) the quantity, safety, and quality of product as well as farm
profitability can be improved through Best Management Practices (BMPs) implementation. By
adopting good aquaculture practices, the spread and attack of diseases that causing total loss to
the farmers can be prevented. Thus, it can increase the output of aquaculture production and
increase the income of the farmers (Engle & Valderrama, 2004; Ghosh et al., 2013). According to
Ansah and Frimpong (2015) the increasing in profitability will also improve social welfare. Thus,
the standard of living of the farmers can be improved and social welfare can be met (Roslina &
Amir, 2015). Besides that, good aquaculture practices also have advantage in term of production
input management where it can affect the aquaculture productivity (Huy, 2009; Singh & Dey,
2009). Thus, enhances productivity through good aquaculture practices need to take in
consideration for cater the sustainability issue in aquaculture production.
Hence, the objectives of this study were to (i) determine the level of Good Aquaculture Practices
(GAqP) by pond culture farmers in states of Kedah and Pulau Pinang (ii) determine the level of
pond culture production in states of Kedah and Pulau Pinang (iii) measure the effect of GAqP on
aquaculture production in states of Kedah and Pulau Pinang. The results from this study can be
used as reference in development of policies and procedures to achieve sustainable aquaculture
through good aquaculture practices.
2. Methodology
This study involved the aquaculture farmers of pond culture system of two culture environment
which is brackishwater and freshwater. Pond culture system was purposively selected due to
great contribution of this culture system to the total aquaculture production in Malaysia as
compared to other culture systems such as cage, ex-mining, tank, pen, and canvas. This study was
conducted to aquaculture farmers in the states that located in the northern part of Peninsular
Malaysia which is the states of Kedah and Pulau Pinang.
The total population of aquaculture farmers that are believed to represent Kedah and Pulau
Pinang for both culture environments were 137 (64 farmers from brackishwater pond system and
73 farmers from freshwater pond system) and 79 farmers respectively (46 farmers from
brackishwater pond system and 33 farmers from freshwater pond system). The sample of farmers
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was randomly selected. Successfully interviewed sample consists of 121 aquaculture farmers.
Total number of aquaculture farmers that had successfully interviewed in Kedah was 79 farmers
(34 farmers from brackishwater pond system and 45 farmers from freshwater pond system).
While in Pulau Pinang, the total number of respondents sampled was 42 which consist of 28
farmers from brackishwater pond system and 14 farmers from freshwater pond system.
The data were obtained from a comprehensive survey by using a structured questionnaire. The
survey collected information on socio-demographic characteristics, farm-specific information,
output produced in a single production season, and also level of GAqP which was arranged in 5
main aspect: (i) Site selection; (ii) Pond design; (iii) Culture management; (iv) Post harvest
management; (v) Records and data. The data obtained were then analysed by using Statistical
Packages for Social Sciences (SPSS). Descriptive analysis was applied to identify the level of
GAqP among aquaculture farmers in Kedah and Pulau Pinang as well as the level of production.
3. Results
3.1 Level of Good Aquaculture Practices (GAqP) among Aquaculture Farmers
Figure 1 show the average level of GAqP for brackish and freshwater farmers in Kedah and
Penang. Overall, the average level of GAqP for brackishwater in both states is higher than the
average level of GAqP of freshwater. The average level of GAqP for brackishwater and
freshwater farmers in Penang is higher than in Kedah.
Figure 1: Average of GAqP level among aquaculture farmer in Kedah and Pulau Pinang according to culture
system
3.2 Aquaculture Production of Brackishwater and Freshwater Pond

Figure 2 show the mean production for brackish and freshwater pond culture system in Kedah
and Penang. Overall, the mean production for freshwater is higher than the mean production of
brackishwater. The mean production in Penang is higher than in Kedah for both culture system.
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Figure 2: Mean of aquaculture production in Kedah and Pulau Pinang according to culture system
3.3. Effect of Good Aquaculture Practices (GAqP) on Aquaculture Production

The results in Figure 3 and Figure 4 showed that GAqP has a positive effect on the level of
aquaculture production for both culture system and both states. High level of GAqP resulting in
high level of production.
Figure 3: Effect of GAqP on production of brackishwater pond in Kedah and Pulau Pinang
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Figure 4: Effect of GAqP on production of freshwater pond in Kedah and Pulau Pinang

The finding of this study that the level of GAqP for brackishwater pond farmers is higher than
freshwater pond is consistent with the study by Roslina (2013). In addition, according to El-
Sayed (2006), freshwater fish such as tilapia or catfish have the advantage of being resistant to
disease, being able to live in poor water quality and high stocking density. This advantage makes
most freshwater farmers do not practice good aquaculture management. However, the
sustainability issues need to be considered where they are not only related to the internal
environment of the production but also to the external environment which includes the social and
community.
In terms of production, the average production for freshwater pond in both states was higher than
in brackishwater pond. Similar results were also found in a study by Dey et al. (2008). This is
because most of the brackishwater pond farmers said that their fish are often exposed to disease.
On the other hand, disease attacks are difficult to find in freshwater fish. Plus, according to
Walker and Mohan (2009), disease can contribute to low productivity.
Lastly, the result of this study clearly showed farmers that have high level of good aquaculture
practices also have high level of aquaculture production. Average level of GAqP among farmers
is higher for average of production more than 20 tonnes per hectare. As level of GAqP increase,
level of production also increases. This finding support by Singh et al., (2009); Illiyasu et al.
(2014) which is by practising good aquaculture are contributors to optimal and efficient
production.
As a conclusion, the level of good aquaculture practices among farmers still not achieve 100 per
cent. Most farmers are still unaware of the issue of sustainable aquaculture development in term
of production and environmental sustainability. Thus, to achieve higher production all
aquaculture farmers need to be encouraged to practice good aquaculture. This is important to
make sure the social, environmental and economic sustainability can be achieved simultaneously.
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IMPACT OF LED LIGHTINGS ON MISAI KUCING HERBS

GROWTH BASED ON DIFFERENT HEIGHT EXPOSURE
M E Ya’acob1,2, N Roslan1, N F Shaari1, M H Ibrahim3, D Jamaludin1, A Noor Iskandar1,
M H Othman1
1
Fac. Of Engineering, University Putra Malaysia, 43400 Serdang, Malaysia
2
Centre for Advanced Power and Energy Research (CAPER), Universiti Putra Malaysia, Serdang, 43400, Selangor,
Malaysia
3
Fac. Of Science, Universiti Putra Malaysia, Serdang, 43400, Selangor, Malaysia
Corresponding author: nadirahroslan1010@gmail.com

_________________________________________________________________________________________
Abstract: Orthosiphon stamineus Benth. from family Lamiaceae, is locally known as Misai
Kucing is a very popular herb among Malaysian because of its health benefits such as treatment
for gallstones, hepatitis, rheumatism, hypertension and etc. To meet the increasing demand for
raw materials of this herb, controlled environment agriculture is an alternative and a supplement
for herb production. There are various constraints in the commercial cultivation of this herb
especially low light. Light is one of the most prominent factors influencing herbs quality, growth
and development. Thus, LEDs (light-emitting diodes) technologies have opened up new
perspectives for new sustainable solutions and highly efficient light source for greenhouse
lighting. However, the most challenging for growers when growing plants under LED artificial
light source were designing an array of lights adequate for the lighting needs for each plot and
proper placing of the lights above the plants. Four different level of height (15H, 20H, 25H and
30H) of LED light were exposed to Misai Kucing in a Randomized Complete Block Design
(RCBD) trial with the aim to determine the effect on plant growth (number of leaves, number of
branches, plant height & stem diameter) and relative chlorophyll content in Misai Kucing due to
the different light intensity levels.
_________________________________________________________________________
1. Introduction
World Health Organization (WHO) estimated that more than 80% of the world populations rely
on herbal medicine for some part of their healthcare (1). Recently, herbal medicine industry had
become a developed industry in Malaysia since that the market value of herbal industry in
Malaysia is projected to reach Gross National Income (GNI) of RM2,213.9M with 1,822
projected jobs by 2020 (annual growth rate of 8%) http://etp.pemandu.gov.my. Orthosiphon
stamineus, Benth or commonly known as Misai Kucing is herb plant, perennials
which belongs to the family Lamiaceae that widely grown in Southeast Asia included Malaysia.
It has two types based on the floral color, one having white flowers and other with light purplish
flowers (2). The Orthosiphon stamineus, Benth extract has many advantages for medicinal
purposes such as kidney stone elimination effect, diuretic effect, cardiovascular effect and herb-
drug interaction (3). A variety of studies are being conducted to overcome the issue and
challenges faced by the herbal industry in Malaysia and also to improve the quality of
Orthosiphon stamineus in an endeavor to increase the growth rate of herbal industry in Malaysia.
Environmental factors such as light, water, temperature and soil nutrients are vital elements to
produce high quality of Orthosiphon stamineus (4). Among those factors, light factor needs to be
emphasized due to the low sunlight conditions caused by abnormal climate which responsible for
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the depression of photosynthesis. This will negatively affect to the crop production. To overcome
the crops yield from having reduction effect by the shortage of sunlight, the introduction of Light
Emission Diode (LED) technology during the cultivation of Orthosiphon stamineus has been
proposed. It is a newly developed light technology for the cultivation of crops. This technology is
developed to increase the rate of growth and photosynthesis. To promote crop growth and
photosynthesis, the red and blue wavelengths of LED lights are usually chosen (5).
However, a number of challenges of growers when growing plants under artificial light source
like LED include, greenhouse or growth chamber climate control, designing an array of lights
adequate for the lighting needs for each plot, and proper placing of the lights above the plants.
From the previous experiment with artificial light by Poorter et al. (6) proved that light intensity
strongly decreases with increasing distance between the lamp and plant leaves. According to
Niinemets and Keenan (7), light gradients also result from a distance-dependent reduction of
light. As a result low-light conditions interfere with normal growth and photosynthetic activity in
the plants by affecting the synthesis of photosynthetic pigment likes chlorophyll pigment (8). For
instance, Zhang, Zhong et al. (9) were found that the content of photosynthetic pigments
(chlorophyll) of both Physocarpus amurensis and Physocarpus opulifolius increased significantly
in the leaves under shade condition (low light intensity). The higher chlorophyll content and the
smaller specific leaf area in the leaves of P. opulifolius provided this cultivar with a better
photosynthetic capacity as compared to P. amurensis. Therefore, P. opulifolius exhibits an
advantage in shade tolerance plant.
The aim of this study is to obtain the quantitative information about the effect of different level of
height of LED light exposure on growth and relative chlorophyll content of Misai Kucing. Also,
we want to prove whether herbal plant such as Misai Kucing is a shade tolerant plant or not. This
study can provide useful information for supporting the plant grower, thus contributing to make
the artificial light greenhouse capable of producing income.
2. Materials and methods

2.1 Plant material and experimental set-up
The experiment was carried out in LED compartment (as shown in Figure 1) at PV Pilot Farm in
UPM, Malaysia. Stem cuttings of Orthosiphon stamineus was propagated in black polyethylene
bags filled with a soilless mixture of burn rice husks, coco peat and chicken manure with ratio
5:5:1 respectively. Irrigation was optimized at the field capacity level and foliar fertilization was
applied once every two weeks. Within 2 months after planting, the O. stamineus were transferred
to LED growth chamber. In order to determine the impact of different level of LED height
exposure to O. stamineus, the plants were selected based on the distance between the highest
shoot and the LED source which divided into 4 levels as there are 15cm, 20cm, 25cm and 30cm
respectively. The experiment consisted of 4 replication of plant for each level of LED height
exposure for 7 days as shown in Figure 2. The light intensity expressed as Photosynthetic Photon
Flux Density (PPFD) for 15cm, 20cm, 25cm and 30cm level of LED height exposure were valued
20.62µmolm-2s-1, 19.41µmolm-2s-1, 16.13µmolm-2s-1, and 13.15µmolm-2s-1 respectively. The
light intensity was measured by using light meter (LI-189, LI-COR, USA). All the plants were
irradiated 12 hours photoperiod to the combination of red and blue LED light with ratio 4:1
respectively. Fertigation system (fertilization and irrigation run simultaneously to the roots of the
plants through water dripper) was used four times per day and the electrical conductivity (EC)
and pH were adjusted to 2.0Sm-1 and 5.5-6.5 respectively. Environmental conditions in the
experiment were maintained at 27-30°C (light period), 18-21°C (night period) and 50-60%
relative humidity (RH).
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Figure 1. LED compartment equipped with Figure 2. Four different levels of LED height
controller and fertigation system. exposure to O. stamineus based on the
distance between the highest shoot and the
LED source.
2.2 Measurement of plant growth
Growth responses were determined by measured number of leaves per plant, number of branches
per plant and stem diameter. The stem (just above the soil) diameter was measured by using
digital caliper (Mitutoyo, Japan). Relative chlorophyll content of leaves was measured by using
SPAD meter 502, Minolta Inc, USA. The measurement of relative chlorophyll content was taken
from two levels from fully expanded young leaves.
2.3 Statistical analysis

The experiment conducted based on a Randomized Complete Block Design (RCBD) with four
replications. The data was analyzed using the analysis of variance procedure in Statistical
Analysis System (SAS) Version 9.4 (SAS Institute, Cary, NC). Mean separation test between
treatments was performed using Duncan Multiple Range Test (DMRT) with the least significant
level of 5%.
3. Results and discussion

The average light intensity after exposed at different level of LED height source treatment (15H,
20H, 25H and 30H) was computed to be about 20.62, 19.41, 16.13 and 13.15 µmolm-2s-1 of
PPFD respectively. Generally, stem diameter, number of branches and plant height were found
not affected between before and after experiment. According to the Figure 3, the number of
leaves for treatment 20H showed significant increased from 99.5 to 139.75 before and after
experiment respectively while the rest of other treatments showed no significant difference
between before and after experiment. The increment number of leaves for 15H, 20H, 25H and
30H treatment valued as 21.74%, 28.8%, 17.6% and 16.1% respectively. The greatest increasing
of leaf numbers in 20H treatment (28.8%) may has been attributable to the distance between LED
source and plant which has light intensity enough to support plant growth. Meanwhile, the
slightly increased of leaf numbers in 25H and 30H treatments (17.6% and 16.1%) may have been
attributable to the low light intensity. Generally, when the distance between LED source and
plant increased, the light intensity becomes too low to adequately support plant growth. In
contrast, when the LED source and plant too closed (15H), the potential heat damage may
increase and affected plant growth (7).
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Figure 3. The effects of different level of LED Figure 4.The effects of different level of LED source
source height before and after experiment on height before and after experiment on SPAD value
number of leaves in Misai Kucing. (relative chlorophyll content) in Misai Kucing.
Meanwhile, the SPAD value (relative chlorophyll content) was found affected after exposed plant
to different level of LED height source as shown in Figure 4. The results implied that the SPAD
value of 15H, 20H, 25H and 30H treatment as followed 28.78, 27.95, 33.74 and 33.02
respectively. The greater SPAD value for treatment 25H and 30H may have been attributable to
the response of plant to low
light intensity as consequently the leaf turns green when chlorophyll is abundant. Zhang et al (9)
also reported that chlorophyll content in Physocarpus opulifolius "Diabolo" was significantly
increased under low light intensity which provided this cultivar to optimize the photosynthetic
capacity. This results was suggest that P. opulifolius exhibits a greater ability in adaptation to low
light intensity and shade tolerance. In contrast, the results of SPAD value decreased significantly
for treatment 15H and 20H after experiment. From the observation, the leaves for treatment 15H
and 20H became slightly green and yellowish. This symptom may have been attributable to the
heat damage when LED source and plant too closed.
Conclusion
Some interesting findings can be concluded that as the distance between LED source and plant
increases the light intensity became decreased as consequently negatively effects on plant growth.
In fact, the light gradient depends on the distance between LED light source and vegetation. The
proper distance between LED source and plant is vital in order to get healthy plant. From the
experiment also proved that Misai Kucing exhibited a great ability in adaptation to low light
intensity as minimum as 13.15 µmolm-2s-2 which reflected by the high relatively chlorophyll
content (SPAD value) in 25H and 30H treatment. However, in order to get most significant data
for plant height, stem diameter and number of branches the duration of experiment must be
extended to 4-8 weeks. Thus the optimum level of LED height source above the plant will be
identified.
Acknowledgement
The authors delegate our thanks to the Research Management Centre (RMC), Universiti Putra
Malaysia for the approval of research funding under the IPB Putra Grants Scheme (Vote no:
9515303)
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References
Akerele O 1993.Nature’s medicinal bounty: Don’t throw it away World Health Forum. 14:390–5
Tnah LH, Lee CT, Lee SL, Ng CH, Ng KKS 2014 Development and characterization of
microsatellites of an important medicinal plant orthosiphon stamineus (misai kucing)
Biochem Syst Ecol. 55:317–21
Han C, Hj Abas H, Sabariah I 2008 Toxicity study of orthosiphon stamineus benth (misai kucing)
on sprague dawley rats Trop Biomed. 25:9–16
Ibrahim MH, Jaafar HZE 2013 Abscisic acid induced changes in production of primary and
secondary metabolites, photosynthetic capacity, antioxidant capability, antioxidant
enzymes and lipoxygenase inhibitory activity of orthosiphon stamineus benth
Molecules. 18(7):7957–76
Choi HG, Moon BY, Kang NJ 2015 Effects of LED light on the production of strawberry during
cultivation in a plastic greenhouse and in a growth chamber Sci Hortic. 189:22–31
Poorter H, Fiorani F, Stitt M, Schurr U, Finck A, Gibon Y, et al 2012 The art of growing plants
for experimental purposes: A practical guide for the plant biologist Funct Plant Biol.
39(11):821–38
Niinemets Ü, Keenan TF 2012 Measures of light in studies on light-driven plant plasticity in
artificial environments Frontiers in Plant Science. 3:1–21
Zhao D, Hao Z, Tao J 2012 Effects of shade on plant growth and flower quality in the herbaceous
peony (Paeonia lactiflora Pall.) Plant Physiol Biochem. 61:187–96
Zhang H, Zhong H, Wang J, Sui X, Xu N 2016 Adaptive changes in chlorophyll content and
photosynthetic features to low light in Physocarpus amurensis Maxim and Physocarpus
opulifolius “Diabolo” Peer J. 4;e2125
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IMPACT OF SKILLED WORKFORCE INDUCED DELAY ON

PROJECT DELIVERY AND CONSTRUCTION
SUSTAINABILITY IN NIGERIA
Chima Onyebuchi Okoro1,2*, Shaiful Amiri Bin Mansur 1, Khairulan Bin Yahya1 Uchenna
Sampson Igwe2, Jideobi Ikenna Obiefuna2
1
School of Civil Engineering, Universiti Teknologi Malaysia, Johor Bahru, Malaysia
2
School of Environmental Sciences, Federal University of Technology, Owerri, Nigeria
*Corresponding Author: chimaice2013@gmail.com

_________________________________________________________________________________________
Abstract: The construction industries desire for sustainable construction has been largely
undermined by the challenges of the skilled workforce to achieve the desired early completion
time, with good quality at a reduced price. The issues of project delay have been one of the major
concerns to construction practitioners and researcher as it threatens the dream of sustainable
construction of the construction industry. The delay in project delivery has been identified by so
many scholars at different stages of construction process with varying causes. However less
emphasis has been placed on the impact of skilled workforce induced delay on project delivery
and its effects on sustainable construction. Therefore, this study is aimed at exposing the impacts
of project delay associated to the skilled workforce to the realization of the sustainable
construction in Nigeria. This study will be based on literature analysis from reviewed literatures
and survey conducted with the help of well-structured questionnaire and scheduled interview
amongst the clients, contractors, professional and construction project consultants. 152
questionnaires were systematically distributed amongst the above stakeholders, 138 out of the
152-questionnaire distributed were returned and their responses were presented and analyzed
using tables, percentages, charts and relative important index. The study revealed the general
impacts of delay associated with skilled workforce are as follows: increased cost of project
delivery, dispute/litigation between clients and contractors, time overrun, low profit margin for
the contractors, suspension of projects as a result of death caused by site accident, rework due to
low quality job as a result of incompetency or mistake from the skilled workforce. The study
concluded that one of the major contributory factors of the skilled workforce associated project
delay is the poor commitment due to inadequate remuneration incentive and job security and
recommended that, the skilled workforce issues that affect their performance should be a top
management priority in every construction firm in Nigeria since they constitute an integral parts
of the project success.
Keywords: Sustainable construction, project delay, Skilled workforce, Project delivery

_________________________________________________________________________
1. Introduction
Delay in construction process has been identified and classified into three phases (pre-
construction phase, construction phase and post-construction phase) (Gebrehiwet & Luo, 2017).
Consequently, the construction activities such as: handling of materials, plants and equipment,
ensuring quality of construction products, site operation and activities, site preparation, and so on,
are carried out by the skilled workforce, which places them as a very significant part of the
project success (Das, 2016). Therefore, it is very important to analyze the effects and implications
of the project delays associated with these unique set to the success of the construction process.
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However, irrespective of their relevance towards the success of construction project, little
attention has been paid on the addressing the causes of delays associated to the skilled workforce
(Das, 2016). According to Obodoh, (2016) construction delay has been widely seen as one of the
major threats of increased productivity in construction products and sustainable construction in
the construction industry. Delay is defined as the late delivery of construction product. That’s to
say that delay is the inability of the contractor to deliver the construction product following the
expiration of the contract duration (Deep, Asim, & Khan, 2017). In most cases this inability of
the contractors to deliver within the contract duration time can leads to litigation between the
clients and the contractors (Sambasivan, Deepak, Salim, & Ponniah, 2017). Some of these delays
can be avoidable if proper attention is given from the conceptual to the handing over of
construction projects in other to avert some of the impediments that can hinder the progress of
construction project in all phases of the construction process (Atout, 2016). Project delay is one
of the challenges of the construction industry that is yet to receive complete solution in different
countries (Ogunde et al., 2017). Lessing, Thurnell, & Durdyev, (2017) stated that the causes of
project delay vary from country to country, but can be generally categorized into four major
groups: the external causes, responsibility related causes, and the resources related causes and the
contractual condition related causes. The severity of any of the categories is largely influenced by
the peculiarities of a particular country, type of project and the accessibility of the site, and clients
(Asharf & Ghanim, 2016).
Causes Of Construction Project Delay
Construction delays are relative to project to project, country to country, state to state, and client
to client and can occur in any stage of construction. Therefore, this study will classify the delay in
construction projects according to the stage of occurrence and factors responsible for each
occurrence. The classifications are as illustrated in table 1 and figure 1 below.
Table 1: Causes of Construction Project Delay

S/N PRE-CONSTRUCTION STAGE DELAY POST CONSTRUCTION STAGE DELAY
I Corruption Corruption
2 Inadequate project planning Lack of required utility on site
3 Inability to conduct a well-articulated Inflation and variation in prices of material, plants and
feasibility study equipment etc.
4 Undefined and insufficient details and Late and slow rate of material delivery
specification
5 Untimely provision of designed contract Untimely provision of designed contract documents
documents
6 Tendering and contractor’s selection process Mismanagement in the site and performance
7 Design errors and unidentified design Untimely release of funds to execute construction
mistakes. activities
8 Late and slow rate of material delivery Inefficiency of the plants and equipment due to power
issues or breakdown.
9 Provision required utility on site Unavailability of quality materials
10 Untimely provision of material on site Insufficiency in the supply of labor, plants and
equipment.
The above cause of construction delay can be grouped into four according to the responsible
factor.
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Figure 1: Factors responsible for construction delays
General Causes Of Delay In The Construction Industry

There are general causes of delay as illustrated by Gebrehiwet & Luo, (2017) irrespective of the
stage of occurrence. They articulated forty-eight (48) various causes in their research and
classified them into the various factors as illustrated in table 2 below.
Table 2: classification of the Causes of Construction Project Delay

Causes Classification
External Responsibility Resources Contract
Condition
1 Untimely release of finance and payment 
2 Interruption of work in progress 
3 Untimely delivery of construction work and 
design
4 Poor feasibility study 
5 Communication barrier 
6 Lack of quality materials 
7 Late material delivery 
8 Irregular decision marking 
9 Changes in specification and materials 
10 Damage of materials 
11 Material increase in price 
12 Delay in processing finance claims 
13 Bureaucracy in releasing government funds 
14 Untimely release of project funds/budget 
15 Unstable global finance challenges 
16 Low productivity of the plants and equipment 
17 Lack of incentive and motivation 
18 Use of unqualified/ inexperienced workers 
18 Lack of commitment/ discipline 
20 Site accidents leading heavy injuries or death 
21 Skilled workforce Shortage 
22 Inefficiency of equipment 
23 Failure of equipment and lack of maintenance 
and repair
24 Equipment mobilization or allocation problem 
25 Obsolete equipment 
26 Poor site management 
27 Inadequate planning and scheduling 
28 Unsuitable method in construction 
29 Communication gap and coordination issues 
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30 Contractors inexperience 
31 Rework as a result of poor-quality work. 
32 Consultants inexperience 
33 Untimely approval of completed and receiving 
of work
34 Poor inspection and supervision 
35 Subcontractors inexperience and lack of 
commitment
36 Poor drawing detailing and specification 
37 Misconception of clients briefing 
38 Design errors and mistake 
39 Absence of alternative dispute resolution 
40 Unclear contract details and document 
41 Irrational contract duration and cost 
42 Misunderstanding of contract documents. 
43 Natural disaster 
44 Corruption 
45 Unavailability of required utility on site 
46 Government policies 
47 Conflicts (social and cultural) 
48 Tendering and contractor’s selection 
From the literatures, construction project delays occur more frequently due to Construction
stakeholders’ induced factors (SIF) and Construction resource induced factors (CRIF). This can
further be summarized in the bar chart (figure 2) below.
Figure 2: Construction Project Delay Causes Frequency due to the Classified Factors
Causes of Construction Delay Associated with Skilled Workforce

According to Das, (2016) the delays associated with skilled workforce during construction
process include;
1. Inadequate knowledge in the use and operation of most construction plants and equipment
2. Improper training and retraining exercise to master new technology and methods of
construction
3. Poor commitment due to inadequate remuneration, incentives and job security
4. Incompetency and lack of skill proficiency
5. Conflicts and site accidents due to mistake or lack of concentration on site
6. Psychological depression and emotional imbalance due to family and social pressures
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7. Poor communication skill especially when there are mixed tribes or skilled migrants from
neighboring countries.
Confronting Issues of Construction Sustainability

(Saleh & Alalouch, 2015) has defined sustainable construction as “creating a healthy built
environment using resource-efficient, ecologically based principles”. A construction project is
considered to be sustainable only when all the basic principles of sustainability are compatible
with each other (Alsanad, Gale, & Edwards, 2011).The basis for the whole process lies in
balancing financial, environmental and operational considerations of a construction project.
However, many issues of sustainability are interrelated, and the interaction of a construction
project with its surroundings has significant impacts on mankind (Hussin, Abdul Rahman, &
Memon, 2013). Being a complex, fragmented and schedule driven industry, construction projects
always facing some challenges such as poor quality, low productivity, time overrun, over-budget,
shortage of workers, construction waste and others (Saleh & Alalouch, 2015). In line with the
principle of sustainable development, construction projects should be developed to bring benefits
across all aspects, namely economic, social, and environmental. However, developing projects
under the fundamental of sustainable construction is complex because the projects are frequently
subject to problems that constrain their execution ((Zuofa & Ochieng, 2016).
One of the critical problems faced by the construction industry is labor shortages (Oke,
Aigbavboa, & Khangale, 2018); (Healy, Mavromaras, & Sloane, 2015). Since construction is a
labour intensive industry, the shortage of labour has direct effect on project performance,
especially in term of cost, time and quality ((Hajela, 2012); (Jarkas, Al Balushi, &
Raveendranath, 2015)).
In most countries, labour costs comprise 30% to 50% of the overall project costs Mohd-Rahim et
al., (2016) and hence they are regarded as an important resource of the efficiency and success of
the construction project. Apart from the aims to minimize the resource depletion, reducing
environmental degradation, and developing a healthy built environment, the fundamental
objectives of sustainable construction includes the criteria related to complete a project in
accordance with specified time, cost and quality (Marques, Tadeu, De Brito, & Almeida, 2017).
However, the shortfall of human resource has become the crucial risks that is hindering
construction project in achieving sustainability (Awe, Stephenson, & Griffith, 2010).
3. Methodology
This is both qualitative and quantitative study as related literatures were reviewed and data was
equally collected through administration of well-structured questionnaire. interview conducted
was equally conducted amongst the contractors, the clients, the consultants. The study adopted
systematic random sampling method in selecting practicing members of different professional
related bodies to elicit helpful information on the impact of the skill workforce induced delay on
project delivery and construction sustainability in Nigeria.
The purpose of the choice of systematic random sampling technique was to give all the
respondents who met the selecting criteria the opportunity to be selected with the assurance of
eliciting useful information on the topic under study. The sample size for this study was
determined using (Krejcie & Morgan, 1970) sample size determination table and formula
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s = X2 NP (1-P) +d2 (N -l) + X2P (1-P).
Where:
s = sample size required
X2 = the table value of chi-square for 1 degree of freedom at the desired Confidence level
(3.841).
N = the population size
P - The population proportion (0.50)
d = the degree of accuracy expressed as a proportion (0.05)
Table for representative sample size determination prepared based on the formula by (Krejcie &
Morgan, 1970) was instrumental for the choice of 152 respondents as the sample size for the
questionnaire survey. Since the population for the study is very wide hence 152 was chosen as
sample size. Therefore, a total of 152 questionnaires were distributed using likert scale
questionnaire structure arrangement and a total of 138 out of the 152 questionnaires were
returned and their responses were analyzed and ranked using tables, chats and relative important
index.
The questionnaire was a combination of closed, ranked as well as an open-ended type, which
allows for either strongly agree (SA), Agree (A), Strongly Disagree (SD), Disagree (D), or
Indecisive (ID) responses from the respondents.
4. Discussion
This section gives the outcome of the research from the respondent’s perception on the impact of
skilled workforce induced delay on project and sustainable construction in Nigeria. The opinion
of the respondents to the questions asked were analyzed and presented in simple percentages, bar
charts and ranked using relative important index to ascertain the relationship between the skilled
workforce delay and the impact of their delay to construction project delivery and sustainable
construction.
Table 3: Summary of the distributed Questionnaire and the respondents
Questionnaire Frequency Percentage (%)
Questionnaires returned 138 90.79

Questionnaires not returned 14 9.21
Total Questionnaires 152 100
Gender of Respondents Frequency Percentage (%)
Male 119 86.23

Female 19 13.77
Total 138 100
The total number of administered questionnaires was 152 corresponding to 60.80% of the sample
population N (250). But out of the 152 questionnaires distributed, 138 were filled and retrieved,
corresponding to 55.20% of the total population and 90.79% of the entire sample size (see table 3
above). This shows that a greater percentage of the questionnaires were retrieved, hence a greater
percentage of the target population, gave us their perspective as regards to the subject under
study.
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Table 3 also shows the percentage distribution by gender of the respondents. From the data
presentation in the table above, it can be stated that the majority of the building stakeholders in
Nigeria are male corresponding to 86.23% of the total retrieved questionnaires (138). Thus, the
percentage response of the females corresponds to 13.77%.
Table 4 shows that most of the respondents are cooperate members (55.07%) followed directly by
associate members (18.84%), followed by graduate members (17.39%), and finally by Fellow
(8.70%).
Table 4: Professional Membership of the respondents
Membership Category Frequency Percentage (%)
Fellow 12 8.70
Corporate 76 55.07
Graduate 24 17.39
Associate 26 18.84
Total 138 100
Table 5: Years of Experience of the respondents

Years of experience Frequency % Percentage % Cumulative%
15years and above 56 40.57 40.57
11-15years 38 27.54 68.11
6-10years 32 23.19 91.30
Less than 6years 12 8.70 100
Total 138 100
One of the criteria for selection of respondents was through their year of professional experience
in the construction activities and practice. From the questionnaires distributed, the years of
experience of the respondents were collected. The Essence is to ascertain their level of exposure
in the construction industry. The table 5 above gives the summary of the respondent’s years of
experience in the field of construction.
From the data in the table, it is clear that the highest number of respondents have years of
experience within the range of 15years and above. It can also be deduced from the percentage
distribution that from 6-10years to 15years and above has the highest percentage of 21.16%
27.54% and 40.57% of the respondents showing that the majority of the respondents has work
experience ranging from 6-15years and above indicating that the responses were gotten from
people with good understanding of the construction delay issues and their wealth of experience
are tapped to eliciting the answers to reveal the impact of the skilled workforce induced delay in
the construction process which in turn leads to delay in the entire project delivery.
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Table 6: Factors that contributes to skilled workforce induced delay in construction project delivery
Causes Number of responses Mean RII Ranking
Inadequate knowledge in the uses and operation 138 3.47 0.69 4th
of most construction plans and equipment
Improper training and retraining exercise to 138 3.52 0.70 3rd
master the new technology and methods of
construction
Poor commitment due to inadequate, 138 4.11 0.82 1st
remuneration, incentive and job security
Incompetency and lack of skill proficiency 138 3.35 0.67 5th
Conflicts and site accidents due to mistake, none 138 1.94 0.39 7th
adherence to safety rules and lack of
concentration
Psychological depression and emotional 138 3.02 0.60 6th
imbalance due to inability to meet up with
family pressure and societal recognition
Poor communication skill especially when there 138 2.98 0.60 6th
are mixed tribe or skilled migrants from
neighboring country
Insufficiency of the skilled workforce 138 3.92 0.78 2nd
The above table 6 indicates the factors responsible for the project delay caused by the skilled
workforce. The analysis shows the number of respondents, the mean (derived from the
respondents’ responses to the administered questionnaire structured in 5-point Likert scale, the
relative important index (RII) and the ranking. From the ranking done after calculating the
relative importance index of each level of enquirer shows that the more significant factor
responsible for delay induced by the skilled workforce on project delivery and construction
sustainability is the poor commitment due to inadequate remuneration, incentive and job security
and it is ranked 1st , followed by insufficiency of skilled workforce, improper training and
retraining exercise to master new technology and methods of construction, inadequate knowledge
in the use operation of most plants and equipment, Incompetency and lack of skill proficiency,
psychological depression and emotional imbalance due to inability to meet up with family
pressure and societal recognition, poor communication skill especially when there are missed
tribes or skilled migrants from neighboring countries and lastly conflicts and site accidents due
to mistake or lack of concentrate on site.
Figure 3: Significance of the skilled workforce induced delay on project delivery and its effect on construction
productivity and sustainable construction
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The above represents how significant the level of the delay caused by the skilled workforce is to
the progress and delivery of the construction product. From the responses, 90% of the
respondents strongly agreed (SA) that the skilled workforce contributes a lot to the delay of the
project apart from other factors that cause project delay, while 50% simply agreed(A), 5% went
indecisive (I), 15% disagreed(D) that the delay from the skilled workforce have any effect on
either project delivery, level of construction product or construction sustainability while 10%
vehemently strongly disagreed(SD) that the skilled workforce has any effect on the subject
matter. From the majority perception, with 90% of the respondents suggests the delay induced by
the skilled workforce has obvious significant impact on the project delivery, production and
sustainable construction. Therefore, the study submitted that after validation by the stakeholders
that there is significant impact of the delay caused by the skilled workforce on project delivery
and sustainable construction.
Table 7: Impact of Skilled Workforce Induced Delay on Construction Process and Project Delivery
Impact Number of Mean RII Ranking
responses
Time overrun 138 3.78 0.78 1st
Increase in project cost 138 2.52 0.70 2nd
Rework due to low quality jobs as a result of 138 3.36 0.67 3rd
incompetency
Dispute/litigation between clients and 138 2.44 0.49 6th
contractors
Low profit margin on contractors 138 3.03 0.61 5th
Project suspension as a result of death caused 138 3.08 0.62 4th
by site accident
From the respondents’ responses and the analysis that was done using relative important index, it
was revealed that the time overrun ranked 1st with (RII=0.78) (see table 7 above) showing that the
skilled workforce induced delay in construction process and delivery has more significant impact
on duration of the project, followed by increase in cost of the project with (RII=0.70), when the
project is delayed as a result of incompetency or mistake from the skilled worker and corrections
are made either total rework, or slight rebuilding is carried out, it will add additional cost and
time to the project which may even lead to abandonment of the project because of the financial
implication to the client. Third on the ranking was the rework due to low quality jobs as a result
of incompetency with (RII=0.61), the time spent in correcting or rebuilding any work done in
error or mistake has direct effect on the project completion time and is cost intensive. 4 th with
(RII=0.62) was Project suspension as a result of death caused by site accident. In most cases,
projects can be delayed or suspended due to vital injuries or death of the key worker on site as a
result of accident caused in the site or sudden illness of the key skilled worker before replacement
is made. This situation is worst when the job is contracted to a skilled worker directly and
payment has been made upfront, in such situation the projected will experience great delay before
negotiation and made on who takes liability of the fund from the diseased family. Low profit
margin on contractors was ranked 5th with (RII=0.62), most contractors pay double to correct any
mistake or error done by the skilled worker when they are working under him directly and it
affects their project from the job therefore, to make up with the lost from human error and
mistake caused by the skilled workforce most of contractors tends to cut corners which may
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affect the quality of the construction. Lastly on the list was Dispute/litigation between clients and
contractors which ranked 6th with (RII=0.49) dispute and litigation may arise as a result of
inability of the contractor to meet up the contract duration time stated in the contract documents.
5. Conclusion
The delay caused by the skilled workforce to project delivery has been undermined no wonder
much attention has not been given to the impact of the delays caused by the skilled workforce to
project delivery even though they constitute the greater number of the project success. The issue
of skilled workforce induced project delay has not been given much attention as most of the
researchers on project delay have been mostly focused on other factors of delay. However, this
study has revealed the impact of the skilled workforce induced delay to project delivery and
construction sustainability. Amongst the effects of skilled workforce induced delay to project
successful delivery revealed by this study are (1) Time overrun (2) Increase in project cost (3)
Rework due to low quality jobs as a result of incompetency (4) Dispute/litigation between clients
and contractors (5) Low profit margin on contractors (6) Project suspension as a result of death
caused by site accident. With the close nature of the index it shows that all of these consequent
outcomes can be suffered by a project if there are delays from the skilled workforce. These delays
by the skilled workforce can be triggered by any of the factors mentioned earlier in table 6.
Therefore, there is urgent need for the construction industry and the contractors to not only look
at other delay factors in the construction delivery process, but also look at the onsite delays
caused by the skilled workforce critically through close supervision and motivation to achieve a
successful end of the project.
Acknowledgement
My sincere thanks go to all the authors whose intellectual property served as a reference point to
the success of this study and the individuals who made out time to present themselves for
interview and those who filled the questionnaire which helped to elicit meaningful information
for this study. To my own PhD supervisor who is playing a combination of advisory and
academic role, I remain grateful in meeting you in this my academic journey.
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NEW TRENDS, NEW AVENUES & NEW RECRUITMENT

STRATEGIES FOR INSURANCE COMPANY
Abdul Aziz Bin Mohd Mustafa1, Sriganeshvarun Nagaraj2, Kean Tat Fong3
INTI International University, Negeri Sembilan, Malaysia
Email: 1abdulaziz.mustafa@newinti.edu.my
2
srivarun.nagaraj@newinti.edu.my
3
keantat.fong@newinti.edu.my
_________________________________________________________________________________________
Abstract: With the advent of social media, Internet and New New media many information can
be shared, searched and filtered for specific purpose of individuals or for corporate companies.
To understand the new trends and new ways of recruitment, the researcher chose to do In-depth
Interview by questioning the HR expert of various Industry to find out the right strategy and
methods to recruit right talents across all Industries. The findings were that the HR experts not
only use one medium to recruit but all the mediums available at their disposable to achieve their
recruitment target.
Keywords: New trends, Avenues, Recruitment strategies

_________________________________________________________________________
1. Introduction
Recruitment is one of the essential task in the organization. It is the procedure of getting and
hiring qualified candidates both internally and externally to fill in any job vacancies or any job
positions in an organization. It is also the process of hiring in a timely and cost effective manner
that can bring positive changes to the organization. Withal, the process of integrating and
interviews for the selected candidates begin.
Nowadays, insurance company faces many obstacles in finding people for their organization.
Many strategies can be used to attract candidates towards the insurance industry. Recruitment of
employees is a challenge in the insurance industry (Honyenuga, Tuninga, & Ghijsen, 2014). For a
company to maintain a status of going concern, it is important that it be profitable and bring
financial returns. It is also important for the business to manage the issue of employee
recruitment strategically and ensure that they have all the advantage to gain competitively. Some
insurance companies have effectively overcome this challenge and as evidence, it can be seen
through their growth and number of long term employees in their organization. Thorough
analyzing on the strategies applied by current companies aligned with the concepts of
contingency theory and resource-based view theories, can further help organization’s approach to
fit into the continuum of strategic human resources (HR) management. The detailed and intensive
analysis of people that manage this problem helped explain the phenomenon within its real-life
context (Yin, 2014). In addition, the importance of recruitment and selection has become
increasingly apparent to many organizations across the world. Organizations are no longer just
match individuals to immediate job requirement and instead, organizations are driven by the
desire for a multi-skilled, flexible workforce, and an increased emphasis on teamwork. With that
being said, selection decisions are concerned more with the behavior and attitudes of employees.
Last but not least, the process of recruitment and selection is likely to be more strategic and the
notion of strategic selection is caused by the emphasis between corporate strategy and people
management. It is understood that recruitment and selection both are linked together with the
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overall organizational strategy and have the desired aspiration to match the flow of people to the
emerging business world, specifically, to the insurance industry (Dessler, 2009).
2.0 Literature Review

Georgia et. al., (2013) said some insurance groups also prefer to post their job vacancies on their
company’s websites in order to attract candidates. Posting job vacancies internally is one of the
excellent methods in offering promotion chances to the employees. It also helps the companies to
reduce complaints of unfair treatment and discrimination from the employees. Companies that
have branches also sometimes prefer centralized recruitment, where all the recruitment functions
and processes takes place in the central office (Georgia et. al., 2013). Some of the benefits that
the companies can gain through this method are the reduction in administration costs, better
operation of professionals, standardization in recruitment and the reduction in favouritism
(Georgia et. al., 2013). Georgia et. al., (2013) mentioned that most insurance companies also
prefer using a video conference method to interview the candidates. Today’s video conferencing
can be said to be as close to “being there” with its massive improvements in quality, availability
and usability. Some of the insurance companies, usually the smaller ones, may prefer the old
school method which is face-to-face interview, as it enables them to have a live communication
and interaction with the candidates (Georgia et. al., 2013). Face-to-face interviews also help the
candidates to portray their feelings more such as their enthusiasm, concern, confusion or even
their understanding to the person interviewing them.
Research by Johannsdottir L., Olafsson S., and Davidsdottir B., (2014) has shown that the culture
of CSR also has an impact on the jobs’ content richness, where the job becomes more
meaningful, highly engaging, becomes a job with employees pride and also other intrinsic
factors. Intrinsic rewards have a huge ability to influence employees in their job satisfaction, and
strengthening their commitments and loyalty (Jones et. al., 2013). Based on the findings by
Johannsdottir L., Olafsson S., and Davidsdottir B., (2014), they have found that focusing on CSR
has quite a significant impact on talent management. It can be used to create internal, strategic
and cultural fits (Stahl et. al., 2007) between businesses and the act of attracting and retaining
talent. This applies to both multinational insurance enterprises and small or medium-sized
insurance enterprises. Companies that perform poorly in CSR matters have a bigger risk in failing
to benefit from CSR to draw high level candidates (Lewis and Heckman, 2006) and being able to
use it to increase job satisfactions, career success and behaviours of current employees (Rupp et.
al., 2006).
Perception of recruiters for the target groups had affected their practices of cross-border labour
mediation. The agency experts that were already interviewed had prepared similar procedures
such as information campaigns, consultations, selection of potential candidates, help for the
preparation of documents and information about the country that the candidates wish to work in,
organising interviews and job seekers or doing the interviews themselves.
The practitioners from public agencies received information about job vacancies mostly through
the network of EURES advisers in the EU. They provide many materials and used well-
developed national sites which made job openings visible to all interested candidates who could
apply in their local employment office (Findlay et al., 2013; Shubin et al., 2014).
3.0 Methodology
For the purpose of this research and the method that the researcher employed to gain data and
information is qualitative method. Indepth- interviews techninque was used as it is the best way
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to gain an in-depth insight into human resources. The researcher had chosen 20 human resource
executives to be interviewed either through face-to-face, voice recording or video conferencing.
The researcher had an open ended questionnaire related to the recruitment and brand awareness to
be asked to the interviewees. The participants of the In-depth Interview were from 4-5 different
industries such as Automotive , Agriculture , Trading , Manufacturing and Food and Beverages.
4.0 Finding & Discussion

Preferred way for scrutinizing application:
Majority of them preferred online way of scrutinizing candidate’s information through various
job sites which are from various job sites and online portal which contains all the necessary
information needed. Only 2 people suggested they would like to see the candidate’s information
and testimonials in person. As per the experts if the application and the recruitment target is only
less than 5 nos it is quite easy to filter information. If the recruitment targets is more than 20 or it
increases more than that it is easy to go through online sites like job portal or companies websites
to filter applications and call for personal interviews.
Preferred method/ channel:

Majority of the respondent’s first and preferred choice to recruit application and candidates are
recruitment agencies, followed by social media and internal references. As many respondent said
that major companies have very few employees to assist in recruiting large number of candidates.
So they rely or outsource their recruitment responsibility to third party people where they have
huge pool of application. The second most preferred way for recruiting targets are posting of
corporates need in their companies social media pages to attract application. The third most
preferred way asking the employees to refer for vacant position in which they mentioned that
giving ownership to the employees make them feel empowered.
Preferred site/social media for recruitment:

All the respondent’s preferred Jobstreet.com and LinkedIn, followed by Facebook and Instagram
of their company’s official social media accounts. The rational being that the sites have a search
filter and the corporates have account and client servicing to find the right talent filtered by the
search engine which saves lot of time and money for the corporates. LinkedIn is the second
preferred site as it helps to find the potential of the individual and through networking.
6.0 Conclusion
Based on our finding, it is understood that there are various ways and methods for recruitment,
what choice of preference in finding information between online and physically, the type of
recruitment methods that are currently used by companies in Malaysia, preference on social
media sites by HR personnel, there are various types of tests that are currently used by companies
in Malaysia, every challenges faced by HR personnel in a recruitment process. It is also
understood that diversity can play major roles in the recruitment process. The methods used in
this study which are questionnaires and interviews, has helped us to get accurate information
from 20 people whom are of Human Resource Department. It is also vital to construct the right
questions for our methods as it can heavily affect the outcome of any findings.
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ON CHILD HEAD INJURY CRITERIA (HIC) DUE TO

FRONTAL FALL IMPACT ON RIGID FLOOR
Sahari B.B.1*, Nuraini A.A2, Nursherida J.M3, Manohar A.4, Rafukka I.A5
1
Faculty of Engineering and Built Environment, UCSI University, Kuala Lumpur, Malaysia
2
Faculty of Engineering, Universiti Putra Malaysia, Serdang, Malaysia
3
Faculty of Engineering, Science & Technology, Infrastructure University Kuala Lumpur, Kajang, Malaysia
4
Faculty of Medicine and Health Sciences, Universiti Putra Malaysia, Serdang, Malaysia
5
Department of Mechanical Engineering, Bayero University, PMB 3011, Kano, Nigeria
*Corresponding Author: barkawi@ucsiuniversity.edu.my

_________________________________________________________________________________________
Abstract: Head Injury Criteria (HIC) during an accident is an important criterion in car
crashworthiness assessment. HIC values for driver, adult occupant and child occupant need to be
assessed and their values need to be limited. For child occupant, 1 year old (1YO), 3YO and 6YO
dummies are used. In developing the child dummies, respective child age dummy heads are
subjected to drop impact at particular point on the head. In this paper, the HIC values for 1, 3 and
6 year-old child heads falling on a rigid floor for -5.5o, 0o, 45o and 90o impact angle and drop
heights of 150 mm, 300 mm and 450 mm are presented. Ls-Dyna suite of program was used. The
results show that HIC depends on age, drop height and angle of impact. It is also found that, 3YO
gives the lowest HIC value with against age at all drop height. This could be due to for 1YO,
tissues are weaker and fontanel exist, compared to 3YO, and for 6YO, although the tissues are
stronger, it is heavier compared to 3YO that contributes to its higher HIC values.
Keywords: Head Injury Criteria, Child Head Injury, Head Fall Impact Injury, Finite Element
Analysis
___________________________________________________________________________
1. Introduction
In automotive design, it is almost always necessary to determine the crashworthiness properties
of the vehicle in the event of crash accident. The main subjects to be considered are the driver,
adult occupant, child occupant and pedestrian. The important parts of human body to be
considered are the head, chest, and legs. For the head, Head Injury Criteria (HIC) is used,
whereas for the chest, Chest Severity Index (CSI) and for the legs, it is the knee rotation angles.
Dummies for adults and child are used. For experimental determination of car occupant, human
physical dummies are placed in the vehicle and crashed. However, experimental works are
expensive. Alternatively, finite element simulation using software such as Ls-Dyna is a suitable
alternative. For simulation work, finite element dummy is used. One example of child dummy is
shown in Figure 1. In this paper, the HIC values of child head subjected to fall impact on a rigid
floor are determined for different impact conditions, namely: age, impact angle and drop height.
The objective of the work is to determine the effect of age, impact angle and drop height on HIC
values. By doing this, suitable child restraints system (CRS) could be developed or its
effectiveness can be evaluated. Child heads of ages 1 year old (1YO), 3YO and 6YO are
investigated for impact angles of -5.5o, 0o, 45o and 90o, and drop heights of 150 mm, 300 mm and
450 mm.
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Figure 1. Finite element child dummy
Many research works have been done in automotive safety assessment that involve child dummy.
Van Ratingen, and Wismans (1999) develops the pediatric kinematic model. Mizuno, et. al
(2005) and Zhu and Rasico (2008), develops the finite element model for 3YO child.
Mahadevaiah and Burger (2013), on the other hand presented the 6YO Hybrid III child dummy
model for Ls-Dyna simulation works. Mizuno et al (2009) and Saul et. al (1998) assess Child
Restraint System utilizing the 6YO Hybrid III MODEL. The Hybrid III model was later used to
develop dummies for other ages. Nursherida et al (2015), and Nursherida et al (2016) develops
the newborn and 1YO child dummies. In most of the development, the dummy sizes resemble
that of 90th to 95th percentile of the world population. Rafukka et. al (2015), develops 3YO child
dummy model specific to a Nigerian population. These works indicate the importance of
assessing HIC of child due to impact load. For automotive crashworthiness assessment, the HIC
values for 6YO should be less than 700, whereas for 3YO and 1YO to be less than 570. From
these literatures, it shows that child age is an important parameter affecting HIC. However, little
work on effect of impact point on head and drop height on HIC was investigated. The present
paper investigated this effect. Only the head of the child without torso and limbs are studied.
3. Materials and method

The main organs of child head being modelled are facial bone, back skull and head skin. They
developed as close as possible to that of the real. For 1YO, there a small opening called fontanel
as shown in Figure 2(a). The fontanel will disappear at age 2 and greater. Figure 2(a) shows an
image of the 1YO facial bone. For 1YO model, the fontanel is modelled as a rectangular hole
having the same area as shown in Figure 2(b). For 3YO and 6YO, there is no need for this
fontanel as shown in Figure 2(c). Another aspect is in modelling the material behavior. The facial
bone is assumed as elastic solid, and the head skin as viscoelastic. The skin material behavior is
described by shear relaxation equation using Equation 1 [Hermann and Peterson, (1968)]. The
material parameter values and key dimension of the head is shown in Table 1.
Equation 1
The HIC value is determined from the acceleration time graph during the fall and impact. A
typical acceleration-time graph where HIC is evaluated is shown in Figure 3. From this graph,
Equation 2 is used to determine the HIC values. The values of t2 and t1 the time interval within
which the integration is evaluated. In the present case 15 ms is used. Hence, the HIC is
designated as HIC(15).
[ ∫ ] Equation 2
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In the present study, the head model is positioned as a certain angle; namely -5.5o, 0o, 45o and
90o. Angle 0o is the forehead and 90o is towards the back. These angular position covers impact
point from slightly in front of forehead towards the back and over the vicinity of the fontanel. In
this manner, the effect of the fontanel can be assessed. At each angular position, it is then
dropped from a certain height, namely 150 mm, 300 mm and 450 mm.
Table 1. Properties of head model data

Young's Head skin bulk modulus and Poisson's Mass density, width Length Tissue
modulus visco-elastic parameters ratio, υ ρ (kg/m3) (mm) (mm) Mass
(MPa) (kg)
Age Facial Bulk G0 G∞ β Skull Facial Head
bone modulus bone skin
(N/m2)
1YO 421.0 4.0 3.0 1.0 480 0.2 2.1 1.2 125.0 205.3 1.82
3YO 4700.0 3.0 0.5 0.1 250 0.2 1.8 1.2 132.6 219.3 2.11
6YO 70000.0 23.6 8.0 5.0 250 0.3 2.45 1.2 141.2 221.3 2.51
(a) Actual fontanel (b) 1YO model with fontanel (c) 3YO child head
Figure 2 (a) Actual shape and location of fontanel (Davies et al., 1975) (b) Actual measurement of AF
transverse surface area in FE model.
Figure 3 Acceleration time graph for evaluation of HIC
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(a) -5.5 deg (b) 0 deg (c) 45 deg (d) 90 deg

Figure 4 Angular Location of head impact
4. Results and Discussion

In the simulation work, the head model is dropped to fall and impacted on a flat rigid floor. The
velocity of impact, v, depends on the drop height, h. The relationship between v and h is given by
equation 3, where g is gravitational acceleration.
√ Equation 3
Upon impact to the floor, the head deforms at the point of impact, stay in contact for few
milliseconds, and after that it bounces back. Figure 5 shows the deformed shape of the head at
various instances. As seen from Figure 5, initial time t = 0 ms (a), there is no deformation. First
contact starts to occur at t=1 ms (b), reaches maximum deformation at t = 3 ms (c), starts to
bounce back at t=4.5 ms (d) and complete separation after t=5 ms (e). A typical acceleration time
graph from which HIC value is determined was shown in Figure 3. The values of HIC for 1YO,
3YO and 6YO child head for different values of angles; -5.5o, 0o, 45o and 90o, and drop height2,
150 mm, 300 mm and 450 mm are given in Table 2.
The variation of HIC with respect to impact angles for various h, and age is shown in Figure 6. It
can be seen that HIC value reduces slightly as the angle increases from -5.5o to 0o, and thereafter
it is uniform. The value depends on age and h. Therefore, it can be said that, HIC do not depend
on the angle of impact. In other words, the location of impact is not influenced by the location
from forehead to back direction. This is useful, in a sense that, in the event of crash, the impact
location is not controllable.
The variation of HIC with drop height, h, for different age and angles is shown in Figure 7. It can
be seen that, HIC is almost linearly related to drop height. The HIC value is increasing with
increase h. There is little variation with respect to angle as mentioned before, and hence, the lines
for coincident for each age. It is interesting to note that, the gradient for 3YO is lower that that of
1YO. The 6YO has the highest gradient.
The variation of HIC with age, for different drop height, h and angles is shown in Figure 8. It can
be seen that, for all h and angles, HIC value is first decreasing with age for 1YO to 3YO and after
that, increases with age for 3YO to 6YO. From Figure 8, the values of HIC for h = 150 mm,
minimum HIC of 93 and occurs at 3YO, for h = 150, minimum HIC of 289 at age 2.5YO and for
h = 450 mm, minimum HIC of 545 occurs for 2.5YO. From this Figure 8, it can be said that, over
the range of h, 3YO child suffers the lease injury compared to 1YO and 6YO. Higher HIC means
more prone for injury. This could be due a number of factors. For 1YO, fontanel may cause the
head weaker, and at the same time, the tissues are still not so strong. As the child develops, the
fontanel closes, facial bone and head skin becomes stronger and able to withstand impact load.
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Hence as the child grow from 1 to 3 years, the resistance against impact increases. However, one
would expect HIC should continue to decrease when approaching the age of 6. But this is not the
case. One reason could be, it is true that the tissues, namely facial bone and head skin, are getting
stronger, at the same time the mass also increases. Bigger mass has higher kinetic energy during a
fall. And because of this, the head suffers more injury to dissipate a higher kinetic energy. In
order to sustain lower HIC, it appears that there should be a good balance between tissue strength
with mass. This balance may have been attained by the child ages from 2.5 to 3.5 years.
Table 2 Values of HIC for different ages, angles and drop heights
Values of HIC for different ages, angles and drop heights

1YO 3YO 6YO
ANGL h=150 h=300 h=450 h=150 h=300 h=450 h=150 h=300 h=450
E mm mm mm mm mm mm mm mm mm
-5.5o 157.1 460.3 855.5 94.8 294.0 561.9 329.8 947.1 1766
0o 155.0 445.1 832.1 93.4 289.1 552.9 322.7 937.1 1669
45o 154.2 475.8 926.7 105.7 333.5 627.5 311.6 943.0 1756
90o 162.4 485.5 923.6 93.5 281.8 545.9 341.0 947.5 1715
(a) t=0 ms b) t=1 ms (c) t=3 ms (d) t=4.5 ms (e) t=5 ms
Figure 5 Deformed shape during drop sequence events
Figure 6 HIC vs angle for different age and drop height
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Figure 7 HIC vs drop height at different angles and age
Figure 8 HIC values against age for different drop height and angle.
4. Conclusion
From the results obtained and the discussion, for child head drop and impacted a rigid floor, the
following conclusion are made
1) Child head suffers injury when fall and impacted on rigid floor.
2) Head Injury Criteria (HIC) values depends on child ages and drop heights.
3) For a particular age, HIC values are least affected by the angle of impact.
4) HIC values are linearly dependent on drop heights; it increases with increasing height.
5) A 3YO child head is least prone to injury compared to 1YO and 6YO child head. Weaker
tissues and existence of fontanel contributes to weakness in 1YO, whereas, bigger mass may
contribute to weaker 6YO.
5. Acknowledgement
The authors would like to acknowledge UCSI University, Kuala Lumpur, Malaysia, Universiti
Putra Malaysia, Infrastructure University Kuala Lumpur (IUKL), Malaysia, Bayero University,
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Kano, Nigeria, Kementerian Pendidikan Malaysia and MESTECC, Malaysia for their supports in
works related to this paper.
References
Davies DP, Ansari BM, Cooke TJ., (1975). Anterior fontanelle size in the neonate. Arch Dis
Child. 1975;50:81-83. 9.
Herrman L.R., Peterson F.E. (1968). A numerical procedure for viscoelastic stress analysis. In:
Proceedings of the Seventh Meeting of ICRPG Mechanical Behavior Working Group.
Mizuno, K., Iwata, K., Deguchi, T., Ikami, T., and Kubota, M. (2005). “Development of a three-
year-old child FE model. Traffic Inj. Prev., vol. 6, no. May 2014, pp. 361–371.
Mizuno, K., Iwata, K., Namikiri, T., & Tanaka, N., (2009). Comparison of human FE model and
crash dummy responses in various child restraint systems. Int. J. Crashworthiness, vol.
14, no. 2, pp. 139–149.
Mahadevaiah, C.M.U., Burger, M., (2013). LSTC Hybrid III 6 year old Finite Element Model
Documentation.
Nursherida, J.M., Sahari, B.B., Nuraini A.A., & Manohar, A. (2016). Development and
Validation of Newborn Child Head Numerical Model Dummy for Impact Simulations,
International Journal of Electronics and Electrical Engineering Vol. 4, No. 6, pp 563-
568.
Nursherida, J.M., Sahari, B.B., Nuraini A.A., & Manohar, A., (2015). Finite Element Modelling
of 1 Year-Old Pediatric Head with Fontanel Impact: Validation Against Experimental
Data, Australian Journal of Basic and Applied Sciences, 9(8) Special 2015, pp 53-61.
Rafukka, I.A., Sahari, B.B., Nuraini, A.A., & Manohar, A., (2015). Development of Three Year
Old Nigerian Numerical Child Dummy Head and Validation in Frontal Impact. in
Proceedings of 25th TheIIER International Conference, Kuala Lumpur, Malaysia,
May, pp. 50–54.
Saul, R.A., Pritz, H.B., Backaitis, S.H., & Hallenbeck, H. (1998). Description and performance of
the Hybrid III three year old, six year old and small female test dummies in restraint
system and out-of-position air bag environments. in Proceedings: International
Technical Conference on the Enhanced Safety of Vehicles, pp. 1513–153.
van Ratingen, M.. & Wismans, J., (1999). Modelling Pediatric Kinematics. In Annual
Proceedings/Association for the Advancement of Automotive Medicine. pp. 5–7.
Zhu, F and Rasico, J. (2008). FTSS Hybrid III 3 Year Old Dummy Model – LS-DYNA.
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RELATION BETWEEN WEATHERING GRADE AND SHEAR

STRENGTH: SLOPE STABILITY HAZARD ASSESSMENT
Muhammad Najmi Ghazali1, Zainuddin Mdyusoff2, Nur Anati Bt Azmi3
1
Civil Engineering Department, Universiti Putra Malaysia, Serdang, Selangor
2
3
*Muhammad Najmi GHAZALI: gs51425@student.upm.edu.my

_________________________________________________________________________________________
Abstract: The stability of an open cut slope depends on several vital factors. One of the main
factors is the rock weathering grade at the cut slopes. The classification of weathered rocks
depends on the type of rock and it plays an important role in shaping the properties of the
rock/soil in the slope. Metamorphic and sedimentary rock slopes have major differences in term
of their properties; thus, it is a hard task to the classify the weathering grades for these two types
of rock slope. This paper focus on the classification of weathered rock and their relationship with
the shear strengths. Comparison being made by previous case study to get a general pattern and
uniform trend between weathering grade and shear strength.
Keywords: slope stability, weathering grade, shear strength

_________________________________________________________________________
1. Introduction
The slopes chosen for this study is the slope at KM 149 and KM 152 of an expressway. The
location of the slopes KM 149 and KM 152 are in the black circle in the Figure 1.
Figure 1:Location of the study area
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1.1 KM 149 Rock Properties

The slope at this location is considered as one of the problematics that required 4 to 5 times
monitoring or checking in a year. The slope were 31 m height and each berm height between 4
m-6 m. The strata of the slope consist of residual soil and also metamorphic rock.
Figure 2: Overall look for KM 149 slope Figure 3: Weathered metamorphic rock
1.2 KM 152 Rock Properties

KM 152 is considered problematic since the slope has been failed at some part along the stretch
(Figure 4). Some remediation also has been done which is rock buttress at the slope prove that
this slope has high possibility to fail again. The height of this slope is approximately 10m from
the ground level. The failed slope occurred at the top layer strata which is sedimentary residual
soil.
Figure 4: Overall look of the KM 152 slope Figure 5: Some part of the slope has been failed
1.3 Weathering of Rock

Weathering is the result of complex climatic, geological, biological, and physical processes as
well as geography and climate (Fookes et al., 1971, 1988, Lan, et al, 2003) and is likely to be
heterogeneous. It changes the original texture, structure, mineralogy, and chemistry of the
material and tends to change a material from rock-like to soil-like material. Similar rocks in the
same area can weather differently depending upon these processes. Different lithologies (i.e. rock
compositions) can have different weathering rates under similar physical, chemical, and
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biological processes and therefore have different geological and engineering properties (Lan et
al., 2003). The weathering environment and duration of weathering can be variable.
Various researchers, engineers and geologists have tried to do classification of weathering. It

might be easy to understand the mechanism or process of weathering in rocks through various
laboratory tests, but very difficult to quantify it. It is observed that the descriptive terms used for
classifying weathered rocks are purely subjective. For example, the color seen by one person will
depend on the type of light source, the background, the size of the object and the colors that have
been seen immediately before .Moreover, many times it has been seen that there is a mismatch of
these descriptive terms (e.g. colors, decomposition, disintegration, discontinuities, fracture
spacing etc.) in the core logs and core photographs due to their subjective in nature. The color of
the rock samples just or nearly after drilling will vary from that taken after few hours depending
upon the weather condition on site. (Patel A., 2017).
2. Materials and Method

2.1 Direct Shear Box
The test is carried out on disturbed samples from the slope. The specimen for the direct shear test
could be obtained using the correct cutter provided (Figure 6). Alternatively, sand sample can be
placed in a dry state at a required density, in the assembled shear box. A normal load is applied to
the specimen and the specimen is sheared across the pre-determined horizontal plane between the
two halves of the shear box. Measurements of shear load, shear displacement and normal
displacement are recorded. The test is repeated for three identical specimens under different
normal loads. From the results, the shear strength parameters can be determined
Figure 6: The samples are trimmed according to the mould size
3. Result
Table 1 shows the direct shear box result for both sites (KM149 and KM152). The focus of the
shear box result is on the cohesion value and the angle of friction. Attached together is the result
from selected three case study for comparison purpose (Table 2). Direct shear test is most
commonly used in determination of shear strength of discontinuities in rock. The shear strength
of rocks describes their behaviour in nature in terms of stability. From the analysis, the value of
shear strength, cohesion and internal friction are obtained:
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Table 1: KM 149 and KM 152 Shear Strength

KM 149 KM 152
No of sample c (kN/m²) φ´(°) c (kN/m²) φ´(°)
Sample 1 10 45.5 34 22.7
Sample 2 11 44.1 31 26.3
Sample 3 45.3 23.7 37 23.8
Sample 4 34.3 19.8 - -
Table 2: Comparison from three cases study

Weathering Huat, B.K et. al (2005) Vivoda P. et al (2017) Rahardjo et al (2002)
Grade
c (kN/m²) φ´(°) c (kN/m²) φ´(°) c (kN/m²) φ´(°)
I - - 50.5 16 - -
II - - 23.5 29 - -
III 0 33 16 27 225 50
IV 8 28 33.5 29 35, 55, 125 45, 51, 42
V 10 26 21.5 31 12 38
4. Discussion
There are two main points for the discussion based on the result obtained. Firstly, determination
of weathering grade at KM 149 and KM 152 based on their shear strength result by comparing
three cases study. Second, the analysis between weathering grade and shear strength for the
selected slopes.
4.1 Determination of Weathering Grade at KM 149 And KM 152

Based on observation during site visit at KM 149 and KM 152, the weathering grade for both
slopes are either Grade III or Grade IV based on their appearances. They can be broken by hand
into smaller pieces and cannot usually be broken by hand; easily broken by geological hammer.
They make a dull or slight ringing sound when stuck by geological hammer. If compare with the
three cases study, it shows that at KM 149 and KM 152 is undergoing Grade IV weathering since
the values is at the same range especially if we compare the result from Rahardjo et al (2002). In
most articles and journal, the classification of weathering grade will be hard when it comes to the
stage between Grade III and Grade IV. The determination of the class become harder when it
covers the various type of rock which have different lithology. Copa W. (2018) states that not a
system of classification for the rocks of weathering agreed internationally exists as there is for
other types of rocks. Martin and Hencher, (2018) also state that there is a clear need for separate
descriptive schemes for the degree of weathering at a small scale (material grades) and at a large
scale (mass zones). Such weathering classifications should be established according to clear
principles using well
defined terminology. The schemes recommended in BS 5930 for this purpose are considered
inadequate due to confusing terminology, loosely defined material grades and unjustified mass
zonal boundaries. Thus, from the comparison of result, the weathering grade at KM 149 and KM
152 is more likely to Grade III since most of its values lies in the same range as the case study
result.
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4.2 Analysis of Weathering Grade and Shear Strength

To be rationally agreed by theory, more increase the weathering grade, more decrease the
cohesion value and more increase the angle of friction. However, if we analyse the result from the
three-case study, the hypothesis cannot be proven. Some of the data increases rapidly and some
of them decrease without a fix pattern and trend to be generalised. Thus, it proves that, there is no
fix guideline or hypothesis can be used to determine the connection between weathering grade
and the shear strength. Different studies discover different lithology of rock which possess
different properties.
5. Conclusion
Based on the result obtained, there is a uncertainty or no fix guideline when it comes to the
determination of weathering grade class III and weathering grade class IV which is a changing
phase from rock to soil. The different type of soil which consist different lithology and properties
make the identification process become harder. More studies about weathering grade which cover
different type of rock need to be conducted so that a generalisation of classification can be
produced from the analysis of the result. Lastly, there is no direct conclusion or relation can be
made between weathering grade and shear strength since there is no uniform patter or trend can
be observed through the comparison of the data.
References
Huat, B.K. et al,“Shear Strength Parameters of Unsaturated Residual Soil”, Electronic Journal of
Differential Equation, vol. 17, pp. 33-46, 2005.
Vivoda P. et al, “Influence of weathering processes on the shear strength of siltstones from a
flysch rock mass along the northern Adriatic coast of Croatia”, Bulletin of Engineering
Geology and the Environment, vol. 76, pp. 695-711, 2017.
Rahardjo et al, “Effects of Pore-Size Distribution on Engineering Properties of Residual Soils”,
World Engineering, pp. 70-76, 2002
Martin and Hencher (2012), “Geological Society , London , Engineering Geology Special
Principles for Description and Classification of Weathered Rock for Engineering
Purposes Principles for Description and Classification of Weathered Rock for
Engineering purposes”
Copa W. (2018), “A Geological Classification for the Rocks of Weathering”.
Fookes, P.G., Dearman, W.R., and Franklin, J.A., (1971), Some engineering aspects of rock
weathering with field examples from Dartmoor and elsewhere: Quarterly Journal of
Engineering Geology, v. 4, p. 139-185.
Lan, H.X., Hu, R.L., Yue, Z.Q., Lee, C.F., and Wang, S. J., (2003), Engineering and geological
characteristics of granite weathering profiles in South China: Journal of Asian Earth
Sciences, v. 21, p. 353-364.
Patel A, (2017), Classification of Weathering in Rocks and Its Engineering Implications,
Department of Civil Engineering, Visvesvaraya National Institute of Technology, India.
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SAFEGUARDING INDIGENOUS KNOWLEDGE AND

CULTURAL TRADITION WHILE PROMOTING SUSTAINABLE
TOURISM
1
Rohazar Wati Zuallcobley, 2Mohd. Zawawi Awang Nik
1
Faculty of Law, MARA University of Technology, Shah Alam Selangor.
2
Business school, University Kuala Lumpur
___________________________________________________________________________________________
Abstract: Malaysia is promoting tourism as new economic activities and growth. The income
generated from tourism could spur new economic activities that will result in increased household
income in the participating territory. Yet one of the downside of that could be envisage is the
unconscious disclosure of traditional knowledge and cultural tradition that are valuable to the
local community. Indigenous knowledge that are link to genetic resources are valuable assets that
could be exploited by bio-pirates under the pretext of tourism. These genetic resources are
intangible properties. The United Nation charter stated that“ Indigenous people have the right to
maintain, control, protect and develop their traditional knowledge and this include to protect and
develop their intellectual property over such traditional knowledge”. These would include
tradition-based literary, artistic or scientific works, performances, inventions, scientific
discoveries, designs, marks, names and undisclosed information. This paper will highlight the
danger of such disclosure by looking at some cases that had occurred overseas such as the case of
“Hoodia” and “Turmeric”. It will end with some suggestion as a guidance on some best practices
that could be put in place to safeguards our traditional knowledge while spur-heading local
sustainable tourism.
Keywords: : Intellectual property. Traditional knowledge, safeguard, sustainable. Tourism.

_________________________________________________________________________
Introduction
In anticipating the coming “Visit Malaysia Year 2020” the government is spending a lot of
money promoting Malaysia a haven for visiting tourist. The amount of financial expenses
incurred is deemed to commensurate with the anticipating income that will be brought in by the
incoming tourist through payment of accommodation, foods , transportation .shopping and
souvenirs that would usually followed such visit. According to Bernama Malaysia received 13.35
million international tourists and recorded a 6.8% growth in tourist receipts which contributed
RM41.69 bil to the country ‘s revenue during the first half of 2019.Tourism in Malaysia is the
third largest foreign income earner. It came third after manufacturing and palm oil industry. 7 %
of Malaysian economy are contributed from tourism. Thus tourism represented one of the biggest
economy sectors in the world and Malaysia is on the correct path to take opportunity on such
important economic growth.
Sustainable Tourism
Nonetheless massive tourism brought with it its downside too. For example tourism is one of the
major causes of pollution and carbon dioxide production. This was illustrated by an EU data that
shows tourism is one of the first causes of carbon dioxide production in Europe , and that over
20% of polluting emissions are associated with hotels and accommodations.
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Therefore now there is growing awareness on the issues of problems that are created by tourism
development and now everyone is talking about sustainable tourism . Sustainable tourism is
defined in Wikipedia as the concept of visiting as a tourist and trying to make a positive impact
on the environment, society, and economy.
Now sustainability has becomes a lifestyle. One survey done by World Tourism Organization
(UNWTO) shows that between 10- 15 % of travelers are looking for the unusual and unique
experience. This led to a boom in tourism in unexploited territory or countries such as Malaysia
which is one of the richest country in its collection of flora and fauna. We too have virgin rain
forest yet to be explore and relatively undisturbed. Thus the growth of ecotourism would led
travelers coming over to Malaysia to be fascinated with our flora, fauna and our cultural heritage.
Nonetheless massive tourism brought with it its downside too. For example tourism is one of the
major causes of pollution and carbon dioxide production. This was illustrated by an EU data that
shows tourism is one of the first causes of carbon dioxide production in Europe , and that over
20% of polluting emissions are associated with hotels and accommodations.
Therefore now there is growing awareness on the issues of problems that are created by tourism
development and now everyone is talking about sustainable tourism . Sustainable tourism is
defined in Wikipedia as the concept of visiting as a tourist and trying to make a positive impact
on the environment, society, and economy.
Now sustainability has becomes a lifestyle. One survey done by World Tourism Organization
(UNWTO) shows that between 10- 15 % of travelers are looking for the unusual and unique
experience. This led to a boom in tourism in unexploited territory or countries such as Malaysia
which is one of the richest country in its collection of flora and fauna. We too have virgin rain
forest yet to be explore and relatively undisturbed. Thus the growth of ecotourism would led
travelers coming over to Malaysia to be fascinated with our flora, fauna and our cultural heritage.
Traditional Knowledge
Our cultural heritage link us to our traditional knowledge that has been pass down generation
after generation. This knowledge will include the uses of certain types of leaves that has
medicinal quality such as the Tongkat Ali, Bitangor tree and many others. This knowledge comes
from interactions of our eldest with the environment .This traditional knowledge are then orally
passed for generations from person to another person within a particular community. It can be
expressed in the form of folklore, rituals, songs stories ,legends or customs. These knowledge
could cover traditional medicine, midwifery, climate and others. The United Nation charter stated
that“ Indigenous people have the right to maintain, control, protect and develop their traditional
knowledge and this include to protect and develop their intellectual property over such traditional
knowledge”. These would include tradition-based literary, artistic or scientific works,
performances, inventions, scientific discoveries, designs, marks, names and undisclosed
information.
The arrival of tourist into a particular locality that are riched in flora and fauna link to a
traditional knowledge requires certain form safeguards against misappropriation of our flora and
fauna. For example there are documented evident to show that certain person under the pretext of
being a tourist are collecting durian seedling from Sabah and Sarawak which are in turn sold
through the post to interested buyer. What more we too have seen documentation of durian which
seedling comes from Malaysia and are now grown in Australia for the Australian market. More
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over if the particular plans have medicinal value then the piracy of it could lead to losses in future
market for pharmaceutical products. We have seen the classic examples of Tongkat Ali which
now has market acceptance.
If we were to used other countries experiences then the case of Hoodia and Turmeric would a
good examples. This indigenous knowledge that are link to genetic resources are valuable assets
that could be exploited by bio-pirates under the pretext of tourism. These genetic resources are
intangible properties. Intangible property is harder to protect more so when there is no proper
documentation. Oral transmission of such knowledge meant that no document can be used as
evidentiary proof of such knowledge. And it is very difficult to ascertain the ownership of such
traditional knowledge. This makes the problem safeguarding such traditional knowledge
compoundable. But the government has taken many initiatives to safeguard it.
Safeguarding traditional knowledge

The government initiatives included the documentation of the traditional knowledge so that it
could be used as a defensive mechanism of protection. This would meant that if a patent
application are applied for based on a traditional knowledge found in the document then the
patent would not be granted. Documentation so far are done by the Sabah Museum, Sarawak
Biodiversity Centre, FRIM, .MyIPO , MRI to name a few. Documentation of traditional
knowledge too have its owned advantages. Documentation enable traditional knowledge to be
ascertain for future references by our next generation. The holder of such traditional knowledge
are growing old and many died taking their knowledge with them to the grave.
Additionally a legislation known as the Access Benefit Sharing Act 2017 was pass by the
government to address the issues on usage of traditional knowledge by third party. This Act
implement the Convention on Biological Diversity and the protocol to the Convention dealing
with access to biological resources and traditional knowledge associated with such biological
resources and the sharing of benefit arising from the utilization of such knowledge. “Biological
resource “ includes the genetic resources, organisms, microorganisms, derivatives and parts of the
genetics resources, organisms. microorganisms or derivatives. It also include the population and
any other biotic component of an ecosystem with actual or potential use or value for humanity
and anything relating thereto. Where else genetic resource means any material of plant, animal,
microorganism, fungi or other origin that contains functional units of heredity and that has actual
or potential value for humanity. A person who have access to a biological resource cannot take
such biological resources without permission. A permit is required for such taking.
Conclusion
Its good to have tourism. But we have to mind full of our traditional knowledge so that no piracy
or misappropriation of our traditional knowledge which are link to our genetic resourceswill not
occur.
References
Access to Biological Resources and Benefit Sharing Act 2017.
The Patent Act 1983.
Malaysia Intellectual Property Annual Report 2009
Hoodia Case https://link.springer.com>chapter
Turmeric Case https://slideshare.net>mobile
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The World Tourism Organization (UNWTO) report 2019

UNESCO
World Intellectual Property Organization (WIPO)
IGC on Traditional knowledge and genetic resouces reports (WIPO)
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SECTORAL EFFECT OF OIL PRICE, NATURAL GAS AND LNG

PRICES ON MALAYSIA’S SERVICES SECTOR
Nur Surayya bt Mohd Saudi1,, Ariffin bin Ismail1 Saizal bin Pinjaman2, Hasan Al-Banna
bin Mohamad 1, Haliza bt Zahari1 Aida Nasirah Abdullah1
1
Universiti Pertahanan Nasional Malaysia, Sg.Besi, Kuala Lumpur, Malaysia
2
Universiti Malaysia Sabah, Kota Kinabalu, Malaysia
Correspondence: nursurayya@upnm.edu.my
_________________________________________________________________________________________
Abstract: This study investigates on the impact of GDP on services sector towards oil and gas
prices. This study takes account three types of energy prices, namely Brent Crude, Natural Gas
and LNG, and explore the impact of these energies on the services subsectors that was ranked as
the higest contibuter for Malaysia’s Gross Domestic Products (GDP). The study employed an
econometrics time series analysis using ARDL estimates with time series data spanning from
1987 to 2017. The empirical findings depicted a high energy intensity services subsectors that
requires high input production of oil adversely affected with oil price changes. Brent Crude price
shows a negative long-run relationship with storage and communication services subsectors while
no relationship detected on others services subsectors that is less energy intensity namely
wholesale services and finance services with natural gas and LNG prices. The study outcomes are
significant for policymakers in planning budget allocation on specific services subsectors that
highly contribute to GDP. An empirical finding that absent on the highest contributor of
Malaysia’s GDP namely wholesale subsectors on the fluctuating energy prices, indicates that this
subsector is not depended on energy prices and potential in generating Malaysia’s GDP.
However, a highly affected subsectors like storage and communication services subsectors could
be assisted by providing oil subsidy and tax exemption on affected industries. This is to ensure
that such external impact would not affect the production performance, as well as to ascertain
betterment in aiding policymakers and safeguarding these crucial sectors.
Keywords: oil price, natural gas price, LNG price, Gross Domestic products (GDP)
_________________________________________________________________________
1. Introduction
Extensive studies have been done to explore on the relationship of energy price of
macroeconomic variables. This is being a reason, energy; especially oil is the main input of
production particularly in industrial production that any changes on the price will affect the
production cost of the product. Oil can be characterised as a moving engine for production, hence
giving a significant impact to the economy. This raises a concern to policymakers and investors
on the efficiency of oil consumption and resource allocation. Numerous studies have achieved
remarkable progress in explaining the dynamics of the impact, especially on developed
economies and developing economies respectively. However, there are relatively few studies
devoted to small open economies of oil exporter countries like Malaysia. Listed as the third-
largest economy in Southeast Asia, Malaysia ranked as the third highest in terms of energy
consumption in the region. The International Energy Agency (IEA) reported that Southeast Asia
country’s total primary energy demand doubled over the outlook period from 89 million tonnes
of oil equivalent (Mtoe) in 2013 to 160 Mtoe in 2040. It is recorded that fossil fuels will remain
the dominant primary energy sources with their share expected to fall only by 2%, from 95% in
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2013 to 93% in 2040. Notwithstanding the important of fossil fuel; oil and natural gas on the
input of production (moving engines) and the role of LNG for export income, Malaysia’s services
is exposed to the world price fluctuations that can lead to economic vulnerability.
The oil and gas contributed 20% to Malaysia’s GDP and is identified as a prominent sector in the
future whereas both export products; oil and gas, and electrical and electronics are categorised
under the manufacturing sector portfolio (DOSM, 2018). Saudi and Wong (2018) despicted that
manufacturing sector’s GDP have an adversed effect on Brent crude, natural gas and LNG prices.
Motivated by the roles of Brent crude, natural gas and LNG on Malaysia economic growth, this
paper empirically investigates the impact of oil, natural gas and LNG prices on production output
of three services subsector in Malaysia by taking the Gross Domestic Products (GDP) as proxy.
This study distinguishes from the previous studies, mainly in three aspects. First, this paper is the
first of its kind to examine the responses of services subsectors of Malaysia to oil price changes
as only few studies have been done before. Second, this paper extends on the impact of price
changes on natural gas on three top contributor subsectors of Malaysia’s GDP (MER, 2017).
Third, the present study tests the impact of LNG price on the services subsector that is less
consumed, but highly contributes to Malaysia’s export (DOSM, 2018).
The sectoral effect in this view is expected to shed light on the impact of energy prices on a
specific subsector at the end of the study, policy recommendation can be more specific to the
most affected subsectors. The study focuses on the impact of oil, natural gas and LNG prices on
the output of three selected services subsectors that highly contributes on GDP, namely wholesale
services, transportation, storage and communication services, finance services. Refer figure 1 on
Malaysia’s energy supply and figure 2 on Malaysia’s GDP contributors from four economic
sectors. Services sector contributed the highest portion of GDP compared to the other sectors,
with the largest share coming from the transportation subsector. Transportation contributes
RM41.5 billion followed by travel subsector at RM40.8 billion and other services subsectors at
RM30 billion. These values contribute to the growth of services sector by 5.1%. The government
believes that liberation in services subsector will transform Malaysia into a high-income country.
For example, transportation is one of services subsectors and any improvement in this area will
improve the transportation efficiency and reduce transportation cost. Apart from this, the
manufacturing sector will also gain the benefits of the faster transportation and reduce the cost of
production of goods (MPC, 2016).
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Figure 1: Malaysia energy supply Figure 2: Malaysia’s GDP sectors contributor

Source: Malaysia energy commission Source: World Development Indicator
Note: Value in Ktoe Note:Value in USD
After the Independence in 1957, Malaysia economy is dependent on the agriculture sector and
natural resources based export. However, since 1985, the industrialisation policy was introduced
to focus on the industrialisation sector. Malaysia believes that industrialisation will bring a
significant growth to the economy (Kuazam, 2015). However, as this sector is high in oil
intensity sector, it is also exposed to oil and gas fluctuations as these two energies are the main
sources of energy. Among the five main economic sectors, the services sector is the highest
contributor for Malaysia’s GDP (DOSM,2018). The top three services subsectors that contribute
to the GDP’s include the wholesale, transportation, storage and communication services and
finance services. Hence, this study will investigate on the relationship of these economic
subsectors towards the energy prices. The study on the effect of disaggregate data is utmost
important as Wan, (2016) concluded that the manufacturing sector in Malaysia is expected to
expand with favourable demand with growth in domestic and export demand. However, the role
of other sectors like manufacturing, agriculture and construction is also important for the
government to control the oil price fluctuations (Pei, 2013). Additionally, (Taghizadeh &
Yoshino, 2015), asserted that the commercial, industrial and transportation sectors are strongly
affected by oil price fluctuations compared to some less oil intensity sectors like the residential
sector. Alper and Torul, 2010 depicted that despite the increment in oil price, it did not
significantly affect the Turkey manufacturing sector in terms of aggregate although it dampened
the progress of several manufacturing subsectors under the manufacturing sector portfolio. As
such, the policy maker, government and investor should control the impact of energy prices on
output discriminatively by the components embedded within the economic sector. Al Mamun et
al. (2017) concluded that the study on the sectoral out is vital to enable policy maker to devise a
pro-strategy in specific sectors for concrete policy recommendation. In another study, Yusma et
al., (2013) concluded that further study on the impact of oil on different sector as each sector has
different level of energy use and energy intensity. Meanwhile, Baffes (2007) explored on the
pass-through effect of oil price changes on other commodities and the study concluded that at a
disaggregate level, the impact of crude oil prices on other commodities exhibit a greater effect.
Hence, the study on disaggregate data is important in order identify specific policy implication.
Baffes (2007) added that the extension on the finding on disaggregate data should add more
explanatory variables like the exchange rate, interest rate and industrial production. Motivated by
Baffes (2007), this study has added more control variables that can influence the level of output
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for the selected subsector. For instance, the outcome of the study can potray the level of energy
consumption in relation of the impact of energy prices on sectoral GDP. The higher dependency
on oil price reflected the more energy consumed and the potential of CO2 combusion wil
accelerated. Saudi et al., (2017) suggested, the policy-makers should be mindful that a persistent
decline in environmental quality may exert a negative externality to the economy in affecting
human health and thereby reducing productivity in the long-run. This study revisits the
exploration on the impact of LNG price on the output by Saudi and Wong (2017) that asserted the
impact of LNG price on the Malaysian economy is still unclear.
3. Methodology
This study employs an econometrics analysis time series technique based on Autoregressive
Distribute Lags (ARDL) model. All data were extracted from Department of Statistic Malaysia
(DOSM), Index Mundi and Federal Reserved Economic Data (FRED). The study is motivated by
Bohi (1997) that emphasised on the impact of energy prices on economic growth by adopting the
production function theory. Furthermore, this study enhances the model on the sectoral level as
emphasised by (Shaari et al., 2013) and (Ee, 2015). The model developed incorporates
macroeconomic fundamentals, including real effective exchange rate (REER) and consumer price
index (CPI) as control variables. The model developed is as follows:
LSSt  LRBCt  LRCPIt  LRERt µt (1.1)

LSSt  LRGASt  LRCPIt LRERt  µt (1.2)
LSSt  LRLNGt  LRCPIt LRERt  µt (1.3)
Where LSS is the logarithm of subsectors real value to GDP contribution in USD billion that
consists of selected services subsectors that highly contributes on GDP, namely wholesale
services (LWHOLE), transportation, storage and communication services (LCOMMU), finance
services (LFIN). LRBC, LRGAS and LRLNG are the logarithms of Real Brent Crude, Real
Natural Gas and Real Liquefied Natural Gas, and LRCPI is the logarithm of Consumer Price
Index and LRER is the logarithm of Real Exchange Rate and µt is the error term.
Table 1: Source of Data
Variables Description Sources
GDP Gross Domestic Products for Subsectors DOSM
RER Real Exchange rate in USD FRED
CPI Consumer price index (2010 = 100) FRED
RBC Real Brent Crude Index Mundi
RNG Real Natural Gas Index Mundi
RLNG Real Liquefied Natural Gas FRED
4. Findings and discussions

Firstly, we test for the stationary of all variables to determine their order of integration. This is to
ensure that the variables are not I(2) to avoid spurious results. To test the order of integration of
the variables we use the standard tests for unit root, namely the Augmented Dickey- Fuller (ADF)
and PP (Phillips-Perron). The unit root results shows that all the variables are stationary at I(0)
and I(1). Refer Table 2.
Then, in the step of the ARDL analysis, is to test the existence of a long run relationship among
variables, it is important to decide the order of the lag of the ARDL. We have selected lags based
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on Schwarz Criterion (SC). F-test used for this procedure has a non-standard distribution. Thus,
two sets of critical values are computed by (Pesaran et al., 2001) for a given significance level.
Critical values for the I(1) series are referred to as upper bound critical values, while the critical
values for I(0) series are referred to as the lower bound critical values. If the computed F-statistic
exceeds the upper critical bounds value, we can conclude that there is evidence of a long-run
relationship between the variables regardless of the order of integration of the variables. If the F-
statistic is below the lower critical bounds value, it implies no co- integration. Lastly, if the F-
statistic falls into the bounds, a conclusive inference cannot be made without knowing the order
of integration of the underlying repressors.
The empirical findings of the impact of oil and gas price change on the services subsectors reveal
that higher oil intensive subsectors that consumed high energy of electricity like transport &
storage and communication services have a negative relationship with the changes on Brent crude
price. Transportation services involved high oil cumsumption in logistic activities while
communication services require high Brent crude in generating electricity to provide network and
telecommunications services. In other words, an increase on Brent crude price reduced the output
for this subsector. A strong negative long-run relationship found between Brent crude and
transport & storage and communication services at -21% coeeficient level. However, the impact
of natural gas and LNG prices happens to be almost absent in most cases as this energy is less,
while some are not consumed in the particular sector. In other words, it can be concluded that the
negative relationship appears only for highly energy consuming subsectors either on input source
or on industry that requires high energy. This pattern is expected from the role of Brent crude as
the main source for this subsectors thus making this subsector depended on these energies. This
indicates that export dependent subsectors that highly consume energy are exposed to negative
impact of oil price fluctuations. In contrary, no relationship is found at the wholesale services and
finance services as these subsectors consume lower and depend more on human capital that have
lower reliance on energy. Refer to Table 6. Table 5 displays a diagnostic test that captures a well
specified model. The Diagnostic test confirmed that all statistics (P-value) are more than 10%,
5% and 1% significant level. Based on the critical value of X 2 of one degree of freedom, the null
hypothesis of no heteroscedasticity was accepted in all models. In addition, based on the critical
values, of X 2 for two degrees of freedom the null hypothesis of no misspecification of the
functional form was accepted in all cases. Finally, Figure 3 displays the CUSUM and CUSUMQ
test proof that all models are reliable and stable, where all the variables plots are inside the
critical bound. The empirical findings reveal that services sector are less dependent on energy
compared to manufacturing sector whereas the subsector under the GDP’s services portfolio
consist shares of low energy intensive that are not affected by oil and gas price changes. This is
supported with Saudi and Wong (2018), Eksi et al., (2011), Saudi and Wong (2019), and Saudi et
al., (2019) that depicted that industry that consumes oil or uses oil as direct input of production
reacts highly towards price changes while less oil consumed industry react milder. For instance,
the study on the relationship of energy prices on sectoral level is vital as the economy that are too
dependent on industrial sector performances and the oil price shock lead to economic
vulnerability (Gokmenoglu et al., 2015). In addition, Maji et al., (2017) asserted the impact of oil
and gas prices can be measured by the sector’s contribution to the GDP and exogeneity nature of
oil price shocks implies that the economy may continue to be disrupted by external oil price
movements until the economy is fully diversified to be able to absorb these shocks. This study
contributes to policy makers on a specific subsector that highly benefits on oil and gas subsidy.
As such, a subsidy allocation can be more focused on affected industries. The diversification in
economic that zoomed in on the development of services sector is suggested as this economic
sector are less dependent on oil and energy prices that exposed on world price fluctuation.
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Finally, Malaysia’s can emphasize on expansion fiscal policy, particularly during oil price shock,
and providing fuel subsidies policy and environmental policy, that can assist and boost
Malaysia’s economic growth that also mentioned by Bekhet and Yusoff (2013).
Empirical Findings
Table 2. Unit Root Test
Note: ***, ** and * are 1%, 5% and 10% of significant levels, respectively.
Table 3. Bound Test
Table 4 Short-run elasticity
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Table 5 Diagnostic test
Notes: The probability value of the battery of Diagnostic tests are presented in squared brackets [ ]
Table 6. Long-run elasticities
Stability Test
CUSUM Test CUSUM Q Test
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Recommendations
The outcome of the study is deemed important for the policymakers in planning budget allocation
on specific subsectors that highly contribute to GDP. An empirical finding that a negative
relationship on the energy prices changes, especially on the subsectors could be assisted by
providing oil subsidy and tax exemption on affected industries as it has been proven in this study
that hike in energy price can retard Malaysia’s economy. This is to ensure such external impact
won’t affect the production performance and provides betterment in aiding policymakers and
safeguard these important sectors. The findings also detected that the impact of LNG and natural
gas prices was absent in services sector; this is an indication that types of oil energy consumption
also influence the impact of energy price changes in Malaysia. The impact of energy price
changes on output (GDP) happened trough the transmission effect on the income received from
oil exporting to oil importing countries. Hence, a constant increase in energy prices will reduced
the purchasing power for oil and gas importing countries that translates to lower import demand
that in a long-run. In addition, services sector in Malaysia can replace the oil as production input
with biodiesel, solar, hydroelectric, and nuclear power generation in large-scale to reduced the
CO2 emissions. This is an effective strategy to keep the economy intact and to be independent
from world oil and gas price fluctuation, and to reduced the CO2 emission for sustainability
economic development.
References
Alper, C. E., & Torul, O. (2010). Asymmetric Effects of Oil Prices on the Manufacturing
Sectorin Turkey. Review of Middle East Economics and Finance, 6(1), 1–22.
Baffes, J. (2007). Oil Spills on Other Commodities. World Bank, Policy Research Working
Paper,4333(August), 1–23. Retrieved from jbaffes@worldbank.org
Bekhet, H. A., & Yusoff, N. Y. M. (2013). Evaluating the mechanism of oil price shocks and
fiscal policy responses in the Malaysian economy. IOP Conference Series: Earth and
Environmental Science, 16 (1).
Bohi, R. B. (1991). On the macroeconomic effects of energy price shocks. Resources and Energy,
13, 145–162.
Ee, C. Y., Gugkang, A. S., & Husin, H. (2015). The effect of oil price in Malaysia economy
sectors. Labuan Bulletin of International Business & Finance. The effect of oil price in
Malaysia economy sectors, 13, 1675–7262.
Department of Statistic Malaysia (2018). https://www.dosm.gov.my/v1/.Retrieved on October
2018.
Eksi, I. H., Senturk, M., & Semih Yildirim, H. (2012). Sensitivity of stock market indices to oil
prices: Evidence from manufacturing sub-sectors in Turkey. Panoeconomicus, 59(4),
463–474.
Federal Reserved Economic Dara (FRED). https://fred.stlouisfed.org/. Retrieved on October
2018.
Gokmenoglu, K., Azin, V., & Taspinar, N. (2015). The Relationship between Industrial
Production, GDP, Inflation and Oil Price: The Case of Turkey. Procedia Economics
and Finance, 25, 497–503.
Index Mundi. https://www.indexmundi.com/. Retrieved on 18 October 2018.
International Energy Agency (IEA): https://www.iea.org/. Retrieved on 25 October 2018
Korsakienė, R., Tvaronavičienė, M., & Smaliukienė, R. (2014). Impact of Energy Prices on
Industrial Sector
Development and Export: Lithuania in the Context of Baltic States Procedia - Social and
Behavioral Sciences, 110(February 2016), 461–469.
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Ku ‘Azam Tuan Lonik, Development and Structural Change – From Resourse Based to
Manufacturing in Malaysia Economy, Growth and Transformation, UTHM, 2015.
Maji, I. K., Saari, M. Y., Habibullah, M. S. & Utit, C. (2017). Measuring the economic impacts
of recent oil price
shocks on oil-dependent economy: evidence from Malaysia. Policy Studies. Taylor & Francis,
38(4), pp. 375–391. doi: 10.1080/01442872.2017.1320706
Malaysia Energy Report (2017),
Malaysia_Energy_Statistics_Handbook_2017.https://www.st.gov.my/contents
Retrieved on October 2018.
Malaysia productivity report. Corporation, M. P. (2016). http://www.mpc.gov.my/wp-
content/uploads/2016/06/Productivity-Report 2016.pdf Retrieved on 15 October 2018.
Pei, T. L. (2013). Effects of Oil Price Shocks on the Economic Sectors in Malaysia. International
Journal of Energy Economics and Policy •, 3, 360–366.
Pesaran, M.H., Pesaran, B., 2001. Bounds testing approach to the analysis of level relationships.
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Shaari, M. S., Hussain, E., & Abdullah, H. (2012). The Effects of Oil Price Shocks and Exchange
Rate Volatility on Inflation: Evidence from Malaysia. International Business Research,
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Saudi, NMS, W. H. T. (2017). The impact of oil and liquefied natural gas (lng) prices on
economic sectors in
Malaysia. Journal of BIMP-EAGA Regional Development, 3(2), pp. 91–100. Available at:
https://jurcon.ums.edu.my/ojums/index.php/BIMP-EAGA/article/view/1045.
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International Journal of Advanced and Applied Sciences Journal, 4(12), 199–205.
Retrieved from http://science-gate.com/IJAAS/Articles/2017-4-3/10%0A2017-4-3-
pp.59-67.pdf
Saudi, N. S. M., & Hock, W. (2019). Sectoral effect of oil price, natural gas and lng prices on
Malaysia manufacturing sector’s gdp. International Journal of Business and Economy,
1(1), 34–44. Retrieved from http://myjms.moe.gov.my/index.php/ijbec
Surayya, N., Saudi, M., Tsen, W. H., Murshidi, M. H., Harun, L., & Saayah, A. (2019). The
Impact of Crude Oil, Natural Gas and Liquefied Natural Gas ( LNG ) Prices on
Malaysia GDP : Empirical Evidence using ARDL bound Testing Approach The Impact
of Crude Oil , Natural Gas and Liquefied Natural Gas ( LNG ) Prices on Malaysia
GDP : Empirica. International Journal of Academic Research in Business and Social
Sciences, 9(6), 988–1001. https://doi.org/10.6007/IJARBSS/v9-i6/6060
Sohag, K., Al Mamun, M., Uddin, G. S., & Ahmed, A. M. (2017). Sectoral output, energy
use,and CO2 emission in middle-income countries. Environmental Science and
Pollution Research, 24(10), 9754–9764.
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US dollar, and gold and crude oil prices. Economic Modelling, 30, 792–798.
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Yusma, N., Mohamed, B., Wahilah, N., & Abdul, B. (2013). Measuring the Effects of World Oil
Price Change on Economic Growth and Energy Demand in Malaysia: An ARDL
Bound Testing Approach, 4(1).
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SLOPE STABILITY HAZARD ASSESMENT ON CUT SLOPES

SURROUNDING GENTING HIGHLAND TUNNEL
Nur Anati Bt Azmi1*, Zainuddin MdYusoff1 ,Muhammad Najmi1 Nurain Syahira Omri1
1
Civil Engineering Department, Universiti Putra Malaysia, Serdang, Malaysia
*Corresponding Author: anati.azmi@gmail.com

_________________________________________________________________________________________
Abstract: Slope failure is one of hazard risks that can cause causalities, damage on properties
and loss of lives especially to highway users. The objective of this study is to investigate the
slope hazard risk surrounding the tunnel in Genting Sempah. The area is underlain by Genting
Sempah Formation, a rock formation of Permian to Triassic age comprising of igneous,
sedimentary and metamorphic rocks. The Sempah Volcanic Complex consists of two primary
characteristic porphyry subvolcanic unit. The rocks undergone several tectonic activities and as
such, several sets of fractures developed due to quite a number of tectonic episodes.. A study on
the characteristics of rock slopes surrounding the tunnel were conducted. Discontinuity data
collected from the field were analysed using DIPS software to distinguish the potential mode of
slope failure. Results from the analysis shows that the rock slopes potential failure were wedge
and toppling. Factor of safety for the slopes also had been analysed using SLIDE software.
Results of the analysis from SLIDE software shows that majority of the slopes are stable.
Precautionary measures need to be addressed differently based on the geological properties as it
is the source of deterioration of strengths.
Keywords: slope hazard, tunnel design, slope failure

_________________________________________________________________________
1. Introduction
Tunnels are often constructed in a hilly and mountainous area. The Genting Sempah the tunnel
was constructed to connect the Kuala Lumpur-Karak Highway, which is located in the Main
Range of Peninsular Malaysia. The debris-flow occurrence at Genting Sempah on 30 June 1995,
has resulted in 20 deaths, 22 people injured and some vehicles damaged. The heavy rain had
caused the residual soil to be saturated, triggering at least two major landslides upstream of one
of the tributaries of the Gombak River. There are two types of rock that were found at the site
after the the occurrence of debris flow, namely volcanic and metasediments. Due to the
weathering, those type of rocks might be fully different now, due to the weathering effect.
Weathering could cause disintegration and alteration of minerals and rocks near or at the earth
surface through contact with air, water and biological organisms. The strength of the rock is
significantly affected by the weathering and moisture content. Due to the climate conditions in
the tropics, rock is weathered significantly and produces a thick weathering profile. The behavior
of rock mass around the tunnel also gives influence to the instability of tunnel. The process of
drilling and blasting rock during the tunnel construction might give the bad impact such as failure
to the surrounding rock (cracks). The rock properties at the Genting Sempah need to be
investigated to check whether it affects the stability of tunnel. The geotechnical survey and
sampling need to be taken for the laboratory testing.
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2. Geological setting
The Genting Sempah are formed in the Ordovician – Permian timeline. Formation is a unit of
lithostratigraphy, which consists of a certain amount of rock strata that have a comparable
lithology, facies, and other similar properties. There are three parallel belts of granites distribute
in Peninsular Malaysia, which are Western, Central and Eastern. Felsic volcanic rocks relate with
the Western Belt Granites. Cobbing et al. (1992) states that Genting Sempah Volcanic Complex
associates with the granite. The Sempah Volcanic Complex is located east of Kuala Lumpur City
in the central part of the Western Belt Batholith. According to Alexander (1968), the Bentong
Group formed due to the intrusion of the Sempah Complex with the Pre Devoninan Selut Schist,
Late Devonian to Early Carboniferous Gombak Chert and Permian Sempah Conglomerate. There
are two major rock types that formed at the Complex, which is rhyodacite and orthopyroxene
bearing rhyodacite (Chakraborty, 1995; Singh and Azman, 2000).
Figure 1: Sample locations marked on the Geological Map.
3. Material and Method

The study location was at Genting Sempah Tunnel which located on the 60 km length of Kuala
Lumpur to Karak Highway (Figure 1). The tunnel is a bi-directional that have a 10.5m wide by
8m high and approximately 900m in length. The tunnel is located below the Genting Sempah
Pass. The data such as dips and strikes at rock slope labelled as Segment 1 and 2 as shown in
Figure 2. The rock sample was taken for laboratory analysis. The grading of fresh rock to
weathered rock of grade 4 was exposed at the rock slope. The surrounding conditions also were
being observed to check whether there is the presence of water flow or dripping at the
discontinuity as there is the presence of small river or streams that running along on top of the
tunnel. The source of the streams is from the Jalan Genting.
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Figure 2: Slope location and samples location obtained
In this study, method data used for geological features analysis obtained from the discontinuity
survey in the field area. Discontinuity in geological engineering is defined as a surface or plane
that marks the change in the physical characteristics of the rock mass. The discontinuity surveys
involved data collection for the dip and dip direction along the studied slope. The data obtain was
then analysed with the software such as DIPS software to determine the mode of failure of the
slope along the stretch. The discontinuity survey also involves the observation and checking of
discontinuity conditions such as; fault, surface roughness, present of water at the discontinuity
either if flow, dripping and others. The result or data obtain such as shear strength were used to
analyse the slope stability and also to find the Factor of Safety of the design slope by using the
software.
3.1 Laboratory Analysis

3.1.1 Rock
Rock sample for Segment 1 is igneous rocks which are known as microgranite. The sample was
collected and tested to determine the rock strength properties as summarized in Table 1.
Table 1: Rock Strength Properties

Rock Properties
Shear Strength
Cohesion c, (Mpa) 0.065-0.168
Internal Angle Friction 33.03-38.63
Point Load 2-7

Slake Durability 99.05% to 98.67%
3.2 Stereographic Analysis

The stability analysis was done using DIPS software to determine the possibility of the failure
mode for rock slope. Joint or discontinuity is a factor contributing to the weak plane to slope
design and analysis needs to be done to foresee the possibility type of failure. There are two
different exposed slopes surround the tunnel which are Segment 1 and Segment 2 where the slope
for Segment 1 and 2 are rock slopes. Based on the analysis four major dominant planes were
distinguished for Slope Segment 1 and the rosette diagram indicates the dominant strike N-S and
NE-SW meanwhile for Slope Segment 2 distinguish three dominant planes and from the rosette
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diagram show strike dominant to NW-SE and NE-SW direction. Analyses of the potential failure
mode by using DIPS software distinguish slope will fail in the mode of toppling failure for Slope
Segment 1 stretch and topple and wedge failure for Slope Segment 2 stretch and had been
summarized in Table 2.
Table 2: Summarize of Kinematic Analysis for Slope A and Slope B
Segment 1 Segment 2
Stereographic
Rosette
Failure
Planar
Wedge
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Toppling
3.3 Factor of Safety Analysis

SLIDE 6.0 software was used to obtain the factor of safety cut slope According to Woo and Ho
(1984), the factor of safety of the cut slope must be greater than 1.4 for the slope with high risk.
Usually, in practice, the value of FOS normally chosen for both total and stress and effective
stress analysis is in the order of 1.5. However sometimes, FOS low as 1.2 is used for site know
characteristics (Huat etal, 2007). Public Works Department (JKR) Malaysia stated in the slope
design guideline, the minimum global FOS for treated slopes shall be greater than 1.5. The
analysis started to define the slope dimension and material properties. Figure 4 (a) and 4 (b) show
value of FOS for rock slope which is 1.65 for rock slope Segment 1 and 1.54 for slope Segment
2, therefore both slopes can be classified as stable
Figure 4: Factor of Safety (FOS) for rock slope analysed by SLIDE software using the non-circular method.
Slope (a) is Segment 1 and slope (b) for Segment 2
4. Discussion
The presence of water on rock slope contributes to the instability of slope result in failure.
Rainwater infiltrates into the slope through the aperture of discontinuities such as joint and fault.
It became worse during the long duration of rainfall with a high intensity such as during monsoon
season. When water flows through these discontinuities, it decreases the available shear
resistance and determines active forces, which is a planar failure at the study location. Besides
that, water gives rise to rock fatigue phenomenon, discontinuity apertures increment, weathering
process due to volume reduction. The presence of water on rock slope contributes to the
instability of slope result in failure. Rainwater infiltrates into the slope through the aperture of
discontinuities such as joint and fault. It became worse during the long duration of rainfall with a
high intensity such as during monsoon season. When water flows through these discontinuities, it
decreases the available shear resistance and determines active forces, which is a planar failure at
the study location. Besides that, water gives rise to rock fatigue phenomenon, discontinuity
apertures increment, weathering process due to volume reduction
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Conclusion
Based on the result, the properties of residual soil and rock sample are identified.
In regard to the stability of rocks slope, one of the main
controlling factors is the peak shear strength of rock joints. The kinematic analysis shows that
the slope has the tendency to fail in planar and wedge failure. Stability analysis using
SLIDE software shows that the slope is stable since the Factor of Safety (FOS) is higher
than 1.5. However, the present of infill material such as fine sand, silt or clay between the
discontinuities and prolonged exposure to water can possibly effect the shear strength of rocks
results in changes in slope stability
References
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Pahang and the adjoining portion of Selangor and Negeri Sembilan, incorporating an
account of the prospecting and mining activities of the Bentong district. Mem. Geol.
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Chakraborty ,K.R., 1995. Genting Sempah volcanic complex: genetic implications for the Main
Range Granite (abstract), Warta Geologi, 21(3):216-217
Cobbing E.l, Pitfield, P. E. J., Darbyshire, D. P. F. And Mallick, D. 1 J., 1992. The granites of the
South-East Asian tin belt. Overseas Memoir 10, British Geological Survey
Hoek, E. and Bray, J. W., 1981, Rock Slope Engineering: The Institute of Mining an Metallurgy,
London, England, 358 p.
Huat, B.K. and Ali, F. (2007) Essential soil mechanics for engineers. University Putra. Malaysia,
Serdang, Malaysia
Hutchinson, C. S., & Tan, D. N. K. (Eds.). (2009). Geology of Peninsular Malaysia. Universiti
Malaya.
Jaafar Ahmad, (1976). The Geology and Mineral Resources of Karak and Temerloh Area,
Pahang. Geological Survey of Malaysia Memoir 15: 127p.
JKR, Malaysia. 2009. Natinal Slope Master Plan 2009–2023. JKR, Malaysia, Kuala Lumpur
Singh, N., And Azman A.G., 2000. Sempah volcanic complex, Pahang. In Teh G.H Pareira, J.J
and Ng, T.F. (Eds), Proc. Ann. Geol. Conf., 2000, 67 -72,
Tajul, A.J. (2000). Engineering Geological Mapping for Slopes, Short course on slope stability,
12-14 June 2000, IKRAM, Selangor, Malaysia (Unpublished lecturer note).
Woo, S.M. and Ho, Y.M. (1984) Conceptual Design of Slope in Mountainous Terrains. In a
Seminar Organizd by Jabatan Kerja Raya, Malaysia
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SOCRATIC DIALOGUE TECHNIQUE TO REDUCE THE

LEVEL OF DEPRESSION ON BULLY VICTIM IN
WORKPLACE
Liley Afzani Saidi1& Mohamad Hashim Othman, Ph.D2
School of Education, University Science Malaysia
*Corresponding Author: liley.saidi@student.usm.my

_________________________________________________________________________________________
Abstract: The purpose of this study was to examine the level of depression faced by bullying
staff before and after the counselling session and also identify the symptoms of depression. By
using single case study based on a purposive sampling method, the combination from quantitative
and qualitative methods were performed in this study using the Beck Depression Inventory (BDI
II), Mental Health Screening Status Form (MSE) and verbatim based on counselling process.
Four screening tests were performed to client which is pre-session testing, post-test after the
second session, post-test after the fourth session and third post-test after the sixth session. Six
sessions were conducted against the client during the review period and BDI II screening tests are
used to identify depression levels after undergoing counselling sessions. The purposed to use
MSE for this process is to see the changes that are happening to the client, especially in relation
to physical and personal appearance. The verbatim method used in this study is to identify the
depression symptoms faced by the client. The triangulation method is used to look at the effects
of the technique of dialogue in order to reduce depression which is through the combination of
BDI II, MSE and verbatim analysis methods. The findings of the study found that the dialogue
can reduce depression and this is evidenced by the analysis of triangulation methods in this study.
Keywords: Depression, Socratic Dialog, BDI II, Mental Health Screening Status (MSE),
Socratic Dialog, Cognitive Behaviour Therapy
_________________________________________________________________________
1. Introduction
Bullying in the workplace has been around for decades and is now gaining the attention of
researchers from various disciplines. Bullying can cause negative effects in the workplace
(Hutchinson, Vickers, Jackson, & Wilkes, 2005). According to the Occupational Safety and
Health Institutional Capacity Building (2001) bullying in the workplace is a form of
psychological disorder consisting of acts of bullying through revenge, cruelty or malicious
attempts to humiliate or damage the image of an employee or group of employees. Meanwhile,
according to Akella (2016) bullying in the workplace is defined as a repetitive painful (physical,
verbal, or psychological) negative act that involves criticism and humiliation to intimidate,
distress or cause harm to an individual. According to Rigby (2002: 6);
“Bullying involves a desire to hurt + hurtful action + power imbalance + (typically)

repetitive aggressor and a sense of being oppressed by the victim”
While, Einarsen (1996) stated that;

“Workplace bullying as harassing, offending, socially excluding someone or
negatively affecting someone’s work repeatedly and regularly over a longer period,
e.g. six months”
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In fact, bullying in the workplace can be described as an "intense, isolated, and dangerous
experience" (Hutchinson, Vickers, Jackson, & Wilkes, 2004). Some of the aspects that can be
attributed to bullying in the workplace are: individuals are burdened with heavy workloads, leave
requests are always rejected, and are assigned with important tasks (Fox & Stallworth, 2006).
Further, according to Yildirim (2009) bullying behaviors include conflicting opinions,
overcoming individual decisions, professionally attacking individuals, and publicly highlighting
one's status and power. Bullying is also perpetrated by direct means such as harassment, torture,
physical abuse, and sexual harassment (Einarsen, Raknes, & Mattheisen, 1994), while bullying
indirectly involves the use of electronic media such as email, text messages (SMS), telephone and
various social media (Judah, 2001). Uncontrolled bullying can affect the victim's psychological
well-being, affecting employee’s safety, low job satisfaction, insults, fear, job loss, group
cohesiveness, and declining performance, (Parkins, Fishbein, & Ritchey, 2006), while the impact
of bullying on organizations involves the effectiveness of human capital, legal costs, increased
healthcare costs, and increased training needs (Von Bergen, Zavaletta, & Soper, 2006).
Failure to deal with bullying has created many difficulties for workers, including depression.
According to Kinsela and Garland (2008), depression is one of the most common mental health
problems. Individuals with depression may exhibit symptoms such as feelings of anger, extreme
dependence on others, depression, chronic fatigue as well as alcohol addiction and drug abuse
(Zafir & Fazilah, 2006). Further, Azizi Yahya and Nik Diana (2012) found that work stress
problems can also contribute to work discipline issues such as working time accuracy problems,
communication problems that cause low productivity in an organization. The initial symptoms of
depression can be seen in individuals who begin to isolate themselves from the outside world and
the situation may worsen if the individual does not receive early treatment.
2. Research Objectives
The objectives of this study include three aspects:
i. To study depression levels before and after counseling intervention.

ii. To identify the symptoms of depression experienced at work.
iii. To test the effectiveness of the intervention Socratic dialogue technique on
depression.
Study Approach
This study used a single case study approach (n = 1). According to Cresswell (2014), case studies
involved in-depth investigation to identify the "what", "why", and "how" of a case. While Yin
(2003) defined case studies as a form of empirical inquiry, which is a study conducted to identify
obscure phenomena. It can be concluded that case studies refer to in-depth studies to find answers
to a case. The combination of quantitative and qualitative methods in this study is to strengthen
the findings of the study and to assist the researcher in obtaining a clearer understanding of the
degree of depression, depressive symptoms, and effectiveness of the intervention performed by
the researcher on study clients.
Research Sampling
The sample selection in this study was based on the intended sampling method. Intended
sampling involves consideration for choosing clients, which is based on the knowledge of the
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researcher and the specific purpose of the research (Noraini, 2010). The client selection in this
study was based on the following criteria:
i. A worker who was a victim of bullying in the workplace.

ii. Skor Beck Depression Inventory-II (BDI-II) showing high depression in the pre-test.
iii. Agree to have individual counseling sessions.
iv. Volunteer to participate in research conducted by the researcher.
Conceptualization Case
The client is an adult male, aged 29 years old, Malay race and is the youngest of five siblings.
The client's mother is a full-time housewife and the client's father works with a people’s
representative. The client has served an institution caring for the disabled (OKU) for two years,
and at the same time, the client teaches children to read the Qur'an in one of the mosques. The
client is physically healthy and is involved with youth associations in one of the areas in a district
in Penang. The client has a problem with the supervisor at his workplace. In addition, the client
have also had a poor attendance problem over the past three months. The client admits that he is
not interested in going to work and that his performance is declining mainly due to attendance.
The client is furious because he feels like hard labour that is forced to work outside his field such
as, directed to buy lunch for a particular person. The client can easily change his mood especially
in the workplace and often isolate himself from meeting and interacting with some colleagues.
The client admits being uncomfortable with a few coworkers in the workplace. The client feels
burdened by the tasks he faces and has been a victim of other friends in releasing their anger
which causes the client to become depressed and unwilling to go to work. The client always feel
less motivated to work until at one point the client thinks about looking for another job. The
client also often feels that he is not as good as other colleagues at work because he is often
blamed for things that the client is doing. Based on this information the client has been asked to
respond to the Beck Depression Inventory-II (BDI-II). Through the administered BDI-II
inventory, it shows that the client has high depression scores.
4. Data Collection
There are two forms of data collection in this study namely quantitative and qualitative data
collection. Quantitative data collection was performed using the Beck Depression Inventory-II
(BDI-II) which has 21 items (Beck, 1996; Beck, Steer, Brown, 1996). The maximum BDI-II
score is 63 and the minimum is zero. The obtained scores are evaluated as shown in Table 1.
Table 1. Beck Depression Inventory-II (BDI-II) Classification Score
Classification Total Score Depression Level

Low 1 – 10 Normal
11 – 16 Mild Level Disorders
Moderate 16 – 20 Middle Level Depression
21 - 30 Moderate Depression
31 – 40 High Level Depression
High
>40 Chronic Depression
Source: Beck (1996) http://
methods.sagepub.com/reference/encyclopedia-of-measurement
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The BDI-II has a high-reliability level with a Coefficient Alpha value of 0.92 (Beck, 1996; Beck,
Steer, Brown, 1996). In Malaysia, BDI-II has been used in studies of depression in orphans
(Jamaludin, Noordin & Siti Zainab, 2008), depression in kidney patients (Norhayati, Asmawati &
Norella, 2015), and depression in juvenile inmates (Saralah Devi, 2013). While at overseas BDI-
II has been used in studies of depression among workers (Monroe & Reid, 2009; Pinsky, 2012),
and depression caused by workers' health problems (Mudgal & Borges, 2006). While the
qualitative data collected in this study includes two methods: (i) Verbatim obtained from six
counseling sessions and (ii) observation using the “Mental Status Examination” (MSE)
observation form used throughout the six counseling sessions.
Socratic Dialogue Technique

The Socratic dialogue technique is one of the techniques applied in this counseling session.
Basically, this technique helps an individual to understand the form of thinking that causes
negative behaviors and emotions. This technique emphasizes the active pattern of relationships
between clients and counselors during counseling sessions (Jeffrey & Robert, 2010). The
application of the Socratic dialogue technique requires a clear understanding of two key concepts
such as the concept of "collaborative empiricism" and "guided discovery" (Padesky, 1993). The
concept of “collaborative empiricism” refers to the basis of the relationship between clients and
counselors (Beck, 1995). This process is to help clients achieve their goals and agendas in the
client-led counseling process. Therefore, this collaborative relationship is to maximize the
potential change that is taking place for the client. The beginning of the process begins with the
sharing of information by the client with the counselor with the purpose for the counselor to
obtain as much information as necessary for the process of identifying and evaluating the
negative thoughts of the client (Beck, 1995; Jeffrey & Robert, 2010). The concept of “guided
discovery” refers to the process of counseling to assist clients in identifying the forms of trust and
conclusions that are available to clients (Beck, 1995; Padesky & Greenberger, 1995). The main
goal of this process is to increase clients awareness of negative beliefs. Negative beliefs are often
linked to negative perceptions or effects that ultimately give meanings and conclusions to the
problem. Therefore, in this Socratic dialogue technique, it requires an active process between the
client and the counselor and at the same time formulating the structure to obtain information and
processes for "problem-solving". In addition, in implementing this technique there are several
proposed steps outlined by Jeffrey and Robert (2010) namely; first, focusing on automatic
thoughts such as “what is playing in your mind right now”, second, connecting automatic
thoughts with individual feelings and behaviors, third, connecting thoughts and behaviors
together to form empathic feedback to clients. According to James (1993) there are various types
of questions in the Socratic dialogue technique that can be used in behavioral cognitive therapy as
follows:
i. A form of memory question that is, a form of questions that requires a client to remember
certain information.
ii. A form of translation question that is, a form of questions that require individuals to
transform information or ideas into different forms.
iii. An explanatory question form that is, a form of questions that helps clients understand
the relationship between facts, generalizations, definitions, values and skills.
iv. A form of application questions that requires clients to apply information or skills in the
problems faced in a specific form.
v. A form of the analytical questions that require clients to solve problems by participating
in solving problems.
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vi. A form of a synthesis question, that encourages clients to solve problems using creative
ways and application of thinking skills.
vii. A form of assessment questions that is, by asking clients to make judgments based on the
circumstances.
Thus, the content of the questions asked through the techniques of Socratic dialogue often hinges
on the concept of problem-solving (James, 1993). Systematic questions are designed to help
clients gain common sense and then apply them to problem-solving concepts.
Treatment Procedures
A total of six individual counseling sessions within 45 minutes of each session were conducted as
shown in Table 2.
Table 2. Counseling Session Treatment Procedures
Session Data Activity

Collection
Pre-Session  Pre BDI-II  The BDI-II inventory was administered to identify the level of
counseling Test depression experienced by the client prior to initiation of
treatment.
First Session  Use of MSE  Structuring sessions with the client.
 Interviews  Exploration: The level of depression experienced the client
during pre-counseling sessions.
 Fixed and explained problems faced by the client.
 Treatment planning with the client for the entire counseling
session.
Second  BDI-II Test  Identify the problem faced by the client.
Session  Use of MSE  Identify client’s problem in addition to applying cognitive
 Interviews theory of behavior technique such as:
a) Identification of the situation
b) Identification of client’s emotions
c) Assessment of the client's emotional level
 Use of Socratic dialogue technique when seeing clients having
negative thoughts and negative emotions which was expressed
in the form of sentences and behaviors by the client.
Third Session  Use of MSE  Continue discussions with the client on emotional issues and
 Interviews relationship with the problem faced.
 Evaluate the beliefs and forms of negative automatic thinking
that the client suffer.
 Apply the Socratic dialogue technique to the client based on the
client's stated beliefs, expressions and behaviors.
Fourth  BDI-II Test  Assess the client's negative self-esteem and negative automatic
Session  Use of MSE thoughts.
 Interviews  Apply Socratic dialogue technique to the client based on the
client's belief, expressions and behaviors.
Fifth Session  Use of MSE  Help clients relate emotions faced with trust.
 Interviews  Apply Socratic dialogue techniques on clients with the
following methods:
a) An intrapersonal approach that is, the researcher assists the
emotions of client and other when given the same
situation.215
The client's answer is that his emotions is always
different from those of other individuals.
b) An interpersonal approach that is, when a client expresses
the same emotion when compared to others facing similar
situations with the client.
 Challenge each client's thinking in the process of treatment that
session.
Second  BDI-II Test  Identify the problem faced by the client.
Session  Use of MSE  Identify client’s problem in addition to applying cognitive
 Interviews
Proceeding: theory of behavior
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b) Identification
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Pulau Langkawi, MALAYSIA
c) Assessment of the client's emotional level
 Use of Socratic dialogue technique when seeing clients having
negative thoughts and negative emotions which was expressed
in the form of sentences and behaviors by the client.
Third Session  Use of MSE  Continue discussions with the client on emotional issues and
 Interviews relationship with the problem faced.
 Evaluate the beliefs and forms of negative automatic thinking
that the client suffer.
 Apply the Socratic dialogue technique to the client based on the
client's stated beliefs, expressions and behaviors.
Fourth  BDI-II Test  Assess the client's negative self-esteem and negative automatic
Session  Use of MSE thoughts.
 Interviews  Apply Socratic dialogue technique to the client based on the
client's belief, expressions and behaviors.
Fifth Session  Use of MSE  Help clients relate emotions faced with trust.
 Interviews  Apply Socratic dialogue techniques on clients with the
following methods:
a) An intrapersonal approach that is, the researcher assists the
emotions of client and other when given the same
situation. The client's answer is that his emotions is always
different from those of other individuals.
b) An interpersonal approach that is, when a client expresses
the same emotion when compared to others facing similar
situations with the client.
 Challenge each client's thinking in the process of treatment that
is performed together with the client.
Sixth Session  BDI-II Test  Closing and recapping the entire session with the client.
 Use of MSE
 Interviews
5. Data Analysis
The analysis of data for depression levels was viewed through quantitative data analysis namely
the use of BDI-II depression inventory. Comparative analysis of scores was performed at each
stage starting at the pre-treatment test, and throughout the treatment session. Descriptive data
analysis was used for the purpose of comparing scores obtained by clients.
Depression Symptoms
Data analysis for depression symptoms was performed using qualitative methods. The qualitative
method was conducted via counseling sessions, and observations throughout the counseling
session which was performed on clients. Symptoms identified were related to depression
experienced by clients during counseling sessions.
Effect of Intervention
Interventions implemented through counseling sessions were analyzed using quantitative and
qualitative methods. The effects of these interventions were identified through counseling and
observation sessions, and were measured using the BDI-II psychometric instrument four times,
while content analysis was used to analyze verbatim of counseling sessions. Triangulation at the
end of the analysis observed the effects of this intervention on study clients with depression
problems.
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6. Findings
Quantitative Analysis
Quantitative analysis in this study refers to the use of BDI-II to identify depression levels before
and after sessions.
Depression Levels Before and After Sessions

Depression measurement was performed using the BDI-II instrument in four stages; (i) during
pre-session, (ii) after the second session, (iii) after the fourth session and (iv) after the sixth
session. The findings showed that there was a decrease in BDI-II scores as shown in Table 3.
Table 3. Differences in BDI-II Score For Pre-Post Test 3
Test Score Score Difference Percentage of Difference Depression Level

Pre-test 33 - - High
Post-one 30 3 4.76 Moderate
Post-two 25 8 7.94 Moderate
Post-three 20 13 7.94 Moderate
Differences in percentage of pre- to post-3 test score 20.63
Table 3 shows that the client's depression level was high with a score of 33 before the counseling
session. A decrease of 4.76% was detected after the second counseling session. An improvement
from of 7.94% decrease was noted in the second and third post-test. Overall, there was a mean
score of 20.63% during the treatment process.
Qualitative Analysis
The qualitative analysis in this study refers to the verbatim transcription of counseling and
observation sessions through the use of MSEs to identify depressive symptoms. Transcription and
observation analysis were performed from the beginning of the session until the sixth session.
Symptoms of Depression
Symptoms of client depression were identified through verbatim transcriptions throughout the
sixth session that was conducted with the client. Researchers have categorized depression
symptoms based on Beck's (1976) depression model, namely, somatic disorders, motivational
disorders, and affective disorders. The symptoms of depression can be seen in Table 4 below.
Table 4. Symptoms of Depression
Somatic Disorders
Somatic disorders in this study refer to sleep disorders and changes in appetite. Throughout the
session, the client exhibited the following depressive symptoms:
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Difficulty to The problem of staying up late at night is one of the symptoms of

Sleep depression experienced by the client. The following is a
statement that the client has issued during the session.
“.....Hermm, I am at a stage where tomorrow i have to go to work, so sometimes it is

hard to go to sleep Miss, all because of thinking about my work .... "
“....SometimesMiss,i can’t sleep well....”
According to the above statement, the client's sleep disorders cause the client's daily routine to
interfere and cause irrational thinking.
Changed in In addition to having difficulty sleeping, the client suffers from an

appetite eating disorder that depends on his mood and stress level faced.
“....I kept quiet one day, didn’t eat, had no mood....”

“...Stress, until i didn’t even eat, couldn’t take it....”
The change in appetite experienced by the client is due to the client being overly concerned about
the problem he is having and thus affecting the client's daily eating routine.
Motivational Disorders
Motivational disruption in this study refers to three factors: frustration, lack of enthusiasm and
low self-esteem. All of these symptoms refer to the client's depressive symptoms.
Feeling The client also expressed his frustration during a session with
dissapointed the researcher. Among the statements given were:
“....I don’t hope that everyone teaches me Miss, but then please don’t treat me as if
i know everything....”
“.....Why do others always look for my mistake. I’m also a human-being Miss, i
also have feelings....”
Based on the above statement, the client expressed frustration over the situation. The Client tried
to find his weaknesses that caused the client to be emotional about the situation.
Lack of The client also expressed a lack of enthusiasm about the issue that
enthusiasm occurred to him through the following statements:
“...Its true Miss, its just when people ask me several times, like i told you, they
direspect me. That makes me feel down...”
“...I don’t want people to scold me Miss, I don’t like that situation. Like now, I
really feel down, nobody wants to teach me if i don’t understand about the kids...”
Based on the above statement, the client demonstrates negative motivation by relating
environmental factors as the cause of the lack of enthusiasm that the client is experiencing.
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Low self Symptoms of low self esteem were also expressed by the client
esteem and the statement was issued by the client during the session.
“...Who am I Miss. It’s true that i’m not a brilliant person Miss, I didn’t even finish
my studies, quit because of a girl. Then i was tricked Miss, lack of money, didn’t
know where to go...”
“...I’m guilty Miss, i feel useless, in my family.. i’m left behind in school..”
Based on the above statement, the client makes a comparison of the past with his current
situation, which makes it easier for the client to feel inferior to the person around him.
Affective Disorders
The affective disorder discussed in this section is like being angry and lack of mood.
Angry The client also displayed angry emotions when the client
could not resolve an issue he was experiencing.
“...Haaa... I’m a simple person Miss, please don’t think that i have no work.
Asking me to do many things, while the others aren’t doing anything but asks me to
buy them food, if i don’t buy it they will curse me behind my back. Then they start
to say that i’m lazy, don’t want to help them. That is why i get angry Miss. I’m not
their slave having to do all those things for them...”
“...I get angry easily Miss, if the elder girls say things to me, accuse me not doing
work or just sitting down doing nothing, i would for sure get angry easily...”
Based on the above statements, the client easily expressed anger and cause the client to lose
control of his emotion.
Lost of The client also noted that there was no mood especially in
Mood performing tasks or jobs as a result of the problems he was facing.
“...I have no mood at all today..”

“...But its like that, i don’t know what else to do to keep being here and work with
them..”
Based on the statement above, as a result of feeling lost of mood the client easily decides to show
up in a collaborative relationship with a colleague and finally, the client takes action not
to perform duties and responsibilities in his workplace.
Observation Analysis
The observational analysis of the study was through the MSE form that was used during the sixth
counseling session performed. The analysis of these observations is summarized in Table 4
below.
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Table 4. Observation Analysis of the Mental Status Examination

Session Appearance, Speech Afek and Speech, Orientati Memory Asas
behavior Features Mood Shape & on Pengeta-
and attitude Focus huan
First Dress neatly Slow tones Quickly Normal Normal Clear Normal
session indicate the Memory
reaction of
angry
emotions
Hand Speech rates
movement hesitate to
explain
something
Second Dress neatly Clear tone
session
Clumsy Slow to Regularly Normal Normal Clear Normal
respond indicate the Memory
emotions
faced
Memberi
Kerjasama
Third Neat Clear tone Normal Normal Clear Normal
Session Memory
Cooperate Easy to Express the
respond emotions
faced
Frowning
Dress neatly Clear voice
Fourth More active Speech as Express the Normal Normal Clear Normal
Session usual emotions Memory
faced
Giving
cooperation
Fifth Dress neatly Clear voice
Session
Provide Speech as Express the Normal Normal Clear Normal
feedback in usual emotions Memory
the faced
discussion
Calmer
Sixth Dress neatly Clear voice
Session
Openly Speech as Express the Normal Normal Clear Normal
responding usual emotions Memory
faced
The Effectiveness of Socratic Dialogue Technique

To find out the effectiveness of the Socratic dialogue technique, triangulation method which
includes three types of data was used; (i) verbatim, (ii) observation method (MSE) and (iii)
depression score analysis (pre- to post-test three) in the analysis. From the analysis performed
there was a reduction in depression after the client had six sessions as seen in Graph 1.
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33
30
4.7%
ZZZZZZZZZZZZZZZZZ 25
7.9% 20
7.9%
20.63%
Graph 1: Depression Score for Pre- to Post- Test

It was found that the client's depression score was high with a score of 33 before the counseling
session. Further, a decrease in depression was also found to have a percentage difference between
post-test and pre-test (4.7%), post-test two with post-test one (7.9%), and post-test three with
post-test two (7.9%). Overall, there was a decrease of 20.63% between the post-test three and the
pre-test. This decline is also supported by transcriptions showing clients feeling whether relieved
or satisfied as a result of the techniques used. Some of the transcriptions are as follows;
“...I’m feeling quite relieved, but I’m starting to think about what you said, I
spend much time being angry, indefinite mind... I feel quite sorry..”
“...I feel better compared to before.. that is why i’m trying to control myself...
“...Its true Miss, I’m not lying. I feel that i’m much relieved compared to
previously...”
Based on the above transcript showing the sixth session, the client expressed satisfaction and
relief over the problems he encountered after using the Socratic dialogue technique. The results
of these observations indicated that there is a change in the client's emotions and behavior
throughout the session. Table 1 shows a decrease in depression scores from the first to the sixth
session. The client exhibited more facial features, more positive tone and behavior changes, both
in terms of appearance and behavior, in the second session, clients significantly moved their
hands and feet during the session, while in the sixth session clients showed changes by giving
respond and providing better cooperation than the first session (Table 4). Thus, the results of this
triangulation analysis showed that the Socratic technique can be used to reduce clients' depression
levels even in short term duration.
7. Discussion
The results of the treatment showed that there was a change in depression scores for each
counseling session. This decrease in depression scores resulted from the therapeutic relationship
provided at the beginning of the counseling session until the end of the counseling session. In
addition, the client appeared to have a positive commitment throughout the session as well as
providing cooperation in the treatment process. This also contributed to the success of the
intervention process performed. During the counseling session, one of the important aspects to be
aware of is the symptoms of depression exhibited by the client. According to Jana (2012), the
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symptoms of an individual's depression can be alleviated by the application of challenging

techniques in the form of questions that are presented in a Socratic dialogue that can help
individuals think more clearly about the problem they are facing rationally. The statement is in
line with Armstrong's (2003) statement that cognitive strength in behavioral therapy can help
individuals who are depressed to realize their problems and at the same time realize their
potential. Socratic dialogue technique was applied in the third session. The use of this technique
in the third session also affected the decline in the depression scores. Socratic dialogue
techniques can help clients build a sense of familiarity with the issues they encounter. The ability
of a counselor to help clients see from a variety of angles is an important element in building a
more positive mindset. According to James (1993) the technique of Socratic dialogue is seen as a
very effective exploration technique to help clients identify what they are unsure about in solving
the problem they are facing. In addition, Robert (2010) agreed that Socratic dialogue clearly
means the involvement of clients in therapeutic processes as well as using systematic questioning
techniques in the treatment process. Therefore, this technique indirectly requires collaboration
between clients and counselors to undertake mutually agreed interventions (Miller & Rollnick,
1991).
Conclusion
The result of this study shows that the use of Socratic dialogue technique to reduce depression is
practical in helping individuals suffering from depression. In addition, the Socratic dialogue
technique can enhance the intellectually based on the technique of explicitly in addressing the
problem faced by the client. As such, this technique is also easy to implement besides being more
effective for cases that have a shorter session duration during the treatment process. However, the
success of the Socratic dialogue Technique in reducing depression is also aided by several
factors, including the therapeutic relationship practiced by counselors while using basic
counseling skills such as listening, questioning, understanding, empathy, reflections that have
contributed to the success of this technique. However, the use of Socratic dialogue technique
should be used carefully to ensure that it does not negatively impact the client's thoughts,
emotions and behavior.
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SYNTHESIS AND CHARACTERIZATION OF IRON OXIDE

WASTE-DERIVED RED COLOUR PIGMENT VIA CRYO-
MILLING PROCESS
H.S. Woon1*, L.S. Ewe1, K.P. Lim2 and I. Ismail3
1
Center of Advanced Materials, College of Engineering, Universiti Tenaga Nasional,43000 Kajang, Selangor,
Malaysia
2
Department of Physics, Faculty of Science, Universiti Putra Malaysia, 43400 Serdang, Selangor, Malaysia.
3
Materials Synthesis and Characterization Laboratory, Institute of Advanced Technology, Universiti Putra Malaysia,
43400 Serdang, Selangor, Malaysia.
*Corresponding author: hwoon@uniten.edu.my

_________________________________________________________________________________________
Abstract: This study compares the effects of the cryo-milling process to the ball-milling process
and,thus, suggests an effective technique to convert iron oxide waste into industrial grade red
colour pigment. The milling process in this work includes ball-milling at room temperature and
cryo-milling at 70 K. The SEM results revealed that cryo-milling, running for 45 minutes,
produced the finest particles that were averagely 112 nm. While ball-milling, running for the
same period, produced particles with an average diameter of 137 nm. The XRD results confirmed
that the samples, had transitioned throughout the hematite phase. The samples that underwent
cryo-milling lasting 15, 30, 45 and 60 minutes, respectively, showed noticeable alterations in
their colour values. The CIE L*a*b* colour values were analysed for all of the samples and the
results indicated that the value of a* for all of the cryo-milled samples was greater than those of
the ball-milled samples. This indicated that the cryo-milling process improved the colour
properties of the samples and, thus, it is suitable for use as a raw material for red colour pigment
production. Generally, the cryo-milling process resulted in significant changes in the colour
properties and microstructure.
Keywords: Cryo-milling, Ball-milling, Colour pigment, Iron Oxide Waste, CIE L*a*b* colour
values
_________________________________________________________________________
1. Introduction
The cold-rolling industry in Malaysia normally performs a surface treatment process before the
steel coil is rolled into the required thickness. This surface treatment process is called the pickling
process. In the pickling line, the raw hot-rolled coil is immersed in hydrochloric acid at 60oC and,
thus, the oxide layers on the surface are removed. Therefore, tonnes of waste acid generated in
the pickling line every single day. (Kladnig, 2008).
The recovery of this acid from the pickling process is important to reduce costs. Dumping wastes
from the pickling process is also detrimental to the environment. Therefore, acid regeneration
plants (ARP) are installed at most of the cold-rolling factories in Malaysia (Regel-Rosocka,
2010). In an acid regeneration plant, pyrohydrolysis technology is used to reproduce hydrochloric
acid from pickling solutions and to obtain iron oxide waste as a by-product (Souza Fereira A.,
2011). Pyrohydrolysis is the conversion of metal halides into metal oxides at a high temperature
with the presence of water vapour. A spray roaster process or sometimes called as the Ruthner
process, is the process commonly used in pyrohydrolysis technology. Spray roaster process
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recovers hydrochloric acid in a completely closed cycle. It also produces iron oxide solid waste
as a by-product (P.S.X Alcantara, 2015).
Colour pigments are materials that are commonly used in dyeing fabrics, papers, rubber, metals,
ceramics, tiles and for many other uses. Organic and inorganic pigments are the general types of
colour pigments that exist. Pigment materials can be grouped according to their functions. Iron
oxide or hematite (Fe2O3) are the raw materials for inorganic red pigment materials. According to
several studies, inorganic pigments are chemically inert, weather-resistant, have high opacity,
better resistance to light, dispersion and strong colour durability (Caenen & Jiang, 2008)
(Schmidt, Wolter, Kaplin, & Schneiker, 2007) (Franklin & Trooper, 1955) (Williams, Taylor,
Hawkins, & Roth, 1958)(Wong, 2014) (Barnetta, Millerb, & Pearceb, 2006) (Mariani, Borth,
Muller, Dalpasquale, & Anaissi, 2017) (Gutman, et al., 2014) (Huckle, Swigert, & S.E, 1966)
(Schmidt, Tomiyama, Folgueras, & F.L, 2012) (Liu, Zhang, Pan, & Chang, 2016). Moreover,
inorganic pigments enhance the production of durable and high-quality coatings.
To obtain fine red pigments from iron oxide waste, the cryo-milling process was used in this
project. Cryo-milling, running at a very low temperature (70 K), will suppress the rate of
oxidation during synthesis. The effects of both ball-milled and cryo-milled samples were studied.
2. Experimental Procedure
Iron oxide waste was collected from the cold rolling steel industry in Malaysia. The solid waste
was found to be both acidic and corrosive, as it had a high content of the chloride element. A
strong alkali (sodium hydroxide) was, therefore, employed during a pH adjustment process. The
solid waste was mixed with water and doped with sodium hydroxide solution. The pH adjustment
process was completed once the sample achieved a pH of 7. The pH adjusted sample was then
ready to undergo the ball-milling and cryo-milling processes.
Steel balls with 8 mm diameter were used as charges in the ball-milling process. The ball to
sample ratio was 6 to 1. The milling process was run at 25 rpm and the periods selected were 15,
30, 45 and 60 mins. Simultaneously, cryo-milling was employed for the same periods too. The
main function of a cryo-milling machine (Restch, cyromill) is to breakdown large particles into
smaller particles at a cold temperature of 70 kelvin or -203°C. This process is typically carried
out on food or rubber materials. However, we were interested in studying the colour changes of
our samples in lowtemperature conditions. The machine was connected to a liquid nitrogen
supply which provided cooling to the material. Four samples were examined under different
periods which were; 15, 30, 45 and 60 minutes.
Once the milling processes was complete, a colour testing procedure was carried out, using a
Chroma Meter (Minolta, CR10) to the observe colour changes of the samples. This procedure
was crucial as the readings for the colour coordinates L*, a* and b* were recorded and analysed.
Scanning electron microscopy (SEM) was employed to study the particle size and particle shape
of the samples. Particle size is an important parameter in colour analysis. It is the dominant factor
that affects the reflectance value of colour pigments.
Finally, the sample was analysed using X-ray diffraction (XRD). The Theta-2 scan range was set
from 20° to 70 °. The results revealed the presence of the hematite (Fe2O3) phase in the samples.
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X-ray diffraction testing was carried out on the samples for phase analysis. The results showed
that there was a high agreement between the sample phase to the standard hematite (Fe 2O3)
phase, thus, confirming the presence of a hematite (Fe2O3) compound in our sample.
Figure 1: XRD Pattern of Waste-derived Iron Oxide Pigment (Fe2O3)
The results obtained from the Chroma Meter are displayed in Table 1. The table shows the colour
properties, which are; L*, a* and b* values, for the samples after being milled for the different
periods. The milling processes included; ball-milling and cryo-milling.
Table 3: L*a*b* Values of the Ball-milled and Cryo-milled Samples

Milling Ball-Milling Cryo-milling
Period
(mins) L* a* b* L* a* b*
Raw
39.3 14.4 5.8 39.3 14.4 5.8
(Control)
15 39.1 14.4 5.7 39.1 15.4 6.6
30 39.2 14.5 5.8 39.4 15.3 6.9
45 39.1 14.4 5.8 39.7 16.0 8.2
60 39.3 14.5 5.8 38.7 15.4 7.1
There were a total of eight samples where the raw (control) did not undergoing neither the cryo-
milling process nor ball-milling process. While the rest of the samples were cryo-milled or ball-
milled with periods of 15, 30, 45 and 60 minutes. The constant variable of this project was the
temperature of the cryo-milling which was 70k or -203°C. The time limit for each of the samples
that went through the cryo-milling process was the manipulated variable. All of the readings were
taken at room temperature.
Since the red colour pigment is the final product in this project, only the red colour values (a*)
and the lightness (L*) are of interest in this study. The b* values are not discussed in this report
as they are irrelevant to the red colour property of the samples.
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Figure 2: L* Value vs Milling Period
Figure 2 shows the change in the lightness of the sample as the milling period increased. It also
compares the effect of the milling period to the ball milling and cryo-milling processes. It can be
observed that the lightness (L*) of the cryo-milled samples improved as the milling period
increases except for the sample at 60 mins. Whereas the ball-milled samples were not affected by
the milling period. The cryo-milled sample for 45 mins possessed the highest L* value of 39.7
compared to 39.3 for the control sample. The lightness of the sample was significantly improved
during these 45 minutes.
Figure 3: a* Value vs Milling Period
Figure 3 illustrates the change in the red colour property (a*) as the period of milling period
increased. Similarly, the a* increased as the period of milling increased for the cyro-milled
samples except for the 60 mins sample. We speculate that the decreases in the a* and L* values
for the cryo-milled 60 mins sample were the effect of the high moisture content in the sample. As
moisture increases, the refractive index of the sample may be affected, thus, reducing the
lightness and the red colour property. As expected, the short milling period did not show a
significant change in the red colour property (a*) for the ball milled samples. A summary of the
change in the colour values for the cyro-milled 45 mins sample is shown in Table 2.
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Table 4 : Comparison Between the Raw (Control) and Cryo-milled 45 mins Sample
Readings Raw (Control) Samples 45 mins Difference
L 39.3 39.7 0.4
a* 14.4 16.0 1.6
b* 5.8 8.2 2.4
Figure 4 illustrates the SEM results for both the cryo-milled and ball-milled sample for 45
minutes while the SEM results for the raw (control) sample are shown in Figure 5. The particle
diameters were measured and summarised in Table 3.
Figure 4: Scanning Electron Microscopy (SEM) of the Cryo-milled (left) and Ball-Milled (right) Samples after
45 Minutes
Figure 5: Scanning Electron Microscopy (SEM) of the Raw (Control) Sample
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Table 3: Particle Size Distribution for the Cryo-milled and Ball-Milled samples after 45 Mins
Sample Particle Size Range (µm)
Cryo-milling for 45 mins 0.045-0.178
Ball-Milling for 45 mins 0.098-0.175
Raw (Control) 0.125-0.199
Ultrafine particles were successfully produced using both the cryo-milling and ball milling
processes in this research. The SEM results revealed that the average diameter was significantly
reduced. The average diameter of the raw (control) sample was 0.162 µm compared to 0.112 µm
after 45 minutes of cryo-milling. Besides, the average diameter of the ball-milled sample was
0.137 µm. Finally, the particle shapes were uniform and mostly round.
4. Conclusion
The cryo-milling process successfully improves the lightness (L*) and red colour values (a*) of
iron oxide waste. The effect is significant compared to the conventional ball milling process
which was carried out at room temperature. This is because the refractive index of the iron oxide
waste was improved during cryo-milling at extremely low temperatures. However, a high
moisture content, due to cold conditions, could also cause the colour property to be detrimental,
as shown in the cryo-milled sample 60 minutes. X-ray diffraction (XRD) analysis confirmed the
presence of hematite (Fe2O3) in the iron oxide waste which is a raw material for red inorganic
pigment materials. Finally, the SEM results revealed that the cryo-milling process successfully
produced particles with a diameter range of between 0.045 µm to 0.178 µm which is a
requirement for pigment material with maximum 0.200 µm diameter. As a result, a waste-derived
red colour pigment was successfully produced via the cryo-milling process in this project.
Acknowledgment
This project is supported by UNITEN BOLD Grant Code: 10436494/B/2019015
References
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Iron and Steel Research International, 15(4), 0106.
Liu, B., Zhang, S., Pan, D., & Chang, C. (2016). Synthesis and characterization of micaceous iro
oxide pigment from oily cold rolling mill sludge. Procedia Environmental Sciences, 31,
653-661.
Mariani, F., Borth, K., Muller, M., Dalpasquale, M., & Anaissi, F. (2017). Sustainable innovative
method to synthesize different shades of iron oxide pigments. Dyes and Pigments, 137,
403-409.
P.S.X Alcantara, A. N. (n.d.). Colered Concrete Interlocking Blocks with Addition of Red
Ceramic Waste for Iron Oxide Pigments Reduction. Retrieved from
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https://umanitoba.ca/faculties/engineering/departments/ce2p2e/alternative_village/medi
a/16th_NOCMAT_2015_submission_72.pdf.
Regel-Rosocka, M. (2010). A review on methods of regeneration of spent pickling solutions from
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Schmidt, B., Wolter, R., Kaplin, J., & Schneiker, T. (2007). Rinse water regeneration in stainless
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Wong, Y. (2014). Conversion of Malaysian iron ores into Industrial Grade Red Colour Pigment.
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TEACHERS’ JOB SATISFACTION AS MEDIATOR OF THE

RELATIONSHIP BETWEEN TEACHERS’ MOTIVATION AND
TEACHERS’ WORK PERFORMANCE: SURVEY FROM
SECONDARY SCHOOLS IN SARAWAK
Evonne Lai Eng Fei1*, Crispina Gregory K Han2
1
Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS), Malaysia
2
Unit for Rural Education Research, Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia
*Corresponding Author: crispina@ums.edu.my

_________________________________________________________________________________________
Abstract: This paper investigates the potential mediating role of teachers’ job satisfaction
between teachers’ motivation and teachers; work performance. A survey technique and random
sampling technique (ratio) were used to collect 2738 respondents from Secondary Schools in
Sarawak. The instruments used were The Work Tasks Motivation Scale for Teachers (WTMST),
Minnesota satisfaction Questionnaire (MSQ) and Teachers’ Job Performance Self-rating
questionnaire (TJPSQ) with 5-points Likert scale. Smart-PLS measurement and structural model
were the procedures used to asses and evaluate the statistical significance of relevant path
coefficients. The findings showed that the teaching task, additional task and administrative task
have increased extrinsic and intrinsic satisfaction. Thus, this will improve teachers’ performance
more effectively because they have appropriate tasks in their working environment.
Keywords: Teachers’ Motivation, Teachers’ Work Performance, Teachers’ Job Satisfaction,

Secondary Schools, Sarawak
_________________________________________________________________________
1. Introduction
Teachers need work motivation to motivate themselves to achieve better work quality or success
(Norliza, 2011). Failure to address a variety of issues can lead to a decline in teacher
professionalism (Mohammed Sani & Norzaini, 2007). Therefore, teacher motivation is important
because it enhances teachers' skills and knowledge as it directly influences student achievement
(Mustafa, & Othman, 2010).
2. Role of Teachers’ Job Satisfaction as mediator

In a study of the relationship between employee motivation, job satisfaction and organizational
performance in a palm oil project located in Kalangala district, Uganda. Quantitative research
design incorporating quantitative research methods such as surveys and questionnaires is used to
collect data. The data collected were analyzed using factor analysis, correlation, and regression
analysis. The results show that there is a positive relationship between Employee Motivation and
Job Satisfaction as well as a positive relationship between Job Satisfaction and Organizational
Performance. Employee Motivation and Job Satisfaction positively affect Organizational
Performance. The results show that if employees are well motivated, for example, a fair
promotion and a fair wage difference, they will work more towards better organizational
performance. (Mc, Ssekakubo, Lwanga, & Ndiwalana, 2014). Other studies on the relationship
between motivation and job satisfaction to organizational performance. Motivation has been
considered as dependency and Job Satisfaction as an independent variable. Respondents are
employees of one of the Indian public sector giants. Data were collected from 45 employees
(supervisors and above) from BSNL, Saharanpur. Primary data were collected by the researchers
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through two different structured questionnaires based on a five-point Likert scale. The results
showed that there is a positive correlation between motivation and job satisfaction which is
motivation increase by job satisfaction and vice versa. The results also indicate that motivation
remains unaffected by the age and length of service. It may be due to factors responsible for
motivation and satisfaction that seem to exist in the work environment of the organization. This
paper also found the relative importance of various factors contributing to employee satisfaction;
rewards appear to be the most important factors, while the need for self-esteem appears to be the
least important factor (Singh & Tiwari, 2012).
Ho1: There is no indirect relationship between teachers’ motivation, teachers’ job satisfaction and
teachers’ work performance.
3. Methodology
This study used quantitative research, where was collected during the survey by distributing
questionnaires to secondary school teachers in Sarawak. From 5000 questionnaire forms
distributed, only 2738 teachers returned and answered the questionnaire. Simple random
sampling (ratio) was used by the researchers to select the respondents of the study.
4. Results
Reflective Measurement Model Evaluation
Validity and reliability of indicators and constructs were analyzed with PLS algorithms for
teachers motivation, teachers’ job satisfaction and teachers’ work performance. The findings
indicated that reliability of indicators, internal consistency, construct validity and convergent
validity after removal are acceptable.
Structure Model Evaluation

The relationship between teachers’ motivation and teachers’ work performance decreased to β =
0.044 after the intermediary was included in the model. This means that intermediaries have
absorbed some of the effects of the relationship between teachers’ motivation and teachers’ work
performance, thus indicating an indirect relationship. The effect of indirect relationship on
teachers’ job satisfaction as mediated is shown in Table 1.
Table 1: Indirect relationship through teachers’ job satisfaction as an intermediary
Relationship β T-value SE
Without mediator
Teachers’ Motivation – Teachers’ Work Performance 0.308 12.816 0.024
With mediator
Teachers’ Motivation – Teachers’ Job Satisfaction 0.389 17.612 0.022
Teachers’ Job Satisfaction – Teachers’ Work Performance 0.690 40.269 0.017
Indirect Effect
p<0.05
Table 1 showed the results of the indirect effect of teachers’ motivation on teachers. Teachers’
work performance through teachers’ job satisfaction was shown by the value of β = 0.268 with a
value of t = 12.826. These indirect relationships were also significant at the 95% confidence
level. This result had proven that teachers’ job satisfaction was a catalyst for teachers’ motivation
and teachers’ work performance. This showed that the relationship between teachers’ motivation
and teachers’ work performance was due to teachers’ job satisfaction. Therefore, the null
hypothesis of Ho1 for this study is not accepted.
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5. Discussions
From the findings, teachers’ job satisfaction has provided empirical evidence that it acts as a
mediator. The effect of significant direct relationship between teachers’ motivation and teachers’
work performance as reflected by teachers’ job satisfaction indicates that the role of teachers’ job
satisfaction is an important mediator in predicting teachers’ work performance. It is also the
cause of the direct relationship between teachers’ motivation and teachers’ work performance.
This argument takes into account the statements by Leal-Rodríguez et al. (2014), MacKinnon,
Coxe and Baraldi (2012) and Picón, Castro and Roldán (2014) state that the role of intermediaries
is to explain the reason of a relationship exists between independent variables and dependent
variables. In this case, teachers' job satisfaction will be confirmed by explaining why there is a
relationship between teachers’ motivation and teachers’ work performance. This finding is
supported by previous studies like the relationship between employee motivation, job satisfaction
and organizational performance in a palm oil project located in Kalangala district, Uganda. The
results show that there is a positive relationship between Employee Motivation and Job
Satisfaction as well as a positive relationship between Job Satisfaction and Organizational
Performance. Employee Motivation and Job Satisfaction positively affect Organizational
Performance. The results show that if employees are well motivated, for example, a fair
promotion and a fair wage difference, they will work more towards better organizational
performance (Mc, Ssekakubo, Lwanga, & Ndiwalana, 2014). Based on the findings of the study
by Singh and Tiwari (2011), the results showed that there is a positive correlation between
motivation and job satisfaction which is motivation increase by job satisfaction and vice versa.
The results also indicate that motivation remains unaffected by the age and length of service. It
may be due to factors responsible for motivation and satisfaction that seem to exist in the work
environment of the organization. This paper also found the relative importance of various factors
contributing to employee satisfaction; rewards appear to be the most important factors, while the
need for self-esteem appears to be the least important factor. This research findings are also
supported by Expectation Theory (Wigfield & Eccles, 2000) which explained that job choice
determines one's performance and effort. Expectation is the probability that behavior will reach
its goal; that value is the essence of that goal.
6. Conclusion
Therefore, employees are the most important factor for the success of any organization. An
individual's effectiveness often reflects his or her knowledge, abilities, skills, and characteristics.
Human beings in any organization must be highly motivated in order to achieve their ultimate
goals (Rawd, 2003). The ability to rely on education, experience and training and improvement is
a slow and time-consuming process, but motivation can be improved quickly.
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THE ASSESSMENT OF HUMAN RESOURCE PRACTICES ON

THE EMPLOYEE JOB SATISFACTION
Rosmawati Mahfar1*, Norliana Ahmad Shah2, Noor Syahirah Musa3, Siti Asmahan Mohd
Ali4
1,2,3,4
Faculty of Business and Accountancy, Universiti Selangor, Shah Alam, Malaysia
*Corresponding Author: rosmawati@unisel.edu.my

_________________________________________________________________________________________
Abstract: Job satisfaction has been a matter of public concern as human capital is the most
important and valuable asset among all an organization's assets, which is necessary for the
healthy operation of all other organization resources. If human resources are happy with their
work, then all rates of productivity can increase. Particularly, Human Resource Management
(HRM) has the ability to influence the employees' organizational behaviour to ensure that the
corporate goals are achieved. Therefore, this study proposed to assess the relationship of HR
practices on job satisfaction of manufacturing industry employees. Four dimensions of HR
practice were tested against job satisfaction in this cross-sectional study, namely integration,
training, performance appraisal and rewards. A descriptive survey research design was used to
gather primary data using self-administered questionnaire on a group of 200 employees as
respondents. Study of correlation and regression was done to test human resource practices
variables predictions of employee’s job satisfaction. The results showed that HR practices
(integration, training, performance appraisal and rewards) have significant relationship with
employee job satisfaction. However, only training, performance appraisal and rewards
contributed to the prediction of the influence on employees’ job satisfaction. The findings of the
study suggested that company should build a long term relationship with employees and give
suitable rewards to those deserved employees by giving them an appropriate compensation. On
the other hand, human resource managers must conduct a survey to understand what is the most
important to the employees in order to implement a good human resource practices.
Keywords: HR practices, job satisfaction, integration, training, performance appraisal, rewards,

compensation
_________________________________________________________________________
1. Introduction
Human resource is the most important resource in the form of its employees that each company
has. Without the productive use of human resources management also known as HRM, no
company can think of sustainability or effectiveness of the business in the long run. The best use
of natural resources and the capital and technology inputs variable depend on the degree to which
human resources are being used. HRM practices are an important measure of the use of human
resources to achieve organizational goals that include profit making, survival and growth.
HRM practices focuses on optimal utilization and management of their human resource
effectively in order to achieve maximum output. Managing people is concerned with deciding
approaches and strategies to find alternatives of how to achieve organization goals. In energetic
business atmosphere, there is a need of an approach to achieve better performance, to originate
and implement HRM practices. The success of any organization depends largely on human
resource ability, competence, productivity and level of development of human resources.
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2. Problem Statement
Human being is the fundamental resource for making or constructing every product and services
and human resources are referring to the people who work for the organization. In view of this,
companies have been continuously in search for talented, skilled and qualified professionals to
further develop latest machines and technology, which again have to be controlled or used by
humans to bring out the best products and services for the business. Following this, business
organisation must treat their employees with respect and dignity. If one wants high quality minds
to work for one, then you must protect the respect and dignity of the human capital.
In view of this, HRM is an employee management method with an emphasis on those employees
as the real assets of the business, where they are sometimes referred to as human capital. Thus,
HRM is the process of proper managing and utilising of available limited skilled workforce in an
organisation. The core purpose of HRM is to make efficient use of existing human resource in the
organisation. When human resources are happy with their work, then all rates of productivity can
increase. Thus, HRM has the ability to influence the employees' organizational behaviour to
ensure that the corporate goals are achieved. Therefore, this study proposed to assess the
relationship of HR practices on job satisfaction of manufacturing industry employees.
Hence, the objectives of this study are:

1. To assess the relationship between human resource practices and employees’ job satisfaction.
2. To analyse which elements of human resource practices that impact the most on the
employees’ job satisfaction.
The findings of this study will provide essential information for top management, human
resource managers, and other researchers on human resource practices and employee job
satisfaction. On the other hand, it would help human resource managers or top management of
organization to cope effectively with human resource practices in order to achieve employee job
satisfaction.
Job Satisfaction
Job satisfaction or employee satisfaction is a measure of employee satisfaction with their job,
whether they like the job or individual aspects or job facets, such as the nature of the job or
supervision. According to Wakida & Lawther (2014) and Babalola & Bruning (2015), job
satisfaction is the extent to which employees are satisfied with their job, hence the willingness of
an employee to perform at an optimal level. On the other hand, Clarke (2015) described job
satisfaction as a combination of cognitive and affective reactions to different impressions of what
a worker encounters in a career as opposed to their initial work expectations.
More broadly, Chen, Sparrow, and Cooper (2016) defined job satisfaction as a term expressing
one’s thinking, feeling and attitude toward work. It is influenced by the worker’s experience, the
job itself, communication from others, as well as the person’s expectation about the job. A
worker may be satisfied with some aspects of his/her job while dissatisfied with other aspects.
The job satisfaction can be measured through the employees’ level of satisfaction. If the level of
satisfaction is high, the level of the production and productivity will follow suit. On the other
hand, when satisfaction is low, employee turnover will be high and it will give a negative impact
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on the cost of running the business. Thus, employee job satisfaction guarantees dedicated workers
and healthy workforce to reduce recruitment and training costs for the employer.
Human Resource Practices

HR practices and job satisfaction are being search out extensively in various parts of the world.
HRM practices improve organizational efficiency and performance by recruiting, recognizing and
retaining workers with expertise, abilities and skills, and enabling employees to act in a way that
further promotes the organization's mission and objectives. Mohammed, Mohammad,
Nimalathasan and Sadia (2010) explored the impact of HR practices on job satisfaction in the
context of Bangladesh and it has been found that HR practices are directly correlated with job
satisfaction. This finding is consistent with the study conducted earlier by Edgar and Geare
(2005) in New Zealand, where the result has showed that human resource practices have a
significant positive relationship with job satisfaction, organizational fairness and organizational
commitment.
Lamba and Choudhary (2013) revealed that how HRM practices provide an edge to employee’s
commitment towards an organization goal in the global competitive market. The study concluded
that HRM practices such as training & development, compensation and welfare activities has
significant effect on organizational commitment and are associated with superior organizational
performance, which help in retention of knowledgeable and skilled employees. When the right
HR practices are in place to provide the necessary resources, their presence helps to reduce
physical discomfort and increase both well-being and productivity (Peccei, R. et al., 2013). In
addition, Islam, Bangish, Muhammad and Jehan (2016) stated that the best HR practices have an
important and positive impact on the satisfaction of the employees in Pakistan.
Integration
Integration is generally accepted as support from supervisor and colleagues in the organization
that may include social and emotional support. Social support is conceived as information that
leads an individual to believe that he is being cared for, loved, appreciated and valued and that he
belongs to a communication and mutual obligation network. Structured social support includes
compassion, social collaboration, motivation and expressive support, concrete work-related
support, work-related support for information, and non-work-related support. Besides, emotional
support is the warmth and care provided by social support sources. It refers to a person's ability to
react sympathetically when an employee has problems; it also refers to the person showing a
sense of concern and acceptance which comprises: empathy, social companionship,
encouragement, and expressive support (Scott et al., 2014).
Chadwick & Collins (2015) studied about the influence of social support in the workplace from
co-workers and supervisors on other employees’ intention to quit. It is found that co-workers and
supervisors can help to reduce other employees’ intention to quit. Kang et al. (2015) and Avci
(2017) has documented numerous cases where emotional support provided by either a co-worker
or supervisor could mitigate the stress effect experienced by an employee. Following that,
Mathieu et al. (2016) implied that a supervisor having a person-oriented behaviour can impact the
workers’ intention to quit more than his/her task-oriented leadership behaviour. Thus, workers
facing multiple work requirements that can strain their coping skills have been found to derive
their emotional support from colleagues or bosses as a way to avoid being frustrated by feelings
of helplessness and loss of self-esteem.
On the other hand however, a study conducted by Kua Wongboonsin (2018) in Thailand
indicated that the support noted by western countries as effective instruments in reducing
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employees’ intention to quit were insignificant. In this study, it has been found that none of the
components of the co-worker emotional support, except empathy, affected all the workers’
intention to quit.
Training
Human resource practices are the means through which the human resources personnel in an
organization can develop the leadership of the employees and staff. This occurs through the
process of designing extensive training courses and motivational strategies, such as creating
mechanisms for directing and assisting management in carrying out on going performance
evaluations. Based on a study in the United States, Costen and Salazar (2011) found that
employees who have the opportunity to develop new skills are more satisfied with their jobs,
more loyal, and more likely to stay with the organization.
There is no doubt that there is a tremendous amount of literature investigating the relationship
between training and development and job satisfaction. Mohammed, Mohammad, Nimalathasan
and Sadia (2010) found that training and development has the greatest positive impact on job
satisfaction. Following that, Khan (2012) in Islamabad, Pakistan reiterated that training and
development contribute significantly to the performance of the employee compared to other
factors such as motivation, technology, management, organizational behaviour and work
environment. The study found that training and motivation has positive impact on performance of
employees.
In addition, Chan, Lee, Lee, Loh, and Low (2013) have found that there is a significant positive
relationship between job satisfaction and training and development of employees in Malaysia’s
hotel industry. Finally, Sattar, Ahmad, & Hassan (2015) suggested that training had a positive
and significant impact on the performance of employees. This study concluded that organization
having good training plans for employees can enhance the performance of employees. In view of
all this, organization and the corporation that wants to enhance their employees’ performance
should focus on training as it motivates employees to achieve higher performance levels.
Performance Appraisal
Performance evaluation is an important tool for assessing a single worker's job performance. A
job performance and productivity means that employee’s output is linked to a company's
efficiency and productivity. Lira, Silva and Viseu (2016) clarified that both individual and
organizational objectives are accomplished by workers who have faith in performance evaluation.
Besides, Van Dijk and Schodi (2015) argued that straightforward performance evaluation
generated trust in the appraisal process which directly improves the quality of employees. In view
of this, organizations need highly successful individuals to meet their goals, deliver their unique
products and services, and eventually gain competitive advantage. At the same time, performing
tasks and performing at a high level, with feelings of accomplishment and pride, can be a source
of satisfaction for an employee.
Performance evaluation is a combination between current performance and past performance. An

organization's success depends on several elements and variables, but its employee and employer
relationship is the most important factor and elements that influence the organization's efficiency.
In the subsequent performance cycle, performance assessment is considered to encourage
employees. In addition, the expanded use of the execution assessment process, which is mostly
persuaded by a hierarchical need to have an impact on the attitude and behaviours of the
employee, as well as on the organizational execution (Rubin & Edwards, 2018). Kampkotter
(2016) has conducted a study involving 10,500 German employees using fixed effects regression
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and closely estimate the causal effect of appraisals on job satisfaction. The results revealed a
significant positive effect of performance appraisals on job satisfaction.
Prasad (2015) conducted a study of 115 personnel from various industries found a positive
correlation between job satisfaction and motivation with the performance appraisal (PA) system
of the organization. The study results show positive performance appraisal related concepts such
as objectivity and openness, PA culture and process, feedback, effects on efficiency, retention,
and compensation. In fact, it supports the point that companies need to carefully plan and
implement their quality evaluations and use them more as a development tool to improve their
efficiency in producing them.
Ivorschi (2012), writes that predefined goals aid in managing and tracking the persons
responsible for implementing the program. Those involved can control their performance by
tracking progress against the targets and take corrective action if necessary. Studies also show
that individuals have higher performance when they are given the opportunity to participate in
setting targeted goals. It is important for managers to enforce subordinate recommendations
effectively, but not only allowing them to feel that they are listening.
Rewards
When business owners think about reward systems, compensation is typically placed at the top of
the list. In addition, the right strategy should include an executive compensation plan that is
directly linked to the company's goals. In view of this, every company needs a strategic reward
system for employees such as compensation, benefits, recognition and appreciation.
Compensation is paying some money to the worker for the organization's physical, mental
contribution to the work (Swanepoel et al., 2014). Employees should be rewarded financially
and morally in order to increase their performance. In relation, Hassan (2016) has entered into a
significant relationship between compensation and the performance of the employee.
Benefits are another form of incentive in a strategic reward system and the types of benefits that
the company provide will be certainly noticed by the employees. Organizations that do not match
or exceed their competitors' benefits would find it difficult to attract and retain top employees.
Recognition means recognizing someone before their peers for particular successes, actions taken
or habits exemplified. Meanwhile, appreciation focuses on expressing gratitude to someone for
their actions. Showing appreciation to employees by giving clear words and gestures are the best
way to show recognition for excellent performance.
Storey (2001) reiterated that human resources need to be treated with great care, since they are an
important resource that needs to be given special managerial attention and time. He further
reaffirm that it is through human capability and commitment that successful organizations are
able to ultimately differentiate them from those that fail. Human resources motivation is
considered one of the most important methods of sustaining organizational development.
Smith, Joubert, Forty & Mahomed Karodia (2015), have conducted a study where 40
questionnaires were collected from respondents and the analysis reveals that rewards are highly
valued as a motivating factor by respondents. The research further suggested that employees were
generally satisfied with, and benefited from the current rewards offered by the company.
Additionally, it was found that employees were more motivated by intrinsic rewards rather than
extrinsic rewards, although a thirteenth cheques and annual salary increases (extrinsic rewards)
were the highest ranked rewards for employees at the company.
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Yasmeen, Farooq & Asghar (2014) carried a study whereby data are collected from 80 workers at
PTCL headquarters, primarily from middle management in Islamabad. Empirical evidence
showed that the relationship between pay, reward and quality of the company is negligible and
low. There is, however, a medium to strong relationship between promotion and success of the
organization performance. In addition to these findings, the correlation between recognition and
success of the company is also highly significant and solid. The strongest and highly significant
relationship exists between appreciation and organization performance. All the independent
variables that is wage, reward, promotion, acknowledgement and gratitude is linked positively to
dependent variable that is success of the company.
Edirisooriy (2018) research on 100 employees in the Public Sector in Sri Lanka were taken as the
sample by means of stratified random sampling method and the results revealed that there is a
positive relationship between extrinsic reward, intrinsic reward and employee performance.
Further the findings showed that among all independent variables pay and recognition were most
important and more influential variables on employee performance.
Empirical studies on Human Resource Practices and Employee Job Satisfaction.

Numerous studies had proven the impact of human resource practices towards employee job
satisfaction. Ofori, Sekyere-Abankwa & Borquaye, (2012) have conducted a study in Ghanaian
organizations to assess the perceptions of HR role among professionals. The primary data was
collected from 300 respondents and an index of perception was developed to assess the perceived
relevance of the HR functions in the organisations. The study results revealed that respondents
ranked qualified staff recruitment; training and development; and retaining qualified staff as
HRM's most important functions. In addition, the study also showed that the perceived relevance
of the HR role is directly influenced by age, job position, being denied assistance and being side
lined for recognition.
Zulfqar et al (2011) investigated a study to examine the relationship and nature of relationship
between HRM practices (compensation, performance evaluation, and promotion practices) and
the employee perceived performance in the banking sector of Pakistan. The results of the study
found that, the employee perceived performance and HRM practices has the positive and
significant relationship. Further results based on analysis indicated that performance evaluation
and promotion practices are significant but the compensation practices are not significant.
Islam, Bangish, Muhammad and Jehan (2016) have investigated the effect of HR practices such
as recruitment, empowerment, working condition and compensation on job satisfaction in the
prospects of Hotel Industry of Pakistan. Empirical research found that there is a significant
relationship between HR practices and job satisfaction, where recruitment and selection,
empowerment and working condition have positive effect on job satisfaction. On the other hand,
compensation has a negative impact on job satisfaction, suggesting that most workers are not
happy with employer payments.
In addition, Mohammed, Mohammad, Nimalathasan and Sadia (2010) found that human resource
planning and training and development were found to have positive impact on job satisfaction. In
addition, it was also found that training and development has the greatest impact on job
satisfaction.
Chan, Lee, Lee, Loh, and Low (2013) examined the impact of human resource management
practices that are training and development, performance of appraisal, compensation and benefit
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with job satisfaction of employees in Malaysia hotel industry. This study indicated that there is
positive relationship between training and development and job satisfaction. Thus, when the
training and development is high, the job satisfaction is also high in hotel industry. This study
also found that there is positive relationship between performance appraisal and job satisfaction,
where when the performance appraisal is high, the job satisfaction is also high. In addition, it can
be concluded that there is positive relationship between compensation and job satisfaction,
meaning when the compensation is high, the job satisfaction is also high. Finally, it also
indicated that there is positive relationship between benefits and job satisfaction where when the
benefit is high, the job satisfaction is also high.
Based on these findings, the proposed research framework for this study is presented in Figure1
Independent Variables Dependent Variable
Human Resource Practices

 Integration Employees’ Job
 Training
 Performance Appraisal Satisfaction
 Rewards
Source: Francisco Cesario (2015)
Figure 1: Theoretical Framework

Quantitative research in a form of questionnaires was given to respondents to gather statistical
data about responses. The survey consisted of six multiple-choice questions and 19 questions to
be answered by the respondents on a 5-point Likert scale whereby, 1 = strongly disagree and 5 =
strongly agree. Dimensions of human resource practices in this study divided into four sub-
dimensions of integration, training, performance appraisal and rewards that consist of 12-items
that was adopted from Cesario (2015) whereby employee job satisfaction consists of 7-items
adapted from various sources.
Participants were given anonymously 5 minutes to complete the survey through simple random
sampling technique, and 220 employees in manufacturing industry in Selangor responded. The
collected data were checked before analysis for missing data and outliers. Of these, 200 of the
completed questionnaires were usable for analysis. The data was then analysed using statistical
software SPSS version 23 for Windows for descriptive statistics, correlation analysis and multiple
regression analysis.
4. Data analysis
Respondent Profile
Table 1 showed that, majority of the respondents in this study were male (52%) employees and
48% of them were female employees. In terms of race, the highest percentage is Malay which is
111 (55.5%) followed by Chinese 17.0%. As for the level of income, 44% of the respondents are
in the range of RM3000 – RM5000.
Table 1: Respondents Profile

Respondent Profile Frequency Percentage
Gender
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Male 104 52.0

Female 96 48.0
Race
Malay 111 55.5
Chinese 34 17.0
Indian 49 24.5
Others 6 3.0
Level of Income
Less than RM3000 37 18.5
RM3000 – RM5000 88 44.0
RM5000 – RM7000 62 31.0
Above RM7000 13 6.5
Reliability Analysis
Cronbach's alpha is a metric used to determine a collection of scale or test items ' accuracy, or
internal consistency. In other words, any measurement's reliability refers to the extent to which it
is a consistent measure of a concept. Therefore, Cronbach's alpha is one way to measure the
strength of that consistency. Table 2 below displays the dependent and independent variable
reliability analysis. All values reached 0.70 points. Reliability 0.60 and 0.70 or higher is regarded
as standards for proving the internal consistency of new scales and existing scales respectively
(Sullivan, Karlsson & Ware Jr, 1995).
Table 2: Reliability Analysis

Item Cronbach’s Alpha No. of Items
Integration 0.808 3
Training 0.796 3
Performance Appraisal 0.742 3
Rewards 0.718 3
Employee Job Satisfaction 0.806 7
Correlation
A Pearson's correlation was run to determine the relationship between HR practices and
employee job satisfaction values. According to Table 3, there was a moderate, positive
correlation between HR practices and employee job satisfaction (r = .659, p < .001). Furthermore,
the p-values for the correlation between HR practices (integration training, performance
appraisal, and rewards) and employee job satisfaction in Table 4 are lower than the significance
level of 0.05, which indicates significant correlation coefficients.
HR practices Job satisfaction
Pearson Correlation 1 .659**
HR practices Sig. (2-tailed) .000
N 200 200
Pearson Correlation .659** 1
Job satisfaction Sig. (2-tailed) .000
N 200 200
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Job Performance
satisfaction Integration Training appraisal Rewards
** ** **
Employee Job Pearson Correlation 1 .379 .601 .547 .543**
satisfaction Sig. (2-tailed) .000 .000 .000 .000
N 200 200 200 200 200
Integration Pearson Correlation .379** 1 .560** .385** .385**
Sig. (2-tailed) .000 .000 .000 .000
N 200 200 200 200 200
Training Pearson Correlation .601** .560** 1 .579** .530**
Sig. (2-tailed) .000 .000 .000 .000
N 200 200 200 200 200
Performance appraisal Pearson Correlation .547** .385** .579** 1 .534**
Sig. (2-tailed) .000 .000 .000 .000
N 200 200 200 200 200
Rewards Pearson Correlation .543** .385** .530** .534** 1
Sig. (2-tailed) .000 .000 .000 .000
N 200 200 200 200 200
Regression
A linear regression in Table 6 indicated that HR practices could statistically significantly
predict employee job satisfaction, F (4, 195) = 41.257, p = .000. Meanwhile, Table 5 showed
the R2 = 0.458 and adjusted R2 = 0.447, which means that the independent variable explains
45.8% of the variability of the employee job satisfaction, in the population. This indicates
that, overall, the model applied can statistically significantly predict the employee job
satisfaction. Furthermore, Table 7 shows that the predictor variables of training (β = 0.341),
performance appraisal (β = 0.215), and rewards (β = 0.242) are significant because of their p-
values are less than 0.05. However, the p-value for integration (p = 0.849) is greater than the
common alpha level of 0.05, which indicates that it is not statistically significant.
Table 5: Model Summary

Std. Error of the
Model R R Square Adjusted R Square Estimate
1
.677a .458 .447 .51298
a. Predictors: (Constant), Rewards, Integration, Performance appraisal, Training
Table 6: ANOVAa
Model Sum of Squares df Mean Square F Sig.
1 Regression 43.427 4 10.857 41.257 .000b
Residual 51.314 195 .263
Total 94.741 199
a. Dependent Variable: Employee Job Satisfaction
b. Predictors: (Constant), Rewards, Integration, Performance appraisal, Training
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Table 7: Coefficientsa
Standardized
Unstandardized Coefficients Coefficients
Model B Std. Error Beta t Sig.
1 (Constant) 1.160 .220 5.272 .000
Integration .011 .059 .012 .190 .849
Training .285 .062 .341 4.561 .000
Performance
.184 .058 .215 3.142 .002
appraisal
Rewards .204 .056 .242 3.662 .000
a. Dependent Variable: Employee Job Satisfaction

This study found a positive relationship between human resource practices and job satisfaction
among employees in manufacturing companies (r = 0.659, p <0.001). The Pearson Correlations
results showed that all dimensions were significantly affect the employee job satisfaction in
manufacturing company. This is supported by the previous studies done by Edgar and Geare
(2005) in New Zealand; Mohammed, Mohammad, Nimalathasan and Sadia (2010) in Bangladesh
and Islam, Bangish, Muhammad and Jehan (2016) in Pakistan. In view of this, HR managers are
recommended to understand and enforce the correct HR practices in order to increase job
satisfaction of their employees.
Furthermore, this survey also revealed that integration contributes to the prediction of employees’
job satisfaction where there is a positive relationship between integration and job satisfaction.
This is supported by Chadwick & Collins (2015) in Canada, Mathieu et al. (2016), Kang et al.
(2015) and Avci (2017) in Turkey stated social support in the workplace from co-workers and
supervisors has significant relationship with employee’s job satisfaction. In conclusion, it is
recommended to emphasize on the need for integration to increase job satisfaction.
The survey also revealed that only training, performance appraisal and rewards contribute to the
prediction of the influence on employees’ job satisfaction. This result is supported by a study in
the United States under Costen and Salazar (2011) and Khan (2012) in Islamabad, Pakistan. In
addition, a study in Malaysia’s hotel industry by Chan, Lee, Lee, Loh, and Low (2013) and
Sattar, Ahmad, & Hassan (2015) also concluded that organization having good training plans for
employees can enhance the performance of employees. The training that the employees received
in their organization has been enough to improve worker performance and develop their
professional skills. Hence, many employees enjoy working in one organization and they find their
work meaningful. In view of all this, organization and the corporation that wants to enhance their
employees’ performance should focus on training as it motivates employees to achieve higher
performance levels.
In addition, workers also feel valued for their contributions because the feedback that employees
receive from their superior is useful to improve performance. At the same time, qualitative
aspects of employee performance are also considered. Prasad (2015) in California disclosed a
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positive correlation between job satisfaction and motivation with the performance appraisal
system of the organization. Kampkotter (2016) in German demonstrated a strong relationship
between performance appraisals which is linked to monetary outcomes which relate to job
satisfaction. Furthermore, appraisal criteria are understandable and fairs which showed that their
managers value the employee feedback.
Finally, employees have always assumed that compensation and benefits are the greatest reason
to stay in the company and remain committed to their career. The reward that employee receive
are related with performance results and related with the value of employee job to the
organization. Study by Edirisooriy (2014) in Sri Lanka clearly supported this statement as here it
was proven that both intrinsic and extrinsic rewards act as a booster to employee performance.
On the contrary, Yasmeen, Farooq and Asghar (2013) revealed a contradiction, as the correlation
between pay and reward and job satisfaction is insignificantly poor. Nonetheless, this study
strongly supported the former rather than latter.
This paper emphasized on the assessment of human resource practices and job satisfaction among
manufacturing employees that covered four dimensions of human resource practices: integration,
training, performance and rewards. It can be concluded that there is evidence that HR practices is
related to employee job satisfaction. In particular, it seems that the more a HR practitioner knows
about their employees, the greater the employee job satisfaction is.
On the other hand, policies on human resources should be aligned with business strategy. It
means that HR needs to concentrate on the organization's interests as well as those of its
employees. Successful leadership foster employee engagement, employee motivation, employee
development and retention. Therefore, company should build a long term relationship with the
employees and give a suitable reward to those deserve employees by giving them an appropriate
compensation. HR best practice requires companies to invest heavily in their employees' training
time and budget. In addition, Human Resource Managers must conduct a survey to understand
what is the most important to the employees in order to implement a good human resource
practices.
Nevertheless, this study was carried out under some constraints that need to be taken into
account. For instance, the respondents of the study were represented by a manufacturing industry.
It is proposed that future research will investigate the relationship between HR practices and job
satisfaction in a broader study environment in order to provide different views and results in
different industry.
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THE DIFFERENCES BETWEEN SUBJECTIVE HAPPINESS,

HOPE, AND ACHIEVEMENT MOTIVATION OF REMEDIAL
STUDENTS
Muhammed Yusuf
Faculty of Human Development, University Pendidikan Sultan Idris Tanjung Malim, Perak Darul Ridzuan, Malaysia
*Corresponding Author: kuanademola@gmail.com or muhammed.yusuf@fpm.upsi.edu.my

_________________________________________________________________________________________
Abstract: The purpose of this academic paper is to examine the differences between subjective
happiness, hope, and achievement motivation of remedial students in terms of the cumulative
grade point average (CGPA) and locations. A total number of five hundred remedial students
participated in the study. The majority of the respondents were Malays followed by other ethnics.
The study was conducted in Ipoh, Tanjung Malim, Shah Alam, and Kuala Lumpur, Malaysia.
The researcher used three instruments, namely, the Children’s Hope Scale, Subjective Happiness
Scale, and Achievement Goal Questionnaire. The data was analyzed using Statistical Packages
for Social Sciences (SPSS), version 23. More specifically, One-Way ANOVA was used to
compare the remedial students’ subjective happiness, hope, and achievement motivation in terms
of their CGPA results and the locations. The results show that there was no statistically
significant difference in subjective happiness, hope, achievement motivation, and CGPA of
remedial students. In addition, the results show a statistically significant difference in subjective
happiness, hope, achievement motivation, and location of remedial students. Precisely, the result
shows a statistically significant difference in Shah Alam remedial students compared to Tanjung
Malim and Ipoh. In conclusion, the finding of this study suggests no statistically significant
differences in subjective happiness, hope, achievement motivation, and CGPA of remedial
students while the research proposed that the remedial students in Shah Alam were significantly
happier compared to Tanjung Malim and Ipoh.
Keywords: subjective happiness; hope; motivation; remedial classroom.

_________________________________________________________________________
1. Introduction
Academic achievement has been linked with numerous psychological factors such as positive
psychology (Camp, 2016; Dixson, Keltner, Worrell, & Mello, 2018; Feldman, Davidson, &
Margalit, 2015; Harris, 2015), happiness (Tabbodi, Rahgozar, & Abadi, 2015) and motivation
(Alvarado & Adriatico, 2019; Herges, Duffield, Martin, & Wageman, 2017; Herrero, 2014;
Khoshnam, Ghamari, & Gendavani, 2013; Suswanto, Asfani, & Wibawa, 2017).
Positive psychological variables such as optimism had a positive and significant relationship with
academic achievement while hope was not significantly related (Camp, 2016). Meanwhile, Harris
(2015) found that interventions which increased students' hope and positive well-being led to
subsequent improvements in student’s academic performance and a lasting effect was found on
student’s academic trajectory. A similar pattern of the result was found in a study conducted by
Feldman et al. (2015). Other researchers have suggested that hope may partially mediate the
effects of other variables on academic achievements (Dixson et al., 2018).
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Motivation plays a major role in academic achievement, Herges et al. (2017) found that students
with higher achievements had significantly higher motivation scores compared to those with
lower achievement. Other researchers have reported motivation to be a significant contributor to
academic achievement (Herrero, 2014; Khoshnam et al., 2013; Suswanto et al., 2017). Herrero
(2014) further reported that motivation was the main contributor to students' academic
achievement. This highlights the importance of motivation for students to succeed academically
and this is echoed by the works of Khoshnam et al. (2013) who found internal motivation to be
the only significant predictor of academic achievement.
Besides that, Happiness has also been linked with academic achievement. Tabbodi et al. (2015)
conducted a correlational study to investigate the relationship between happiness and academic
achievement. They found a significant and positive relationship between academic achievement
and happiness in students.
2. Related Literature Review

Motivation and Academic Achievement
Herges, Duffield, Martin, & Wageman (2017) investigated the relationship between mathematics
achievement and student motivation. Their survey study involved 65 mathematics respondents to
determine their beliefs and attitudes related to motivation and mathematics achievement.
Significant correlations were found between self-reported grades with internal motivation,
enjoyment, confidence and parental involvement. Additionally, t-tests comparing high and low
achieving students found significant differences in motivation, mathematics value, mathematics
enjoyment, mathematics confidence, parental involvement, and parental intrinsic motivation. No
gender differences were found for the variables above. Alvarado and Adriatico (2019)
investigated the relationship between reading motivation and academic achievement. A total of
82 grade three pupils completed the Motivation for Reading Questionnaire (MRQ). The
correlation analysis indicated that reading motivation was not statistically correlated with
academic achievement.
The next study by Suswanto, Asfani, and Wibawa (2017) examined factors that influence
students’ achievements. The path analysis found the following factors were found to influence
students’ achievement which are teachers’ teaching performance, students’ learning satisfaction,
and achievement motivation. Achievement motivation was found to be the main contributor to
students’ academic achievement. Herrero (2014) investigated the relationship between
achievement motivation, hope, resilience with GPA among first-year college students. A total of
175 students took part in the study completing the Achievement Motivation Survey, Adult Trait
Hope Scale and the Brief Resilience Scale. The multiple regression analysis indicated that
motivation, hope and resilience were all significant predictors of academic results with
motivation being the most influential. Gender comparisons and ethnicity comparisons for
motivation, hope and resilience showed no significant differences.
Knoshnam, Ghamari, and Gendavani (2013) conducted a study to determine the relationship
between internal motivation and happiness with academic achievement. The sample for the study
was 341 high school students who completed the Oxford Happiness Questionnaire and Intrinsic
Motivation Questionnaire. The internal motivation was only found to be a significant predictor of
academic achievement.
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Happiness and Academic Achievement

Tabbodi, Rahgozar, and Abadi (2015) investigated the relationship between happiness and
academic achievement among students. A total of 320 students participated in the correlational
study and they were asked to answer the Oxford Happiness Questionnaire. Gender comparisons
indicated that happiness scores were higher for girls. Meanwhile, a significant positive
correlation was found between happiness and academic achievement of students.
Positive Psychology and Academic Achievement

Camp (2016) conducted a study to determine if there was a relationship between hope and/or
optimism and academic success in nursing students. The respondents were 58 nursing students
who completed the Adult Dispositional Hope Scale and the Life Orientation Test-Revised.
Academic achievement was evaluated using test results on the Human Pathophysiology. A
significant relationship was found between optimism and respondents' scores in Human
Pathophysiology. Meanwhile, Harris (2015) investigated the effectiveness of an educational
intervention for hope, self-determination, and goal-orientation among at risk for failure students.
Results of the pre and post-analysis suggest that the intervention successfully increased hope and
positive well-being among the students. A follow-up analysis of the students’ academic
performance suggested that the intervention had a lasting effect on students' academic
trajectories.
Feldman, Davidson, and Margalit (2015) examined the relationship between students’ grades,
goal achievement, hope, self-efficacy and optimism following a focused hope intervention. 83
first-year college students participated in the hope intervention workshop. The results of the
intervention showed that students who had higher levels of hope following the workshop
obtained better grades the following semester despite there being no statistically significant
difference in grades before or after the intervention. Besides that, it was concluded that hope had
a more consistent relationship with grades over time compared to optimism or self-efficacy.
Additionally, Dixson, Keltner, Worrell, and Mello (2018) designed to examine whether hope
mediated the relationship between socioeconomic status (SES) and academic achievement. Two
similar studies were conducted with different samples which are a minority sample and a diverse
sample of adolescents. Both studies had similar results where hope partially mediated the
relationship between SES and academic achievement.
In a study conducted by Gallagher, Marques and Lopez (2017) which examined the role of hope
in predicting academic achievement among college students. Several psychological factors, such
as hope, self-efficacy, and engagement, were found to correlate positively with Grade Point
Averages (GPA). Researchers found that hope was the only factor that had unique effects to
predict students’ GPA across their four years of the study indicating that hope is the most robust
predictor of achievement in college students.
Datu, King, and Valdez (2018) investigated the role of psychological capital (PsyCap) in
academic settings. Psychological capitals examined in this case are self-efficacy, optimism, hope,
and resilience. They examined how PsyCap is associated with academic motivation, engagement
and achievement in a cross-sectional and longitudinal study. The cross-sectional study showed
that psychological capital is associated with higher motivation. Meanwhile, in the second study, it
was found that psychological capital predicted motivation and academic achievement.
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3. Methodology of the study

This study was conducted in Tanjung Malim, Shah Alam, and Kuala Lumpur, Malaysia using a
random sampling technique to collect data from a total number of five hundred remedial students
situated in, Ipoh, Tanjung Malim, Shah Alam, and Kuala Lumpur, Malaysia. Further, the
researcher used validated three instruments, namely, the Children’s Hope Scale, Subjective
Happiness Scale, and Achievement Goal Questionnaire. The data was analyzed by applying
Statistical Packages for Social Sciences (SPSS), version 23. More specifically, One-Way
ANOVA was used to compare the remedial students’ subjective happiness, hope, and
achievement motivation in terms of their CGPA results and the locations.
4. Results of the study

Demographic information of the respondents
Most of the respondents in this study were between eight and nine years old indicating that most
of them (80%) are in primary two and three. The majority of the respondents are Malaysian
representing over 95% of the aggregate. Three out of 5 of the respondents inside the study are
male while the rest are female. As far as ethnicity concern, the highest respondents are Malays
(58.6%) while Indians and Chinese are accounting for 14.0% and 8.2% separately.
Comparison between CGPA, Subjective happiness, hope, and achievement motivation of the
respondents
The table 1.1 shows the ANOVA comparison results on subjective happiness, hope, achievement
motivation, and CGPA of the remedial students. Accordingly, the results indicate that there was
no statistically significant difference in subjective happiness between those with different CGPA,
F (5, 363) = 1.24, p = 0.29 suggesting that there was no influence of CGPA on subjective
happiness among remedial students.
Table 1.1 ANOVA results for Comparison between CGPA CGPA, subjective happiness, hope, and
achievement motivation
Sum of Squares df Mean Square F p
Between Groups 59.98 5 12.00
Subjective
Within Groups 3523.08 363 9.71 1.24 0.29
Happiness
Total 3583.06 368 -

Hope -
Within Groups 2508.98 363 6.91 .61 0.69
Pathways
Total 2530.20 368 -

Hope -
Within Groups 3915.42 363 10.79 1.75 0.12
Agency
Total 4009.76 368 -
Achievement Between Groups 140.00 5 28.00

Motivation - Within Groups 8182.87 363 22.54 1.24 0.29
Performance Total 8322.87 368 -

Motivation- Within Groups 9849.41 363 27.13 1.33 0.25
Mastery Total 10029.61 368 -
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Avoidance Total 22358.20 368 -
Subsequently, the Hope-Pathways was compared between students with different levels of CGPA
and no statistically significant difference was found in Hope-Pathways score for those with
differing levels of CGPA, F (5, 363), = 0.61, p = 0.69. This would suggest that there is no
difference in pathways score for hope among remedial students with different CGPA. The results
of a one-way ANOVA comparing Hope-Agency scores for different levels of CGPA indicates no
statistically significant difference in Hope-Agency scores for different levels of CGPA, F (5, 363)
= 1.75, p = 0.12.
Besides that, a comparison of Achievement Motivation – Approach scores were made for the
different CGPA results among remedial students. The results show no statistically significant
differences between students with different CGPA for Achievement Motivation – Performance, F
(5, 363) = 1.24, p = 0.29. Therefore, there is no statistical influence of CGPA on achievement
motivation scores.
In addition to that, another one-way ANOVA was conducted to compare the scores of
Achievement Motivation - Mastery among the different levels of CGPA. No statistically
significant difference for Achievement Motivation – Mastery scores were found between the
different levels of CGPA, F (5, 363) = 1.33, p = 0.25. As such, it can be concluded that students
obtaining different levels of CGPA had no differences in mastery achievement motivation.
Finally, one-way ANOVA analysis for CGPA was conducted for Achievement Motivation –
Avoidance. Indeed, no statistically significant differences were found, F (5, 363) = 1.63, p = 0.15.
This would suggest that students obtaining different CGPAs had similar scores of Achievement
Motivation – Avoidance.
Comparison between district, subjective happiness, hope, and achievement motivation of the
respondents
A one-way ANOVA was conducted to compare the subjective happiness, hope, and achievement
motivation among students from different districts. Also, Tukey’s post-hoc comparisons were
carried out to investigate any existing significant differences within the stipulated variables. The
results are presented in Table 1.2.
Table 1.2 One-Way ANOVA Comparison based on Different Districts

Sum of Squares df Mean Square F Sig.
Subjective
Within Groups 3541.90 352 10.06 6.64 0.000
Happiness
Total 3742.18 355
Hope -
Within Groups 2526.35 352 7.18 2.49 0.06
Pathways
Total 2579.99 355
Hope - Agency Within Groups 3645.97 352 10.36 5.51 0.001
Total 3817.24 355
Achievement Between Groups 236.82 3 78.94 3.80 0.01
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Motivation - Within Groups 7309.68 352 20.77

Performance Total 7546.50 355
Motivation- Within Groups 9339.08 352 26.53 3.39 0.02
Mastery Total 9609.25 355
Avoidance Total 20134.95 355
The one-way ANOVA was conducted to compare subjective happiness scores among Tanjung
Malim, Ipoh, Kuala Lumpur, and Shah Alam. The results show a statistically significant
difference in subjective happiness between those from different districts, F (3, 352) = 6.64, p
=0.001. Consequently, Post hoc comparisons, Tukey’s Honestly Significant Difference (HSD)
test was performed and indicated that the mean score for Shah Alam (M = 18.34, S.D.= 2.44) was
significantly higher compared to Tanjung Malim (M = 16.37, S.D. = 3.17) and Ipoh (M = 16.15,
S.D. = 3.51). A comparison between the other locations of the research is not significant and
accordingly, reported in table 1.3. This would suggest that remedial students in Shah Alam were
happier compared to Tanjung Malim and Ipoh.
Table 1.3 Subjective Happiness Post Hoc
Location Mean Difference S.E. p 95% CI

Tanjung Malim - Ipoh 0.22 0.74 0.99 [-1.69, 2.13]
Tanjung Malim – Kuala Lumpur -0.63 0.57 0.68 [-2.09, 0.83]
Tanjung Malim - Shah Alam -1.97* 0.45 0.000 [-3.14, -0.80]
Ipoh – Kuala Lumpur -0.85 0.89 0.77 [-3.13, 1.43]
Ipoh - Shah Alam -2.19* 0.82 0.04 [-4.29, -0.08]
Kuala Lumpur - Shah Alam -1.34 0.67 0.19 [-3.05, 0.38]
The next one-way ANOVA compared the Hope – Pathways score among the different districts.
No statistically significant difference was found for the comparison of Hope Pathways score
between different districts, F (3,352) = 2.49, p = 0.06. This would suggest that the Hope –
Pathways score is similar for all districts.
Besides that, Hope-Agency scores were compared among students form Kuala Lumpur, Tanjung
Malim, Shah Alam and Ipoh. A statistically significant difference was found, F (3, 352) = 5.51, p
= 0.001, indicating that there were meaningful differences in pathways score between the
districts. As such, Tukey’s post hoc comparison was conducted and the results are summarised in
Table 1.4. Based on Table 1.4, the mean scores for Shah Alam (M = 18.21, S.D.= 2.38) was
significantly higher compared to Tanjung Malim (M = 16.61, S.D. = 3.30).The other comparisons
were not significant.
Table 1.4 Hope - Agency Post Hoc

Tanjung Malim - Ipoh -1.84 0.75 0.07 [-3.77, 0.10]
Tanjung Malim – Kuala Lumpur -0.75 0.58 0.56 [-2.23, 0.74]
Tanjung Malim - Shah Alam -1.60* 0.46 0.003 [-2.78, -0.41]
Ipoh – Kuala Lumpur 1.09 0.90 0.62 [-1.23, 3.41]
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Ipoh - Shah Alam 0.24 0.83 0.99 [-1.90, 2.38]

Here, we aimed to compare the differences in Achievement Motivation – Approach scores among
remedial students from different districts. The results showed statistically significant differences
in the mean scores of Achievement Motivation – Approach for the different districts, F (3, 352) =
3.80, p = 0.01. Due to the significant results, a post-hoc Tukey’s HSD was conducted and
tabulated in Table 1.4. Once again, the mean score for Shah Alam (M = 30.47, S.D.= 2.51) was
significantly higher compared to Tanjung Malim (M = 28.77, S.D. = 4.87). The other
comparisons among the other districts did not yield statistically significant results.
Table 1.5 Achievement Motivation - Performance Post Hoc

Tanjung Malim - Ipoh -1.98 1.06 .246 [-4.72, 0.76]
Tanjung Malim – Kuala Lumpur -1.64 0.82 .184 [-3.75, 0.46]
Tanjung Malim - Shah Alam -1.70* 0.65 .047 [-3.37, -0.02]
Ipoh – Kuala Lumpur 0.33 1.27 .994 [-2.95, 3.61]
Ipoh - Shah Alam 0.28 1.17 .995 [-2.74, 3.31]
In addition to that, a one-way ANOVA conducted to compare mean scores on Achievement

Motivation – Mastery among remedial students from different districts. The results of the
analysis indicated a statistically significant difference, F (3, 352) = 3.39, p =0.02. A Tukey’s
post-hoc analysis was conducted and the results showed that mean score of Achievement
Motivation - Mastery for Kuala Lumpur (M = 37.50, S.D. = 4.88) was significantly higher
compared to Shah Alam (M = 35.73, S.D.= 3.83). A comparison between the other districts was
not significant and is tabulated in Table 1.6.
Table 1.6 Achievement Motivation - Mastery Post Hoc

Tanjung Malim - Ipoh -1.22 1.20 0.74 [-4.31, 1.88]
Tanjung Malim – Kuala Lumpur -2.77* 0.92 0.02 [-5.15, -0.39]
Tanjung Malim - Shah Alam -1.00 0.73 0.53 [-2.89, 0.90]
Ipoh – Kuala Lumpur -1.55 1.44 0.70 [-5.26, 2.16]
Ipoh - Shah Alam 0.22 1.33 1.00 [-3.19, 3.64]
Kuala Lumpur - Shah Alam 1.77 1.08 0.36 [-1.01, 4.56]
The last comparison between districts was conducted to compare the difference in Achievement
Motivation – Avoidance scores. No statistically significant differences were found for
Achievement Motivation – Avoidance scores among Kuala Lumpur, Shah Alam, Tanjung Malim
and Ipoh, F (3, 352) = 0.60, p = 0.62. Therefore, there is no influence of the district on the scores
of Achievement Motivation – Avoidance.
Discussion of the study

The results of ANOVA indicate that there was no statistically significant difference between
subjective happiness and CGPA of remedial class students showing that there were no
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statistically significant difference between students with different CGPA for Achievement
Motivation. On another side, the ANOVA results for comparison between district, subjective
happiness, hope, and achievement motivation. The results show a statistically significant
difference in subjective happiness between those from different districts of Tanjung Malim, Ipoh,
Kuala Lumpur, and Shah Alam. This would suggest that remedial students in Shah Alam were
significantly happier compared to Tanjung Malim and Ipoh.
In terms of achievement motivation – Performance scores among remedial students from

different districts. The results showed statistically significant differences in the mean scores of
Achievement Motivation. The mean score for Shah Alam was significantly higher compared to
Tanjung Malim. The other comparisons among the other districts did not yield any statistically
significant results. The mastery goal for Kuala Lumpur was significantly higher compared to
Shah Alam. A comparison between the other districts was not significant.
In line with the results of this study, a research was done by Feldman, Davidson and Margalit
(2015) to examine the relationship between students’ grades, goal achievement, hope, self-
efficacy, and optimism applying a focused hope intervention. The mediation results indicated that
students who had more elevated levels of hope to follow up the workshop to the end acquired
better grades in the subsequent semesters. The hope had a progressively steady correlation with
grades over time contrasted with optimism or self-efficacy. In two studies carried out by Dixson,
Keltner, Worrell and Mello (2018), students’ hope partially mediated the relationship between
socioeconomic status and scholarly accomplishment among adolescents. Similarly, Harris (2015)
indicated that hope and positive well-being interventions led to student’s academic performance.
Feldman et al. (2015) reported similar findings in their studies on personal resources, hope, and
achievement among College students. Dixson et al., 2018 argue that partially hope may mediate
the impacts of other different variables on the academic achievements of students.
In conclusion, several psychological factors, such as self-efficacy, hope, subjective happiness and
hope played an important role in the academic achievement of students. Indeed, achievement
motivation plays a major role in students’ academic performance, students with higher
achievement motivation had significantly higher motivation compared to those with lower
achievement motivation. Consequently, this study encourages academics to focus more attention
on how to improve the subjective happiness, hope, and achievement motivation of remedial
students to increase their better performance. In specific, further studies are needed to find out
more scientific information on remedial students in Ipoh, Tanjung Malim, Shah Alam, and Kuala
Lumpur districts to substantiate the findings of the present study. This is necessary since
scientific investigation on remedial students’ subjective happiness, hope, and achievement
motivation is absolutely missing in the research locations.
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THE EFFECT OF HOLDING TIME ON THE MECHANICAL

PROPERTIES OF Y-TZP-TITANIA-TCP COMPOSITES
G. Sankar*1, S. Meenaloshini2, R. Dinesh3
1
College of Engineering, University Tenaga Nasional, Selangor, Malaysia
*Corresponding Author: sankarsaisanjay@gmail.com

_________________________________________________________________________________________
Abstract: The effect of sintering temperature, additive content and holding time on Y-TZP-
TiO2-TCP composites was investigated in this research, with respect to the densification
behavior, Vickers hardness and compressive strength. A high-purity titanium oxide (TiO2),
tricalcium phosphate (TCP) and Y-TZP composites were prepared in various wt% whereby TCP
content was fixed at 15wt%, TiO2 content was varied from 0wt% to 10wt% while Y-TZP content
was varied from 75wt% to 85wt%. The samples were pressed uniaxially at 200MPa into
rectangular bars and discs and pressureless-sintered at temperatures ranging between 1200˚C to
1400˚C with a ramp rate of 10˚C/min for 60, 90 and 120 minutes holding time. The mechanical
properties in terms of bulk density, compressive strength, and Vickers hardness were measured
and analysed. The results indicated that the higher sintering temperature and higher additive
content of TiO2 played a vital role in enhancing the mechanical properties of this composite
especially sintered at 90 minutes holding time. The results obtained for the composition of
10wt% TiO2/15wt% TCP and 75wt% ZrO3 ceramics were 4.89Mgm-3 for bulk density,
10.67GPa for Vickers hardness and 4100MPa for compressive strength, sintered at 1400˚C with
90 minutes holding time. The results show a significant contribution towards mechanical
properties accelerated from the holding time and sintering temperature.
Keywords: Titanium Oxide, Tricalcium phosphate, Zirconia, Mechanical Properties, Holding

Time
_________________________________________________________________________
1. Introduction
This research work mainly focusses on the optimization of holding time on Y-TZP-TiO2-TCP
composites with various additive content sintered at temperatures ranging from 1200˚C to
1400˚C. The holding time experimented were 60 minutes, 90 minutes and 120 minutes to its
significant contribution towards mechanical properties i.e Bulk density, Vickers hardness and
compressive strength. Whereby a convincing results were obtained for composition of
10wt% TiO2/15wt% TCP and 75wt% ZrO3 sintered at 1400˚C for 90 minutes holding time.
Zirconia naturally gives a very good impact towards mechanical properties, however the addition
of Titanium Oxide and Tricalcium Phosphate were to enhance bone regeneration and able to start
a beneficial reaction with the surrounding tissues.
It is a remarkable fact that ceramic materials have been an excellent contributing factor for
implants in biomedical applications. Among the different ceramics, the Zirconia ceramics have
shown significant outcomes due to their high mechanical characteristics and biodegradability.
The wide area of application of Zirconia ceramics are in orthopedic applications such as heads of
prosthesis, fragments of skeleton, bone defect elements and dental implants. These applications
constantly demand for the improvement in mechanical strength and tribological performance of
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ceramics products (M.H. Ghaemi et al., 2017). Ceramic materials have been widely used in
biomedical components owing to their high hardness, low wear rate and biocompatibility
(Rahaman et al., 2007). In this recent time, tetragonal polycrystal zirconia, particularly 3mol%
yttrium oxide (yttria) stabilized zirconia is impending to become the material of choice in
implant's solutions very rampantly. This is because of its good chemical and dimensional
stability, mechanical strength, relatively good toughness, low bacterial affinity, high strength,
elastic modulus, and wear resistance (X. Guo, 2003; L. Blaise et al., 2001; Reveron et al., 2017;
Piconi and Maccauro, 1999; Cho et al., 2014; Buciumeanu et al., 2017; Cionca et al., 2017). Yet,
in the recent years, YSZ with its superior combination of mechanical properties and chemical
inertness has been employed in the biomedical field as an implant material too (C. Piconi and
Maccauro, 1999; G. Heimke et al., 2002; E. Marcella et al., 2014).
Despite its relatively good toughness, as compared to ceramic materials, Zirconia is considered as
a brittle material (KIC =5 –8MPam1/2)(Turon-vinas and Anglada, 2018). It is well known that
Zirconia is biocompatible, yet it is also bioinert. Therefore, in order to improve osseointegration,
implant surfaces are usually coated with bioactive materials like hydroxyapatite (HAp) and beta-
tricalcium phosphate (β-TCP) that are parallel to the calcium phosphates found in bones. Despite,
the finding of research that, titanium is currently the metallic material of choice to produce knee,
dental and other implants, on the other hand, there seems to be a clear trend to produce these
implants from more biocompatible and inert materials. It is reported that these implants avoid
corrosion, ions release, allergic reactions by Bollen, 2017 and Soni et al., 2016. In accordance to
this, research on implant materials has developed tremendously in the last few decades and it is
expected to further expand in near future concerning the use of better biomaterials, implant's
design, surface modifications and functionalization (Gaviria et al., 2014).
On the other hand, the bioactive coatings can be detached from the zirconia surface, leading to
implant premature failure due to the implantation process (D. Faria, 2019). Although zirconia is
biocompatible and bioinert, which means that after implantation it is not able to start a beneficial
reaction with the surrounding tissues. In fact, it has been reported that this characteristic can
compromise osseointegration since bone cannot naturally grow on Zirconia surface (Caravaca et
al., 2016; Dehestani et al., 2012). Thus, this research was conducted to focus on the bone
generation of this Y-TZP-TiO2-TCP composites.
It is known that, sintering is a vital process in an atomic diffusion driven by capillary pores. The
inter-particle pores in a granular material are eliminated at this stage. There are two variables that
affect this sinterability, namely the material variables and process variables. The material
variables are inclusive of chemical composition of the powder compact, powder particle size, size
distribution and shape and degree of powder agglomeration. Whereby the process variables
include temperature, time, atmosphere, pressure, heating and cooling rates (U. Sutharsini et al.,
2014) Thus, the process variable, time was selected to be investigated in detail in this research
work.

In this research work, the TiO2-TCP doped Y-TZP, with different TiO2 and TCP content were
prepared through co-precipitation method. 0wt% to 10wt% of TiO2 and 15wt% TCP were mixed
with Y-TZP by wet milling in ethanol solution in an ultrasonic machine that was milled for 1
hour. The obtained slurry was dried at 60°C in an oven for 12 hours continuously. Then after, the
mixture was sieved using a 212μm mesh stainless steel sieve to obtain a ready-to-press TiO2-
TCP-Y-TZP powder. The mixed powder was uniaxially pressed in a hardened steel into circular
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discs of 20 mm diameter and rectangular bars of 80mm × 50mm × 8mm mold and die set using a
hydraulic pressure of 500 MPa. Followed by that, the samples were sintered by ambient pressure
sintering, performed in air using a heating furnace (ModuTemp) between 1200ºC to 1400ºC with
a ramp-rate of 10ºC/min for both heating and cooling, and holding time of 60, 90 and 120
minutes prior to cooling to room temperature as shown in Figure 1. All samples were polished
using SiC papers (120, 240, 600, 800) from coarse to rough, followed by polishing with a
diamond paste to 6µm to obtain an optical reflective surface. Samples were immersed in distilled
water to measure density using the Archimedes’ Principle using a Mettler Toledo Balance AG204
densi-meter. Vickers hardness was tested on the polished samples by means of the Vickers
indentation method. The load applied to the samples was kept constant at 98.1 N with a loading
time of 10s.
Heating Cooling
1200°C to 1400°C
10°C /min 10°C /min
Temperature, °C
60, 90 and 120 minutes
Time (minutes)
Figure 1: Graph of Sintering profile

4.1 Bulk Density
Figures 2, 3 and 4 show the bulk density results of the Y-TZP-TiO2-TCP composites sintered at
different holding times (i.e. 60, 90, 120 minutes), whereby these samples were investigated at the
temperatures ranging from 1200C to 1400C. Mostly all compositions of all holding times have
shown increasing trend in the Bulk density, especially at higher sintering temperatures ranging
between 1300ºC to 1400ºC. The highest Bulk density result, 4.97 g/cm3 was obtained for the
composition of 0wt% TiO2/15wt% TCP and 85wt% ZrO3 sintered at 1300ºC for 120 minutes
holding time. This result recorded about 83% of the theoretical value of density for Y-TZP (6.1
g/cm3). This density is remarkably high due to its higher zirconia content in the composition. In
addition to that, the composition of 10wt% TiO2/15wt% TCP and 75wt% ZrO3 sintered at 1400ºC
for 90 minutes holding time attained a density value of 4.89 g/cm3. This result recorded about
82% of the theoretical value of density for Y-TZP, which is quite close to the density value
obtained for the 0wt% TiO2/15wt% TCP and 85wt% ZrO3 composition. However, this
composition required more holding time as compared 10wt% TiO2/15wt% TCP and 75wt% ZrO3.
Besides that, it can be observed, relatively higher density values were obtained for all
compositions, when sintered at the highest sintering temperature i.e 1400ºC. Hence, it can be
concluded that composition sintered at 1400ºC for 90 minutes holding time for 10wt%
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TiO2/15wt% TCP and 75wt% ZrO3 showed one of the best density values and would be chosen
as the best optimised variables and composition. Both sintering temperature and holding time
play a crucial role in increasing the bulk density, as during the sintering process, the porosity of
the sample is reduced, resulting in obtaining higher Bulk density values.
Figure 2: The effect of Bulk density on sintering Figure 3: The effect of Bulk density on sintering
temperature for 60 minutes holding time temperature for 90 minutes holding time
Figure 4: The effect of Bulk density on sintering temperature for 120 minutes holding time
4.2 Vickers Hardness

Generally, it is known that the Vickers hardness and Bulk density results are co-related and
directly proportional to each other. Whereby, the mechanical properties of the sintered samples
were investigated in terms of Vickers hardness, in relation to sintering temperatures, holding
times and additive contents, in this research work. The effect of Y-TZP-TiO2-TCP composites
sintered at 60, 90, 120 minutes holding times for temperatures ranging from 1200C to 1400C are
shown in Figures 5, 6 and 7. The Vickers hardness results varied in a similar trend as the Bulk
density, as all compositions displayed higher Vickers hardness values, at higher sintering
temperatures especially sintered at 1400C. The highest Vickers hardness result, 11.35 GPa was
obtained for the composition of 0wt% TiO2/15wt% TCP and 85wt% ZrO3 sintered at 1300ºC for
120 minutes holding time. This result recorded about 87% of the theoretical value of Vickers
hardness for Y-TZP (13 GPa). On the other hand, the composition of 10wt% TiO2/15wt% TCP
and 75wt% ZrO3 sintered at 1400ºC for 90 minutes holding time attained a Vickers hardness
value of 10.69 GPa. This result recorded about 82% of the theoretical value of Vickers hardness
for Y-TZP, which is also quite close to the Vickers hardness value obtained for the 0wt%
TiO2/15wt% TCP and 85wt% ZrO3 composition. The results obtained showed that the 1400ºC
sintering temperature, 90 minutes holding time and 10 wt% of TiO2 content enhanced the
hardness of Y-TZP. High Bulk density obtained in the composites reveal stronger bonding
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between the grains in the sintered composites. Therefore, this implies that greater hardness and
strength can be obtained as well.
Figure 5: The effect of Vickers hardness on Figure 6: The effect of Vickers hardness on
sintering temperature for 60 minutes holding sintering temperature for 90 minutes holding
time time
Figure 7: The effect of Vickers hardness on sintering temperature for 120 minutes holding time
5. Conclusion
In this research work, the effect of holding times on the TiO2 and TCP additions was investigated
to improve the mechanical properties i.e Bulk density and Vickers hardness of Zirconia. The
obtained results show that 90 minutes holding time significantly enhanced the mechanical
properties at 1400ºC for the composition of 10wt% TiO2/15wt% TCP and 75wt% ZrO3. The
density obtained was about 4.89 g/cm3 approximately 82% of the theoretical density value (6.1
g/cm3) of zirconia and the Vickers hardness obtained was 10.69 GPa, about 82% of the
theoretical value of Vickers hardness (13 GPa) for zirconia. In addition to that, the composition
of 0wt% TiO2/15wt% TCP and 85wt% ZrO3 sintered at 1300ºC for 120 minutes holding time
marked the highest density and hardness values, whereby this results also can be considered as
preferred results due its good mechanical properties. In a nutshell, sintering at high temperatures
(1350-1400ºC) with a holding time of 90 minutes was seen to be the optimum temperature and
holding time to achieve the best mechanical properties. Sintering at 60 and 120 minutes holding
time was found not significantly enhancing the mechanical properties.
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Y. Svitlychnyid (2017). Zirconia ceramics with additions of Alumina for advanced
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THE FUNGAL DIVERSITY OF MADAI CAVE, SABAH,

MALAYSIA
Ibrahem G. Wasti1,2*, Jaya Seelan Sathiya Seelan1

1
Institute for Tropical Biology and Conservation, Universiti Malaysia Sabah, 88400 Jalan UMS, Kota Kinabalu,
Sabah, Malaysia.
2
Faculty of Natural Science and Sustainability, University College Sabah Foundation, Jalan Sanzac, Sembulan,
88100 Kota Kinabalu. Sabah
*Corresponding Author: ibrahemghaniwasti@ucsf.my.edu

_________________________________________________________________________________________
Abstract: Borneo is one of the biodiversity hotspots of the world, but its limestone caves are one
of its least studied ecosystems. Studies of the cave mycobiota of Sabah is essentially non-
existent. In this study, speleothem (n = 4), cavern water (n =4), and bat guano (n = 4) samples
were collected and studied for their fungal diversity and abundance. Opportunistic sampling was
utilized and the dilution method was performed during isolation. Fifty-five culturable fungi were
isolated of which 32 species from 15 genera, nine orders, and two phyla were observed.
Morphological characterization and molecular analysis of the ITS gene region were utilized for
identification of the isolates. The average fungal abundance count for speleothem samples were
229.3 CFU/cm2, cavern water was 335.0 CFU/ml, and bat guano was 6266.7 CFU/g. Simpson
and Shannon diversity indices indicated that speleothem samples had the highest fungal diversity,
followed by bat guano, and cavern water. Speleothem also resulted in the most pure isolates
(n=23) and distinct fungal taxa (n=19). Ascomycetes dominated the fungal composition of all
sample types, accounting for 53 out of 55 total isolates. The remaining two isolates were both
Basidiomycetes. The most abundant genera recovered from cave samples was Penicillium, but
Aspergillus spp. had the highest occurrence as they were isolated from all samples except for one.
Purpureocillium lilacinum was the species with the highest occurrence, appearing in five separate
samples from all three substrate types. This study serves to produce baseline data useful for
further research on the mycoflora of Sabah’s various ecosystems. We urge that visitors should be
more aware of the potential risks and disturbance they cause to microbial communities when
entering cave environments.
Keywords: Mycology, Ecology, Speleology
_________________________________________________________________________
1. Introduction
Caves are unique ecosystems that are underexplored in Borneo with regards to its
microorganisms, especially the role of fungi. Distinct from the external environment, caves are
dark, relatively cool, humid, and nutrient-limited by nature (Gabriel and Northup, 2013; Zhang et
al., 2017; Zhang et al., 2018). The lack of photosynthetic organisms influences the oligotrophic
nature of the cave, which in turn influences its mycofloral diversity (Gunde-Cimerman et al.,
1998; Hose et al., 2000; Barton and Jurado, 2007; Kuzmina et al., 2012; Ogórek et al., 2013;
Gabriel and Northup, 2013). Fungi are some of the most dominant organisms in caves due to the
high rate of spore dissemination, colonization capability in various substrates, and tolerance to a
wide range of pH values (Nováková, 2009; Bastian et al., 2010; Wang et al., 2010; Ogórek et al.,
2013). Over 1150 species of fungi have been recorded from caves throughout the world, in which
most are Ascomycota, followed by Basidiomycota and Zygomycota at lesser rates (Vanderwolf et
al., 2013). While many if the fungi isolated from caves are ubiquitous and likely stem from the
external environment, some suspected obligate troglobitic fungi have been reported, such as
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Acaulium caviariforme, Aspergillus baecitus, and Aspergillus thesauricus. Although, whether

there are any true obligate troglobitic fungi is still up for debate. It is estimated that only 3-8% of
all fungi have been identified and described and that an overwhelming majority of extant fungi
are yet to be discovered (Hawksworth and Lücking, 2017).
Fungi play vital roles in the ecosystems they inhabit, whether as saprophytes, symbionts,
parasites, or food sources (Bastian et al., 2010; Araújo and Hughes, 2016). Mycoses are rapidly
becoming one of the leading threats to wildlife as numerous epidemics have been reported all
over the world, including in tropical regions due to its warm and humid climates (Jurado et al.,
2010; Hsu et al., 2012; Fisher et al., 2012). Histoplasmosis is a potentially deadly mammalian
disease caused by Histoplasma capsulatum and are common in soil enriched with bat guano, and
it has been recorded from Malaysian cave environments (Ponnampalam, 1963).
Pseudogymnoascus destructans, the causal agent of White-nose syndrome (WNS) in bats
(Puechmaille et al., 2011), Batrachochytrium dendrobatidis, the causal agent of chytridiomycosis
in amphibians (Fisher et al., 2009), and Ophodiomyces ophiodiicola, the causal agent of Snake
fungal disease (Lorch et al., 2016), are all severe, and often fatal, skin related infections widely
distributed in the continents they exist in. These pathogenic fungi are able to infect a broad range
of species, and they are likely able to persist on abiotic substrates long enough to increase
likelihood of successful dispersal to other regions and infect novel host populations (Eskew and
Todd, 2013; Lorch et al., 2016). While there are no recorded cases of these deletrious fungi in
Sabah, research on microfungi in this region is extremely scant.
Cave fungi have been isolated from many substrates and reservoirs, including sediment, wall,
speleothem, guano, water, air, and various fauna (Jurado et al., 2008; Vanderwolf et al., 2013).
Endolithic growth of lithobiontic fungi can biologically weather rock surfaces and can help
stabilize and preserve rock surface morphology (Hoppert et al., 2004). Fusarium spp. are able to
biogenically weather concrete and produce calcium organic complexes. Also, it has been shown
that entomogenous fungal spores can colonize and grow on any rock surface that has even minute
traces of carbon (Wainwright et al., 1993; Barton & Jurado, 2007). Cavern water movement
indirectly affect cave mycoflora in various capacities and have been sampled for fungal isolation
(Cunningham et al., 1995; Vanderwolf et al., 2013). Non-native fungal species and organic
material may be introduced into the cave via water movement in and out of the caves as well as
vertical filtration of rainwater from the soil above the cave itself (Dupont et al., 2007; Ikner et al.,
2007). Wet surfaces are also less conducive for fungal spore dispersal in caves compared to dry
periods due to the differences in surface adhesion (Jones and Harrison, 2004). The moist nature,
stable temperatures, and abundance of nutrients in bat guano makes it one of the most dominant
fungal substrate in caves, as it can serve as its own micro-ecosystem (Paulson, 1972; Nieves-
Rivera et al., 2009).
Subterranean ecosystems are interesting as they can be a source of organisms that have adapted to
tolerate relatively unfavorable life conditions, including fungi (Ogórek et al., 2017). There is
great potential for fungi, especially undiscovered species, to contribute to industry due to their
enzymatic properties (Niehaus et al., 1999). This study is the first of its kind in Madai Cave, and
establishing baseline data can work to propel further ecological research and industrial
application with regards to fungi studies in Borneo.
2.1 Site description
Madai Cave, Baturong Madai Forest Reserve, Class VI (Virgin Forest), Kunak, Sabah
(4°41'10.01”N, 118°15'4.12"E) was visited on 28-29 November, 2017 (Fig. 1). A small village is
located immediately outside of the cave entrance, and there are two main chambers of the cave.
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The first one has an entrance at the ground level, which is where the sampling for this study took
place. A second chamber is located a short hike up the limestone hill, past some ancient burial
sites. The air temperature in the cave on the day of sampling fluctuated around 26 oC, and rose to
around 29 oC near the cave entrance. The air humidity ranged between 92 to 100%. The cave
itself is open to the public during the offseason for swiftlet nest harvesting, often visited by large
groups of foreigners and locals alike.
A B C D
E F G H
Figure 1: Madai Cave. A. Cave entrance. B. Researcher collecting guano sample. C. Speleothem. D. Guano
pile. E. Cave stream deep in the cave. F. Village children playing near the cave entrance. G. Visible graffiti on
cave wall. H. Land use for palm oil surrounding Baturong Madai Forest Reserve.
2.2 Sampling and Identification

Opportunistic sampling of speleothem, cavern water, and bat guano was utilized, in which four
samples of each substrate were acquired from different parts of the cave. All samples were
collected in triplicate. Speleothem were sampled using the swab method (Ikner et al., 2007;
Vaughan et al., 2011). Guano samples (10 g) were collected using sterile sample tubes and
capped and sealed (Nieves-Rivera et al., 2003). Ten ml of cavern water were also collected and
sealed in sterile sample tubes. All samples were chilled in ice (<4 oC) until transported to the
laboratory.
In the laboratory, samples were placed in Petri dishes onto Potato Dextrose Agar (PDA) using
serial dilution, which were incubated from 7-14 days at 25 ± 1 oC. The colonies that appeared on
the medium were categorized by Morphological Taxonomic Units (MTU) and counted. Pure
isolates were obtained using the three–point method before morphological and genetic analysis.
Morphological identification were performed based on universal identification keys described by
Raper and Fennell (1965), Klich (2002) and Domsch et al., (1980).
DNA from fungi cultured on PDA were extracted using the E.Z.N.A. DNA Fungal Kit (Omega
Bio-Tek, USA) using the manufacturer’s instructions. The internal transcribed spacer region of
fungal rDNA was amplified using the primers ITS1 (5’-TCCGTAGGTGAACCTGCGG-3’) and
ITS4 (5’-TCCTCCGCTTATTGATATGC-3’) (White et al., 1990). Polymerase chain reactions
were performed in a Bio Rad T100 Thermal Cycler according to Ogórek et al. (2016). The PCR
products were electrophoresed in a 1 % agarose gel for 30 mins, which was stained with gel red
for visualization. The PCR products were purified using Colum-Pure PCR Clean-Up Kit (Applied
Biological Materials, Inc.) according to manufacturer protocols and sequenced by MyTACG
(Taiwan).
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2.3 Data Analysis

BioEdit Sequence Alignment Editor was used for producing assembled ITS fungal sequences and
subsequent analysis. Then, fungi were put through the BLASTn algorithm
(http://www.ncbi.nlm.nih.gov/) which compared the obtained sequences with those deposited in
the GenBank database.
The obtained data from the serial dilution of fungal colonies cultured in Petri dishes were
expressed as colony-forming units (CFU) per centimeter squared for speleothem surfaces, per
milliliter for cavern water, and per gram for bat guano samples. This was done using the formula
X = (a x p)/V, where “a” is the number of colonies, “V” is the inoculation aliquot volume, and “p”
is the dilution factor. The abundance data was then used for diversity and evenness analysis for
each substrate using PAST 3.10 software. Linear regression analysis (Ordinary Least Squares) on
sample fungal abundance and occurrence data were tested against the distance from cave entrance
to analyze any correlation, this was done using R software v 3.4.0.
3.0 Results
Altogether, a total of 55 pure isolates were obtained from four speleothem samples (n=23), four
cavern water samples (n=15), and four bat guano samples in Madai Cave (n=17) (Table 1). The
fungi were separated into 32 species, 15 genera, nine orders, and two phyla, namely Ascomycota
and Basidiomycota. Only two out of 32 species were identified as Basiodiomycota, Ganoderma
australe and Pyrrhoderma noxium. Out of the 55 isolates, 31 were corroborated by BLASTn
results, which included 24 out of 32 total species identified (Table 2). All BLASTn results had
Identity matches over 96.7%, except for Talaromyces flavus, which had and Identity match of
92.2%. The fungus that had the most frequent occurrence was Purpureocillium lilacinum, which
appeared from five different samples including all three substrates. However, the genus that was
isolated most frequently was Aspergillus, making up 20 (36.4%) of the 55 total isolates and
appeared from all samples collected except for one guano sample. Based on fungal abundance
data, Penicillium spp. dominated fungal composition accounting for 48.9% of speleothem fungi,
56.3% of cavern water fungi, and 47.1% of bat guano fungi (Fig. 2).
Table 1: Average abundance of culturable fungi of Madai Cave, Sabah (CFU per unit sample).
Sample Fungal Taxa Identification CFU/unita
(Distance
Fungal Sample
from
Taxa Total
Entrance)
Speleothem x = 229.3
S1 (1 m) Aspergillus sp. 3 Morphology 72.9 554.7
Aspergillus flavus Link Morphology 222.7
Penicillium paxilli Bainier Morphology 259.1
S2 (16 m) Aspergillus aculeatus Iizuka Morphology 4.4 381.3
Aspergillus flavus Morphology 44.9
Penicillium citrinum Thom Morphology 272.4
b
Plectosphaerella cucumerina (Lindf.) W. Gams DNA 15.1
Trichoderma harzianum Rifai Morphology 44.4
S3 (55 m) Annulohypoxylon nitens (Ces.) Y.M. Ju, J.D. DNA 62.7 175.1
Rodgers, & H.M. Hsieh
Aspergillus sp. 1 DNA 1.8
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Aspergillus europaeus Hubka, A. Nováková, Morphology 4.4

Samson, Houbraken, Frisvad, M. Kolařík
Aspergillu niger Tiegh. DNA 0.9
Ganoderma australe (Fr.) Pat. DNA 49.8
Penicillium bilaiae Chalab. DNA 44.4
Purpureocillium lilacinum (Thom) Luangsa-ard, DNA 4.9
Houbraken, Hywel-Jones & Samson
Talaromyces flavus (Klöcker) Stolk & Samson DNA 0.4
Trichoderma asperellum Samuels, Lieckf. & Morphology 1.3
Nirenberg
Xylaria feejeensis (Berk.) Fr. DNA 4.4
S4 (75 m) Aspergillus sp. 2 Morphology 13.3 86.2
Aspergillus nomius Kurtzman, B.W. Horn & DNA 49.3
Hesselt.
Penicillium citrinum Morphology 9.3
Purpureocillium lilacinum DNA 13.3
Trichoderma harzianum Morphology 0.9
Cavern Water x = 335.0
W1 (3 m) Aspergillus japonicus Saito Morphology 25.6 744.4
Penicillium sp. 1 Morphology 716.7
W2 (17 m) Aspergillus aculeatus Morphology 3.3 488.9
Aspergillus flavus Morphology 17.8
Aspergillus sydowii (Bainier & Sartory) Thom & DNA 123.3
Church
Pyrrhoderma noxium (Corner) L.W. Zhou & Y.C. DNA 167.8
Dai
W3 (30 m) Aspergillus aculeatus Morphology 36.7 81.1
Aspergillus nomius DNA 13.3
Penicillium paxilli Morphology 30.0
Trichoderma harzianum Morphology 1.1
W4 (85 m) Aspergillus japonicus DNA 14.4 25.6
Penicillium citrinum DNA 7.8
Phaeosphaeriopsis sp. DNA 3.3
Bat Guano x = 6266.7
G1 (26 m) Paecilomyces variotii Bainier Morphology 33.3 8,955.6
Penicillium paxilli Morphology 8,922.2
G2 (30 m) Annuhypoxylon nitens DNA 111.1 13,622.2
Aspergillus aculeatus DNA 1,122.2
Cladosporium cladosporioides (Fresen.) G.A. de DNA 111.1
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Vries
Curvularia lunata (Wakker) Boedijn DNA 1,111.1
Penicillium simplicissimum (Oudem.) Thom DNA 2,877.8
Pochonia chlamydosporia (Goddard) Zare & W. DNA 1,111.1
Gams
Talaromyces minioluteus (Dierckx) Samson, DNA 5,944.4
Yilmaz, Frisvad & Seifert
Trichoderma paraviridescens Jaklitsch, Samuels DNA 1,233.3
& Voglmayr
G3 (53 m) Aspergillus nomius DNA 1,111.1 1,111.1
G4 (75 m) Aspergillus sp. 1 DNA 1,122.2 1,377.8
Aspergillus niger Morphology 22.2
Paecilomyces variotii DNA 200.0
Penicillium sp. 2 Morphology 11.1
Purpureocillium lilacinum Morphology 11.1
Trichoderma asperellum DNA 11.1
a
CFU/cm2 for speleothem samples, CFU/ml for cavern water samples, and CFU/g for bat guano samples.
b
All molecular characterization is corroborated by morphological characterization.
Table 2: Culturable cave fungi of Madai Cave, Sabah BLASTn (GenBank) analysis.
Fungal Taxa Source Temple Query Identities E
Sample Cover (%) (%) value
Annulohypoxylon nitens G2 KU684021 92% 99.3% 0.0
Annulohypoxylon nitens S3 FN252415 98% 99.0% 0.0
Aspergillus sp. 1 G4 MK638758 100% 96.9% 0.0
Aspergillus sp. 1 S3 MH517369 100% 96.9% 0.0
Aspergillus aculeatus G2 MK280716 100% 100.0% 0.0
Aspergillus japonicus W4 KF800630 100% 100.0% 0.0
Aspergillus niger S3 MK203789 100% 100.0% 0.0
Aspergillus nomius G3 MH279416 99% 99.7% 0.0
Aspergillus nomius S4 MH279388 99% 99.8% 0.0
Aspergillus nomius W3 MH279387 100% 100.0% 0.0
Aspergillus sydowii W2 KX674612 100% 100.0% 0.0
Cladosporium cladosporioides G2 EF405864 99% 100.0% 0.0
Curvularia lunata G2 JN116704 93% 100.0% 0.0
Ganoderma australe S3 LC084692 94% 99.4% 0.0
Paecilomyces variotii G4 FJ345354 99% 100.0% 0.0
Penicillium bilaiae S3 LN901118 100% 96.7% 0.0
Penicillium citrinum W4 GU566273 99% 99.5% 0.0
Penicillium simplicissimum G2 HQ607866 99% 99.8% 0.0
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Phaeosphaeriopsis sp. W4 KF800300 99% 99.5% 0.0

Plectosphaerella cucumerina S2 EU326201 97% 99.5% 0.0
Pochonia chlamydosporia G2 EU266591 97% 99.8% 0.0
Purpureocillium lilacinum S3 KY951911 100% 99.7% 0.0
Purpureocillium lilacinum S4 MH860675 99% 99.8% 0.0
Purpureocillium lilacinum W1 MH860675 100% 99.7% 0.0
Purpureocillium lilacinum W2 MH860675 99% 98.6% 0.0
Pyrrhoderma noxium W2 KU194338 99% 98.5% 0.0
Talaromyces flavus S3 MH857785 99% 92.2% 0.0
Talaromyces minioluteus G2 MH857785 100% 99.5% 0.0
Trichoderma asperellum G4 KY623504 99% 100.0% 0.0
Trichoderma paraviridescens G2 MF782827 99% 99.8% 0.0
Xylaria feejeensis S3 KY951907 99% 99.7% 0.0
In speleothem samples, the average fungal abundance was 229.3 CFU cm2–1. The single isolate
which had the highest abundance count from speleothem samples was Penicillium citrinum (S1)
with 272.4 CFU cm2–1. The average fungal abundance of cavern water samples were 335.0 CFU
ml–1, and Penicillium sp. 1 (W1) had the highest abundance for a single isolate with 716.7 CFU
ml–1. In bat guano samples, the average fungal abundance was 6,266.7 CFU g–1, and the single
isolate which had the highest abundance count was Penicillium paxilli (G1) with 8,922.2 CFU g–
1
. Utilizing the fungal abundance data, diversity and linear regression analyses were performed
for each substrate. Shannon and Simpson alpha diversity indices showed that speleothem samples
had the most diverse fungal communities, followed by bat guano, and then cavern water (Table
3). The Linear Regression analysis showed negative statistically significant relation (r2 = 0.0703,
p < 0.05) between fungal abundance in speleothem and distance from cave entrance (Table 4;
Fig. 3). However, no other statistically significant result was observed between the remaining
fungal abundance of the occurrence data and their relationship with distance from cave entrance.
Table 3: Diversity index scores based on abundance counts of all taxa isolated.
Cave Sample Simpson (1-D) Shannon (H) Evenness (eH/S)
Madai Bat guano 0.7914 1.906 0.4205
Speleothem 0.8378 2.152 0.4526
Cavern water 0.6694 1.532 0.3855
Table 4: Linear regression analysis (OLS method) correlating fungal occurrence and abundance with distance
from cave entrance.
Substrate Distance (m) Fungal occurrence Fungal abundance
2 2
r y= p value r y= p value
Speleothem 0.075x + -6.0631x
6.3 – 28.7 0.7364 0.1419 0.9703 0.0150*
2.9949 + 522.15
Cavern water 3.0 – 85.0 0.1305 -0.0096x + 0.6388 0.6654 -7.7769x 0.1843
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4.0751 + 597.47
Bat guano 0.0084x + -225.96x
26.0 – 75.0 0.0033 0.9422 0.7059 0.1598
3.8632 + 16661
* p-value for significance less than 0.05.

Studies in limestones cave in Sabah have been limited to studies on its fauna, geology, or
anthropogenic value. This is the first study on fungi in Madai Cave, as microbiology is often
overlooked when studies are conducted in the cave ecosystem. Microorganisms are important in
most ecosystems they are a part of mainly due to their role as decomposers, which makes them
responsible for carbon cycling (Nielsen et al., 2011). In caves, microbes also act as food sources
for invertebrates and act as parasites to cave insects (Vanderwolf et al., 2013).
ASM
Bat Guano Cavern Water Speleothem
Xylaria 500
Fungal Abundance (CFU/cm2)
500
Trichoderma
Talaromyces
Pyrrhoderma
400
Purpureocillium
CFU
Pochonia
300
Plectosphaerella 300
Phaeosphaeriopsis
Penicillium
Paecilomyces
200
Ganoderma
100
Curvularia 100
Cladosporium
Aspergillus 20 040 60
Annulohypoxylon
0 Distance
20 from entrance
40 60
0% 10% 20% 30% 40% 50% 60% Figure 3: Scatterplot
(m) and regression line of
Figure 2: The percentage fungi by genus isolated the statistically significant outcome of linear
from Madai Cave contributing to the total regression analysis (OLS) for speleothem
Distance.From.Entrance
abundance count in the different substrates. fungal abundance versus distance.
The phylum Ascomycota usually dominates the fungal composition of cave ecosystems, followed
by Basidiomycota, Zygomycota, and others (Vanderwolf et al., 2013). Our results fell in line with
previous fungal studies from cave ecosystems, as all but two pure isolates cultured were
Ascomycota, especially with fungi in the genera Penicillium and Aspergillus being some of the
most abundant fungi throughout all substrates. According to previous reviews on cave fungi,
Annulohypoxylon nitens, Aspergillus aculeatus, A. europaeus, A. nomius, Ganoderma australe,
Penicillium bilaiae, Pyrrhoderma noxium, Talaromyces minioluteus, Trichoderma asperellum, T.
paraviridescens, and Xylaria feejeensis were discovered from cave samples worldwide for the
first time in this study (Vanderwolf et al., 2013; Nováková et al., 2018). Many fungi, especially
microfungi, can only be identified for certain to the genus level when morphological analysis or
only a single gene marker is used due to overlap in similarities of phenotypes and genotypes
(Schoch et al., 2012). Thus, in this study the utilization of a combination of traditional
morphological characterization and modern molecular analysis proved extremely useful for
identification to the species level.
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Madai Cave is infested with various invertebrates and act as roosting sites for fauna such as bats
and swiftlets. Animals are known to harbour fungi and act as likely disseminators of fungal
spores within caves, either as hosts, vectors, or cadavers (Vanderwolf et al., 2013; Nováková et
al., 2018. Evidence shows that human traffic into caves causes contamination of indigenous
fungal species by non-indigenous microorganisms and are also responsible for introducing
nutrients into the cave (Shapiro and Pringle, 2010; Porca et al., 2011; Griffin et al., 2014).
Increased human visitation is also correlated to lower levels of fungal diversity. It is hard to
determine exactly how anthropogenic activity influences Madai Cave’s mycobiota, although
evidence suggests that the fungal composition of this cave is likely to differ from less visited
caves in Sabah.
This study on Madai Cave’s mycobiome serves to develop baseline data to propel future research.
Hitherto, due to the lack of effort and research on microfungi in Borneo, we are unaware of any
deleterious fungal diseases towards the fauna and humans in Sabah’s limestone caves, but
opportunistic fungal pathogens do exist in Malaysia, including some of the Aspergillus spp.
isolated in this study (Velayuthan and Denning, 2016). Borneo, especially Sabah, has a strong
ecotourism industry, and with growing environmental limitations due to global climate change,
tourists and researchers should be aware to the potential risks cave fungi and emerging infectious
fungal diseases can pose to humans and local fauna. Ongoing studies on fungi from various caves
in Sabah is currently in progress. We urge more mycological studies and surveys to be conducted
not only to better understand their tremendous ecological impacts, but their enormous biological
and industrial potential.
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THE INFLUENCE OF SCHOOL CLIMATE, TEACHERS’

COMMITMENT, TEACHERS’ MOTIVATION ON TEACHERS’
WORK PERFORMANCE THROUGH TEACHERS’ JOB
SATISFACTION
Evonne Lai Eng Fei1*, Crispina Gregory K Han2
1
Faculty of Psychology and Education, Universiti Malaysia Sabah (UMS), Malaysia
2
Unit for Rural Education Research, Faculty of Psychology and Education, Universiti Malaysia Sabah, Malaysia
*Corresponding Author: crispina@ums.edu.my

_________________________________________________________________________________________
Abstract: The purpose of this study is to examine the influence of school climate, teachers’
commitment, teachers’ motivation on teachers’ work performance through teachers’ job
satisfaction as a mediator. The sample used in this study consisted of 2738 responses from
Sarawak secondary school teachers collected through a structured questionnaire. The study used
Partial Least Square (PLS) analysis technique using the Smart-PLS 3.2.8 software. Findings
confirmed that school climate, teachers’ commitment, teachers’ motivation, and teachers’ job
satisfaction were the key constructs for increasing teachers’ work performance among secondary
school teachers in Sarawak. Furthermore, the importance-performance matrix analysis (IPMA)
has shown that teachers’ job satisfaction was the most important factor. Apart from that, the most
influential factor in the prediction of employee performance followed by school climate,
teachers’ commitment, and teachers’ motivation respectively. The study results also stated that
teachers’ job satisfaction mediates the relationship between school climate and teachers’ work
performance; teachers’ commitment and teachers’ work performance; and teachers’ motivation
and teachers’ work performance.
Keywords: School Climate, Teachers’ Commitment, Teachers’ Motivation, Teachers’ Work

Performance, Teachers’ Job Satisfaction
_________________________________________________________________________
1. Introduction
According to Sansone and harackiewicz (2000), achievement is the act or process of doing
something or the execution of repeated acts or actions for fulfillment or execution. In this case,
teacher performance means the role of the teacher in the classroom and beyond the classroom
(Ruth, 2016). Teacher work performance is a concern for everyone in the community (Zablon et
al., 2016). According to Hornby (2016) in this regard, teacher performance includes the role of
teaching teachers to students in and out of the classroom. He also emphasized that the main
aspects of teaching included the use of teaching materials, teaching methods, creating
professional documents, participating in co-curricular activities and guiding students. Therefore,
teacher work performance is the ability of teachers to integrate experiences, teaching methods,
teaching materials, knowledge and skills in delivering lessons to students in and out of the
classroom (Zablon et al., 2016). Teacher performance can be measured by early school reporting,
participation in additional activities, supervision of school activities, adequate teaching
preparation, marking and working time accuracy (Aacha, 2010).
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2. The Purpose of This Study

The purpose of this study is to examine the influence of school climate, teachers’ commitment,
teachers’ motivation on teachers’ work performance through teachers’ job satisfaction as a
mediator.
3. Research Design and Methodology

This study used quantitative research, where was collected during the survey by distributing
questionnaires to secondary school teachers in Sarawak. From 5000 questionnaire forms
distributed, only 2738 teachers returned and answered the questionnaire. Simple random
sampling (ratio) was used by the researchers to select the respondents of the study.
4. Analysis and Research Findings

Reflective Measurement Model Evaluation
Validity and reliability of indicators and constructs were analyzed with PLS algorithms for
teachers motivation, teachers’ job satisfaction and teachers’ work performance. The findings
indicated that reliability of indicators, internal consistency, construct validity and convergent
validity after removal are acceptable.
Structure Model Evaluation
Table 1: Research Findings H01 – H07
Hypothesis Relationships Path t-value p-value Findings

coefficient, β
H01 School Climate – Teachers’ 0.181 7.981 0.000 Not

Work Performance Accepted
H02 Teachers’ Commitment – 0.178 7.208 0.000 Not
Teachers’ Work Performance Accepted
H03 Teachers’ Motivation – 0.016 0.964 0.168 Accepted
Teachers’ Work Performance
H04 Teachers’ Job Satisfaction – 0.466 16.673 0.000 Not
Teachers’ Work Performance Accepted
H05 School Climate –Teachers’ Job 0.153 11.309 0.000 Not
Satisfaction – Teachers’ Work Accepted
Performance
H06 Teachers’ Commitment – 0.204 12.533 0.000 Not
Teachers’ Job Satisfaction – Accepted
H07 Teachers’ Motivation – 0.066 7.473 0.000 Not
Teachers’ Job Satisfaction – Accepted
Table 1 showed the results of the relationships and indirect effect between the construct all are
significant except H03. This result had proven that teachers’ job satisfaction was a catalyst for
teachers’ motivation and teachers’ work performance. This showed that the relationship between
teachers’ motivation and teachers’ work performance was due to teachers’ job satisfaction.
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Table 2: Importance-Performance Matrix Analysis (IPMA) decision on teachers’ work performance

Construct Importance Performance
School Climate 0.290 71.538
Teachers’ Commitment 0.292 70.943
Teachers’ Motivation 0.063 67.882
Teachers’ Job Satisfaction 0.377 71.902
Table 2 showed that teachers’ commitment was the second most important factor in constructing
teachers’ job satisfaction, followed by school climate while teachers’ motivation was at the
lowest importance level.
5. Discussions
The findings of the study found that there is a significant relationship between both school
climate and teachers’ work performance. This finding implies that if teacher leadership and
teacher interaction among teachers is high, it will increase the teacher's performance. The role of
an administrator is as important as the motivator of an organization in achieving its goals. Apart
from that, Hardman (2011) argues that school leaders can only produce good results when they
have a positive relationship with their teachers.
The findings of the study have shown that there is a significant positive direct relationship
between the three factors of teachers’ commitment and teachers’ work performance. This finding
implies that if affective commitment, ongoing commitment and normative commitment are high,
then teacher performance is also high. Teachers with strong affective commitment will continue
to work with the organization because they want to do so. Members with high affective
commitment will not leave the organization because of them (Beck & Wilson, 2000). Ongoing
commitment refers to awareness of the impact of leaving an organization and the benefits that
come from staying in an organization. These employees remain in the organization because they
need to do so (Meyer & Allen, 1997). This aspect of normative commitment reflects a sense of
obligation to continue working. The employee feels that they are indebted and should remain
with the organization.
The results also have shown that there is no significant direct relationship between the three
factors of teachers’ motivation and teachers’ work performance. Teaching tasks are an important
aspect of teachers' work practices. Öztürk (2011) states that the role of teachers has changed as a
result of globalization, advanced technology, and educational change. Side-by-side work is also
an important aspect of teacher performance. This is supported by the study of Brante (2009) and
Öztürk (2011) who also agree that increasing the number of side jobs over the years affects the
teachers’ work performance. Administrative tasks also have impact on the teacher performance.
The findings of the study have shown that there is a significant direct relationship between the
three factors of teachers’ job satisfaction and teachers’ work performance. This finding implies
that if the job satisfaction of the teacher in terms of extrinsic and intrinsic factors is high, then the
teacher's work performance is also high. The findings of both of the above factors support the
two-factor theory . According to Herzberg (1959), there are two types of factors that motivate one
to strive for satisfaction and to avoid dissatisfaction.
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This study has seen teacher satisfaction as a mediator. Findings show that teacher job satisfaction
is a contributing factor to the relationship between school climate and teachers’ work
performance, teachers’ commitment and teachers’ work performance, and teachers’ motivation
and teachers’ work performance. Among the theories and models tested are Locke and Latham's
Theory of Purpose (Locke & Latham, 2006), Theory of Behaviorism by Skinner (Skinner, 1977),
The Two Factors Theory by Herzberg (1959), Theory of Expectation by Dr. Martin Fishbein
(1970), Source-Based Theory by Henri (2006), Continuous Improvement Model by Kaye and
Dyason (1994), Steers' Commitment Model by Steers (1977), McClelland's Needs Model by
McClelland (1958), Lawler's Model by Lawler (1971), The Effective Organization Model by
Mott (1972) and the Job Demand-Resources Model have been used to support teachers’ job
satisfaction factors that influence teachers’ work performance. , the importance-performance
matrix analysis (IPMA) has shown that teachers’ job satisfaction was the most important factor.
Apart from that, the most influential factor in the prediction of employee performance followed
by school climate, teachers’ commitment, and teachers’ motivation respectively.
6. Conclusion
The value of R2 on teachers’ job satisfaction is 0.558 at the 95% confidence level. This means
that school climate, teachers’ commitment, teachers’ motivation and teachers’ job satisfaction all
change in a systematic manner by sharing 55.8% of the change. Hence, it shows that there is a
correlation between teacher change patterns of 55.8% explained by changes in school climate,
teachers’ commitment and teachers’ motivation, while 44.2% change is explained by other
factors. The f2 values for teacher performance were most likely to be teacher motivation (0.000),
followed by teachers’ commitment (0.035), followed by school climate (0.041) and finally
teachers’ job satisfaction (0.213). This indicates that teachers’ motivation is a substantive effect
on teachers’ work performance compared to teachers’ commitment, school climate and teachers’
job satisfaction. The findings show that the Q2 values for teachers’ job satisfaction and teachers’
work performance were 0.326 and 0.265, respectively. All values are greater than 0.15 but less
than 0.35. Therefore, the model has relevant predictions at the intermediate level. Implications of
the findings indicate that education needs to be given priority as a major challenge in the
education sector. This is because they are an important asset in determining student success in
school.
References
Aacha,M (2010). The performance of primary school teachers in Uganda. A case of Kimaanya-
Kyabakuza division, Masaka district, published M.Ed thesis Makerere University.
A.S, Hornby. 2006. Oxford Advanced Learner’s Dictionary, Oxford University Press.
Beck, K and Wilson, C. (2000). Development of Affective Organizational Commitment: A Cross
Sequential Examinations of Change with Tenure. Journal of Vocational Behaviour.
56(1), 114-136.
Sansone, C.and Harackiewicz, J.M. (2000). Intrinsic and extrinsic motivation: The search for
optimal motivation and performance. San Diego: Academic Press.
Ruth Donkoh. (2016). Motivation and job performance among. Teachers in La-nkwantanang
madina. Education directorate. PhD thesis.
Zablon, M. O, Odongo, B. & Raburu, P. (2016). Motivational Factors Influencing Teachers Job
Performance in Pre-School Centers in Kenya. InternationalJournal of Innovative
Research and Development, Vol 5 Issue 5, PP 121-132
Brante, G. (2009). “Multitasking and Synchronous Work: Complexities in Teacher Work.”
Teaching and Teacher Education 25, no 3: 430–36
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Hardman, B. K. (2011). Teachers’ perception of their principal’s leadership style and the effects
on student achievement in improving and non-improving schools. (Unpublished
doctoral dissertation, University of South Florida, Tampa, FL.
Henri, J. F. (2006), ‘Management control systems and strategy: A resource-based perspective’,
Accounting, Organizations and Society, 31, pp. 529-558.
Herzberg, F. (1957). The Motivation to work, 2nd Edition, John Wiley.
Kaye, M.M. & Dyason, M.D. (1994). Continuous quality improvement - Pathway to excellence.
Pemas International Conference.
Lawler, E. E. (1971). Pay and organizational effectiveness: a psychological view. New York:
McGraw-Hill.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current Directions
in Psychological Science, 15(5), 265-268
McClelland, D. C. (1985). Human motivation. Glenview, IL: Scott, Foresman.
Meyer, J., & Allen, N. (1997). Commitment in the workplace, theory research and application.
Thousand Oaks, CA: Sage Publications, Inc.
Mott P E (1972), The Characteristics of Effective Organizations, Harper and Row: New York.
Skinner, B. F. (1977). Why I am not a cognitive psychologist. Behaviorism, 5(2), 1-10.
Steers, R.M. (1977). Antecedents and outcomes of organizational commitment. Administrative
Science Quarterly, 1977, 22, 46-56.
Öztürk, İ. H. (2011). Curriculum reform and teacher autonomy in Turkey: The case of the history
teaching. International Journal of Instruction, 4 (2), 113-128.
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THE ROLE OF TEACHER-STUDENT RELATIONSHIPS TO

CAUSE SYNCHRONY IN EFL CLASS
Reiko Yamamoto1*
1
Department of English Studies for Careers, Kyoto Junior College of Foreign Studies, Kyoto, Japan
*Corresponding Author: re_yamam@kufs.ac.jp

_________________________________________________________________________________________
Abstract: This paper reports on a joint research project in which a researcher in applied
linguistics and elementary school teachers in Japan revealed the role of teacher-student
relationships in English as a foreign language (EFL) education. Based on previous research that
movement synchrony between children and adults is necessary in acquiring the first language, the
experiment was conducted using shadowing practice in a teacher-training course. The results
proved that the teachers moved their body most when they had close relationships with a model
reader. This study succeeded in convincing the teachers of the importance of synchrony in an
EFL class and daily classroom interaction in elementary school.
Keywords: movement synchrony, elementary school education, classroom management

_________________________________________________________________________
1. Introduction
In the 1990s, many non-English-speaking countries had assigned English as a subject in
elementary school. Japan had fallen behind amid this global trend. Therefore, the Ministry of
Education, Culture, Sports, Science, and Technology in Japan finally set to work on English as a
foreign language (EFL) education reform in two steps: First, English activities were introduced
into elementary school in 2011; Second, English will be taught as a subject from 2020 onward.
However, the serious problem is that elementary school teachers have neither familiarity with the
new subject nor the confidence to teach it. This study aims to devise the effective teacher
training.
2.1. Synchrony in L1
Synchronism of speaker and listener has been thought to be a significant aspect of subconscious
language learning, especially in first language (L1) acquisition. The interaction of the adult’s
utterance and the baby’s movement is called Interaction Loop (Kobayashi & Sasaki, 1997). When
a baby traces an adult’s movement, he or she not only mimics the movement but also resonates
with the adult physically (Werner & Kaplan, 1974). It can be called the offspring’s cognitive
interactions with the world (Tomasello et al., 2004). The capacity of a child to reproduce adult’s
movement suggests a neural basis for an inter-subjective process that begins early in life and is
expressed in mutually coordinated activities during which the movement, facial expressions, and
voice interactions of child and mother synchronize in time (Reddy et al., 1997). Previous
researchers have proved synchrony in child-adult interaction.
Synchrony is observed not only in child-adult interaction, but also in adult-adult interaction. It is
reported that a listener’s body also moves in process units, which are synchronous with the
articulate structure of a speaker’s speech (Condon & Sander, 1974). It appears as the precise
dance-like sharing of micro-body-motion pattern of change between speaker and listener. With
this movement, humans unconsciously understand each other at the physical level. Condon &
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Sander (1974) named this mutual activity “Communication Dance.” A listener’s body responds to
what a listener’s mind understands a speaker to be saying.
2.2. Synchrony in L2
Synchrony is not limited to the first language. Children unconsciously reflect and imitate adults
when they encounter a new language (Broom et al., 1974). Mimicking has effects on making a
phonological loop and putting in long-term memory (Baddeley & Gathercole, 1998).
There is a study on a German lesson for university students in the USA (Van Laffler-Engel,
1980). Analysis of the recorded video of the class identified that the students synchronized with
the teacher’s gestures and movements. The rhythm of the teacher, who was speaking German,
pulsed through the students and influenced their physical movement. The teacher’s movement
even influenced the students’ behavior to the extent that the students traced the teacher’s mood.
Therefore, an EFL class should aim to cause synchrony between learners and their teacher.
Moreover, it is necessary that teachers keep their composure even if they are anxious about their
EFL skills. The details on teacher emotions will be surveyed in the next section.
2.3. Teacher-Student Emotions

Teachers often receive little training in the principles of affect and learning, but mood and
emotions influence thinking and cognitive problem solving (Pekrun, 2018). If elementary school
teachers knew that inspiring passion for the discipline and excitement about learning is as
significant as imparting knowledge, apprehension about teaching EFL would be eased. Displays
of emotion conveyed by facial, gestural, and postural expression and the prosodic features of
speech, and timbre of voice provide information about an individual’s emotional state (Pekrun,
2018). These signals that a teacher gives off can be automatically mimicked by students to the
extent that they experience the same emotion. Emotional contagion plays a major role in daily
classroom interaction. Pekrun (2018) observed that emotions are transmitted from teachers to
students, from students to teachers, and among classmates.
A cause for teachers’ negative emotions is a lack of familiarity with one’s subject. Pekrun (2018)
reported that it is a key source of shame for teachers. On the contrary, classroom management
skills are a cause for teachers’ positive emotions. The establishment of good relationships
between the teacher and the students surely decreases teachers’ anxiety (Pekrun, 2018). The
success of an EFL class depends on the daily classroom interactions. This explains why
elementary school teachers have an advantage in teaching EFL. Those in charge of teacher
training are challenged to redefine teaching and teacher education in ways that will emphasize the
love for learning and teaching our world so desperately wants and needs (Meyer, 2009).
3. Research Questions
It is certain that elementary school teachers who teach all subjects have inferior English
competency compared with EFL teachers in junior or senior high schools. However, based on the
author’s personal experiences of teaching EFL at elementary school, classroom management
skills of elementary school teachers are more superior. Therefore, children were eager to
communicate with their teacher—even in the EFL class—more than with the author, an expert in
TESOL. In communicative activities, children imitate their teacher’s facial expressions and
physical movement. It is the same synchrony as observed in infant-fosterer interaction.
Elementary school teachers have great classroom management skills, which lead to good teacher-
student relationships. This study is based on the idea that synchrony between students and their
teacher is necessary for an EFL lesson; and teacher-student relationships are the key. Teachers
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have, however, little chance to value their own skills. Thus, it was decided in this study to let
teachers experience synchrony in teacher training. The research questions of this study are:
1) What kind of synchrony is observed in teacher training?

2) Do good teacher-student relationships enhance synchrony?
The goal of this study is to answer these research questions.
4. Methodologies
4.1. Participants
An elementary school in Kyoto, Japan, was selected for this experiment. It is a general-size
metropolitan school. The participants were 20 teachers of the school and one EFL teacher of a
junior high school in the neighborhood. The author was invited to the school as an EFL lecturer
teaching as a part of the school’s teacher-training program.
4.2. Procedure
First, the lecturer (author) lectured on shadowing as an effective method to teach linguistic sound.
Shadowing is repeating what a teacher says immediately after hearing it. A student repeating
words automatically process their syntax and semantics. This technique is used in language
learning (Marslen-Wilson, 1973). An extract from Romeo and Juliet by William Shakespeare is
chosen as text for the workshop on shadowing as follows:
O Romeo, Romeo, wherefore art thou Romeo?

Deny thy father and refuse thy name.
Or if thou wilt not, be but sworn my love
And I’ll no longer be a Capulet.
The novel, written in Middle English (ME), includes many words unused today. The teachers feel
uneasy repeating unfamiliar sounds, same as elementary school students repeating text in an EFL
class.
In the workshop, every teacher played a role as a student except for two teachers who were
assigned the role of a teacher. In all, three people played the role of a teacher in turns:
1) The lecturer reads the text aloud and the teachers repeat it.
2) The junior high school EFL teacher reads the text aloud and the teachers repeat it.
3) One of the elementary school teachers reads the text aloud and the teachers repeat it.
The workshop was recorded with a video camera. Seven teachers were selected as target of
analysis from the teachers who played the role of students. In analyzing their physical movement,
the method created for analyzing the movement of a neonate listening to adult speech was
referred (Condon & Sander, 1974). Although the neonate’s movement was classified into head,
elbow, right wrist, left wrist, right finger, left finger, right thumb, left thumb, eyes, mouth, foot,
and hips in the original, movement of the seven teachers were classified into head, right hand, left
hand, foot, upper body, and face. This is because the teachers were at the desk listening to the
text read aloud, not to impromptu utterances, and under such situation, they were not supposed to
move many parts of the body.
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4.3. Results
A synchronous organization of the behavior of teachers in shadowing was illustrated in Figure 1,
Figure 2, and Figure 3. Definition of notation for all figures is as follows: A to G represents seven
teachers who repeated the text; the other capital letters represent the body part each teacher
moved: F-face, H-head, U-upper body, R-right hand, and L-left hand.
Figure 1 shows a synchronous organization of the behavior of teachers as they repeated after the
lecturer. A synchronous organization of the behavior of teachers as they repeated after the junior
high school EFL teacher is shown in Figure 2.
A synchronous organization of the behavior of teachers as they repeated after one of the
elementary school teachers is shown in Figure 3.
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Figure 3: Synchrony with the elementary school teacher who is reading a text
5. Conclusions
This study sought to answer two research questions. First, what kind of synchrony is observed in
teacher training? The teachers did not show major movements like children and mainly moved
their head or upper body or face by just smiling. It was observed that all the seven teachers
smiled when repeating after their colleague.
Second, do good teacher-student relationships enhance synchrony? The answer drawn from the
experience is YES. Comparing Figure 1, Figure 2, and Figure 3 clarified which of the three (the
lecturer, the junior high school EFL teacher, and the elementary school teacher) moved the
teachers’ bodies most. The winner was the elementary school teacher, their colleague; the EFL
teacher, their close acquaintance from the neighboring school, ranked second. The lecturer was in
last place despite reading with perfect rhythm and pronunciation. In the experiment, after the
lecturer read, the junior high school EFL teacher and the elementary school teacher were asked to
play the role of teacher. Both teachers had had no idea that they had to read aloud the text written
in Middle English in front of the others, and they looked annoyed at first. Their reading was not
very good, especially that of the elementary school teacher. The reaction of the other teachers,
however, was different for these two teachers. They got excited; it was observed that some
smiled, some laughed, some frowned, and some opened their eyes wide and tried not to miss
what was happening.
It is meaningful that elementary school teachers who lack confidence in teaching EFL
experienced synchrony in teacher training. They surely realized the power of teacher-student
relationships. As already referenced, the present study reveals that children move sharing rhythm
with the organization of the speech structure of his or her L1 and encompass a multiplicity of
interlocking aspects such as rhythmic and syntactic features (Condon & Sander, 1974). Children
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might react to L2 in the same way if they feel free to move their bodies as if interacting with their
fosterers. Elementary school teachers are crucial in filling a classroom with such mood and
emotion, which compensates for the lack of EFL competence.
Elementary school teachers are not experts in EFL in Japan. Under the status quo, teachers should
adhere to not being model EFL speakers but model EFL learners who just try to enjoy the
unknown aspects, such as the rhythmic and syntactic features of a new language.
Acknowledgments
This work was supported by a Grant-in-Aid for Scientific Research (#18K00860) from Japan
Society for the Promotion of Science.
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intentions: The origins of cultural cognition, Cambridge University Press.
Van Laffler-Engel, W. (1980). Aspects of non-verbal communication, Swets & Zeitlinger.
Werner, H., & Kaplan, B. (1974). Symbol formation: An organismic-developmental approach to
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USING MAZE WORD TO MASTER THE MULTIPLICATION

TABLES FOR YEAR TWO STUDENTS
Tang Wei Ee, Siti Mistima Maat
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia
*Corresponding Author: weiee90@yahoo.com

_________________________________________________________________________________________
Abstract: The basic fact of multiplication is an important aspect so students need to master it
well. The aim of this research is to help pupils master multiplication numbers on the title of
“Basic Facts on Multiplication” using Maze Word. A group of year two pupils has been selected
from a school located in Bukit Serdang, Selangor. The study was conducted for two months. This
study has been carried out using three research instruments. The data collected by observation
using checklists, formative testing and questionnaires. Based on a comparison of the two tests
which are Formative Test One and Formative Test Two clearly shows a significant increase in
average scores after the intervention using Maze Word. The analysis checklist shows all year two
pupils as participants were able to identify the multiplication numbers. Therefore, Maze Word
can help the pupils memorize multiplication numbers for the title of ‘Basic Facts On
Multiplication’. In addition, survey results show that Maze Word intervention successfully
increase pupils' interest in learning Mathematics. Thus, it is suggested that Maze Word can
replace traditional teaching of mastering multiplication numbers as well as improve memory.
Keywords: Maze Word, Year Two Mathematics, Mathematics

_________________________________________________________________________
1. Introduction
World Multiplication Table Day is a global education program aimed at encouraging students to
remember multiplication tables. The program has been run for eight years involving 712 schools
around the world (Andrzej Grabowski, 2011). Learning about multiplication operations is one of
the main goals of early childhood education globally (Taraghi, Frey, Saranti, Ebner, Müller, &
Großmann, 2014). The basic facts of multiplication are important aspects of learning different
mathematics such as division, percentage, fraction, currency calculation in today's world (Bakker,
van den Heuvel Panhuizen, & Robitzsch, 2016). In Malaysia, according to Hadi, Sa'diyah, &
Iswanto, 2017; Jing, & Spiritual, 2016, the most common problem students face in Math subjects
is multiplication operations. For students who do not have a good grasp on basic multiplication
facts, they will have problems in other topics as well (Markku 2019). For example, in fractions,
the basic facts of multiplication are used for converting denominator together to make addition or
subtraction of numerator fractions. Students who are familiar with the basic facts of
multiplication have the advantage of solving complex problems compared to students who do not
master the basic facts of multiplication (Gregory, 2016).
This action research focuses on the problem of mastery of times table in year two students. In
Mathematics, times table are one of the most important elements in the field of operations
(Bjarnadóttir, 2014; Coles, & Scott, 2015). That means if the student is unable to master or
memorize the times table then the student cannot answer any questions related to the use of basic
facts of multiplication. According to Enver, Selim, & Ahmet, (2016), they state that the fact of
multiplication is an important element in the context of Mathematics because its use is
continuous in our daily lives. Therefore, this factor is the main element selected to help students
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who are having difficulty in calculating multiplication operations. This study identified six
students from year two who had problems in their times table by using technique of observation
their exercise book, formative tests, their responses during class and interviews with their
classroom teachers. In this initial survey, it was discovered that all six students had trouble
memorizing their times table.
A review of past studies has been conducted to assist pupils in increasing student mastery in the
title of Basic Operations Facts. From the research findings, it is found that teaching style of
teacher plays an important role in helping students learn. There are three overseas studies namely
Enver, Selim, & Ahmet, 2016; Haggai, & Baram-Tsabari, 2015; Siegle, Rubenstein, & Mitchell,
2014, state that teachers need to use a variety of strategies such as inquiry approaches, problem-
solving learning methods and project-based activities to stimulate student interest so that they can
acquire new energy to continue learning. Although in Malaysia there are four studies that support
this view. Among them are Furuto, 2017; Jeyasushma, Chua, Siaw, & Kazi, 2017; Tiew &
Melissa, 2019; Tee, & Mariani, 2018. This means that strategies used by teachers can help
students better understand the concept of learning in the classroom (Gallagher, 2015).
According to Im, Hokanson & Johnson (2015), the study stated that the use of a variety of
creative and teaching aids was more effective than traditional teaching methods using textbooks.
There are five overseas studies such as Bodnar, Anastasio, Enszer, & Burkey, 2016; Čančer,
2014; Daly, Mosyjowski, & Seifert, 2014; Kale, & Goh, 2014; Yunus, & Suliman, 2014 who
conducted a study on student with creative teaching aids. Meanwhile, in Malaysia there are six
studies that use creative teaching aids in teaching and learning in the classroom (Adnan, 2015;
Chinedu, & Kamin, 2015; Hemant, 2015; Nurlaela, Romadhoni, Widodo, & Ana, 2017; Utomo,
Juniati, & Students, 2018; Zare, Sarikhani, Salari, & Mansouri, 2016). Some examples of
teaching aids used by researchers are the use of ICT, teaching materials, visual charts, creative
and innovative games and so on. With the use of a variety of teaching aids, students will be more
likely to apply creative methods rather than the methods of finding answers (Widodo et al.,
2017). Indirectly, the use of creative teaching aid in teaching can enhance student achievement
(Lazar, 2015).
Multiplication can be introduced from a very young age with the simplest form. For example,
simple activities or games related to continuous multiplication of groups can introduce students to
multiple thinking (Ramani & Eason, 2015). There are a total of five articles abroad conducting
game-related studies in the teaching and learning process. Among them are Al-Azawi, Al-Faliti,
& Al-Blushi, 2016; Chittaro, & Buttussi, 2015; Hung, Huang, & Hwang, 2014; Katmada,
Mavridis, & Tsiatsos, 2014; Repenning, Webb, Koh, Nickerson, Miller, Brand, & Gutierrez,
2015. Meanwhile, there are three Malaysian articles conducting the same study as Arsad, Shaari
Bakar, & Rahman, 2015; Noraddin, & Kian, 2014; Veloo, Md-Ali, & Chairany, 2016.
Conclusions, games besides helping students to master the basic facts of multiplication it can also
increase students’ interest in learning Mathematics (Toscano, Buxó-Lugo, & Watson, 2015).
As a result, a game-based action research was conducted to help year two students master the
basic facts of multiplication operations. The purpose of choosing year two students is because
this year they are beginning to learn the basic fact of multiplication that students need to
memorize two to nine times tables. This creative research study is designed to help students
memorize the numbers so that they can master the topic of multiplication and then be prepared to
learn other topics related to the basic facts of multiplication as well.
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3. Objective of the Study

The main objective of this study is to help students master the basic facts of multiplication by
using Maze Word. More specifically, there are three objectives in this study. Firstly, to help
students master and memorize times table in the title of Basic Operations Facts. Secondly is to
improve students' memory for the title of Basic Operations Facts. The last objective is to increase
students' interest in learning Mathematics through the Maze Word.
4. Research Questions
There are three research questions that need to be addressed.
1. Whether Maze Word can help students memorize times table?
2. Whether Maze Word can improve student memory in the topic of Basic Multiplication
facts?
3. Whether Maze Word can increase students' interest in learning Mathematics?
5. Research Design
The study is a descriptive action research study to help students master the basic facts of
multiplication by using the Maze Word intervention as well as enhancing students' memory in
memorizing times table and thus engaging students in Mathematics. This study uses a
quantitative approach to collect data such as using test sets and questionnaires to obtain data.
Subsequently, the data collected will be analyzed systematically and carefully in the form of
tables.
6. Description of Participants
The investigation involved six students from 2J class comprising four girls and two boys. They
consist of two ethnic groups, one Indian and five Chinese. The selection of participants in this
study was based on purposive sampling technique as this study was conducted to assist poor
students in the topic of Basic Facts of Multiplication (Loyalty, 2016; Valerio, Rodriguez,
Winkler, Lopez, Dennison, Liang, & Turner, 2016). To use this technique, the selection of study
participants is based on the results of the findings of the worksheets implemented in the
classroom. The results indicate that the six participants in this study were unable to answer the
questions provided after the implementation of the teaching and learning process for the topic of
Multiplication Facts. Additionally, a set of tests was provided to the study participants to test
their level of achievement. The results of the six study participants were not satisfactory.
Therefore, the researcher has obtained permission from the class teacher and the headmaster to
make them participants in the research on this action.
7. Instrumentation
Three different types of instruments were selected to test this research question. Firstly, is to do
observation by using instrument checklists that contains five items related to the implementation
of the Maze Word intervention. Each item contained in this checklist is created base on the
Scheme of Work (SOW) Mathematics and has been reviewed by three lecturers at the IPG
Campus Sultan Abdul Halim by email. The purpose of this instrument is to test the first research
question of the Maze Word that can help students to master and memorize times table for the title
of Basic Multiplication Facts.
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The second instrument was formative test 1 and formative test 2. The test consisted of 20
questions consisting of 5 low-level questions, 10 medium-level questions and 5 high-level
questions. Leveling the difficulty techniques for formative test 1 and formative test 2 according to
guidelines from the Development of skills training questions (Ahmad, 2015) and Robotic in
Education (Wilfrie, Munir, Richard, & David, 2019). All of these questions were reviewed by the
chair of the Mathematics committee and senior administrators at the school of study participants
so that the questionnaire was standardized according to the level of achievement of the
participants. The purpose of implementing formative test 1 and formative test 2 is to test the
question of the second study, improving student memory in the title of Basic Multiplication Facts
using Maze Word intervention.
The final questionnaire consisted of six items of questionnaire. The purpose of developing
closed-ended questions is to test students' interest in Math subjects more precisely. According to
Rowley (2014), he argues that closed-ended questions are easier to answer, and easier to organize
and analyze. The questionnaire was developed based on the Keynes concept, (2018) and adapted
to the needs of this research study. The purpose of using the questionnaire was to test the final
research question that the Maze Word intervention could increase students' interest in learning
Mathematics.
8. Procedures
After identifying student problems, Maze Word was chosen to assist year two students in
memorizing times table for the topic of Multiplication Facts. According to Barnhart, Yang, &
Lein, (2015); Volter, & Call, (2014), Maze Word can help students plan, remember and master
the journey of numbers and attract students. Therefore, this study applied the use of Maze Word
to help students memorize times table. The action research was carried out based on Kurt Lewin's
(1946) model which showed a cycle of a plan that helped to improve the quality of teaching and
learning in the classroom. The model has four steps that was plan, action, observation and
reflection. The following table represents the action taken.
FIGURE 1. Model of Action Studies Adapted from Kurt Lewin's Model
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Action Steps
The First Maze Word Intervension
Date : 15 April 2019
Time : 8.30 am to 9.30 am
Topic : Multiplication of Basic Facts (Times table two to times table five)
The participants were divided into heterogeneous groups. Each group consists of
2-3 students. Group members are randomly selected. (Consists of students of
various levels of intelligence)
Each group is given a set of Maze Word exercises. (each set contains times table
of two to five)
Participants need to work together to find the correct number in the Maze Word
training route.
After finding all the numbers in the Maze Word path, participants were asked to
produce an i-Think Map (flow map) in front of the class.
FIGURE 2. Steps of Implementing Maze Word Training
The Second Maze Word Intervension

Date : 22 April 2019
Time : 8.30 am to 9.30 am
Topic : Multiplication of Basic Facts (Times table six to times table nine)
The participants were divided into heterogeneous pairs. They pair with high-
achieving students.
The participants were given a set of multiplication of six to nine Maze Word
sheet.
The participants were given opportunity to discuss with each other in order to
find a strategy for preparing all of the times tables. (find the correct number in the
Maze Word training route.)
After finding all the numbers in the Maze Word path, participants were asked to
produce an i-Think Map (flow map) in front of the class.
FIGURE 3. Steps of Implementing Maze Word Training
Following the implementation of the first action, the participants will be joined by the second act
of memorizing time tables of six to nine. The participants were divided into heterogeneous
couples. They will be paired with higher achieving students. The second Maze Word intervention
was carried out in pairs aimed at maximizing student engagement (Lewis & Shah, 2015). After
that, each pair will receive a times tables six to nine Maze Word training set that has been
modified according to the teaching and learning content standards. Participants and their spouses
need to discuss strategies to find the correct number in the Maze Word training path. After they
found all the numbers in the Maze Word path, the participants were asked to produce an i-Think
Map (flow map) in front of the class. Lastly, the participants discussed the answers with the other
students and were encouraged to extend numbers that are not stated in the Maze Word exercises.
In this intervention, teacher only facilitates in the classroom. According to Farrel (2016), he
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stated that the teaching style of 21st century need to be student-centered, providing opportunities
for students to engage in group activities and that the role of teachers in the classroom is to
provide only the right guidance.
9. Findings
Findings of Checklist
Research Question 1: Can the Maze Word help students memorize times tables?
Table 1. Checklist After Intervention Implementation
Item P1 P2 P3 P4 P5 P6
Pupils follow teacher's instructions √ √ √ √ √ √ 6
Pupils cooperate in pairs √ √ √ √ √ √ 6
Pupils will be able to identify numbers in √ √ √ √ √ √ 6

Maze Word
Pupils can list numbers in i-Think Map √ √ √ √ √ √ 6
Pupils can apply ideas X √ √ X X X 2
Table 1 shows that all participants follow teacher's instructions and can cooperate in pairs to
complete the task. Furthermore, through this observation, it was found that all participants were
able to identify numbers in Maze Word as well as list numbers in to i-Think Map.
To determine the range of participant achieved, the researcher has observed the ability of the
participants to contribute ideas in the topic of Basic Multiplication Facts. The findings show that
both the 2nd and the 3rd participants can apply ideas in Mental Arithmetic. According to Park &
Brannon (2014), they stated that Mental Arithmetic training is the right brain counting that
develops the potential and improves an individual's intellectual intelligence (IQ). This means that
using the Maze Word intervention can help participants achieve higher level of understanding to
the level of applying in Bloom's Taxonomy (2001).
In conclusion, all participants successfully identified and were able to list times tables through the
Maze Word intervention. Using the Maze Word can help students memorize times tables that
meet the research questions.
Findings of Formative Test 1 and Formative Test 2

Research Question 2: Can Maze Word improve student memory in the topic of Basic
Multiplication Facts?
Table 2. Score Formative Test 1 and Score Formative Test 2
Score Score
Percentage Percentage Enhancement Percentage
participant Formative Formative
(%) (%) (Score) (%)
Test 1 Test 2
P1 10/20 50 12/20 60 2 10
P2 9/20 45 11/20 55 2 10
P3 8/20 40 11/20 55 3 15
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P4 7/20 35 12/20 60 5 25
P5 5/20 25 9/20 45 4 20
P6 6/20 30 10/20 50 4 20
To test the second research question, this study was conducted using formative tests. According
to Shute & Kim (2014), they stated that formative tests can provide meaningful feedback or data
to assess students' understanding and help teachers to develop strategies for improving teaching
and learning in the subject. In this research, participants in Formative Test 1 and Formative Exam
2 were able to increase their achievement percentage by 10% to 25%. This Maze Word, has
demonstrated its impact on the achievements of the participants in both Formative 1 and
Formative 2 tests.
In conclusion, all participants showed a positive percentage increase in the test. This positive
percentage increase has shown that the Maze Word application can help poor students improve
memory for the topic of Basic Multiplication Facts as well as gain even greater multiplication
numbers. Therefore, the implementation of the Maze Word intervention is appropriate for
students who are weak in terms of memory and learning process.
Findings of Questionnaire
Research Question 3: Can the Maze Word increase students' interest in learning Mathematics?
Table 3. Post-intervention Questionnaire
Item P1 P2 P3 P4 P5 P6
I love to study Math
√ √ √ √ x √ 5
Math are not boring
√ √ √ √ √ √ 6
I love the way teacher teaches using Maze Word
exercises √ √ √ √ √ √ 6
I love to pay attention when teacher teach math

√ √ √ √ √ √ 6
I'm interested in the way teacher teaches Math
√ √ √ √ √ √ 6
I had fun during Math time
√ √ √ √ √ √ 6
Based on Table 3 above, the analysis results show that most participants love to study Math and
all agree on Math is not a boring subject. They love the way teacher teaches using the Maze
Word technique. All participants were interested in how teacher teaches and feel comfortable and
fun during math teaching and learning.
However, Table 3 shows that almost all participants are interested in learning Mathematics
except for the 5th participant. This participant found that he was not interested in learning math
because he was not interested in traditional teaching such as memorizing times tables without any
teaching aids. He hopes that teacher uses interesting interventions every time teaches
Mathematics in the classroom. The 5th Participant was more interested in student-centered
activities such as the Maze Word application in learning Mathematics. Therefore, teacher need to
always bring creativity into classroom such as Maze Word intervention to help attract students in
learning Mathematics.
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10. Conclusions
In conclusion, this study demonstrates that the Maze Word intervention successfully helped
participants to memorize times tables in a creative way. By using this creative intervention, the
participants were able to improve their memory in the topic of Basic Multiplication Facts. In
addition, the findings showed that participants' interest in Mathematics subjects increased after
the intervention. The impact of the intervention on the participants' interest can be assessed
through the aspects of their attitude change during the learning and teaching process. The
participants were happy and showed a high level of commitment and interest in the sessions.
Indirectly, it can reduce negative behaviors during teaching and learning sessions. The
intervention was found to be able to maintain the focus of the participants for a longer period of
time than before intervention was carried out.
11. Recommendation
Based on the findings of the study, all participants had a positive increase in the intervention.
This achievement indicates that this method has had a significant positive effect on the study
participants. Based on the situation and the analysis that has been carried out, there are several
follow-up suggestions that can be carried out if researcher wish to continue this study. Firstly,
this action research can incorporate Information and Communications Technology (ICT)
elements such as using software to produce the Maze Word intervention in order to interest
students in learning Mathematics. According to Zhang & Liu (2016), the use of internet by
teacher in teaching and learning process will interest students in the lessons taught due to the
variety of teaching patterns, such as simulated teaching that allows students to see and feel like
real situations (Skryabin, Zhang, Liu, & Zhang, 2015).
Then, the Maze Word exercises can apply color elements as well. According to Solin (2017), he
noted that colors can attract, help remind and develop students' thinking. This means that
appropriate and attractive colors can have a positive effect on students' memories. In addition,
appropriate colors can protect the eyes, helping provide a way for learning and mental
preparation for teaching and learning in a particular subject (Olsson, Mozelius, & Collin, 2015;
Studente, Seppala, & Sadowska, 2016; Yildirim, Cagatay, & Ayalp, 2015). Therefore, the
following study suggest using different colors for each times table to help students improve their
memory and interest in Mathematics.
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USING SOCIAL MEDIA TO PROMOTE EFL LEARNERS’

SPEAKING SKILL: PERCEPTIONS FROM BOTH TEACHERS
AND LEARNERS
Rabeya Khatun Mitu
Department of English, Asian University of Bangladesh, Dhaka, Bangladesh
*Corresponding Author: sunrisecdr@gmail.com

_________________________________________________________________________________________
Abstract: With the advancement of technology, social media has been a great source in the field
of education. Through the blessing of social media (Facebook, Twitter, WhatsApp, Instagram,
Imo, Messenger and so on), people are able to exchange their feelings, emotions, liking, disliking
everything with other disregard to distance. It is a great means in the process of L2 learners’
communication skill development. Thus, the aim of this paper is to see the significance of social
media to promote Bangladeshi university learners’ speaking skill based on the perceptions from
both teachers and students. For this descriptive study, data have been collected through
questionnaires designed by the author. The data have been collected through google form where
the participants are 100 EFL (English as a Foreign Language) university teachers and 100
university students. The result of this study shows that social media has a great importance to
both teachers and learners to develop learners’ oral proficiency. Both teachers and learners show
their positive attitudes towards the use of different social sites in the process of learners L2
speaking skill and day by day such use of social media is gaining a growing tendency. The result
of this study will give benefit to the EFL teachers and policy makers to be more concerned with a
positive attitude about how to use social sites more effectively in EFL classroom to enhance
learners’ L2 skills, especially oral skill.
Keywords: Social media, EFL context, Oral proficiency, EFL teachers, EFL learners
_________________________________________________________________________
1. Introduction
Among all the inventions of modern science, internet is the pivotal one without which most of the
scientific innovations would not function properly. Life based on internet refers to the necessity
of electronic devices like PC, tablet, android phone, laptop etc. through which we can share our
thoughts, feelings, emotions and send pictures to others. There are so many social networking
sites that are based on web and internet, such as Facebook, WhatsApp, IMO, LinkedIn, Twitter,
Skype, WeChat, Instagram, Viber and so on which are used for teaching and learning purposes
apart from being used as sources of communication among the human being of the world.
Nowadays, such applications are used at the university level students to teach them English and
the existing literatures show a tremendous development of the learners’ oral performance through
the use of theses social networking sites. A sizeable number of students at the university level use
such networking sites for developing their English language proficiency. The use of such
networking sites does not merely improve the oral skill of the learners, rather develops their
reading, writing, listening skills, syntactic knowledge, grammatical knowledge and also builds a
strong foundation of their vocabulary that allow the learners to speak fluently without thinking
much. The most notable part of web-based learning through social networking sites is that these
allow learners to be independent and self-reliant in terms of speaking, writing, reading etc. since
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they become able to automatically correct their own mistakes. These allow them to learn at
anywhere they are in if they intend to learn without facing any trouble of having an interlocutor.
The integration of such networking sites instills motivation among all the learners specially those
who would be very much absent minded before when teachers would come to the classes and
chalked and talked method was followed. Such technological innovation in the education sector
made the traditional teachers to innovate the new teaching methodology to be integrated in the
classroom with the learners need so that they can provide learners with their expected learning
outcomes otherwise such teaching staff will be considered unfit for teaching in this competitive
era when the world is advancing always keeping pace with the demand of time. Before the
innovation of such digital way of learning, learners were extremely dependent on reading in the
library or their instructors to come and solve their problems, but such innovation in education
particularly in English language teaching has been reckoned as a milestone that make the learners
independent thinkers. Moreover, learners have the opportunity to learn through gossiping,
chatting, collaboration, group chatting, cooperation with their friends at any time when they feel
it convenient for them without having no fear of asking and being scolded by the teachers
(Namaziandost & Nasri, 2019). This allows them to learn in a natural setting where they feel no
pressure from the upper side. Thus, such types of self-directive learning atmosphere accelerate
learners English speaking skill.
In terms of measuring learners’ language proficiency, the first and foremost measuring
component is to see the oral performance of the learners. Since a learner at any place or any
social gathering at first needs to show his intellect through his language by doing verbal
communication with the people around him. To improve learners’ oral proficiency, among many
other techniques the use of social networking sites is very time tested and time demanding in this
age of technology as these allow learners to enhance their input through subject related
knowledge by sharing their experiences and daily life events with their group partners and those
teachers who use such web-based applications. Such social networking sites are creating a very
good opportunity to learn for both learners and teachers (Aydin, 2014; Rios & Campos, 2015).
They give a very nice platform for languages and cultures which enable learners to think
critically in the process of meaning making (Chun, Smith, & Kern, 2016). Among these,
comparatively Facebook and Twitter pave the way for the learners to make them engaged with
native speakers and authentic materials (Shafie et al., 2016).
Such learning platform is totally a learner centered teaching technique where learners can
upgrade their own thinking insight and get assistance immediately about any problems from
their mates. Such platform motivates the learners and motivated learners learn language very
faster than less motivated learners (Alam et al., 2017) and lack of motivation leads learners to
drop out from their study (Milon et al., 2018). Considering the undeniable necessity of using
social networking sites in teaching-learning English language, a good number of studies have
been carried out throughout the world where researchers intend to analyze how such use can be
more effective in terms of enhancing learners’ communicative competence. In line with this
notion, Bangladeshi scholars have also been trying address such issue of learning English
through social networking sites with a great deal of concern. In Bangladesh, learning English
has been an integral part of the learners since their primary education. Unlike other subjects, it
is a compulsory one which failure in the final examination hindrances learners’ promotion to
the next or upper class.
Therefore, from the very beginning of the learners’ study life, the parents, teachers and the
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authority of the institutions become much aware of how to improve the communicative skill of
the learners. But as a matter of fact, after completing 12 years of schooling of learning English
when learners enter the university education, a vast number of students are noticed less
proficient in terms of speaking English properly. Such disappointing situation creates panic
among the EFL scholars how to improve the oral proficiency of the university students since
after the completion of their university education they are thought to commence another phase
of their life when they will face interview for job sectors. As a result, EFL scholars see the use
of social networking sites for the improvement of the oral proficiency of university learners and
in this regard a handful amount of studies have been carried out in the context of Bangladesh
that saw the necessity of using social networking sites from only learners’ point of view or from
only teachers’ point of view.
However, very few studies have investigated the importance of social networking sites both
from the perspective of teachers and learners at university level. Thus, the objective of this
study is to see the perceptions of both teachers and students of using social networking sites
(Facebook messenger, Instagram and IMO) for developing oral proficiency of the university
level students of Bangladesh. Data for this study have been collected through survey
questionnaires by using google form where the participants are 100 university students from
English discipline and 100 EFL university teachers. Then the collected data have been analyzed
through a quantitative manner to see the perceptions of both teachers and students. The research
is expected to add value to the existing literature pertinent to importance of social networking
sites in terms of developing learners’ oral skill in the context of Bangladeshi universities and it
will give policymakers and teachers an insight so that they can come to rethink the use of social
networking sites for teaching and learning English language in an extensive manner.
The latest technological innovation has made the life so easy as people can access and acquire so
many things within a click that was totally impossible hundred years back. The use of social
networking sites and web-based application in the field of education has made our learning very
comfortable where learners become self-directive and independent. English learning throughout
the world has been blessed with this touch of innovative technology. Such networking sites make
us connected with others in a harmonious manner and similar perspectives (Nasri, Biria &
Kamiri, 2018). Because of their extensive use in English learning, social networking sites have
gained the close attention of both teachers and learners as a means of improving speaking skill of
the learners. Most of scholars see the main objective of learning English is to gain the capacity of
solving the purpose of communication with others (Nasri & Biria, 2017), because gaining the oral
capacity of an unknown language is not as easy as general people might think.
Speaking ability is seen as a way to introduce a person with other people living in the society.
According to Chaney (1998), speaking is "the way toward structure and sharing importance using
verbal and non-verbal images, in an assortment of settings" (p. 13). Speaking is such a means of
communication that incorporates accepting, sharing and creating data (Brown, 1994; Burns &
Joyce, 1997). This oral skill of human being makes people capable to be connected socially with
others. Oral proficiency is a social and circumstance based action that is the best way of
communication (Thornbury, 2005; Azadi, Biria & Nasri, 2018). Although all the four skills of
English language are highly valued, yet speaking is considered as the most vital one since a fluent
speaker gets easy access to everywhere of the world. For instance, while an individual is going
for traveling the world, he must need good fluency in English if he thinks a trouble free travel.
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Because of its global acceptance, oral proficiency of English measures a person’s social status.
Speaking does not necessarily mean to utter words, rather it refers to the meaningful organization
of words following the basic rule of sentence that expresses a certain meaning. In spite of having
a great importance of English fluency, it has been neglected in most of the non-native countries
where other skills are given more importance rather than oral skill. However, in the recent two
decades, scholars are in the way of giving a great concern how to develop learners’ oral skill
(Hosseini, Nasri, & Afghari, 2017).
Good command over oral skill of English determines one’s position in the society, in the job field
and in other spheres of life. Baker and Westrup (2003, p.5) express that "a learner who can
communicate in English well may have more prominent possibility for further instruction,
discovering work and picking up advancement". Speaking capacity triggers a learner to achieve
his desired goal in the way of his life cycle. According to Gutierrez (2005), for exchanging views
among themselves, learners speak with others regularly and this oral skill is a vital way through
which learners can make new friends or they can lose friends. To develop such skill, instructors
help is very essential as they are guiding the learners to the right track while they face any
troublesome situations. Language instructors can help students to improve their English abilities
in so many ways, such as by motivating, engaging, information sharing and so on (Alam et al.,
2018).
Apart from instructors’ effort, learners can learn English through the use of social networking
sites, such as Facebook, WhatsApp, Twitter, IMO, Instagram etc. Among all the social sites, in
the context of Bangladesh learners are very prone to use Facebook messenger, Instagram and
IMO. So, they use these to develop their oral proficiency. Such sites allow learners to drop
separations, abbreviate time and create the whole world visualized like a mini electronic screen
(Al Musa, 2002). Learners who are using modern technology for their learning process are seen
as superior to those who reluctant to technology and are using traditional method of learning
(Akinola, 2015; Pichette, 2009). Studies show that learners who use technology for developing
their English proficiency are advancing rapidly compared to those who do not like to use
technology in this regard (Haigh, 2010; Levy, 2009).
Social networking sites in the field of English education is a blessing of latest technology where
learners need to have electronic devices with active internet connection. The extensive use of
such networking sites might cause problems too to the learners’ way of life. But their good sides
win on their bad sides considering their necessity in learning English. Because of their
importance, many studies have been carried out to see the influence of Facebook and Twitter on
language learning and they coined a word like ‘twitteracy’ that is meant for twitter and literacy
(Aydin, 2014; Buga, Căpeneaţă, Chirasnel, & Popa, 2014; Greenhow & Gleason, 2012) since
twitter can be used as to accelerate learners’ literacy. Facebook develops EFL learners’ content
and language knowledge ability (Eren, 2012; Shih, 2011, 2013), makes a good rapport between
students and teachers (Aydin, 2014; Ekoc, 2014) and provides opportunities for language
teachers self-development (Mahadi & Ubaidullah, 2010). In their study, Hasan et al. (2019) assert
that among all the networking sites, Facebook plays the most vital role through which learners
are able to learn English informally. However, through such social sites learners sometimes learn
inappropriate language structures which is marked as bad side of learning through web-based
applications (Kabilan, Ahmad, & Abidin, 2010). In this case, teachers’ guidance is useful for
learners proper learning. While teachers intend to use social sites as a means of teaching, they
should consider learners need and learning ability matched with curriculum (Kent & McNergney,
1999). Instagram is also a good source of language learning. Al-Ali (2014) finds that Instagram
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motivates students to be very creative in terms of improving their writing skill. Because of the
wider use of such social networking sites, Bangladeshi university EFL students and teachers are
advancing rapidly towards using these for improving their oral English proficiency.
3. Methodology
This current study is a survey based quantitative study. The population of the study are 100 EFL
teachers and 100 EFL students from different private universities of Dhaka, the capital city of
Bangladesh. Data have been collected through survey. According to Dana Lynn Driscoll (2011),
a survey is a study “where you can gather information about people’s beliefs or behaviors; the
information you collect is not first-hand (like an observation) but rather self-reported data.” The
participating students are ungraduated students of English department aged between 18 to 30
years who are from different parts of the country and who are mostly at their 3rd to 6th semesters.
The participating teachers are EFL teachers who have been teaching English for many years.
Since the random sampling procedure have been used for data collection, so both male and
female students and teachers have joined in the survey and the survey was conducted in
2018/2019 academic year.
As the study intends to find out the perception of both teachers and students towards the use of
social networking sites for the development of English speaking skill, so all the questionnaires
were made focusing the content of the study. Before throwing the questionnaire for collecting
data, the questionnaires went through a pilot test where those were given to 7 students and 3
EFL teachers to see the understandibility and by this the validity of the questionnaire has been
tested. A good research always depends on good a tested research instruments. It is often
assumed that “the backbone of any survey study is the instrument used for collecting data”
(Dornyei & Ushioda, 2011). Therefore, the study has formed two sets of questionnaires; one is
intended for teachers and the other for students. Almost the same questions were asked with a
slightly different style. The collected data has not been analyzed through any complicated
statistical tool like, AMoS, Stata, NVivo, SEM, Smart PLS or SPSS, rather they were analyzed
by the researcher followed by the higher, lower and mean value by using percentage since the
researcher intends to make the study for the average students and common people to understand
the results very clearly so that they can understand the importance of the use of social media for
developing learners’ English speaking skill. If the results of any study are placed in a
complicated way, most of the times they do not give any feedback to the society.
4. Results and discussions

The discussion of questionnaires for teachers
Teachers’ questionnaires are set for getting the information of their own perceptions and
students’ tendency to use social media in their language classroom for developing their speaking
skill. The questionnaires were given to 149 teachers where 113 teachers responded. From 113,
after leaving those where there were missing values 100 were selected to analyze the data. Six
questions were administered in this regard. Table 1 shows the answer of the teachers to the
questionnaires.
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Table 1: Teachers’ feedback to the questionnaires

Question 1. How often do you use Social media in your everyday life?
Frequency of Use Absolute Percentage
Frequency
Always 65 65 %
Sometimes 25 25 %
Rarely 7 7%
Never 3 3%
Question 2. Have you ever used social media in the field of education?
Frequency of Use Absolute Percentage
Frequency
Yes 87 87 %
No 13 13 %
Question 3. Do you suggest learners to learn through the use of social media?
The use of S.N to Absolute Percentage
communicate with Frequency
learners
Always 35 35 %
Sometimes 56 56 %
Rarely 6 6%
Never 3 3%
Question 4. Among the different types of social media, there are social media that are mostly based on oral
communication such as Facebook Messenger, Instagram or Imo. As a teacher do you use one of these to get
in touch with learners or native speakers? If yes, which one is your favorite?
The Social Media Number Percentage
Facebook 79 79 %
Messenger
Instagram 7 7%
Imo 12 12 %
None 2 2%
Question 5. Which language is mostly used when using these tools?
The Language Absolute Percentage
Used Frequency
Mother Tongue 25 25 %
English 71 71 %
Hindi 3 3%
None of the 1 1%
languages
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Question 6. To what extent can Facebook messenger, Instagram or Imo be helpful to students? and why?
The Influence Absolute Percenta Reasons
Frequency ge
High 33 33 % Because learners get

the scope to be
engaged in practice
more.
Because these helps them
Medium 62 62 % to learn independently so
they feel motivated.
Low 5 5% Because face to face

interaction can help them
learn more.
From the responses of the teachers to address the provided questionnaire, it is very evident that
most of the teachers see the use of social media as a blessing for the development of learners’
language skill. Referring to the response of the question number 1, it is clear that a lion portion of
the EFL teachers at 65% use social media in their daily life, whereas only 3% do not use this. But
interesting thing happens for question number 2 and 3 where a very good number of teachers use
social media for their own education purpose, but a moderate number of teachers encourage
students to use this for their learning purposes. From the response of question number 4, we see
that the highest number of teachers use facebook messenger in their teaching activities that marks
at 79%, whereas 12% teachers are using Imo and the lowest number of teachers use Instagram at
7% only. Most of the teachers at 71% gave their feedback of using English language by the
students while using such social medias, but 25% students also use their native tongue Bangla in
this case. It means that almost 3/4th of the total students are operating social networking sites
through the use of English language which is a good sign for the development of English
language skill and they do a lot of practices. In reply to the final question, more than half of the
teachers think that such social networking sites are moderately useful for the learners to improve
their language skill, while one third teachers consider these as highly helpful for learners’
language development. Overall, in the context of Bangladesh, teachers and students are
advancing towards the use of social networking sites in the field of their education in particular
the language education.
The discussion of questionnaires for students

Here the researcher has also formed 6 questions for the students to gain the data so that students
perceptions of using social media for developing their speaking skill can be diagnosed. The
questionnaires were sent to 169 students, from where 131 students responded. Out of 131, the
researcher has selected 100 respondents excluding those with missing information. Table II
shows the response of the students to the provided questionnaires.
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Table 2: Learners’ response to the given questionnaires
Question 1. Do you use social networking sites?

The use Absolute Frequency Percentage
Always 94 94 %
Sometimes 5 5%
Rarely 1 1%
Never 0 0%
Question 2. Have you ever used such sites for educational purposes? If yes, how?
The influence Absolute Frequency Percentage
A lot 73 73 %
A little 23 23%
Not at all 3 3%
I don’t know 1 1%
Question 3. Among the different existing social media, those can be used in oral communication such as
Facebook messenger, Instagram or Imo, do you use any of them? If yes which one you use most?
The Social Media Number Percentage
Facebook messenger 87 87 %
Instagram 3 3%
Imo 9 9%
None 1 1%
Question 4. Which language do you use most in this social media?

The Language Used Absolute Frequency Percentage
Mother Tongue 23 23 %
English 75 75 %
Other languages 2 2%
Question 5. Have you ever used any Social media to make new friends from the native speakers of
English?
The use Number Percentage
Yes 61 61 %
No 39 39 %
Question 6. To what extent do you believe such social media improve learners’ oral performance of
English?
The Influence Absolute Frequency Percentage
High 87 87 %
Medium 12 12 %
Low 1 1%
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From the collected data of the students regarding their perceptions of using social media in terms
of accelerating their oral performance of English language, it is very vivid that their overall
perception of using social networking sites for promoting their speaking skill is very high. It is
shown that 94% of the students feel the necessity of using social media in their daily life, while a
very few number of students only 5 do not use social media regularly; rather they use it when the
feel to use. The response of the students to the second question shows us the impact of social
media on their educational purpose. The result shows that three fourth of the students use social
media as a source of their learning, whereas only 23% of the students use these sometimes for
their education.
Most interesting is the result of the 3rd question which gives the similar feedback as found from
the response of the teachers. The highest number of students making up 87% use Facebook
messenger for developing their oral English proficiency, while only 3% and 9% students use
Instagram and Imo respectively in this regard. This shows that in the context of Bangladesh, the
lion portion of people are using Facebook rather than any other networking sites which is not
aligned with other countries like Malaysia where most students use WhatsApp group for their
education purposes. As to the reply of the fourth question, three fourth of the students use English
language while using social media which is three times of those who use their native language
Bangla in this regard. Through the fifth question, the researcher tries to trace out the degree of
their use of English language in social media that arises their interest to make connections with
native English friends. Here it shows that 61 of the total students have made native friends
through the means of social media, whereas 39% could not make that. Finally, in reply of
question number six, students’ overall perceptions are seen very high regarding the importance of
social media for improving their oral performance of English language at 87%, whereas only
12% students see its importance in a moderate manner and only one student feels its importance
as lower level.
5. Conclusion and recommendations

The use of social media in the education sector all through the world has made a revolution in
this 21st century teaching learning strategy. Coping up with the demand of time, Bangladesh is no
lagging behind in this connection. Most importantly, both Bangladeshi EFL teachers and learners
are rapidly advancing towards the use of social media like Facebook, Instagram and Imo for
developing their English speaking skill. Using the survey based data of 100 EFL teachers and 100
EFL undergraduate students, the study finds that most of the teachers and students highly prefer
the implementation of social media in their education field, in particular, to promote their level
English language skill. The use of such networking sites makes the students independent learners
that makes them self-reliant to correct their own mistakes by discussing with their friends through
group chatting where learners do not feel any hesitation without feeling ashamed. The result of
this study draws the attention of the policy makers and the curriculum setters to take the use of
social media for teaching and learning English into account with great concern. Campaign should
be arranged to encourage those teachers and students who are still following the traditional chalk
and talk method towards the use of technology in their educational life so that they can meet up
the demand of time and age. The policymakers should make learners and teachers more aware
about this and provide them with necessary technological support.
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WOMEN EMPOWERMENT FOR SUSTAINABLE

DEVELOPMENT THROUGH THE IMPLEMENTATION OF
FLEXIBLE WORKING HOURS
Awang, Nurulbahiah1*, Nordin, Nassar2
1
College of Energy Economics and Social Sciences, University Tenaga National, Selangor, Malaysia
2
Department of Rubber & Jatropha Industry Development, Ministry of Primary Industries, Putrajaya Malaysia
*Corresponding Author: nurulbahiah@uniten.edu.my

_________________________________________________________________________________________
Abstract: The fifth target of sustainable development goals (SDG) is to empower women and
gender equality. Meanwhile, sustainable development relates to the comprehensive development
of women in working policy; balancing between the roles and responsibilities in family (private)
and work (public sphere). To empower women means to manage the policy with rights and duties
of women in their public and private spheres. Therefore, a comprehensive planning for women
empowerment in working policy is crucial for the balanced life which is in line with SDG and
local context. August 2019, the government of Malaysia has offered civil servants (women and
men) a flexible working hour policy after having a pilot project. However, the circular does not
cover the private sectors. This research is going to examine the implementation of flexible
working hours at the government sectors. A comparison is made with the implementation of
flexible working hours applied by Uniten as a private sector. This research is a qualitative
research, a descriptive study based on library studies of previous data. It is hope that this research
will help facilitate a successful implementation of flexible working hours at private and public
sectors with no abuse.
Keywords: sustainable development goal, women empowerment, life balance, nation building,
children's rights
_________________________________________________________________________
1. Introduction
The statistic of working women in Malaysia according to Employment Report 2015 are 5,
514,000 workers (Zainuddin, A. & Aboo Talib, K.K, 2018: 2; Jabatan Perangkaan 2016). From
the same report, working woman at manager level are 163,000 and support and clerical staffs are
900, 800.
From the survey done to the various working industries in Malaysia, it is found that 63 percent of
the workers do not have ample time with the family due to work (Ismail, S. S. H., 2017: 197).
Women are also have less time with family and children and it tends to various social problems
regarding children. It was reported by former Minister of Women, Family and Community
Development that lack of love and attention from parents are among the reasons youths are prone
to social problems (The Malaysian Time, accessed on 3 July 2019). She said that most of today’s
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parents were too busy at work that they sometimes neglected their children to the extent of
causing them to suffer negative emotional effects.
Many working women bear the effects of “time poverty” as responsibilities in the home and
family life are unequally shared. Normally working women start their “second shift” at home
when they returning home from work. They are always more likely than men to apply for leave
and leave employment for the sake of the children and family. Everyday, women are always in
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hassle to manage the family and children especially within a rigid working hours. Since working
women expend more than one third of their daily time at the workplace, the policy of flexible
working hours is important for women to balance between the responsibility to the family and
work.
The percentage of the private sector that allows female workers to work on flexible working
hours is lower than the government sector (Berita Harian, 6 July 2018). This contributes to the
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problem of balancing time between work and family. Hilary Standing in her special article on
Gender – a Missing Dimension in Human Resource Policy and Planning for Health Reforms
criticised that Human Resource Policy and Planning (HRPP) is gender blindness. The
management normally arranges the working hours, conditions of service and career structures on
what are typically male patterns of employment. This gender blindness is part of a more general
problem in HRPP whereby it is a failure to consider life cycle issues and their relationship to the
patterns of work and career decisions.
Women Empowerment In The Eyes Of The Malaysian Government

Empowerment can be defined as a multi-dimensional social process that helps people gain
control over their own lives based on their needs, abilities and preferences, by acting on issues
that they define as important (UNECE Discussion Paper, 2012). Thus, in this research, women
empowerment has to meet the needs and preferences of Malaysian women society. It means
women empowerment and gender equality in the workplace can be achieved by providing
Malaysian women the policy, training, facilities, benefit and environment of their public sphere
suitable with their needs and abilities which could also empower their private sphere.
Women empowerment for sustainable development relates with future generations because the
biological role of women is primarily to take care the well-being of children since they are in the
womb. While the employability rate of women are getting higher, the women needs and benefits
for the balance life should be considered in the working policy and training, including the
implementation of flexible working hour.
Malaysia as the member of United Nations, has agreed with Agenda 2030 on Sustainable
Development Goal (SDG) as an agreed framework for international development. The
implementation of flexible working hours at the workplace is in line with the fifth target of SDG
on empowerment of women and gender equality. In order to ensure the element of SDG is
included in the country's development plan, the Malaysian government has embraced the essence
of SDG in the Eleventh Malaysia Plan and the incoming Twelfth Malaysia Plan. The fifth target
relating to women empowerment was incorporated in the National Women's Policy and Action
Plan for Women's Development 2020-2015 (Musa, N., Husin, A. & Amin, S.M.N.A, 2018: 138).
Reference to the "Sustainable Development Goals Voluntary National Review 2017" presented at
the High Level Political Forum, one of the focus of the government is eliminating the
discriminatory practices in which to increase the role of women in development. In addition to
that, by promoting a balanced-life through the supportive environment such as the
implementation of flexible working hours, nursery at the workplace and strengthening the family
institutions by emphasizing the importance of role sharing (Musa, N. et al., 2018:138). This
demonstrates the commitment of the Malaysian government to integrate SDG in the planning for
national development.
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The government of Malaysia has adopted the international treaty, the Convention on the
Elimination of All Forms of Discrimination Against Women (CEDAW) or (Women’s
Convention) as guidelines for women empowerment in Malaysia. The primary objective of
CEDAW is to eradicate discrimination against women of their private and public spheres. It
includes the rights of women in law, politics, economic, education and health care. CEDAW has
a goal for women to fight for equality especially in achieving opportunity such as men. It requires
the states to ensure that women and men are given the same access and opportunity in career
development, education, and politics as well as in marriage and family matters. However, it does
not mean that all contents of CEDAW are suitable with the rights of Malaysian women due to
the fact that CEDAW is based on different background of law, religion, culture and local context.
The rights here also relates with the religious rights and duties which influence their life. In
eliminating discrimination against women, it does not necessarily need the same action taken for
women everywhere.
The Policy Of Flexible Working Hours Under The Government And Tenaga Nasional
University (Uniten)
Pertaining to the big role of women and men in a family and workplace, the government through
the Public Service Department (PSD) has come out with the initiative to provide the civil servants
a balance between working hours and family time which was announced in a circular issued by
PSD director-general Datuk Seri Borhan Dolah (The Star, 3 July 2019). The flexible working
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hour system’s pilot project was started beginning 1st March 2019 and fully enforced nationwide
beginning 1st August 2019. It is aimed at standardizing the present four types of staggered
working hours, which was previously introduced in 1998. It is explained in the newspaper that
the project will implement flexible working hours, during which the employee can arrive and
return within a period of time, provided the period of one working day is fulfilled.
The circular states that civil servants can choose to start work between 7.30 am to 9.00 am and
leave the office between 4.30 pm to 6.00 pm on working days (Monday-Friday), as long as they
have completed a total of nine hours of work per day (PP Bil. 05 2019) . From the circular, it is
understandable that schools, educational institutions and health facilities are not able to enjoy the
flexible working hours. It is only for those working in offices at ministries and federal
departments.
With the implementation of this flexible working hours, office hours will begin from 7.30 am to
6.00 pm except on Thursday in the states of Kedah, Kelantan, Terengganu and Johor will begin
from 7.30 am to 4.30 pm as follows:
Table 1: WBF di Perlis, Pulau Pinang, Perak, Selangor, Negeri Sembilan, Melaka, Pahang dan Wilayah
Persekutuan (Kuala Lumpur dan Putrajaya); Sabah dan Wilayah Persekutuan Labuan serta Sarawak
States Day Time in Time Working

(am) out (pm) hours
Perlis, Pulau Pinang, Perak, Selangor, Negeri Monday to 7.30- 4.30-6.00 9 hours
Sembilan, Melaka, Pahang, Sabah, Sarawak Friday 9.00
dan Wilayah Persekutuan (Kuala Lumpur,
Putrajaya dan Labuan)
Sunday to 7.30- 4.30- 9 hours

Kedah, Kelantan, Terengganu dan Johor Wednesday 9.00 6.00
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Thursday 7.30- 3.00- 7½

9.00 4.30 hours
The circular expert explains that for departments with service counters, the heads of departments
should ensure that the operations at the service counters are not affected when the flexible
working hours are in force. The department heads have the prerogative to order any of his staff to
come to the office at the required hours. It is learned that all civil servants at all federal ministries
and departments in Kuala Lumpur, Putrajaya, Perlis, Perak, Selangor, Johor, Terengganu, Sabah
and Sarawak are eligible for the flexible working hours. It is also understood that civil servants
working in four states of Kedah, Kelantan Johor and Terengganu will have different working
days (Sunday-Wednesday) where they can choose to start work between 7:30 am and 9:00 am
and leave the office between 4:30 pm and 6:00 pm. As for Thursday, they are allowed to leave
between 3 pm and 4.30 pm, as long as they complete a total of seven and a half hours.
In response to this movement, Women’s Aid Organisation (WAO) Advocacy and

Communications Officer Tan Heang-Lee praised the federal government for introducing the
flexible working hours, saying,“ the introduction of flexible working hours for federal
government employees is a positive step, which would help employees, both men and women, to
better balance the demands of work and caregiving responsibilities.” She hoped that such
initiatives will also be introduced in private sectors for its employees as well, adding that the
Human Resources Ministry also proposed making changes to the Employment Act, which
includes the provision for flexible work arrangements.
Universiti Tenaga Nasional (Uniten) is a private university with a Government Link University
(GLU) status; wholly owned by Tenaga Nasional Berhad (TNB). Uniten has a mission to become
a leading global energy university that shapes a sustainable future. In spite of that, Uniten strives
towards human capital development specifically in the areas of engineering and management and
its social obligation towards nation building (Uniten website, 2019). Besides, Uniten also steers
towards world-class excellence through high-quality and innovative programmes and services in
accordance with Shariah principles (Uniten Website, 3 May 2019).
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Uniten has implemented the staggered working hours since 1 July 2012. The workers are given
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options to choose whether to start work at 8.00 am or 8.30 am and leave the office at 5.15 pm or
5.45 pm. However, for academic staff it is stated that at the discretion of the company, the
schedule may differ from the schedule of normal working hours provided that the total average
working hours shall not be less than forty hours per week (Terms & conditions of service for
academic staff, revised version 1 January 2014). It is stated in the circular that the objective of
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staggered working hours is implemented to enable workers to manage their time efficiently and
work productively (Pekeliling Pengurusan Sumber Manusia Bil 17 Tahun 2019).
The data from human resource department, Uniten as at May 2019 shows that the total number of
workers at Uniten are 1,042 persons. However, the women workers percentage is higher than
men which is 53.26 percent. From the total number of workers, 507 workers are academicians,
176 are executives and 359 persons are non-executives. Since 1 September 2019, the new
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working hours policy has been introduced for all Uniten executive and academic staffs replacing
the staggered working hours. The implementation of flexible working hours at Uniten is based on
these principles:
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i) Staff can start work at any time between 8.00 am to 8.30 am.
ii) Late at work if punch in after 8.30 am.
iii) Have to fulfil the working hours of the day.
iv) The previous lunch hour policy is remained.
v) Based on situation and needs, Head of Department should request the
academic or executive staff to come to the office at 8.00 am in certain
circumstances.
vi) Staggered Working Hours for academic and executive staffs is cancelled
with the implementation of felixble working hours.
The new schedule for flexible working hours at Uniten is :-

Day Clock In Clock Out
Monday – Thursday 8.00 am 5.15 pm
8.10 am 5.25 pm
Friday 8.00 am 5.00 pm
8.10 am 5.10 pm
Halfday (pm) 8.00 am 12.15 am

Monday – Thursday
8.10 am 12.25 am
Halfday (am) 12.15 am 5.15 pm

Monday – Thursday
No flexible hours during lunch
Halfday (pm) 8.00 am 12.15 am

Friday
8.10 am 12.25 am
Through a survey done in 2019 among Muslim women at Uniten on the awareness of their rights
as career women, it is found that the percentage of Muslim women worker who work to help
husband is 30.5 percent and work as breadwinner in the family is 32.9 percent and 52.4 percent
works for her own interest. It shows that more than 62 percent of Muslim women worker work
because of their accountability to the family. They have to work in order to help and support the
family. Since then, they are in need of the effective flexible working hour policy to balance their
life between family and work.
Sustainable development goal for women is inline with the rights of women in Islamic
perspective. The differences between women and men are obvious in terms of biology through
sex and reproductive functions (Awang, N. 2018:124). It is discovered that the process and
elements in the creation of women and men is almost the same, except the complex appearance of
chromosomes in the human body which determines their sexes and biological functions. This
difference becomes the fundamental proof that women and men have different roles to play and
their differences complete the preferences for human existence and needs.
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Although women play a major role in a family through their biological function for pregnancy,
birth and nursing, Islam does not deny women's rights in society. Although there is no specific
reference to women's right to work, what happened in the time of the Prophet and not prohibited
by the Prophet is permissible in Islam. It is reported that women during the Prophetic period took
part in the educational system, battle, medical treatment and economic interests society (Wan
Teh, W.Z., 2017: 19). Sayyidatina Khadijah RA, the wife of the Prophet was a successful
entrepreneur who managed an international trading empire until she died. Sayyidatina Fatimah
RA, the Prophet’s daughter also work on moving a grinder and carrying a container of water,
resulting in visible effects on his hands and neck. Prof. Dr. Ahmad Syalaby explains that women
in the Arabic literature were working in cotton and weaving; because it can bring a wealth of
resources to the family. 'Abd aL-Rabb, who wrote about women's work, concludes six areas that
women in the time of the Prophet were involved in. These areas include preaching, science,
household affairs, jihad and war, handicraft and community affairs. However, Muslim women are
reminded to always keeping the manners as Muslim women out of the house whether it be in
appearance (Surah an-Nur:31), style, speech (al-Ahzab:32), and movement.
Dr. Yusuf al-Qaradhawi in his book (Fatawa Mu'asirah (Ter.), 2 / 202-205) mentions that the first
and greatest career of women is unquestionable and unmatched by any competitor is to educate
the whole generation. This task is provided by Allah SWT for women physically and mentally.
Women need not be distracted from this grand message by materialistic or moral issues in any
way. This is because, no one can take the place of women in this great task. In this task is also the
future of the Muslims. It is through this work that the greatest wealth, the wealth of mankind, is
formed.
Results And Discussions

The good working policy means the system has to provide sustainable economic, social and
environmental development for empowerment (Wart, L. & Koparanova, M., 2012: 6). The
implementation of flexible working hours might be different with certain sectors, services and
country. For example, the choices given by government sectors is not similar with Uniten. Based
on Uniten flexible working hours policy, the allocation of time for clock in is from 8 to 8.30 a.m
only. However, the government sector extend to 9 a.m and started at early at 7.30 a.m. Flexible
working hours policy implemented by the government gives more optional times to be choose
every day with four options of time to start work except the time which has been directed by head
of department for some programmes, events, meetings or others. However, Uniten as a private
education institution, the flexible working hours is limited from 8 to 8.30 a.m only due to lack of
staffs and most of them are resided at quarters inside the campus.
Flexible working hours is not a new mechanism for developed countries. According to Abid, S.
& Barech, D.K (2017), the concept was first introduced in 1967 as a means to reduce lines for
clocking on and off. Apart from this, it can also reduce traffic congestion when employees are
required to start and finish at the same hours. In Germany, apart from addressing labour
shortages, the implementation of flexible working hours enabled women to return to work and
also care for families. In U.S, HP was the first company who implement the flexible working
hours in 1973. It allowed the employees to come early or late at work and worked a standard
number of hours every day. In UK, it was prevalent in insurance, local government, public
service and white-collar groups in industry. In Netherlands, most of the organizations have
widened their use of flexi time, and there has been growth in its use in Austria, Belgium and
Germany (Abid, S. & Barech, D.K, 2017).
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In this modern world, flexible working hours is one of the efforts needed for a balanced life.
Through flexible working hours and or work flexibility, women will enjoy work-life balance and
the degree of individual satisfaction to manage different roles and activities in life. The employer
at the same time will get the benefit from the implementation of flexible working hours whenever
it increases productivity with lower absenteeism, less of power energy used at the office and
solving the family problems. Moreover, technological advancement has reach beyond expectation
and transcends the boundary of place and time. Therefore, productivity and commitment of works
cannot only be measured by the number of hours the employees spend behind their office desks
anymore; as technology has changed the nature of work to be more smart and not limited to
specific time or place. It is because most of the company has their own Key Performance Index
(KPI) which could be measured individually and collectively.
Work flexibility is more than flexible working hours. It implies not only variation in time and
place of the job, but also sharing of the job, career breaks (maternity/paternity leaves), part-time
and term-time working (Shagvaliyeva, S. & Yazdanifard, R., 2014). In addition, flexible work
arrangement can be divided into three broad categories (flexibility in scheduling),
telehomeworking (flexibility in location), and part-time (flexibility in length of the work). It is
noted that work flexibility offers convenience in planning, not reducing the working time. Thus,
flexibility in work might be summarized as the ability of employee to control his/her working
time duration as well as location of work (remotely from office), this ability in scheduling work
supposed to be offered by employer (Shagvaliyeva, S. & Yazdanifard, R. 2014).
Conclusions
Sustainable development cannot be achieved without equitable distribution of today’s and
tomorrow’s resources. It refers to the obligation to ensure that future generations will have the
resources to meet their own needs. SDG is not only about the natural environmental protection
but refers to the responsibility of creating and nurturing the children and society in terms of
culture and civilization. To empower women means to empower the rights and duties of women
within their private and public spheres.
Since women are now actively involved in working sectors, the policy and training provided at
the workplace should consider women needs, abilities and disabilities, preferences, rights and
duties. Flexible working hours and work flexibility will create better working environment and
dynamic society with higher productivity and efficiency for women.
The action taken by the government and Uniten to implement flexible working hours policy is the
right decision and should be followed by other sectors. The variety of options of time through
flexible working hours implemented by the government is more practical for women and men.
The policy is not disadvantageous the employer since it is manageable by the manager. However,
there must be a continuous monitoring and sufficient control from the human resource managers
to ensure its successful implementation and to avoid the abuse of its implementation.
Acknowledgement
The authors gratefully acknowledge the contributions of all writers of the books, journals and
articles) and Norashikin Kamarulzaman (from Human Resource Department of Uniten) for the
data and information on staff.
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ANALISIS FAKTOR PENYEBAB STRES DALAM KALANGAN

PELAJAR DIPLOMA GEOMATIK POLITEKNIK TUANKU
SULTANAH BAHIYAH
I’zzatul Fadzilah Bt Adam1, Nurul Azuwa Bt Md Muhayadin2, Norhayati Bt Yusof 3
1,2,3
Jabatan Kejuruteraan Awam, Politeknik Tuanku Sultanah Bahiyah, Kulim Kedah, Malaysia
Email: 1izzatul@ptsb.edu.my
2
azuwa@ptsb.edu.my
3
norhayatiyusof@ptsb.edu.my
_________________________________________________________________________________________
Abstrak: Stres merupakan satu keadaan resah yang dialami oleh seseorang akibat tekanan fizikal
atau mental. Sesiapa sahaja boleh terdedah kepada keadaan ini selagi mana masalahnya tidak
dapat diselesaikan dalam tempoh masa tertentu. Kebiasaannya, punca utama stres seringkali
dikaitkan dengan masalah dalam kehidupan seperti masalah peribadi, masalah persekitaran dan
lain-lain. Kesan stres boleh menjejaskan kualiti kehidupan seseorang dan orang sekelilingnya.
Namun begitu, setiap individu mempunyai kaedah tersendiri dalam menangani konflik stres yang
dialaminya. Fokus kajian ini adalah analisis punca-punca dan tahap stres serta kaedah yang sering
dilakukan oleh pelajar. Sampel kajian merupakan pelajar semester akhir Diploma Geomatik di
Jabatan Kejuruteraan Awam Politeknik Tuanku Sultanah Bahiyah. Sebanyak 70 sampel kajian
telah diperolehi dalam kajian ini yang terdiri daripada pelajar lelaki dan perempuan. Analisis
statistik deskriptif telah menunjukkan bahawa faktor akademik merupakan punca stres bagi
pelajar lelaki dan perempuan dengan nilai min masing-masing 3.212 dan 3.363 berbanding faktor
peribadi (nilai min 2.879 dan 2.970, masing-masing). Hasil ujian-t mendapati tiada perbezaan
yang signifikan antara tahap stres pelajar lelaki dan perempuan. Berdasarkan hasil kajian, tahap
stres dalam kalangan responden adalah sederhana. Dapatan ini menggambarkan bahawa pelajar
berupaya mengawal konflik stres mereka. Namun begitu, perhatian daripada pihak jabatan dan
unit kaunseling adalah diperlukan terutama dalam perkara-perkara yang berkaitan dengan punca
masalah akademik. Punca-punca tersebut perlu diperincikan dan diperhalusi untuk mencapai
matlamat dalam menghasilkan pelajar TVET yang berketrampilan dalam pelbagai aspek
termasuk mental dan emosi.
Kata Kunci: Stres; Geomatik; TVET

_________________________________________________________________________
1. Pengenalan
Stres merupakan salah satu jenis gangguan emosi yang berlaku terhadap manusia. Menurut
definisi yang dinyatakan dalam Kamus Dewan Edisi Keempat, stres didefinisikan sebagai
keadaan resah, cemas dan tegang disebabkan oleh tekanan mental atau fizikal. Stres bukan sahaja
menyerang dari segi emosi malahan dalam bentuk fizikal. Stress banyak dikaitkan dalam
kalangan pelajar. Dalam kajian ini, konflik stres dalam kalangan pelajar politeknik diambil
perhatian untuk dikenalpasti puncanya dan cara penyelesaian untuk menangani masalah stress
tersebut.
Syarat kemasukan pelajar politeknik merujuk buku Panduan Kemasukan Pelajar Politeknik
adalah lepasan Sijil Pelajaran Malaysia (SPM) ataupun Sijil Pelajaran Malaysia Vokasional
(SPMV), puratanya pelajar politeknik merupakan belia remaja yang berusia antara 18 tahun
hingga 25 tahun. Dalam usia tersebut, pelajar politeknik merupakan lepasan sekolah yang mana
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akan mengalami budaya pembelajaran yang berbeza sebelum ini. Pembelajaran di peringkat
sekolah adalah berfokus sepenuhnya kepada guru (Ismail, 2016). Sebaliknya di institusi
pengajian tinggi seperti di politeknik corak pembelajaran adalah lebih bersifat berdikari dan
kurang kebergantungan kepada pensyarah. Sesetengah pelajar dapat mengadaptasi suasana yang
berbeza ini dengan mudah, namun terdapat juga sesetengah pelajar sukar dan mengambil masa
yang panjang untuk menyesuaikan diri hingga boleh terjadinya konflik stres pada diri mereka.
2. Kajian Literatur
Menurut kenyataan akhbar yang dikeluarkan oleh Kementerian Kesihatan Malaysia (KKM),
Subramaniam (2016), stres boleh menyerang dari segi fizikal dan juga mental. Apabila tubuh
badan menerima sesuatu tekanan, badan manusia akan mengeluarkan satu hormon ransangan
yang dikenali sebagai ‘adrenaline’ ke dalam saluran darah. Hormon ini akan bertindakbalas
dengan hormon-hormon yang lain di dalam badan yang menyebabkan berlakunya perubahan
dalam tubuh. Perubahan-perubahan yang berlaku ini adalah bertujuan untuk melindungi tubuh.
Antara perubahan yang berlaku ialah denyutan jantung yang bertambah laju, tekanan darah yang
meningkat, gula, lemak dan kolestrol dalam darah bertambah, pernafasan seseorang menjadi lebih
laju dan sebagainya. Perubahan-perubahan yang berlaku ini menyebabkan berlakunya kekangan
dalam melaksanakan aktiviti seharian. Tambahan pula, sekiranya stres ini dialami oleh golongan
pelajar, pelbagai aktiviti seperti perkuliahan, ko-kurikulum, sukan dan lain-lain lagi akan
terganggu.
Tiga faktor utama berlakunya stres dalam kalangan pelajar menurut Saad et.al (2018), iaitu
akademik, pengurusan masa, dan hubungan sosial. Ketiga-tiga faktor ini didapati mendapat
peratusan yang tertinggi dalam kajian yang dibuat keatas 260 orang pelajar tahun pertama yang
dipilih secara rawak daripada enam fakulti di UTHM. Daripada ketiga-tiga faktor tersebut
didapati pengurusan masa merupakan faktor utama para pelajar mengalami stres. Sebagai seorang
pelajar, mereka perlulah pandai dalam menyusun jadual seharian supaya tugasan akademik, ko-
kurikulum, dan sosial dapat bergerak seiring. Namun demikian, terdapat pelajar yang tidak dapat
menguruskan masa dengan baik, hal ini menyebabkan berlakunya stres terhadap pelajar tesebut.
Seterusnya adalah faktor akademik, beban tugasan yang banyak dikatakan menjadi punca pelajar
mengalami stress. Secara purata, pelajar mengambil enam (6) kursus dalam satu semester, dan
setiap kursus mempunya sekurang-kurangnya tiga (3) jenis tugasan dalam bentuk ujian, kuiz, dan
sebagainya. Hal ini tentunya menjadikan bebanan kepada pelajar yang tidak mampu
melaksanakannya dengan baik. Seterusnya pancapaian yang tidak memuaskan dan terpaksa
bersaing dengan rakan-rakan untuk mendapatkan keputusan yang lebih baik merupakan faktor
dari segi akademik yang menyebabkan berlakunya stress dalam kalangan pelajar.
Nurul Farraheda Abdul Rahman et al (2016), dalam kajiannya terhadap 95 orang pelajar lelaki
dan 99 orang pelajar perempuan tahun akhir Kursus Diploma Kejuruteraan awam di UiTM
Cawangan Pahang mendapati faktor utama berlakunya stress dalam kalangan pelajar adalah
faktor akademik. Faktor akademik ini merangkumi keseluruhan cara penyampaian, pelaksanaan
serta kaedah pengajaran dan pembelajaran. Antaranya adalah masa penghantaran sesuatu tugasan,
masa untuk menyiapkan laporan makmal, bentuk soalan ujian yang berbentuk aplikasi dan
bilangan topik yang banyak menyebabkan pelajar mengalami stres.
Dalam kajian Mahfar et al (2007) terhadap 30 orang pelajar yang dipilih untuk menyertai
Bengkel Pembelajaran Efektif (BPE), Fakulti Pengurusan dan Pembangunan Sumber Manusia
(FPPSM), faktor berlakunya stres dalam kalangan pelajar adalah faktor kerjaya, diikuti faktor
akademik dan seterusnya faktor persekitaran. Corak pembelajaran di IPT yang mana persaingan
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sengit dalam memperolehi markah yang tertinggi ataupun keputusan terbaik telah memberikan
tekanan yang tinggi kepada pelajar, selain daripada faktor persekitaran, persaingan kerjaya,
hubungan interpersonal dan cara pelajar itu berfikir juga dikatakan boleh menyebabkan stres
kepada pelajar. Oleh itu, sebagai seorang pelajar, stres masih tidak boleh dielakkan dalam
kehidupan mereka.
Berdasarkan kajian lepas, didapati faktor utama yang menyumbang keadaan stress dalam
kalangan pelajar adalah faktor akademik, seterusnya faktor pengurusan masa dan hubungan
sosial. Stres dalam kalangan pelajar ini, sekiranya diterima dari segi positif, akan membawa
banyak kebaikan, contohnya, pelajar akan berusaha bersungguh-sungguh untuk mendapatkan
keputusan yang cemerlang dan boleh membina kerjaya impian. Tetapi sekiranya diterima secara
negatif, pelajar akan mendapat tekanan yang boleh menyebabkan gangguan jiwa seperti tekanan
mental, kemurungan dan sebagainya. Penerimaan yang negatif ini perlu diambil perhatian supaya
keadaan tidak menjadi mudarat kepada pelajar tersebut.
Sehubungan itu, kesemua kajian lepas yang telah dirujuk menyatakan bahawa secara
keseluruhan, stres yang dialami oleh pelajar universiti adalah pada tahap sederhana. Oleh hal
demikian, perhatian tetap perlu diberikan oleh pihak tertentu untuk membantu pelajar menangani
masalah tersebut. Justeru, kajian ini dilaksanakan untuk mengenalpasti punca dan tahap stres
pelajar Diploma Geomatik (DGU) Politeknik Tuanku Sultanah Bahiyah.
3. Objektif Kajian
Objektif kajian ini dilaksanakan adalah untuk :
i. Mengenalpasti punca utama berlakunya stres dalam kalangan pelajar politeknik
ii. Menganalisa tahap stress dalam kalangan pelajar semester akhir Diploma Geomatik.
iii. Mengenalpasti kaedah yang dilakukan bagi menangani gejala stres tersebut.
4. Skop Kajian
Kajian ini dilaksanakan bagi mengkaji punca-punca dan tahap stress dalam kalangan pelajar
lelaki dan perempuan, semester akhir Diploma Geomatik (DGU) di Jabatan Kejuruteraan Awam,
Politeknik Tuanku Sultanah Bahiyah sahaja.
5. Metodologi Kajian
Populasi dan sampel populasi dalam kajian ini terdiri daripada pelajar semester 5 Diploma
Geomatik, Jabatan Kejuruteraan Awam, Politeknik Tuanku Sultanah Bahiyah Kulim, Kedah.
Faktor pemilihan populasi ini adalah berdasarkan pengalaman mereka yang telah mengambil
jumlah jam kredit yang tinggi berbanding program diploma yang lain iaitu sebanyak 96 jam yang
bermula dari semester 1. Selain melalui pengalaman kesukaran aras subjek yang semakin tinggi
dari semester ke semester, mereka juga diuji kemahiran secara ‘hands-on’ dalam latihan padang
bagi beberapa subjek teras. Sebanyak 78 borang soal selidik yang mewakili jumlah keseluruhan
populasi telah diedarkan. Pengkaji menggunakan teknik persampelan mudah dengan memilih
kesemua 70 borang yang telah dipulangkan beserta jawapan lengkap untuk dianalisa. Pemilihan
sampel ini melibatkan seramai 33 orang pelajar lelaki dan 37 orang pelajar perempuan. Bilangan
sampel ini bersesuaian untuk mewakili populasi yang dikaji.
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5.1 Instrumen Kajian

Kajian dijalankan dengan menggunakan instrumen borang soal selidik tertutup untuk
mendapatkan data. Soal selidik dibina berdasarkan objektif kajian dengan merujuk kepada pelajar
Diploma Geomatik, Politeknik Tuanku Sultanah Bahiyah. Set soal selidik ini mengemukakan
soalan yang ringkas dan mudah difahami yang merangkumi empat bahagian soalan iaitu
Bahagian A merupakan maklumat demografi responden seperti jantina, jumlah jam kredit yang
diambil serta pencapaian akademik. Bahagian B dan C, masing-masing 10 soalan berkaitan punca
stres dari aspek akademik dan peribadi. Manakala Bahagian D pula mengandungi 10 soalan
berkaitan cara menangani stres. Skala Likert 1 hingga 5 digunakan pada soalan Bahagian B, C
dan D di mana responden dikehendaki menandakan jawapan mereka tentang sesuatu kenyataan.
Jadual 1 menunjukkan perincian skala likert yang digunakan di dalam borang soal selidik.
Jadual 1 : Skala Likert yang digunakan di dalam borang soal selidik
Kenyataan Peringkat Skala Likert

Stres Rendah Sangat Tidak Setuju (STS) 1
Tidak Setuju (TS) 2
Stres Sederhana Tidak Pasti (TP) 3
Setuju (S) 4
Stres Tinggi Sangat Setuju (S) 5
Sumber : Diadaptasi daripada Nurul Farraheda Abdul Rahman et al (2018)
6.Keputusan dan Perbincangan

6.1 Analisa Data
Data yang telah dikumpulkan daripada soal selidik dianalisa menggunakan perisian statistik
tambahan Analysis ToolPak Microsoft Excel 2013. Analisa secara deskriptif seperti skor min,
sisihan piawai, analisa inferensi ujian-t telah digunakan dalam kajian ini.
6.2 Latar Belakang Responden

Jadual 2 menunjukkan bilangan responden lelaki seramai 33 orang manakala responden
perempuan seramai 37 orang. Frekuensi tertinggi responden lelaki dan perempuan berdasarkan
purata nilai gred kumulatif (PNGK) adalah pada julat 2.51 -3.00 iaitu masing-masing seramai 19
dan 24 orang orang manakala bagi responden perempuan adalah pada julat sama seperti yang
ditunjukkan dalam Jadual 3. Rajah 6a dan 6b masing-masing memberikan pecahan taburan jam
kredit oleh pelajar lekaki dan perempuan. Peratusan tertinggi taburan jam kredit yang diambil
oleh responden lelaki dan perempuan adalah pada kadar 18-20 jam iaitu sebanyak 64.29 %.
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Jadual 2 : Bilangan responden

Bilangan Peratus
Lelaki 33 49
Jantina
Perempuan 37 51
Jadual 3 : Pecahan PNGK responden

Sisihan
Frekuensi Peratus Purata
Piawai
L P L P L P L P
< 2.00 1 0 1.43 0 6.6 7.4 7.266 9.710
PNGK 2.01 - 2.50 7 5 10.0 7.14
2.51 - 3.00 19 24 27.14 34.29
3.01 – 3.50 3 7 4.29 10.00
> 3.50 3 1 4.29 1.43
Rajah 6a : Taburan jam kredit yang Rajah 6b : Taburan jam kredit yang diambil
diambil oleh responden lelaki oleh responden perempuan
6.3 Punca dan Tahap Stres

Analisa deskriptif menentukan skor min dalam melihat punca stress dan cara menangani stres di
kalangan pelajar lelaki dan perempuan. Terdapat dua faktor stres yang dialami oleh pelajar iaitu
faktor akademik dan faktor peribadi. Jadual 5 menunjukkan Ukuran Tahap Stres yang
dimplementasikan dalam kajian ini.
Jadual 5 : Ukuran Tahap Stres

Skor Min Tahap Stres
1.00 – 2.39 Stres Rendah
2.40 – 3.79 Stres Sederhana
3.80 – 5.00 Stres Tinggi
Sumber : Diadaptasi daripada Nurul Farraheda Abdul Rahman et al (2018)
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6.3.1 Faktor Akademik

Jadual 6 di bawah menunjukkan skor min keseluruhan bagi pelajar lelaki dan perempuan bagi
faktor akademik berada pada tahap yang sederhana iaitu 3.212 dan 3.363.
Jadual 6 : Skor min responden bagi faktor akademik

Lelaki Perempuan
Item Kenyataan
Min Tahap Stres Min Tahap Stres
1. Jumlah jam kredit yang banyak 1.727 Rendah 1.865 Rendah
(lebih daripada 18 jam kredit)
2. Masa untuk menyiapkan laporan 2.606 Sederhana 3.243 Sederhana
amali terhad.
3. Soalan ujian/kuiz yang berbentuk 3.242 Sederhana 3.594 Sederhana
aplikasi (C3) memerlukan
kemahiran berfikir aras tinggi.
4. Masa tidak mencukupi untuk 3.212 Sederhana 3.486 Sederhana
membuat ulangkaji untuk setiap
bab/topik.
5. Kaedah pengajaran yang 2.818 Sederhana 3.027 Sederhana
disampaikan oleh pensyarah
sukar difahami.
6. Menyiapkan tugasan dan 3.667 Sederhana 3.757 Sederhana
mengulangkaji pada saat akhir.
7. Jadual peperiksaan akhir yang 3.818 Tinggi 4.162 Tinggi
terlalu padat.
8. Pensyarah tidak memberi 2.667 Sederhana 2.834 Sederhana
maklumbalas hasil penilaian
kuiz/ujian dan tugasan.
9. Kesukaran untuk mendapat bahan 3.152 Sederhana 2.946 Sederhana
rujukan di perpustakaan.
10. Masalah capaian internet 3.727 Sederhana 3.216 Sederhana
menyukarkan untuk membuat
tugasan.
Skor Min Keseluruhan 3.212 Sederhana 3.363 Sederhana
Berdasarkan 10 persoalan punca stres dari aspek akademik yang dikemukakan, pelajar lelaki
dan perempuan bersetuju bahawa mereka seringkali menyiapkan tugasan dan mengulangkaji pada
saat akhir. Keadaan ini berlaku adalah disebabkan sikap pelajar yang tidak mahir dalam
pengurusan masa. Selain itu, faktor jadual peperiksaan akhir setiap semester yang padat mencatat
skor min paling tinggi bagi pelajar lelaki dan perempuan iaitu 3.818 dan 4.162. Punca stres paling
rendah bagi pelajar lelaki dan perempuan adalah disebabkan jumlah jam kredit tidak melebihi
dari 18 jam iaitu skor min sebanyak 1.727 dan 1.865.
6.3.2 Faktor Peribadi

Hasil dapatan kajian berdasarkan 10 soalan punca stres dalam aspek peribadi mendapati, tahap
stres pelajar DGU adalah sederhana. Skor min keseluruhan bagi pelajar lelaki ialah 2.879
manakala 2.970 bagi pelajar perempuan dalam aspek peribadi seperti dalam Jadual 7.
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Jadual 7 : Skor min responden bagi faktor peribadi

Lelaki Perempuan
Item Kenyataan Min Tahap Stres Min Tahap Stres
1. Berjauhan dengan keluarga. 3.351 Sederhana 2.454 Sederhana
2. Konflik dengan rakan/ rakan sekelas/ 2.757 Sederhana 2.424 Sederhana
rakan
serumah/ rakan sebilik.
3. Keadaan rumah sewa / asrama yang 2.729 Sederhana 2.364 Rendah
tidak selesa dan jauh.
4. Kekurangan duit belanja bulanan. 4.027 Tinggi 3.849 Tinggi
5. Tidak mempunyai komputer / 3.540 Sederhana 3.697 Sederhana
komputer riba menyukarkan
membuat tugasan.
6. Bebanan aktiviti luar kelas seperti 3.162 Sederhana 3.515 Sederhana
persatuan / mewakili politeknik
dalam sukan.
7. Penyakit yang dihadapi 2.568 Sederhana 2.242 Rendah
8. Konflik dalaman keluarga. 3.135 Sederhana 2.848 Sederhana
9. Tidak mempunyai kenderaan sendiri 2.541 Sederhana 2.576 Sederhana
untuk ke kuliah.
10. Konflik dengan pensyarah. 2.270 Rendah 2.394 Rendah
Skor Min Keseluruhan 2.970 Sederhana 2.880 Sederhana
Hasil dapatan ini menunjukkan aspek peribadi bukanlah punca terbesar stres di kalangan pelajar
DGU. Walaubagaimanapun, punca utama stres tinggi bagi pelajar lelaki dan perempuan dari
faktor peribadi adalah berpunca daripada kekurangan duit belanja bulanan dengan skor min
3.848 dan 4.030. Dapatan ini dapat dikaitkan dengan sikap pengurusan kewangan oleh responden
itu sendiri yang kurang mengambil langkah berjimat cermat. Hal ini juga berkaitan dengan
sumber kewangan keluarga yang mempunyai pendapatan yang rendah dan mempunyai
tanggungan yang ramai. Dapatan ini juga menyokong kepada punca tidak mempunyai komputer
atau komputer riba yang menyukarkan responden untuk membuat tugasan dengan nilai skor min
bagi responden lelaki dan perempuan iaitu 3.540 dan 3.697. Pengkaji mengandaikan masalah ini
mempunyai hubungan dengan faktor sumber kewangan yang menyebabkan responden tidak
mampu untuk memiliki komputer atas milik sendiri. Selain itu, faktor hubungan antara responden
dan pensyarah masing-masing menunjukkan skor min yang rendah sebagai punca stres bagi
responden lelaki dan perempuan iaitu 2.393 dan 2.270. Ini menunjukkan proses pengajaran dan
pembelajaran berjalan baik di dalam dan luar kelas tanpa konflik yang serius antara pelajar dan
pensyarah.
6.4 Kaedah Menangani Stres

Setiap individu mempunyai cara tersendiri dalam menangani stres yang dihadapi. Dalam kajian
ini sebanyak 10 kaedah untuk mengatasi stres telah digunakan dalam mengenalpasti cara yang
dilakukan oleh responden lelaki dan perempuan.
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Jadual 8 : Skor min responden dalam kaedah menangani stres

Lelaki Perempuan
Item Kenyataan Min Taksiran Min Taksiran
1. Tidur 4.030 Tinggi 4.216 Tinggi
2. Makan dengan banyak 3.485 Sederhana 3.703 Sederhana
3. Mendekatkan diri dengan Tuhan 4.424 Tinggi 4.459 Tinggi
4. Aktiviti membeli belah 3.182 Sederhana 3.513 Sederhana
5. Melepaskan perasaan seperti 2.788 Sederhana 3.621 Sederhana
menjerit, menangis atau menyanyi
6. Aktiviti beriadah 3.879 Tinggi 4.00 Tinggi
7. Berfikiran positif 4.151 Tinggi 4.027 Tinggi
8. Berkongsi masalah dengan rakan 3.424 Sederhana 4.324 Sederhana
sebaya.
9. Berkongsi masalah dengan 3.182 Sederhana 3.784 Sederhana
keluarga.
10. Mendapatkan nasihat daripada 2.940 Sederhana 3.594 Sederhana
penasihat akademik atau
pensyarah.
Berdasarkan hasil dapatan seperti yang ditunjukkan dalam Jadual 8, responden telah mengambil
langkah mendekatkan diri dengan Tuhan apabila mengalami masalah. Dengan nilai skor min
yang paling tinggi bagi reponden lelaki dan perempuan iaitu 4.459 dan 4.424. Dapatan ini
menunjukkan bahawa responden mempunyai nilai kerohanian yang baik dengan cara dengan cara
solat, berdoa, berzikir, dan membaca Al-Quran bagi menstabilkan emosi. Seterusnya, tidur
merupakan cara kedua yang dilakukan oleh reponden lelaki dan perempuan untuk menangani
stres dengan yang mempunyai nilai skor tinggi 4.030 dan 4.216. Dapatan ini menunjukkan
bahawa responden memerlukan ruang untuk berehat untuk melupakan seketika masalah yang
dihadapi. Kaedah menangani stres dengan cara sentiasa berfikiran positif mendapat nilai skor min
ketiga tertinggi oleh reponden lelaki dan perempuan iaitu 4.151 dan 4.027. Selain itu kaedah-
kaedah lain yang dilakukan oleh responden lelaki dan perempuan untuk menanagi stres ialah
dengan melakukan aktiviti beriadah dengan skor min (3.879 dan 4.00), membeli belah dengan
skor min ( 3.182 dan 3.513), berkongsi masalah bersama ahli keluarga dengan skor min ( 3.182
dan 3.784), berkongsi masalah dengan rakan sebaya dengan skor min ( 3.424 dan 4.324)
melepaskan perasaan secara lisan seperti menjerit, menyanyi dan menangis dengan skor min
(2.788 dan 3.621) dan mendapatkan nasihat dan pandangan pensyarah atau penasihat akademik
untuk menyelesaikan masalah dengan skor min ( 2.940 dan 3.594). Berdasarkan hasil dapatan,
didapati responden perempuan lebih bersifat terbuka dalam berkongsi masalah dengan orang lain
samada keluarga, rakan sebaya dan pensyarah berbanding dengan responden lelaki.
6.5 Adakah terdapat perbezaan yang signifikan tahap stres antara pelajar lelaki dan
perempuan?
Hipotesis:
Ho : μ1 = μ2
HA : μ1 ≠ μ2
Ho: Tidak terdapat perbezaan yang signifikan tahap stres antara pelajar lelaki dan perempuan.
HA : Terdapat perbezaan yang signifikan tahap stres antara pelajar lelaki dan perempuan.
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Jadual 9 : Hasil ujian –t
Jantina Bil Min Sisihan Nilai - T Nilai T

Piawai Kritikal
Lelaki 33 2.95 0.619 0.179 1.689
Perempuan 37 3.111 0.574
Analisa ujian-t menunjukkan tidak terdapat perbezaan yang signifikan terhadap tahap stres antara
pelajar lelaki dan perempuan. Dapatan ini dilihat melalui nilai t = 0.179 yang dihasilkan
lebih kecil berbanding nilai t Kritikal = 1.689. Dapatan ini tidak menolak Ho dan menunjukkan
tahap stres pelajar lelaki Diploma Geomatik (M=3.11, SP = 0.619) adalah sama dengan tahap
stres pelajar perempuan Diploma Geomatik (M2.95, SP 0.574).
7.Kesimpulan
Berdasarkan kajian yang telah dijalankan, hasil kajian mendapati bahawa faktor akademik
merupakan faktor utama yang menyumbang kepada stress dalam kalangan pelajar lelaki dan
perempuan semester akhir Diploma Geomatik Politeknik Tuanku Sultanah Bahiyah dan diikuti
oleh faktor peribadi. Punca-punca utama berlakunya stress adalah disebabkan oleh faktor
akademik telah dikenalpasti dalam kajian ini termasuk kaedah-kaedah menanganinya. Hasil
kajian telah menunjukkan tahap stres keseluruhan bagi pelajar lelaki dan perempuan adalah pada
tahap sederhana dan tiada perbezaan yang signifikan terhadap stres pelajar lelaki dan perempuan.
Kajian ini juga telah mengenalpasti bahawa pelajar lelaki dan perempuan masih mampu
mengawal konflik stres yang dialami. Namun begitu, perhatian daripada jabatan akademik adalah
penting terutama yang melibatkan faktor akademik sebagai penyumbang stres kepada pelajar.
Selain itu, Unit Pengurusan Psikologi dan Kerjaya juga boleh menyediakan modul yang
bersesuaian dalam program-program yang diadakan terutama berkenaan dengan kemahiran
pengurusan kewangan dan masa.
8.Cadangan
Antara cadangan yang boleh diambilkira oleh pihak jabatan akademik ialah menggalakkan
pensyarah kursus memantau kemajuan pelajar dalam menyiapkan suatu tugasan supaya mereka
dapat menghantarnya mengikut tempoh masa yang telah ditetapkan. Selain itu, jadual
peperiksaan akhir yang tidak terlalu padat membolehkan pelajar membuat ulangkaji dengan lebih
baik untuk semua kursus yang diambil. Peranan penasihat akademik sebagai mentor juga penting
bagi mengurangkan stres yang dihadapi oleh seseorang pelajar. Penasihat akademik boleh
menjadikan sesi pertemuan mingguan untuk membincangkan masalah-masalah yang berbangkit
oleh pelajar dibawah seliaan. Sebagai cadangan pada kajian akan datang, pengkaji boleh
memperincikan faktor pengurusan masa dan pengurusan kewangan sebagai punca stres oleh
pelajar. Selain itu, pengkaji boleh mengaitkan hubungan stres dengan pencapaian akademik
pelajar.
9.Penghargaan
Ucapan ribuan terima kasih diucapkan kepada semua yang terlibat dalam kajian ini terutama
pelajar semester akhir sesi Jun 2019 Diploma Geomatik, Jabatan Kejuruteraan Awam Politeknik
Tuanku Sultanah Bahiyah yang terlibat secara langsung sebagai responden.
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Rujukan
Al., N. F. (2016). Kajian Stres dalam Kalangan Pelajar Diploma Kejuruteraan Awam (EC110)
UiTM Cawangan Pahang. Konferensi Akademik (KONAKA) UiTM Pahang 2016,
Volume: Chapter 56, pp.366-367. Dimuat turun daripada:
https://www.researchgate.net/publication/326989271_Kajian_Stres_dalam_Kalangan_
Pelajar_Diploma_Kejuruteraan_Awam_EC110_UiTM_Cawangan_Pahang
Ghazali, S. N. (2019, Januari). Faktor-Faktor Yang Mempengaruhi Stres Dalam Kalangan Pelajar
Kursus Secara Sambilan (Kss) Bidang Kejuruteraan. Universiti Teknologi Malaysia.
Dimuat turun daripada:
http://www.fp.utm.my/ePusatSumber/pdffail/ptkghdfwP2/p_2012_10489_bfd102979c
0b42048dbf22be6b8b456f.pdf
Ismail, N. (Nov. 2016). Attitude and Readiness econdary School Students on Higher Order
Thinking Skill in. Jurnal Pendidikan Bahasa Melayu – JPBM (Malay Language
Education Journal – MyLEJ), Vol. 6, Bil. 2.
Ismail, Z. (2015). FAKTOR GANGGUAN PSIKOLOGI DALAM KALANGAN MAHASISWA
UNIVERSITI. Al-Himah Journal Of Islamic Dakwah, Vol 7 No 2.
Kechik, A. A. (2011, September). Reformasi Dalam TVET : Perubahan Masa Hadapan .
Retrieved from http://eprints.utm.my/id/eprint/17082/1/JOE-1-2011-040.pdf
Kamus Dewan Edisi Keempat. Capaian pada Oktober, 2019 daripada laman sesawang Dewan
Bahasa dan Pustaka. Dimuat turun daripada: http://prpm.dbp.gov.my.6.
Mahfar, M. a. (2009). Analisis faktor penyebab stres di kalangan pelajar. Jurnal Kemanuasiaan,
pp. 62-72. Dimuat turun daripada: http://eprints.utm.my/id/eprint/8125/
Nor Akma Abd Shukor, N. A. (2019). Penilaian Hubungan Antara Elemen Kemurungan,
Kebimbangan dan Tekanan Terhadap Pencapaian Akademik Pelajar di Kolej Komuniti
Masjid Tanah. Politeknik & Kolej Komuniti Journal of Life Long Learning, Vol.3,
No.1, 2019eISSN 2600-7738
Panduan Kemasukan Pelajar Politeknik. (2019). Panduan Kemasukan Pelajar Politeknik. Carian
pada Oktober,2019 Dimuat turun daripada:
http://ambilan.mypolycc.edu.my/portalbpp2/index.asp
Subramaniam, D. S. (2016, September 28). Kenyataan Akhbar Menteri Kesihatan Malaysia.
Dimuat turun daripada:
file:///C:/Users/user/Downloads/KENYATAAN%20AKHBAR%20YBMK%20Kesihat
an%20Mental%2028%20September%202016.pdf
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ANALISIS KEMAHIRAN ADAPTIF DALAM KALANGAN

ANAK-ANAK KURANG UPAYA DALAM PROGRAM
REHABILITATIF PUSAT PEMULIHAN DALAM KOMUNITI
(PDK)
Rusimah Sayuti, Zakiyah Jamaluddin, Yusmarhaini Yusof, Norzalinda Mohd Ali Hanafiah
& Azlin Hilma Hillaluddin
Pusat Pengajian Psikologi Gunaan, Dasar Dan Kerja Sosial Universiti Utara Malaysia
*Corresponding Author: rusimah@uum.edu.my, zakiyah@uum.edu.my

______________________________________________________________________________
Abstrak: Pusat Pemulihan Dalam Komuniti (PDK) merupakan pilihan bagi ibu bapa yang
mempunyai anak-anak OKU yang tidak dapat menyertai pendidikan formal di sekolah akibat
ketidakupayaan yang lebih serius berbanding anak-anak OKU yang bersekolah di sekolah
pendidikan khas. Kekangan dalam kemahiran adaptif merupakan keterbatasan-keterbatasan
individu yang tidak efektif untuk menemukan piawai kematangan, belajar, berdikari dan/ atau
tanggungjawab yang diharapkan pada tahap seusianya serta kelompok budaya tertentu yang
ditentukan melalui penilaian yang seragam. Kertas kerja ini bertujuan untuk meneroka tahap
kemahiran adaptif dalam kalangan anak-anak kurang upaya di PDK. Selain daripada itu analisis
regresi dilakukan untuk menguji pengaruh umur terhadap kemahiran adaptif anak- anak kurang
upaya di PDK. Kajian dilakukan di empat buah PDK di negeri Kedah dan persampelan bertujuan
digunakan dalam menemubual ibu atau bapa atau penjaga anak-anak kurang upaya tersebut.
Borang soal selidik yang digunakan adalah berasaskan dan diubahsuai daripada Inventory for
Client and Agency Planning (ICAP) yang merangkumi kemahiran motor, kemahiran sosial dan
komunikasi, kemahiran kehidupan personal dan kemahiran kehidupan komuniti (Bruininks, Hill,
Weatherman & Woodcock, 1986). Tingkah laku Adaptif merangkumi empat bahagian iaitu:
1. Kemahiran Motor
2. Kemahiran Komunikasi dan Sosial
3. Kemahiran Kehidupan Personal dan
4. Kemahiran Kehidupan Komuniti
Dapatan kajian menunjukkan lebih daripada 30% mempunyai tahap kemahiran motor, kemahiran
komunikasi dan sosial dan kemahiran kehiduapan personal yang baik. Namun hanya 9.6% sahaja
yang mempunyai tahap kemahiran komuniti yang baik. Umur pelatih mempengaruhi kematangan
dari segi kemahiran motor, kemahiran komunikasi dan sosial, kemahiran kehidupan personal dan
kemahiran kehidupan komuniti (nilai β melebihi .39). Program yang disediakan di PDK telah
menyalurkan perkhidmatan yang efektif kepada tahap kemahiran adaptif iaitu kemahiran motor,
kemahiran sosial dan kemahiran komuniti yang dilihat memainkan peranan penting dalam
perkembangan kognitif dan sosialisasi kanak-kanak kurang upaya.
Kata kunci: pusat pemulihan dalam komuniti (PDK), anak-anak kurang upaya, kemahiran
adaptif, kemahiran motor, kemahiran komunikasi dan sosial, kemahiran kehidupan personal,
kemahiran komuniti
_________________________________________________________________________
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1.Pengenalan
Pertubuhan Kesihatan Sedunia atau World Health Organization (WHO) menganggarkan bahawa
15% penduduk dunia terdiri dari Orang Kurang Upaya (OKU) (WHO, 2011). Kerajaan Malaysia
pula menganggarkan bahawa terdapat kira-kira 1.3 juta OKU di negara ini (Ariffin, 2006).
Namun berdasarkan statistik pendaftaran OKU daripada Jabatan Kebajikan Masyarakat Malaysia
setakat tahun 2012, hanya 436,317 (1.5%) OKU sahaja yang berdaftar dengan jabatan tersebut.
Pada bulan November 2007, Akta Orang Kurang Upaya 2007 yang memberi hak perundangan
kepada golongan OKU telah diluluskan di Parlimen. Rang Undang-Undang OKU tahun 2007
tersebut bertujuan mengadakan peruntukan bagi pendaftaran, perlindungan, rehabilitasi,
pembangunan dan kesejahteraan golongan OKU. Akta Orang Kurang Upaya ini mula
dikuatkuasa pada 7 Julai 2008 dan adalah perundangan pertama yang berlandaskan hak bagi
OKU. Berdasarkan akta ini, kerajaan berhasrat untuk memastikan bahawa semua OKU berhak
untuk penglibatan yang efektif dan sepenuhnya dalam masyarakat sama seperti individu lain.
Terdapat 15 strategi yang digariskan dalam akta ini yang merangkumi advokasi, pendidikan,
kesihatan, pekerjaan, sokongan sosial, ketersampaian dan sebagainya.
Kajian yang dilakukan oleh Khoo et al. (2009) menunjukkan bahawa lebih daripada 1/3 daripada
13,147 orang responden kajian mereka yang merupakan kanak-kanak yang mengalami
ketidakupayaan fizikal bergantung kepada penjaga mereka dalam pelbagai aspek penjagaan diri
(37.4%) dan mobiliti (34.9%). Kajian mereka juga mendapati bahawa semakin serius
ketidakupayaan fizikal, maka semakin kuat kesannya terhadap kefungsian berdikari mereka dan
penyertaan mereka dalam komuniti. Kajian ini merumuskan bahawa ketidakupayaan fizikal boleh
mendatangkan kesan yang besar terhadap kefungsian seseorang kanak-kanak. Mereka juga
mengenalpasti bahawa terdapat keperluan dalam penglibatan dan komitmen pihak kerajaan,
badan bukan kerajaan dan swasta dalam isu ini.
Berdasarkan kajian-kajian lepas, didapati bahawa kanak-kanak kurang upaya mengalami masalah
dari segi kemampuan mereka untuk berdikari dan sangat bergantung kepada penjaga mereka.
Mereka juga menghadapi masalah dari segi komunikasi dan tingkah laku. Justeru kajian ini
penting bagi meneroka permasalahan anak-anak kurang upaya di PDK dan seterusnya
meningkatkan kefungsian sosial mereka sejajar dengan individu lain dalam mendapatkan hak-hak
mereka yang merangkumi aspek pendidikan, kesihatan, pekerjaan dan sokongan sosial.
Oleh itu, kertas kerja ini bertujuan untuk meneroka tahap kemahiran adaptif dalam kalangan
anak-anak kurang upaya di PDK. Selain daripada itu analisis regresi dilakukan untuk menguji
pengaruh umur terhadap kemahiran adaptif anak-anak kurang upaya di PDK. Hipotesis kajian
yang dibentuk adalah umur tidak mempengaruhi kemahiran adaptif (kemahiran motor, kemahiran
komunikasi & sosial, kemahiran kehidupan personal & kendiri dan kemahiran kehidupan
komuniti)
2.Ulasan Kajian Lepas

Kemahiran adaptif memperlihatkan kebolehan seseorang untuk memadankan kemahiran sendiri
terhadap keadaan semasa dan mengubah perlakuan untuk memenuhi permintaan tertentu dalam
mana-mana situasi. Justeru, kemahiran adaptif anak-anak dipengaruhi oleh permintaan situasi dan
persekitaran tertentu termasuklah tempat tinggal, sekolah, komuniti, tempat kerja dan jangkaan
individu-individu penting dalam persekitaran. Kemahiran adaptif terbangun merentasi julat umur
dan adalah berhubungan dengan pertumbuhan kebolehan anak- anak serta dengan permintaan
yang lebih berkembang dan kompleks oleh persekitaran (Harrison & Boney, 2002). VanSolkema
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(1997) telah membincangkan mengenai dasar-dasar awam telah berubah pada masa sekarang di
mana keluarga ahli kurang upaya sendiri kini diberikan galakan dan sokongan untuk
mengekalkan perkembangan mereka di rumah. Kajian terdahulu menunjukkan bahawa kanak-
kanak autisme mempunyai kesukaran untuk menyesuaikan diri dengan pergerakan orang lain.
Walau bagaimanapun, penyelidikan terkini menunjukkan bahawa kanak-kanak kurang upaya dan
keluarga adalah bergantung kepada kemahiran keluarga tersebut untuk mengendali dan mengatasi
segala tingkah laku mereka (Leone, Dorstyn, & Ward, 2016). Menurut kajian McDuffie, A.,
Turner, L., Stone W., Yoder, P., Wolery, M., & Ulman, T. (2007) kemahiran motor adalah satu
komponen yang sangat penting dalam pembangunan sosial dan kognitif. Hasil kajian
menekankan mengenai copping skill dari tingkah laku penjaga mereka sendiri. Kaedah ini
membantu pembentukan interaksi kanak-kanak kurang upaya. Malah, kaedah ini juga strategi
dapat melihat perbezaan individu dalam perkembangan kemahiran motor. Disamping, kajian
yang dilaksanakan juga melibatkan sampel-sampel berkaitan dengan kanak-kanak yang
mengalami gangguan spektrum autisme. Hasil kajian, merupakan langkah terawal penemuan
kemahiran yang bertanggungjawab terhadap kemerosotan prestasi kanak-kanak autisme ini.
Setiap masalah yang didapati berbeza mengikut jenis kemahiran, jadi kaedah ini dapat
membentuk konstruk kemahiran motor perlu dibezakan berdasarkan kemahiran interaksi dan
komunikasi. Dengan itu, pemahaman tentang kelebihan dan kekurangan tentang kemahiran motor
dalam kalangan kanak-kanak autisme ini boleh ditingkatkan lagi.
Mengikut kajian Leane, Kingston, dan Edwards (2016), adik-beradik memainkan peranan yang
amat penting sebagai sebahagian daripada rangkaian yang tidak rasmi di mana mereka sepatutnya
lebih aktif apabila melakukan aktiviti sosial dan kemasyarakatan bersama-sama dengan orang
kurang upaya. Dalam kajian ini, pengkaji telah menyatakan beberapa objektif untuk dicapai iaitu
untuk mendokumentasikan perjalanan kehidupan terhadap sifat dan tahap hubungan adik-beradik
yang salah seorang atau lebih adalah anak kurang upaya, untuk meneroka perasaan dan
pemahaman sesama mereka disamping memberi sokongan terhadap hubungan mereka, untuk
mengekalkan sumber aspirasi dalam mengambil berat terhadap mereka berhubung dengan
peranan pada masa hadapan, untuk memperolehi pandangan daripada mereka sendiri tentang;
sumber dan lain-lain yang terbaik di samping untuk menyokong mereka dalam menentukan,
berunding dan mengekal sifat penyayang antara mereka dan untuk menganalisis peranan-peranan
setiap adik-beradik supaya contoh-contoh amalan mereka dijadikan contoh oleh mereka yang
mempunyai kekurangan dalam intelek atau gangguan spektrum autisme pada masa hadapan.
Walau bagaimanapun, tujuan utama kajian ini adalah untuk memahami pengalaman hidup adik-
beradik yang berada di dalam lingkungan 18 hingga 45 tahun, bagi mereka yang mmpunyai
abang, kakak atau adik yang mengalami gangguan spektrum autisme ini. Leane et al. (2016) juga
menyatakan khususnya kajian ini adalah salah satu usaha untuk membincangkan soal sosial dan
interaksi sesama mereka.
Dalam satu kajian yang lain mengenai kehidupan personal adalah ramai individu kuranf upaya
intelek dan pembangunan menunjukkan kekurangan dalam kemahiran menyesuaikan diri, seperti
kehidupan harian, vokasional dan kemahiran pengurusan diri. Matlamat pendidikan khas ini
adalah untuk meningkatkan kebebasan dan pengurusan diri kemahiran individu yang kurang
upaya intelektual dan pembangunan. Untuk mencapai dan mempunyai peluang untuk
mengekalkan kemahiran kehidupan personal, beberapa kaedah perlu dititik beratkan seperti
memberi mereka peluang untuk berinteraksi dengan objek-objek di sekeliling mereka. Salah satu
pembelajaran untuk membantu mereka dalam kehidupan seharian mereka adalah pengajaran yang
berasaskan video untuk individu kurang upaya intelektual dan pembangunan mereka. Terdapat
dua bentuk utama pengajaran berasaskan video iaitu permodelan video untung merangsang
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pergerakan mereka dan video mengenai individu yang sedang melakukan sesuatu mengenai
aktiviti-aktivi kehidupan seharian mereka (Brooks, 2012).
Penemuan menunjukkan bahawa, individu kurang upaya mempunyai statistik yang rendah dalam
penyertaan kerana aktiviti yang dijalankan melibatkan fizikal. Walaubagaimanapun, terlibat
dalam komuniti memberikan satu hasil yang menggalakkan sekurang-kurangnya mereka
mempunyai peluang untuk terlibat sama dalam aktiviti tersebut. Ini kerana selain mengambil kira
terhadap penyertaan mereka, tumpuan diberi terhadap perkembangan mereka sepanjang aktiviti
berlangsung (Bedell et al., 2013). Selain itu, banyak aduan telah dilaporkan mengenai perisian
aktiviti tersebut bahawa pengubahsuaian patut di laksanakan untuk individu kurang upaya ini.
Permintaan ini dilaporkan sendiri oleh ibu yang mempunyai anak kurang upaya yang berumur
lima, tujuh, dan sembilan tahun, dengan menyatakan penyelidikan lanjut diperlukan untuk
mereka lebih senang untuk bergaul dalam masyarakat sekeliling.
3.Metod Kajian
Populasi dalam kajian ini ialah kesemua ibu bapa dan guru yang menjaga anak-anak kurang
upaya di empat PDK yang dipilih di negeri Kedah. Kesemua ibu bapa yang dipilih berdasarkan
persampelan purposif (bertujuan) iaitu hanya mereka yang bersedia untuk ditemubual dan
dijadikan responden sahaja akan dipilih. Terdapat pelbagai jenis ketidakupayaan kanak-kanak di
PDK seperti ketidakupayaan fizikal, mental, sindrom down, autisme dan hiperaktif.
Instrumen kajian yang digunakan bagi kaedah kuantitatif ialah borang soal selidik. Borang soal
selidik ini diberikan kepada ibu bapa dan penjaga untuk diisi (ditadbir sendiri), namun sekiranya
ada ibu bapa atau penjaga yang tidak boleh mengisinya, maka pengkaji membantu mereka
dengan bertanyakan soalan dan menulis/menandakan jawapan yang telah diberikan. Borang soal
selidik yang digunakan adalah berasaskan dan diubahsuai daripada Inventory for Client and
Agency Planning (ICAP) yang merangkumi kemahiran motor, kemahiran sosial dan komunikasi,
kemahiran kehidupan personal dan kemahiran kehidupan komuniti (Bruininks, Hill, Weatherman
& Woodcock, 1986). Kemahiran Adaptif merangkumi empat bahagian iaitu:
1. Kemahiran Motor (17 item)

2. Kemahiran Komunikasi dan Sosial (18 item)
3. Kemahiran Kehidupan Personal (22 item)
4. Kemahiran Kehidupan Komuniti (15 item)
Skala likert empat poin digunakan iaitu dari Skala 0 – Tidak boleh melakukan langsung
(walaupun disuruh), Skala 1 – Boleh melakukan tetapi terbatas (Jika disuruh), Skala 3 – Boleh
melakukan secara sederhana (Jika disuruh) dan Skala 4 – Boleh melakukan dengan baik (tanpa
disuruh).
4.Dapatan Kajian
Responden kajian terdiri dari 47 lelaki (49.5%) dan 48 perempuan (50.5%). Berdasarkan kepada
lokasi kajian, PDK A sebanyak 32 orang (33.7%), PDK B sebanyak 28 orang (29.5%), PDK C
sebanyak 18 orang (18.9%) dan PDK D sebanyak 17 orang (17%). Mengikut taburan umur,
mereka terdiri dari anak-anak kurang upaya berumur 3 hingga 39 tahun. Purata umur mereka
ialah 13.53 tahun dengan sisihan piawai sebanyak 7.078.
Anak-anak kurang upaya terlibat dapat dikategorikan kepada enam kategori iaitu masalah
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pembelajaran autisme, masalah pembelajaran Sindrom Down, masalah pembelajaran hyperaktif,

masalah pembelajaran Slow learner (lembam), kurang upaya fizikal dan kurang upaya pelbagai.
Majoriti daripada mereka terdiri dari kategori kurang upaya pelbagai sebanyak 34.0%, diikuti
mereka yang mempunyai masalah pembelajaran lembam sebanyak 22.3%, masalah pembelajaran
Sindrom Down sebanyak 17.0%, masalah pembelajaran autisme dan kurang upaya fizikal dengan
peratusan yang sama sebanyak 11.7%, dan masalah pembelajaran hyperaktif sebanyak 3.2%.
Jadual 1 menunjukkan tahap kemahiran adaptif berdasarkan empat kategori dan tahap
pengupayaan. Skor untuk setiap tahap berbeza mengikut kategori kemahiran disebabkan jumlah
item untuk setiap kategori yang berbeza. Hanya seorang sahaja yang tidak boleh melakukan
langsung kemahiran komunikasi & sosial dan kemahiran personal & kendiri. Manakala hanya
dua orang yang tidak boleh melakukan langsung kemahiran motor. Terdapat 11 orang anak-anak
kurang upaya yang tidak boleh melakukan langsung kemahiran komuniti. Lebih daripada 60%
respoden mampu mencapai tahap sederhana dan baik dalam kemahiran motor, kemahiran
komunikasi & sosial dan kemahiran personal & kendiri. Untuk kemahiran komuniti hanya
38.3% responden mencapai tahap sederhana dan baik. Lima puluh peratus daripada mereka
berada pada tahap lemah dalam kemahiran kehidupan komuniti.
Jadual 1 : Tahap kemahiran adaptif
Skor Tahap Pengupayaan Frekuensi & Peratusan

a.Kemahiran motor
0 Tidak boleh melakukan langsung 2 (2.1%)
1 hingga 17 Lemah 13 (13.8%)
18 hingga 34 Sederhana 33 (35.1%)
35 hingga 51 Baik 46 (48.9%)
b. Kemahiran komunikasi dan sosial
1 hingga 18 Lemah 28 (29.8%)
19 hingga 36 Sederhana 31 (31%)
37 hingga 54 Baik 34 (36.2%)
c.Kemahiran personal dan kendiri
1 hingga 22 Lemah 29 (30.9%)
45 hingga 66 Baik 30 (31.9%)
d. Kemahiran komuniti
1 hingga 15 Lemah 47 (50%)
31 hingga 45 Baik 9 (9.6%)
Analisis regresi dijalankan bagi menjawab persoalan kajian dan menguji hipotesis yang dibentuk
iaitu umur tidak mempengaruhi kemahiran adaptif. Analisis menunjukkan bahawa umur
mempunyai hubungan yang positif dan sederhana dengan kemahiran motor, kemahiran
komunikasi & sosial, kemahiran kehidupan personal & kendiri dan kemahiran kehidupan
komuniti. Ini bermakna peningkatan umur akan menyebabkan peningkatan daripada segi
kemahiran adaptif yang dimiliki dengan nilai signifikan lebih kecil daripada .05. Berdasarkan
nilai beta (β) yang diperoleh, pengaruh umur terhadap kemahiran adaptif adalah sederhana
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dengan nilai 0.3 dan ke atas. Jadual 2 menunjukkan nilai analisis iaitu pengaruh umur terhadap
kemahiran motor (β = .403, t(92) = 4.195, p < .05), pengaruh umur terhadap kemahiran
komunikasi & sosial (β = .430, t(92) = 4.543, p < .05), pengaruh umur terhadap kemahiran
kehidupan personal & kendiri (β = .518, t(92) = 5.773, p < .05), dan pengaruh umur terhadap
kemahiran kehidupan komuniti (β = .396, t(92) = 4.120, p < .05). Faktor umur mempengaruhi
kemahiran kehidupan personal & kendiri dalam kadar yang agak tinggi tinggi. Manakala faktor
umur mempengaruhi kemahiran kehidupan komuniti dalam kadar yang rendah.
JADUAL 2: analisis pengaruh umur terhadap kemahiran adaptif
Kemahiran adaptif β t Sig.

Kemahiran motor .403 4.195 p < .05
Kemahiran komunikasi dan sosial .430 4.543 p < .05
Kemahiran personal dan kendiri .518 5.773 p < .05
Kemahiran komuniti .396 4.120 p < .05
5.Perbincangan Dan Kesimpulan

Kemahiran adaptif adalah suatu bentuk pembelajaran terhadap individu-individu kurang upaya
untuk mereka berfungsi dalam kehidupan seharian mereka (Paskiewicz, 2009). Kajian mendapati
bahawa anak-anak kurang upaya di PDK yang terlibat mempunyai tahap pengupayaan tertentu
bagi kemahiran-kemahiran tertentu. Bagi kemahiran motor, tahap pengupayaan adalah baik
apabila majoriti anak-anak baik adalah sangat ketara tingginya. Bagi kemahiran komunikasi dan
sosial pula, peratusan mereka yang mempunyai tahap pengupayaan lemah, sederhana dan baik
adalah hampir sama. Begitu juga dengan tahap pengupayaan kemahiran personal/kemahiran
kendiri, bilangan mereka yang mempunyai tahap kemahiran yang baik, sederhana dan lemah
adalah hampir sama iaitu masing-masing mewakili sepertiga daripada jumlah keseluruhan.
Seterusnya, bilangan mereka yang mempunyai tahap pengupayaan kemahiran kehidupan
komuniti adalah sangat ketara tingginya iaitu hampir 50% daripada keseluruhan anak-anak
kurang upaya dalam kajian.
Bagi kemahiran sosial dan kemahiran komunikasi adalah pada tahap sederhana tetapi bagi
kemahiran kehidupan komuniti mereka adalah pada tahap pengupayaan yang lemah. Di samping
itu, taburan tahap pengupayaan kemahiran kehidupan personal/kemahiran kendiri dan kemahiran
komunikasi dan sosial anak-anak kurang upaya adalah pada hampir sama antara lemah,
sederhana dan baik. Walaupun hasil kajian menunjukkan tahap pengupayaan yang baik bagi
kemahiran motor, kajian yang telah dijalankan oleh Protic-Gava dan Uskokovic (2016)
menunjukkan bahawa apabila dibandingkan dengan pelajar biasa, pelajar kurang upaya yang
bermasalah ketidak-upayaan intelek mempunyai kebolehan motor yang rendah secara statistik.
Selain itu, Nonis dan Jernice (2014) menunjukkan bahawa anak-anak yang bermasalah ketidak-
upayaan pembelajaran mempunyai kecekapan motor yang lebih rendah berbanding umur
kronologi mereka.
Hasil kajian menunjukkan bahawa faktor umur mempengaruhi kesemua tahap pengupayaan
kemahiran adaptif yang berbeza. Hasil kajian ini adalah selari dengan dapatan kajian oleh
Farrokhi, Zareh Zadeh, Karimi Alvar, Kazemnejad dan Ilbeigi (2014) iaitu wujud korelasi positif
kuat antara umur dan skor sub-ujian lokomotor dan pengawalan objek. Hasil yang sama diperolehi
melalui kajian terhadap pelajar-pelajar normal yang menunjukkan pengaruh umur terhadap tahap
koordinasi motor organ. Pelajar-pelajar yang lebih tua menunjukkan tahap koordinasi terbaik
secara penglihatan, pendengaran dan deria pelbagai (Gaul, 2014).
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APLIKASI TERAPUTIK REKREASI MERANGSANG

KEUPAYAAN MOTOR KASAR MURID MIOPIA
Nazrah Binti Jamaludin

Fakulti Pendidikan, Universiti Kebangsaan Malaysia
_________________________________________________________________________________________
Abstrak: Menjadi fitrah kanak-kanak untuk sentiasa berasa teruja bermain apatah lagi bersama
rakan sebaya mereka. Namun, lambakan pelbagai aplikasi gajet terkini meragut saat-saat
berharga kanak-kanak dalam alam mereka bila mana mereka mengalami gangguan penglihatan
akibat miopia. Terdapat pelbagai tahap miopia di kalangan kanak-kanak di negara ini yang boleh
mengakibatkan kerosakan penglihatan kekal jika tidak dikesan dari awal. Ia turut menjejaskan
keupayaan motor kasar murid selain memberi impak ke atas psikososial,emosi dan psikomotor
murid. Satu kajian yang melibatkan 1752 murid sekolah rendah berusia tujuh hingga dua belas
tahun di Gombak pada tahun 2006 mendapati pelajar Cina lebih ramai mengalami miopia iaitu
30.9 peratus, diikuti pelajar India 12.5 peratus dan pelajar Melayu 9.2 peratus. Menjelang 2050
dianggarkan separuh populasi dunia atau hampir lima billion penduduk seluruh dunia akan
terjejas oleh miopia. Walaupun bilangan anggaran kelihatan agak besar, kebimbangan ke atas
pengetahuan juga kesedaran manusia mengenainya amat tinggi. Menjengah arus Revolusi
Industri 5, ianya perlu diuruselia dengan strategi berkesan agar tidak memberi risiko langsung ke
atas kanak-kanak. Justeru, aplikasi teraputik rekreasi disarankan bagi mengurangkan obsesi
murid ke atas gajet dengan kerjasama dari semua pihak untuk menangani pertambahan bilangan
miopia di kalangan kanak-kanak khasnya
Kata Kunci: teraputik rekreasi, motor kasar, miopia

_________________________________________________________________________
1. PENGENALAN
Istilah awal kanak-kanak merujuk kepada kanak-kanak yang lepas lahir hingga 8 tahun. The
National Assocition for The Education of Young Children (NAEYC, 2011) Pertubuhan
Kebangsaan bagi Pendidikan Kanak-Kanak Muda, Pendidikan awal kanak-kanak merujuk kepada
segala program pendidikan yang memberikan layanan, asuhan dan bimbingan kepada kanak-
kanak sejak lahir hingga ke umur lapan tahun. Pendedahan awal penggunaan gajet ke atas kanak-
kanak hari ini mencetuskan konflik di antara pihak-pihak terlibat iaitu industri pengeluar gajet,
organisasi kerajaan dan bukan kerajaan, ibu bapa, kanak-kanak, ngo juga masyarakat secara
amnya.
Kadar penghidap miopia menunjukan peningkatan positif seiring dengan kadar pengeluaran gajet
oleh pihak-pihak pengeluar gajet yang saban masa bersaing menonjolkan kecanggihan teknologi
yang dimiliki. Kualiti masa bersama insan tersayang khasnya ahli keluarga makin terjejas
dengan keberadaan pengaruh gajet dalam kehidupan sosial masyarakat kini. Pendedahan mata
secara terus pada skrin gajet dalam tempoh masa yang lama dan konsisten mengakibatkan
kefungsian deria penglihatan terjejas dan ia turut menjejaskan kefungsian anggota badan yang
lain. Justeru, suatu inisiatif manfaat bersama perlu digerakan agar semua pihak mengetahui dan
menyedari impak penggunaan gajet ke atas sensori visual yang mampu merubah rutin harian
manusia.
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2.PENYATAAN MASALAH
Menurut Rowan (2010) secara puratanya kanak-kanak mampu menghabiskan masa mereka
selama lapan jam sehari untuk menonton televisyen dengan 65% darinya mempunyai
televisyen di dalam bilik tidur dan 50% menonton televisyen di dalam rumah selain bilik tidur.
Tambah dengan kehadiran peranti elektronik yang lain bersifat mudah alih, ringan dan tanpa
wayar mengakibatkan berlakunya ketagihan skrin di kalangan kanak-kanak khasnya.
Sementara itu, Naquiah Nahar (2017) menerusi kajian Rezki mendapati kehidupan hari ini
telah dipengaruhi oleh teknologi serba pantas dan canggih yang sentiasa bersaing di pasaran
global. Kegagalan mengikuti trend terkini gajet dianggap satu bentuk ketinggalan maklumat
oleh penagih peranti elektronik dan ia tanpa sedar telah merosakan sistem semulajadi interaksi
manusia untuk bersosial secara bersemuka bukan secara maya. Manakala menurut Izzatulwafa
Mohd Kasim (2017) menerusi artikelnya bertajuk ‘Kesan Buruk Beri Anak Gajet menyatakan’
bahawa dengan merujuk kepada kajian Akademik Peditrik Amerika dan Persatuan Pediatrik
Kanada berhubung penggunaan ICT mengikut tahap umur dua tahun tidak wajar diberi peranti
gadjet tanpa had masa. Malah penggunaannya hanya sejam sehari bagi kanak-kank berumur
tiga hingga 5 tahun dan dua jam sehari bagi individu berumur enam hingga 18 tahun. Keadaan
ini memerlukn perhatian dan kawalan pihak ibubapa khasnya bagi mengelakan ketagihan pada
gadget merisikokan sensori visual kanak-kanak yang boleh membawa kepada simptom miopia
seawal usia kanak-kanak.
3.OBJEKTIF KAJIAN
1. Mengenalpasti pasti tahap pengetahuan guru dan ibubapa ke atas aplikasi teraputik
rekreasi dalam merangsang keupayaan motor kasar murid miopia.
2. Mengenalpasti tahap pemahaman guru dan ibubapa ke atas aplikasi teraputik rekreasi
dalam merangsang keupayaan motor kasar murid miopia.
3. Mengenalpasti tahap kesediaan guru dan ibubapa ke atas aplikasi teraputik rekreasi
dalam merangsang keupayaan motor kasar murid miopia.
4.PERSOALAN KAJIAN
1. Apakah tahap pengetahuan guru dan ibubapa ke atas aplikasi teraputik rekreasi dalam
merangsang keupayaan motor kasar murid miopia?
2. Apakah tahap pemahaman guru dan ibubapa ke atas aplikasi teraputik rekreasi dalam
3. Apakah tahap kesediaan guru dan ibubapa ke atas aplikasi teraputik rekreasi dalam
5.METODOLOGI KAJIAN
Kajian ini merupakan kajian kualitatif di mana kajian ini turut menggunakan beberapa kaedah
carian maklumat ke atas artikel dan jurnal yang diperoleh dari pelbagai pautan sumber internet
menggunakan Google Scholar, Sci Hub, Sci Mago dan Mendeley bagi mendapatkan data dan
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bukti kajian terdahulu dan terkini dalam tempoh lima tahun ke belakang. Selain itu juga,
pengkaji turut menggunakan kaedah pemerhatian dalam kajian. Menurut Fox (1998) kaedah
pemerhatian sering digunakan apabila penyelidik ingin menyelidik norma, nilai dan makna
tersembunyi pada subjek yang dikaji. Kaedah pemerhatian ini tidak hanya terbatas kepada
proses merekod data dari persekitaran yang dikaji, malah pengkaji sebagai pemerhati perlu
memerhati secara konsisten dan aktif, mendengar serta menyusun data agar kesemua data yang
diperoleh memberi erti dan makna dalam kajian ini.
Bagi memantapkan hasil pemerhatian yang dijalankan, pengkaji menggunakan kaedah temu
bual demi mendapatkan data dan maklumat yang diinginkan. Ia termasuklah usaha penyelidik
menyoal untuk mendapatkan jawapan atau maklum balas dari responden yang terlibat dalam
penyelidikan (Robson, 2002). Mathers et. al. (1998) dan Punch (2001) menjelaskan kaedah
temubual sebagai satu cara mengakses persepsi responden ke atas sesuatu situasi. Sejumlah
lapan orang responden yang telah terlibat dalam kajian ini yang mana tiga darinya terdiri dari
murid miopia dan dua dari guru dan tiga dari ibubapa. Sepanjang kajian berlangsung kesemua
mereka memberi kerjasama yang baik dalam masa yang sama pengkaji perlu mematuhi syarat-
syarat kerahsiaan yang dipersetujui bersama responden sebelum kajian bermula.
6.DEFINISI REKREASI
Rekreasi adalah merupakan suatu kegiatan yang menyeronokkan yang boleh menyegarkan
kembali kesihatan badan dan melapangkan - kiraan. Sebagai contoh aktiviti perkhemahan, rock
climbing, scuba diving, abseiling dan jungle tracking (Institut Penyelidikan Dan Pembangunan
Belia Malaysia, 2012). Kementerian Pendidikan Malaysia (2017) menyatakan rekreasi adalah
aktiviti terancang untuk mengisi masa lapang. Kemahiran Rekreasi yang dipelajari dalam
bidang ini melibatkan penggunaan kompas, peta dan kad arahan dalam aktiviti pandu arah,
kemahiran membaling, mengelak dan menerima bola dalam permainan dodgeball dan
kemahiran berlari dan mengelak dalam permainan tradisional Gelap Cerah dan Aci Sep.
Aktiviti dalam bidang rekreasi dapat membina dan meningkatkan kreativiti dan inovasi .
Rekreasi ini juga terbahagi kepada dua kategori yang utama iaitu rekreasi dalam dan rekreasi
luar. Rekreasi dalaman merujuk kepada penyertaan dalam lingkungan yang tertutup dan
separuh tertutup seperti permainan badminton, tarian, gymnasium dan pelbagai lagi. manakala
rekreasi luar pula merujuk kepada aktiviti yang dilakukan semasa waktu senggang yang mana
dilakukan di persekitaran luar melibatkan pengetahuan dan aspresiasi sumber-sumber
semulajadi seperti aktiviti perkhemahan, aktiviti berisiko, pemuliharaan dan aktiviti yang
berorientasikan alam semulajadi. Secara ringkasnya, rekreasi ini dilakukan oleh seseorang
disebabkan untuk memenuhi kepuasan kendiri yang mana aktiviti ini juga mampu memberi
impak ke atas tingkah laku, sosiobudaya dan sebagainya.
7.DEFINISI TERAPUTIK
Menurut Perubatan Mosby (2009), ia merupakan satu rawatan pemulihan ke atas pesakit yang
pernah menghidapi sebarang penyakit dengan tujuan mengembalikan kefungsian normal yang
dijalankan oleh individu yang tidak mempunyai bertauliah atau pengiktifan kelayakan sijil oleh
kerajaan. Namun mereka boleh menjalankan aktiviti terapi ke atas murid. Tambahan pula, ia
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merupakan satu aspek penguasaan kemahiran tertentu yang bersesuaian dan berkaitan dengan
kehidupan seharian serta mewujudkan suasana pembelajaran yang kondusif lagi
menyeronokkan, G.Eliana (2008), S.Pengilly (2008), Z.Ibrahim (2009).
8.DEFINISI TERAPI
Istilah terapi berasal daripada perkataan Greek iaitu ‘Therapia’ yang membawa maksud satu
perkhidmatan atau kehadiran. Menurut kamus perubatan Mobsy (2001), terapi merupakan
rawatan pemulihan terhadap pesakit yang pernah mempunyai sebarang penyakit atau
mengalami sebarang kecederaan akibat kemalangan dan sebagainya oleh ahli terapi yang
mempunyai lesen menlakukan terapi dan lesen tersebut diiktiraf oleh kerajaan. Justeru, terapi
ini membantu mengembalikan kefungsian badan secara normal.
Manakala, terapi seni merupakan satu pemulihan sikap dan emosi. Terapi seni juga merupakan
satu kaedah yang boleh membuatkan pesakit meluahkan perasaan pemikiran mereka yang tidak
boleh dizahirkan dengan perkataan. Menurut American Art Association, terapi seni adalah satu
profesion kesihatan mental yang menggunakan proses kreatif dalam lukisan untuk menambah
baik dan menyempurnakan fizikal, mental dan emosi individu di bawah semua peringkat.
9.REKREASI TERAPUTIK
Terapi Rekreasi ditakrifkan sebagai perkhidmatan rawatan yang direka untuk memulihkan,
mengurus dan memulihkan tahap fungsi dan kemerdekaan seseorang dalam aktiviti harian
untuk mengekalkan kesihatan dan kesejahteraan serta mengurangkan atau menghapuskan
batasan aktiviti dan sekatan dalam situasi kehidupan yang disebabkan oleh penyakit atau
keadaan melumpuhkan (Persatuan Rekreasi Terapeutik Amerika [ATRA], 2009).
Terapi Rekreasi adalah terapi terampil yang disediakan sebagai rawatan aktif seperti yang
ditakrifkan oleh Pusat untuk Medicare dan Perkhidmatan Medicaid. Terapi Rekreasi diiktiraf
sebagai disiplin kesihatan bersekutu oleh Suruhanjaya Akreditasi Program Pendidikan
Kesihatan Bersekutu (CAAHEP). Ia terdiri dari profesional yang terlatih yang berdedikasi
untuk menyediakan perkhidmatan rekreasi terapeutik berasaskan hasil kepada semua
masyarakat.
10.KEMAHIRAN MOTOR KASAR
Kemahiran motor kasar merupakan kemahiran yang melibatkan kumpulan otot-otot kasar atau
besar yang melibatkan banyak anggota (Magill, 2001). Dengan ini jelaslah bahawa kemahiran
motor kasar adalah kemahiran yang melibatkan angota tangan, kaki dan otot-otot badan yang
besar. Arasoo, V.T. (1989) berkata, kemahiran motor kasar adalah kemahiran yang melibatkan
kumpulan otot-otot besar atau kasar dan melibatkan banyak anggota seperti lengan,tangan,
kaki, paha dan sebagainya serta dapat membina koordinasi antara mata dan tangan atau mata
dengan kaki.
Menurut Noor Izzaidah Noramy & Siti Marhamah (2017) menyatakan bahawa kemahiran
motor kasar adalah kebolehan yang diperlukan untuk mengawal otot-otot besar di badan kita
untuk berjalan, berlari, melompat, duduk, merangkak dan aktiviti-aktiviti lain. Kemahiran
motor kasar berkembang dalam tempoh yang singkat dan kebanyakkan kemahiran motor kasar
ini berkembang semasa kanak-kanak. Bigner (1994) pula menyatakan bahawa kemahiran
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motor kasar boleh didefinisikan sebagai kumpulan otot yang besar dalam badan manusia.
Kemahiran motor kasar adalah tindakan yang melibatkan pergerakan yang besar seperti
gerakan anggota tangan, lengan, kaki atau keseluruhan bahagian badan dan membantu
seseorang individu untuk bergerak di sekelilingnya, Malina (2004). Selain itu, kemahiran motor
kasar merujuk kepada kemahiran anggota otot badan yang besar dalam bergerakan dan ianya
memerlukan pengawalan keseimbangan dan koordinasi dengan organ deria yang lain seperti
mata dan sentuhan,
11.SENSORI VISUAL
Deria visual atau lebih dikenal deria penglihatan adalah deria utama manusia. Menurut buku
Garis Panduan Pendaftaran Orang Kurang Upaya (Jabatan Pembangunan Orang Kurang
Upaya, Jabatan Masyarakat, 2011) tidak upaya penglihatan merujuk kepada buta kedua-dua
belah mata atau buta di sebelah mata atau penglihatan terhad di kedua-dua belah mata atau
lain-lain gangguan penglihatan kekal. Jabatan Pembangunan Orang Kurang Upaya, Jabatan
Kebajikan Masyarakat (2011) pula mentakrifkan kurang upaya penglihatan sebagai
penglihatan terhad yang bermaksud penglihatan lebih teruk dari 6018 tetapi sama dengan atau
lebih baik dari 3/60 walaupun dengan menggunakan alat bantu penglihatan kurang dari 20
darjah fixation. Kedua, kategori buta ialah penglihatan kurang daripada 3/60 atau medan
penglihatan kurang dari 10 darjah fixation. Buta pula individu yang tidak dapat melihat
langsung. Ketiga ialah lain-lain gangguan penglihatan kekal.
Gangguan penglihatan boleh berada pada tahap penglihatan separuh cacat atau kurang nampak
namun mereka masih mampu untuk membaca dan melihat huruf-huruf biasa
(Hallahan&Kauffman, 2006; Wearmouth, 2012). Gangguan pada kornea, kanta, gelemaca,
retina dan saraf optik boleh mengakibatkan kecacatan penglihatan. Menurut World Health
Organization (WHO) pula, seseorang itu dianggap cacat penglihatan bilamana penglihatan
mata yang lebih baik kurang daripada 3/60 setelah dibetulkan dengan sebarang alat bantuan
seperti cermin mata. Di samping itu juga, tahap medan penglihatan kurang dari 10 darjah pada
kedua-dua belah mata. Untuk mengenalpasti masalah sensori visual di kalangan kanak-kanak ,
ujian saringan awal perlu dilakukan menggunakan instrumen yang sesuai. Setelah menjalani
ujian saringan, murid perlu diberikan intervensi sebelum dirujuk kepada pakar bertauliah yang
diiktiraf kerajaan.
12.MIOPIA
Masalah mata bila mana murid tidak dapat melihat objek jauh dengan jelas dikenal sebagai
rabun jauh atau miopia. Mata kanak-kanak akan melalui proses perkembangan daripada lahir
hingga berumur 12 tahun. Sekiranya dalam tempoh tersebut penglihatan didapati kabur, ia
akan memberi kesan ke atas perkembangan mata dan pusat visual kanak-kanak. Penglihatan
yang kurang baik akan menjejaskan keupayaan dan pembelajaran kanak-kanak kerana ia akan
menyulitkan mereka untuk melihat, belajar, memahami apatah lagi untuk bermain. Justeru,
masalah mata yang tidak diberi rawatan awal boleh menjadi lebih buruk hingga menjejaskan
personaliti, emosi, keyakinan serta menyukarkan mereka untuk mengadaptasi dengan
persekitaran mereka.
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Kanak-kanak yang mengalami simptom miopia didapati sukar melihat objek jauh dengan jelas.
Mereka memiliki bentuk kornea terlalu melengkung atau bola mata terlalu panjang. Hal ini
mengakibatkan objek yang dilihat kelihatan kabur disebabkan cahaya yang masuk langsung
difokuskan ke bahagian depan retina.
13.KAJIAN-KAJIAN LEPAS
Seperti di negara lain, Malaysia merekodkan peningkatan bilangan kanak-kanak yang
mengalami miopia sebaik sahaja mereka berumur 12 tahun. Bukan hanya sekadar kecacatan
penglihatan atau kesulitan, ia juga mampu menjejaskan pembelajaran di bilik darjah, di luar
bilik darjah, hobi dan kegiatan seharian yang lain. Miopia turut memberi impak jangka
panjang kerana ia mampu meningkatkan risiko degeneratif seperti retina tertanggal,
perkembangan katarak awal, kemerosotan makula dan glukoma.
Risiko ini tidak dapat dikurangkan menerusi pembedahan refraktif. Ia memberi kesan yang
amat penting dalam perancangan perkhidmatan penjagaan mata yang komprehensif di seluruh
dunia termasuk pengurusan dan pencegahan komplikasi okular yang berkaitan dengan miopia.
Kajian terbaru menunjukkan kemerosotan makula menjadi isu serius khasnya di Asia Timur
dan ia juga menjadi salah satu faktor daripada tiga penyebab kebutaan manusia. Para
penyelidik Akademi Oftalmologi Amerika mengesan lebih banyak bentuk miopia patologikal
di kalangan segelintir kanak-kanak di negara ini yang boleh mengakibatkan keroskan
penglihatan kekal jika tidak dikesan sedari awal.
Satu kajian yang dijalankan di Gombak dibuat bagi menilai bilangan masalah penglihatan dan
ralat refraktif di kalangan murid sekolah membabitkan 4634 pelajar berusia tujuh hingga 15
tahun di Gombak,Selangor pada tahun 2003. Dari jumlah peserta itu, 9.8 peratus kanak-kanak
berusia tujuh tahun mengalami miopia manakala 34.4 peratus pelajar berusia 15 tahun. Pada
tahun 2006, satu lagi kajian telah dijalankan di Gombak yang melibatkan 1752 kanak-kanak
berusia tujuh hingga 12 tahun mendapati pelajar Cina lebih ramai mengalami miopia iaitu
30.9peratus, diikuti pelajar India 12.5 peratus dan pelajar Melayu 9.2 peratus.
Sementara itu, satu kajian di 10 buah sekolah rendah di Kota Bharu, Kelantan yang mana
melibatkan 840 pelajar berusia tujuh hingga 12 tahun mendapati 5.4 peratus peserta mengalami
miopia. Kajian lain yang dijalankan di Kuching,Sarawak pada tahun 2013 mendapati 4.5
peratus kanaka-kanak dari sejumlah 400 kanak-kanak prasekolah berumur empat hingga 6
tahun mengalami miopia.
Kajian oleh Etzel-Wise (2004) bertajuk “Adapted Physical Education and Therapeutic
Recreation in Schools’ membincangkan tentang aktiviti yang digunakan melibatkan kemahiran
motor halus. Penetapan matlamat dan pencapaian bermula sebelum kelahiran berlaku di mana
sejak dalam kandungan lagi, seseorang individu terlibat dengan pergerakan refleks yang
seterusnya menyediakan kanak-kanak untuk pergerakan terkawal (Gallahue&Ozmun, 2002).
Menerusi aktiviti bermain blok, pengkaji mendapati murid akan memfokus kepada keupayaan
motor halus mereka dengan memindahkan blok-blok kayu kepada rakan sambil menyapa rakan
di samping menupayakan motor kasar dan emosi murid. Untuk memberi fokus murid perlu
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mengarah kedua mata mereka ke arah objek yang dipegang dan sensori visual yang diterima
membolehkan maklumat dihantar ke otak untuk diproses dan memberi isyarat kepada saraf
untuk memberi arahan melaksanakan tugas oleh anggota tubuh yang terlibat.
14.KELEBIHAN REKREASI
Menurut artikel yang ditulis oleh Dykens E.M., Rosner B.A., dan Butterbaugh G. (1998) yang
bertajuk Exercise and Sports in Children and Adolescents With Developmental Disabilities,
matlamat utama bagi meningkatkan aktiviti fizikal kepada murid berkeperluan khas ini adalah
bagi mengoptimumkan fungsi fizikal dan meningkatkan kesejahteraan diri mereka. Aktiviti
fizikal yang biasa adalah penting dalam mengekalkan kekuatan otot pada kadar normal,
kelenturan, dan struktur sendi serta fungsinya. Kepentingan yang dapat diperolehi daripada
aktiviti rekreasi yang dijalankan dapat dibahagikan kepada 3 bahagian iaitu kepentingan
kesihatan tubuh badan, kepentingan kesihatan mental atau psikologi serta kepentingan social.
b) Dari sudut psikologi

Penglibatan dalam aktiviti rekreasi mampu meningkatkan kesejahteraan dari segi psikologi
murid berkeperluan khas ini melalui peluang mereka untuk menjalinkan persahabatan,
meluahkan kreativiti, membentuk identiti diri dan menghargai makna dan lebih jelas dengan
tujuan dalam hidup (Dykens E.M., Rosner B.A., dan Butterbaugh G., 1998). Aktiviti fizikal
yang berterusan semasa berekreasi dapat mengurangkan kebanyakan masalah kesihatan mental
serta membolehkan seseorang individu untuk melalui hari-hari mendatang dengan lebih baik.
Kanak-kanak yang mengalami masalah emosi atau tertekan akan dapat mengurangkan tahap
tekanan mereka dengan melibatkan diri secara aktif dalam aktiviti fizikal samada melibatkan
motor halus mahupun motor kasar( Morgan, 1994).
Selain dari meringankan tekanan yang dihadapi oleh mereka, aktiviti rekreasi juga dapat
meningkatkan keyakinan diri mereka. Hal ini terbukti melalui kenyataan oleh Frank &
Gustafon (2001) iaitu aktiviti fizikal secara konsisten dapat meningkatkan keyakinan diri
seseorang. Hal ini penting dalam konteks murid berkeperluan khas kerana apabila mereka
dapat meningkatkan sesuatu kemahiran mereka pada tahap tertentu serta berjaya dalam sesuatu
aktiviti rekreasi, mereka akan membina keyakinan diri mereka dimana ia akan mempengaruhi
kehidupan mereka dari segi mereka bekerja, hubungan mereka dengan keluarga dan
masyarakat. Keyakinan diri yang tinggi serta tekanan yang berkurangan akan membantu
golongan murid berkeperluan khas ini untuk menjalani kehidupan mereka secara berdikari dan
membantu mereka dalam membuat keputusan yang terbaik pada masa akan datang.
c) Dari sudut sosial

Peluang berekreasi boleh memberikan kesan positif dalam masyarakat. Diantara kesan
positifnya adalah, ia dapat menguatkan komuniti, mengeratkan tali persaudaraan, serta
menyokong individu yang berkeperluan khas. Disebabkan oleh kekurangan kemudahan dan
keupayaan, mereka yang berkeperluan khas adalah lebih berisiko untuk menduduki
persekitaran kesihatan dan cara hidup yang negatif seperti pengasingan diri, tekanan, terlibat
dalam masalah ketagihan dan sebagainya berbanding dengan mereka yang normal. Enakmen
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ADA ( American with Disabilities Act) menggesa agensi yang berkenaan untuk membuat
modifikasi kepada servis mereka serta program yang mereka jalankan agar dapat membolehkan
mereka yang berkeperluan khas untuk terlibat sama.
Melalui aktitiviti rekreasi, sokongan sosial sebegini dapat diperolehi apabila timbul kesedaran
dalam diri orang ramai mengenai hak mereka yang berkeperluan khas untuk sama-sama terlibat
secara aktif bersama masyarakat dan tidak ketinggalan. Penglibatan murid yang berkeupayaan
dan murid berkeperluan khas dalam satu aktiviti rekreasi yang memerlukan mereka
berkerjasama dapat membantu mereka yang berkeperluan khas untuk lebih fokus kepada minat
mereka dalam aktiviti rekreasi tersebut berbanding dengan perbezaan yang terdapat diantara
mereka ( Mahon et al, 2000). Jaringan sosial yang terbentuk serta kesedaran dalam diri
masyarakat kepada hak murid berkeperluan khas dalam menyertai aktiviti rekreasi,
membolehkan mereka menjalani kehidupan seperti murid yang berkeupayaan. Hubungan mata
di antara murid miopia dan murid tipikal akan menggalakan sikap ingin bersosial berikutan
sensori mata jelas memberi maklumat kepada murid miopia. Menurut National Consortium for
Physical Education and Recreation for Individual with Disabilities, melalui aktiviti rekreasi, ia
dapat:
· Menerapkan aktiviti fizikal sebagai sebahagian daripada rutin harian berbanding melayari
internet juga melihat skrin peranti elektronik
· Membentuk asas bagi pembentukan kemahiran motor kasar dan motor halus yang
diperlukan untuk individu
· Meningkatkan keyakinan diri dan kepercayaan pada diri
· Meningkatkan kebergantungan kepada keupayaan diri dan pergerakan secara berdikari
· Membentuk rangkaian sosial diantara rakan sebaya yang pelbagai kebolehan
Penyertaan dalam aktiviti fizikal yang berterusan dapat meningkatkan rasa berdikari, dapat
mengatasi ketidakupayaan dan keterbatasan saraf visual, mempunyai daya saing dan dapat
membentuk semangat kerjasama diantara murid berkeperluan khas dan normal (Patel D.R. et.
al, 2002) . Manfaat lain yang boleh didapati termasuk mereka dapat berjumpa dan berinteraksi
dengan orang ramai yang sebaya, membentuk jalinan persahabatan, dan berbincang serta
menyelesaikan masalah berkenaan situasi kehidupan mereka. (Johnson et al., 2001).
15.CADANGAN KAJIAN
Melaksanakan sensori diet. Sensori diet merujuk kepada suatu keadaan di mana murid
bermasalah sensori seperti sensori visual perlu direhatkan dari menerma sebarang rangsangan
yang terlalu lama bagi melambatkan kesan pada sistem saraf mereka (Wilbarger, 1997). Proses
ini juga dikenal sebagai ketenangan sensori. Kanak-kanak yang mengalami masalah sensori
teruk memerlukan sensori visual diet yang maksima bagi meminimumkan kesan pada saraf
mata mereka. Sepanjang tempoh diet ini, aktiviti sensori yang bersuaian yang digunakan guru
seperti terapi rekreasi akan lebih berkesan. Ini kerana murid berada dalam keadaan tenang dan
tidak meronta. Justeru, sesi pembelajaran berkesan dapat dijalankan mengikut keadaan kanak-
kanak yang tenang bagi mengelakan mereka tantrum dan menunjukan tingkahlaku diskruptif
yang lain. Seandainya murid memperlihatkan emosi dan tingkahlaku yang negatif dalam
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tempoh berulang dengan kekerapan yang tinggi, maka sensori diet perlu diberi dengan lebih
kerap.
Memberi lebih banyak rangsangan motor kasar seperti memperbanyakkan aktiviti luar rumah
sekurang-kurangnya sejam. Berikut adalah aktiviti yang disenaraikan bagi membantu dan
meningkatkan kesedaran tubuh badan, pergerakan terkawal dan membina keseimbangan iaitu:
a) Membina penghadang
b) Bermain gelung
c) Melukis objek nombor seperti nombor 8 atau bentuk infiniti.
d) Merangkak melalui terowong
e) Membaling pundi kacang ke dalam bekas
Meningkatkan aktiviti sensori visual melalui rangsangan deria motor (visual dan motor halus)
Terdapat pelbagai aktiviti yang boleh membantu dan meningkatkan kekuatan dan kawalan oleh
otot-otot yang dirangsang menerusi deria visual antaranya:
a) Menguli doh atau membentuk doh
b) Membina bentuk menggunakan blok
c) Mengecat,mewarna menggunakan pemsil warna,krayon,berus cat
d) Mencantumkan puzzle
e) Menguntai manik untuk dijadikan gelang dan rantai
f) Meniup buih sabun
g) Bermain jari puppets
Mengaktifkan peranan ibubapa dalam mengawal penggunaan teknologi internet khasnya di

kalangan kanak-kanak. Menurut Naquiah Nahar (2017) kebijaksaan ibubapa mustahak dalam
menggalakan anak-anak berinteraksi secara aktif dengan ibubapa. Ibubapa perlu kreatif
mengajukan pelbagai bentuk soalan yang mampu menarik minat dan perhatian anak untuk terus
kekal berkomunikasi dengan ibubapa dan mengurangkan kebergantungan kanak-kanak kepada
peranti elektronik yang akhirnya mampu mengganggu saraf mata. Keadaan ini memingkatkan
potensi kanak-kanak untuk menderita miopia seawal usia.
16.KESIMPULAN
Kajian ini merupakan suatu inisiatif guru juga ibubapa agar dapat meningkatkan kemahiran
motor kasar murid menerusi aktiviti rekreasi di luar bilik darjah tanpa penggunaan gajet. Ia
juga bagi membolehkan penggunaan masa murid lebih terarah kepada interaksi dua hala
bersama rakan dan guru. Selain itu juga, kegiatan rekreasi membantu memaksimumkan daya
tumpuan visual kanak-kanak terhadap persekitaran secara semula jadi dan melindungi mata
kanak-kanak dari gangguan penglihatan yang boleh mengakibatkan kecacatan penglihatan
misalnya miopia yang mampu menghadkan kefungsian deria serta anggota fizikal yang lain
serta menjejaskan emosi dan psikososial kanak-kanak itu sendiri.
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RUJUKAN
Arasoo, V.T. (1989). Pembelajaran Kemahiran Motor Dalam Pendidikan Jasmani dan Sukan.
Malaysia: Siri Pendidikan Fajar Bakti
Bigner, J.J. (1994). Individual and Family Development. New Jersey: Prentice Hall
Gallahue, D. & Ozmun, J. C. (1998). Understanding Motor Development. Infants,
Children, Adolescents, and Adults. New York: McGraw-Hill.
Kamus dewan edisi ke 4 , capaian pada 31 mei 2019
http://prpm.dbp.gov.my/Cari1?keyword=terapeutik
Kasim, I. M. (2017). Kesan Buruk Beri Anak Gadjet.
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Jun 2018]
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FAKTOR-FAKTOR YANG MEMPENGARUHI GURU

MATEMATIK SEKOLAH RENDAH DALAM
MENGINTEGRASIKAN PENGGUNAAN TEKNOLOGI
DALAM PDPC
Darchinie Rani Ravendran1*, Md Yusoff Daud1
1
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, 43600 Bangi, Malaysia
*Pengarang Koresponden: dsj4688@gmail.com
_________________________________________________________________________________________
Abstrak: Guru merupakan tulang belakang proses pengajaran dan pemudahcaraan (PdPc)
dalam melaksanakan pelbagai kaedah pengajaran dan pembelajaran atau konsep di sekolah.
Sikap guru memainkan peranan yang penting dalam menentukan tahap pengajaran dan kaedah
serta konsep pembelajaran. Di abad 21 kini, peranan ICT dititikberatkan oleh pihak
kementerian dalam memperkasakan proses PdPc. Terdapat beberapa faktor yang
mempengaruhi pengintegrasian ICT dalam proses PdPc seperti sikap guru, kelakuan guru,
kecekapan penggunaan komputer, sokongan pentadbiran dan juga faktor demografi seperti
jantina, umur dan sebagainya. Tujuan kajian ini adalah untuk mengkaji sejauh mana faktor-
faktor tersebut mempengaruhi integrasi ICT dalam kalangan guru. Kajian kuantitatif digunakan
dalam kajian ini terhadap 80 orang guru Matematik sekolah rendah di Ipoh sebagai responden
kajian ini. Data dianalisis menggunakan statistik deskriptif dan inferensi dengan menggunakan
perisian SPSS untuk mendapatkan keputusan. Dapatan kajian menunjukkan bahawa faktor-
faktor yang dikaji iaitu sikap guru (skor min = 2.60, sp = 0.5248), kelakuan guru (skor min =
3.05 , sp = 0.3952), kecekapan penggunaan komputer (skor min = 3.02, sp = 0.2944) dan
sokongan pentadbiran (skor min = 2.78, sp = 0.4359) berada pada tahap min sederhana positif.
Seterusnya, terdapat hubungan yang signifikan antara kelakuan guru, kecekapan penggunaan
komputer oleh guru matematik dan sokongan pentadbiran yang diterima ke arah sikap guru
dalam pengintegrasian ICT. Sebagai rumusannya, faktor-faktor yang dikaji memberi hasil
kajian yang positif. Pihak kementerian perlu melihat secara terperinci dari aspek demografi
seperti jantina dan umur bagi membantu dan menggalakkan guru untuk mengintegrasikan ICT
demi meningkatkan kualiti pendidikan negara kita.
Kata kunci: Pengintegrasian ICT, Sikap guru, Kecekapan penggunaan komputer, Sokongan
pentadbiran
_________________________________________________________________________
1. Pengenalan
Memasuki abad ke 21, pendidikan mengambil langkah besar untuk perubahan. Penyepaduan
ICT adalah satu langkah untuk meningkatkan pendekatan dalam pendidikan. Pengalaman
pengajaran dan pembelajaran sedang diperbesarkan dengan integrasi ICT. Para pembuat dasar
di seluruh dunia telah melihat kesan positif ICT dalam pembangunan sosial dan ekonomi
rakyatnya. Oleh itu, banyak negara melabur dengan besarnya dalam bidang ICT untuk
membina modal insan negara untuk menjadikan mereka mampu memenuhi tuntutan zaman
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digital dan maklumat. Integrasi ICT dalam pendidikan juga menyediakan peluang kepada guru
untuk meneroka kaedah dan bahan pengajaran dan pembelajaran yang maju serta
membolehkan pelajar menjadi lebih imaginatif, kreatif dan inovatif (Frost & Sullivan, 2010).
Pada masa kini, kementerian pendidikan di seluruh dunia menyediakan pelbagai latihan dan
kemudahan untuk meningkatkan penggunaan teknologi dalam pengajaran dan pembelajaran.
Bajet yang tinggi telah diletakkan untuk menyediakan peralatan yang diperlukan oleh guru
untuk memperbaiki sistem pendidikan. Terdapat tiga pendekatan yang berlainan dalam
penggunaan Teknologi Maklumat dan Komunikasi (ICT) di mana oleh ICT boleh menjadi
subjek yang dipelajari, ICT sebagai kemahiran yang akan digunakan dalam bidang disiplin atau
profesion atau digunakan sebagai medium atau alat untuk proses pengajaran dan pembelajaran.
Guru-guru juga tidak terkecuali dari mengenali pendekatan ICT. Guru sepatutnya memberi
tumpuan kepada penggunaan ICT sebagai kemahiran, alat atau medium dalam pengajaran dan
pembelajaran. Ini bermakna, guru harus menggunakan ICT dan membimbing pelajar tentang
kaedah untuk menggunakannya, supaya pelajar dapat menggunakannya di rumah dan mendapat
lebih banyak pengetahuan daripada teknologi. Ini sangat penting kerana kebebasan dalam
menggunakan ICT dapat membantu mereka belajar secara mandiri dan membina kemahiran
sosial seperti kerjasama, komunikasi, penyelesaian masalah dan pembelajaran sepanjang hayat
(Drent, & Meelissen, 2008).
Bagaimanapun ramai guru masih dalam fasa ‘chalk and talk’ mereka dan tidak menggunakan
teknologi. Kebanyakan negara menghadapi masalah yang sama di mana guru tidak
memaksimumkan penggunaan teknologi yang disediakan (Petko, 2011). Ini telah menjadi
perkara yang serius kerana banyak penyelidikan terdahulu telah membuktikan penggunaan ICT
dalam proses pengajaran dan pembelajaran dapat meningkatkan pencapaian pelajar (Emily et
al., 2008; Sime & Priestly, 2005). Ramai penyelidik telah berusaha untuk menganalisis faktor-
faktor yang mempengaruhi penerimaan guru terhadap penggunaan ICT di bilik darjah. Ini
menunjukkan bahawa penghalang utama pelaksanaan adalah sikap guru yang merupakan
sumber utama dalam melaksanakan perubahan dalam proses pengajaran dan pembelajaran
mereka. Selain itu, penyelidikan (Gaoyuan et al, 2010) menunjukkan bahawa korelasi sikap
guru dan penggunaan ICT adalah tinggi. Ini sangat jelas sebagai sifat manusia, penggunaan alat
apa pun bergantung pada sikap, kepercayaan dan persepsi mereka. Seseorang yang tidak
percaya dan tidak percaya kepadanya, mereka akan mengabaikan penggunaan alat tersebut.
Oleh itu, guru perlu membina kepercayaan dan persepsi untuk meningkatkan kemahiran
mereka dan menerima integrasi ICT. Ini kerana peranan guru semakin penting terutamanya
dalam penggunaan ICT dalam pedagogi yang dapat meningkatkan pencapaian pelajar,
kreativiti dan kemahiran berfikir mereka.
2. Ulasan Kajian Lepas

Dalam era serba moden kini, adalah amat susah untuk melihat anak – anak daripada mana-
mana umur yang tidak berteknologi. Pelajar – pelajar kini dianggap sebagai manusia digtal
yang hidup dalam dunia teknologi interaktif seperti telefon bimbit, komputer riba, tablet dan
juga sumber tanpa had yang memberi jawapan dalam satu klik sahaja. Teknologi telah menjadi
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satu peralatan yang utama yang digunakan dalam hampir setiap bidang kerjaya dan telah
menyediakan pendidik dengan sumber yang berguna untuk menyokong pengajaran dan
pembelajaran (Beemt & Diepstraten, 2015). Cara tradisional iaitu ‘chalk and talk’ telah
menjadi satu model yang tidak cukup bermanfaat kepada pelajar zaman digital kini. Sekolah –
sekolah mempunyai tanggungjawab yang amat penting dalam pengintegrasian ICT dalam
kurikulum dan juga penyediaan pelajar mengharungi zaman digital.
Teknologi merupakan satu kemahiran yang penting dalam tenaga kerja. Pelajar yang teknologi
‘savvy’ sering mempunyai peluang yang lebih baik untuk mendapatkan pekerjaan dan manjadi
menjadi cemerlang dalam karier mereka. Walau bagaimanapun, tugas mengintegrasikan
teknologi ke dalam pengajaran bilik darjah terutamanya subjek Matematik dengan cara yang
bermakna dan canggih masih mencabar. Walaupun bilik darjah mempunyai akses kepada
teknologi, terdapat beberapa keadaan yang mempengaruhi pelaksanaan teknologi yang betul di
bilik darjah seperti infrastruktur yang buruk, teknologi yang tidak mencukupi, pembangunan
professional yang berkesan, keberkesanan kendiri guru dan persepsi guru.
2.1 Faktor Luaran yang Mempengaruhi Pengintegrasian ICT

2.1.1 Kemudahan Infrastruktur yang Lemah
Guru – guru kurang berminat untuk mengintegrasikan ICT dalam pembelajaran Matematik. Ini
disebabkan oleh kemudahan infrastruktur yang lemah di sekolah. Peralatan – peralatan yang
berasaskan teknologi seperti komputer dan projektor tidak dijaga dengan baik yang
menyebabkan guru kurang menggunakan fasiliti tersebut dalam pengajaran dan pembelajaran
(Carver & Ph, 2016; Mirzajani & Mahmud, 2016). Bukan itu sahaja, akses internet yang
terhad dan lambat menyebabkan para guru tidak ingin menjalankan proses pengajaran
Matematik menggunakan teknologi kerana ia akan memakan masa guru untuk menyediakan
bahan pengajaran (Bozkurt, 2016; Kaleli-Yilmaz, 2015; Li, Worch, & Aguiton, 2015; Symon,
2015).
2.1.2 Kekangan Teknologi

Teknologi menyediakan satu platform untuk melibatkan diri malalui banyak media (Pittman &
Gaines, 2015). Kebanyakan pelajar menggunakan komputer di makmal komputer yang
disediakan oleh pihak sekolah. Justeru, para guru menghadapi kesukaran untuk mendapatkan
makmal tersebut pada masa yang tertentu. Maka, para guru lebih mementingkan kepada cara
tradisional kerana tidak ingin merebut untuk mendapatkan tempat di makmal komputer.
Kekangan sebegini menyebabkan guru kurang idea untuk memperkembangkan pengintegrasian
ICT dalam pembelajaran Matematik (Bozkurt, 2016; Li et al., 2015; Mirzajani & Mahmud.
2.1.3 Perkembangan Profesional yang Kurang Berkesan2016; Mcculloch, Hollebrands,

Lee, & Harrison, 2018).
Walaupun terdapat akses teknologi yang mencukupi, pembangunan professional yang berkesan
masih menjadi alasan yang menjadikannya sukar untuk meningkatkan tahap integrasi teknologi
di dalam bilik darjah (Ghavifekr, Kunjappan, & Ramasamy, 2006);Wilkerson, Andrews,
Shaban, Laina, & Gravel, 2016). Kajian – kajian lepas menyatakan bahawa guru kurang
pengetahuan dalam penggunaan ICT dalam menyediakan bahan – bahan yang relevan
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(Gebremedhin, Fenta, Technology, & Science, 2015; Li et al., 2015). Guru – guru tidak
mendapat latihan yang secukupnya mengenai penggunaan teknologi dan cara
mengintegrasikannya. Guru menjadi lebih kecewa apabila beliau tidak dapat membaiki
kerosakan komputer yang dihadapinya semasa penggunaan teknologi untuk proses pengajaran
dan pembelajaran (Mirzajani & Mahmud, 2016; Prasad, 2015; Zyad, 2016)
2.2 Faktor Dalaman yang Mempengaruhi Pengintegrasian ICT

2.2.1 Sikap Guru
Sikap guru dalam menggunakan teknologi sebagai satu bahan pengajaran memainkan peranan
yang amat penting. Efikasi diri atau keberkesanan diri adalah kepercayaan bahawa seseorang
dapat melaksanakan tugas untuk mencapai hasil yang diinginkan. Maka, efikasi diri seorang
guru membantu dalam perlaksanaan proses pengajaran dan pembelajaran di dalam bilik darjah
(Ariani, 2015; Aslan, Zhu, & Influencing, 2016; Li et al., 2015; Mirzajani & Mahmud, 2016).
Kurang kemahiran dalam teknologi melemahkan motivasi dan kepercayaan diri guru tersebut
dalam mengintegrasikan ICT dalam pengajaran dan pembelajaran Matematik (Gebremedhin et
al., 2015; Prasad, 2015; Symon, 2015). Guru juga kurang yakin untuk mengintegrasikan ICT
di dalam bilik darjah kerana faktor pelajar yang mungkin lebih mahir daripada dirinya. Guru
rasa takut untuk berhadapan dengan pelajar yang berteknologi tinggi terutamanya pada zaman
sekarang.
2.2.2 Persepsi Guru

Guru sering digambarkan sebagai pengguna yang ragu – ragu akan teknologi walaupun
terdapat peningkatan akses kepada teknologi di sekolah. Mereka sudah terlalu biasa dengan
cara pengajaran tradisional yang boleh membawa kepada kekecewaan apabila diminta untuk
berubah ke paradigma baru. Guru – guru yang baru mempunyai minat yang lebih dalam
pengintegrasian teknologi semasa proses PdPc subjek Matematik dan juga lebih kompeten
berbanding dengan guru yang telah lama berkhidmat (Aslan et al., 2016; Cantú-ballesteros,
Urías-murrieta, Figueroa-rodríguez, & Salazar-lugo, 2017; Yang, 2015). Guru – guru
mempunyai minat untuk mempelajari kemahiran teknologi (Marbán & Mulenga, 2019) dan
melaksanakannya di dalam bilik darjah jikalau infrastruktur dalam kelas tersedia dan juga
latihan diberi dengan secukupnya. Guru juga tidak mengambil inisiatif kerana mereka merasa
bahawa pengintegrasian ICT akan mengambil masa yang banyak untuk penyediaan bahan dan
juga penyediaan peralatan di dalam bilik darjah yang mungkin mengambil masa pengajaran
dan pembelajaran (Kaleli-Yilmaz, 2015; Symon, 2015).
3.1 Rekabentuk Kajian
Satu kajian kuantitatif telah dijalankan dengan guru matematik sekolah rendah di sekitar ibu
kota negeri Perak, Ipoh. Seramai 80 orang guru terlibat dalam kajian tersebut sebagai sampel
kajian. Data dikumpulkan menggunakan borang soal selidik. Setelah data – data telah
diperolehi, analisis deskriptif dijalankan untuk menggambarkan faktor – faktor yang
mempengaruhi pengintegrasian ICT dalam PdPc. Statistik inferens digunakan untuk menilai
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hubungan antara kelakuan guru, sokongan pentadbir dan kecekapan penggunaan komputer
dengan sikap guru terhadap penerimaan dan pengintegrasian ICT.

Instrumen kajian yang digunakan dibina dengan niat untuk memperoleh maklumat latar
belakang mengenai demografi guru dan sejauh mana mereka melihat setiap faktor yang
berkaitan dengan integrasi ICT dalam PdPC pada masa kajian. Instrumen kajian dibahagikan
kepada lima bahagian : (A) maklumat latar belakang dan (B,C,D,E) persepsi mengenai faktor-
faktor yang mempengaruhi integrasi ICT. Bahagian A direka untuk mendapatkan data
demografik sampel seperti jantina, umur, kelayakan akademik dan pengalaman mengajar.
Dalam bahagian B,C,D dan E pula merupakan kenyataan yang dibahagikan mengikut faktor
yang dianggap mempengaruhi keseluruhan guru terhadap pengintegrasian teknologi dalam
PdPc. Terdapat sejumlah 50 pernyataan atau item yang mengkaji empat faktor iaitu sikap guru,
kelakuan guru, kecekapan penggunaan komputer dan sokongan pentadbiran. Skor untuk setiap
item ditentukan oleh tindak balas sampel dalam skala Likert 4-titik; iaitu “sangat tidak setuju”
(1 mata), “tidak setuju” (2 mata), “setuju”(3 mata) atau “sangat setuju”(4 mata). Skor bagi
setiap faktor adalah skor min dari empat skor item individu untuk faktor tersebut.
Sebanyak 80 orang guru matematik sekolah rendah telah diminta untuk memberi respons
kepada kenyataan-kenyataan mengikut arahan supaya salah tafsiran tidak dibuat semasa
menjawab soal selidik tersebut. Contohnya, dalam memberi maklum balas kepada item 31,
penulis menjelaskan bahawa responden tidak menyatakan sama ada teknologi komputer mudah
diakses oleh guru tetapi menunjukkan sejauh mana mereka bersetuju atau tidak bersetuju
bahawa terdapat akses mudah ke teknologi komputer ke arah pengintegrasian ICT. Dengan ini,
responden dapat melengkapkan soal selidik.
3.3 Analisis Data

Data yang telah dikumpulkan, diolah dan diproses dengan menggunakan perisian SPSS V23.0.
Semua soal selidik yang dikumpul akan diberi nombor sebagai label responden rawak dan data
akan dimasukkan ke dalam perisian untuk proses analisis. Statistik deskriptif digunakan untuk
menganalisis min, median, mod, sisihan piawai, kekerapan, dan peratusan manakala statistik
inferens digunakan untuk menguji korelasi antara dua pembolehubah dan ujian – t dua sampel
bersandar untuk membandingkan pembahagian dua pembolehubah.
4. Perbincangan
Jadual 1 menunjukkan min dan sisihan piawai skor faktor dan kebolehpercayaan (Alpha
Cronbach) bagi setiap subskala yang mengukur empat faktor yang mempengaruhi
pengintegrasian ICT dalam PdPc. Kebolehpercayaan dari kesemua subskala berada pada tahap
yang tinggi iaitu melebihi 0.900.
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Jadual 1: Nilai Statistik pada Skor Faktor

Kelakuan Sokongan Sikap Literasi
guru Pentadbir guru Komputer
Min skor 3.05 2.78 2.60 3.02
Sisihan 0.3952 0.4359 0.5248 0.2944
Piawai
Keboleh- 0.976 0.949 0.968 0.919
percayaan
Empat faktor yang dikaji : Kelakuan Guru, Literasi Komputer, Sokongan Pentadbir dan Sikap
Guru disusun mengikut nilai skor min tinggi ke nilai skor min yang rendah. Hasil kajian
menunjukkan bahawa kelakuan guru terhadap pengintegrasian ICT dalam PdPc memainkan
peranan yang penting (nilai skor min = 3.05) daripada faktor – faktor lain yang dikaji.
Kelakuan guru nampaknya berasal dari pengalaman peribadi, pengalaman dengan sekolah dan
pengajaran serta akibatnya dan pengalaman dengan pengetahuan formal (Jansen et al., 2016).
Kecekapan penggunaan komputer juga merupakan salah satu faktor yang kuat dalam
mempengaruhi pengintegrasian ICT dengan nilai skor min sebanyak 3.02. Guru – guru kini
lebih menggunakan teknologi dalam PdPC mereka sedikit sebanyak. Guru – guru memilih
untuk menggunakan teknologi hanya apabila mereka merasa sesuai untuk topik matematik
yang diajar. Pertimbangan yang teliti dibuat untuk menentukan sama ada pengajaran matematik
menggunakan teknologi sesuai dijalankan bagi topik yang dipilih. Kini, guru memilih teknologi
yang sejajar dengan matlamat PdPc mereka (Mcculloch, Hollebrands, Lee, & Harrison, 2018).
Kajian Mirzajani & Mahmud (2016) juga menyatakan bahawa guru yang berwibawa dalam
ICT boleh mengintegrasikan teknologi untuk memperbaiki pengajaran mereka dan guru yang
tidak memiliki pengetahuan ICT tidak akan mudah menerima integrasi ICT dalam pengajaran
mereka. Sokongan pihak pentadbir (nilai skor min = 2.78) akan dapat membantu guru
mengintegrasikan ICT dalam PdPc. Guru sekolah tidak mempunyai pengetahuan tentang
keberkesanan teknologi dalam pengajaran kerana kurang pemahaman akan kepentingan
teknologi pendidikan(Mirzajani & Mahmud, 2016; Symon, 2015). Didapati sesetengah guru
tidak digalakkan oleh pihak pentadbir untuk memperkembangkan inovasi dan pengintegrasian
ICT (Bozkurt, 2016). Penambahan bengkel ICT dan penyediaan peralatan yang memadai dapat
membantu guru dalam mengintegrasikan ICT semasa PdPc (Mirzajani & Mahmud, 2016).
Kajian daripada Prasad (2015) mensyorkan agar pihak pentadbir sekolah menyedari
kepentingan ICT dalam pengajaran dan pemudahcaraan dan harus mengatasi halangan yang
menghalang pengintegrasian ICT dalam kalangan guru. Faktor yang mempunyai nilai skor min
yang paling rendah antara faktor – faktor lain ialah sikap guru dalam penerimaan ICT iaitu
sebanyak 2.60. Sikap guru yang kurang keyakinan diri dalam penggunaan teknologi semasa
PdPc memberi impak dalam skor min yang rendah (Mirzajani & Mahmud, 2016; Prasad,
2015). Guru juga kurang yakin untuk mengintegrasikan ICT di dalam bilik darjah kerana faktor
pelajar yang mungkin lebih mahir daripada dirinya. Guru rasa takut untuk berhadapan dengan
pelajar yang berteknologi tinggi terutamanya pada zaman sekarang. Secara keseluruhannya,
guru matematik sekolah rendah mendapati semua faktor memainkan peranan masing – masing
dalam pengintegrasian ICT dalam PdPc walaupun terdapat perbezaan skor min. Guru – guru
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juga cenderung untuk berkongsi pandangan yang sama seperti yang dibuktikan oleh nilai
sisihan piawai (0.29 – 0.52).
Ujian – t dua sampel bersandar digunakan untuk menganalisis perbezaan antara skor min faktor
– faktor yang dikaji. Kajian mendapati terdapat perbezaan yang signifikan antara faktor
kelakuan guru dan sikap guru dengan t(79) = 14.421, p < 0.05. Bukan itu sahaja, hasil kajian
juga menunjukkan bahawa terdapat perbezaan yang signifikan dengan faktor sokongan
pentadbir dan sikap guru [ t(79) = 8.040, p < 0.05] dan faktor kecekapan penggunaan komputer
(literasi komputer) dan sikap guru [ t(79) = 11.949, p < 0.05] (Jadual 2).
Jadual 2: Nilai Ujian – t Dua Sampel Bersandar

Skala t
Signifikan
(2 – tailed)
Kelakuan guru – Sikap guru 14.421 0.000
Sokongan Pentadbir – Sikap guru 8.040 0.000
Literasi Komputer – Sikap guru 11.949 0.000
Jadual 3 membentangkan pekali korelasi Pearson antara setiap empat faktor yang dikaji.
Hubungan antara faktor – faktor tersebut berada di antara julat 0.85 – 0.99 dimana semuanya
adalah signifikan pada tahap 1%. Kajian mendapati bahawa pekali korelasi Pearson
menunjukkan wujudnya hubungan linear positif yang sangat kuat dan signifikan antara
kelakuan guru dan sikap guru [ r(78) = 0.857, p < 0.01] ; sokongan pentadbir dengan sikap
guru [ r(78) = 0.930, p < 0.01] dan kecekapan penggunaan komputer dengan sikap guru [ r(78)
= 0.852, p < 0.01]. Hasil menunjukkan bahawa ketiga-tiga faktor yang dikaji memberi kesan
yang positif kepada sikap guru ke arah pengintegrasian ICT dalam PdPc.
Jadual 3: Nilai Korelasi antara Faktor

Skala Kelakuan Sokongan Sikap Literasi
guru Pentadbir guru Komputer
Kelakuan 1 0.955** 0.857** 0.963**
guru
Sokongan 0.955** 1 0.930** 0.982**
Pentadbir
Sikap 0.857** 0.930** 1 0.852**
Guru
Literasi 0.963** 0.982** 0.852** 1
Komputer
** Korelasi adalah signifikan pada tahap 0.01 (2 – tailed)
5. Kesimpulan
Penyepaduan ICT telah menjadi masalah sejak dilaksanakan beberapa tahun yang lalu dan
pelbagai kajian, dilakukan di dalam dan luar negara bagi menentukan faktor-faktor yang
menghalang pengintegrasian teknologi dalam pengajaran. Tumpuan kajian ini adalah mengenai
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faktor-faktor yang mempengaruhi guru matematik sekolah rendah dalam menerima

pengintegrasian ICT dalam proses pengajaran dan pemudahcaraan (PdPc). Keputusan kajian
menunjukkan bahawa guru matematik umumnya bersetuju bahawa empat faktor yang dikaji
merupakan elemen yang penting dalam menentukan sejauh mana mereka dapat
mengintegrasikan ICT dalam PdPc : (a) kelakuan guru dalam penerimaan penggunaan ICT, (b)
sikap guru dalam menerima integrasi teknologi, (c) sokongan pentadbir terhadap penggunaan
ICT dan (d) kecekapan penggunaan komputer oleh guru.
Penggunaan teknologi dalam pendidikan bergantung kepada pengetahuan terhadap pengurusan

teknologi dengan berkesan dan juga cara mengatasi halangan dalam mengintegrasikan
teknologi dalam pengajaran dan pembelajaran. Dengan hanya melengkapkan sekolah dan bilik
darjah dengan teknologi tidak akan membantu meningkatkan pencapaian pelajar (Mcculloch,
Hollebrands, Lee, & Harrison, 2018). Keberkesanan diri atau efikasi diri seorang guru
memainkan peranan yang amat penting terhadap keinginan guru dalam menggunakan teknologi
bagi mengajar Matematik di dalam bilik darjah (Ghavifekr, Kunjappan, & Ramasamy, 2016).
Oleh itu, guru haruslah diberi sokongan penuh akan keperluan mereka sepanjang proses
pelaksanaan. Pihak pentadbir sekolah boleh memainkan peranan untuk meningkatkan
keyakinan guru untuk mengintegrasikan teknologi dalam Matematik dengan memberi latihan
profesional yang secukup dan memperkembangkan potensi guru untuk mengintegrasikan
teknologi dalam bilik darjah.
Data yang diperolehi tidak mewakili keseluruhan populasi guru matematik sekolah rendah.
Walau bagaimanapun, hasilnya memberi satu gambaran mengenai apa yang guru matematik
melihat sebagai faktor penyumbang kepada pengintegrasian ICT dalam PdPc. Tambahan pula,
instrumen kajian memberi ruang kepada jawapan yang tidak jujur dimana guru dapat
menyatakan pendapat yang lebih diterima secara sosial dan menyembunyikan sikap sebenar
mereka (Oppenheim, 1992). Penyelidikan kualitatif dapat disarankan untuk menentukan
ketepatan persepsi guru dalam faktor – faktor yang mempengaruhi pengintegrasian ICT dalam
PdPc. Pihak kementerian perlu melihat secara terperinci dari aspek demografi seperti jantina
dan umur bagi membantu dan menggalakkan guru untuk mengintegrasikan ICT demi
meningkatkan kualiti pendidikan negara kita.
Rujukan
Ariani, D. N. (2015). Penelitian Hubungan antara Technological Pedagogical Content
Knowledge dengan Technology Integration Self Efficacy Guru Matematika di
Sekolah Dasar. 1(1), 79–91.
Aslan, A., Zhu, C., & Influencing, C. (2016). Influencing Factors and Integration of ICT into
Teaching Practices of Pre- service and Starting Teachers Influencing Factors and
Integration of ICT into Teaching Practices of Pre- service and Starting Teachers.
Beemt, A. Van Den, & Diepstraten, I. (2015). AC. Computers & Education.
https://doi.org/10.1016/j.compedu.2015.10.017
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Bozkurt, G. (2016). Mathematics Teachers and ICT : Factors Affecting Pre-service use in
School Placements Mathematics Teachers and ICT : Factors Affecting Pre-service
use in School Placements.
Cantú-ballesteros, L., Urías-murrieta, M., Figueroa-rodríguez, S., & Salazar-lugo, G. M.
(2017). Teacher ‘ s Digital Skills in Relation to Their Age , Gender , Time of Usage
and Training with a Tablet. 5(5), 46–57. https://doi.org/10.11114/jets.v5i5.2311
Carver, A. L. B., & Ph, D. (2016). Teacher Perception of Barriers and Benefits in K-12
Technology Usage. 15(1), 110–116.
Drent, M. & Meelissen, M. 2008. Which factors obstruct or stimulate teacher educators to use
ICT innovatively? Computers & Education, 51: 187-199
Frost, & Sullivan. 2010. Policy on ICT in Education Malaysia. Retrieved from
www.mscmalaysia.my:http://www.mscmalaysia.my/codenavia/portals/msc/images/p
df/Policy%20on%20ICT%20in%20Education%20Malaysia%202010.pdf
Emily, M.L.W, Sandy, S.C.L., Tat-heung, C. & Tsz-ngong, L. 2008. Insights into Innovative
Classroom Practice with ICT: Identifying the Impetus for change. Educational
Technology & Society 11(1): 248 – 265
Gao, P., Wong, A. F. L., Choy, D. & Wu, J. 2010. Developing leadership potential for
technology integration: Perspectives of three beginning teachers. Australasian
Journal of Educational Technology 26(5): 643 – 658
Gebremedhin, M. A., Fenta, A. A., Technology, C., & Science, E. O. (2015). Assessing
Teachers ’ Perception on Integrating ICT in Teaching- Learning Process : The Case
of Adwa College. 6(4), 114–125.
Ghavifekr, S., Kunjappan, T., & Ramasamy, L. (2006). Teaching and Learning with ICT
Tools : Issues and Challenges from Teachers ’ Perceptions. 4(2), 38–57.
Jansen, E. H. A., Kaasila, R., Lutovac, S., Di, P., Francesca, M., Middleton, J. A., & Pantziara,
M. (n.d.). Attitudes , Beliefs , Motivation and Identity in Mathematics Education.
Kaleli-Yilmaz, G. (2015). Prospective teachers’ views on the integration of history
mathematics in mathematics courses. Australian Journal of Teacher Education,
40(8), 132–148. https://doi.org/10.14221/ajte.2015v40n8.8
Li, L., Worch, E., & Aguiton, R. (2015). How and Why Digital Generation Teachers Use
Technology in the Classroom : An Explanatory Sequential Mixed Methods Study
How and Why Digital Generation Teachers Use Technology in the. 9(2).
Marbán, J. M., & Mulenga, E. M. (2019). Pre-service Primary Teachers ’ Teaching Styles and
Attitudes towards the Use of Technology in Mathematics Classrooms. 14(2), 253–
263.
Mcculloch, A. W., Hollebrands, K., Lee, H., & Harrison, T. (2018). Computers & Education
Factors that in fl uence secondary mathematics teachers ’ integration of technology
in mathematics lessons. Computers & Education, 123(April), 26–40.
https://doi.org/10.1016/j.compedu.2018.04.008
Mirzajani, H., & Mahmud, R. (2016). Teachers ’ acceptance of ICT and its integration in the
classroom. https://doi.org/10.1108/QAE-06-2014-0025
Oppenheim, A. N. (1992). Designing Attitude Statements & Attitude Scaling. Questionnaire
Design, Interviewing and Attitude Measurement. https://doi.org/10.2307/3172892
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Pittman, T. T., & Gaines, T. T. (2015). Technology integration in third, fourth and fifth-grade
classrooms in a Florida school district. Educational Technology Research &
Development, 63(4), 539-554.
Petko, D. 2012. Teachers’ pedagogical beliefs and their use of digital media in classroom:
Sharpening the focus of the ‘will, skill, tool’ model and integrating teachers’
constructivist orientations. Computer & Education, 58: 1351 – 1359
Prasad, C. V. V. S. N. V. (2015). Barriers to the Use of Information and Communication
Technology ( ICT ) in Secondary Schools : Teacher ’ s Perspective. 7(2).
https://doi.org/10.5296/jmr.v7i2.6935
Sime, D., & Priestly, M. 2005. Student teachers’ forst reflections on information and
communications technology and classroom learning: implications for initial teacher
education. Journal of Computer Assisted Learning, 21(2): 130 – 142
Symon, K. C. (2015). Pedagogical Factors Affecting Integration of Computers in Mathematics
Instruction in Secondary Schools in Kenya. 6(26), 37–46.
Yang, X. (2015). The Relationships among Pre- service Mathematics Teachers ’ Beliefs about
Mathematics , Mathematics Teaching , and Use of Technology in China.
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Zyad, H. (2016). Integrating Computers in the Classroom : Barriers and Teachers ’. 9(1).
356
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FALSAFAH ETIKA DALAM PENTADBIRAN LEMBAGA

ZAKAT NEGERI KEDAH
Khairiah Mohd Yassin1
1
Pusat Pengajian Bahasa, Tamadun dan Falsafah,UUM CAS, Universiti Utara Malaysia
06010 UUM Sintok, Kedah.
_______________________________________________________________________________________
Abstrak: Lembaga Zakat Negeri Kedah merupakan sebuah institusi zakat yang mengendalikan
segala bentuk kutipan dan agihan zakat. Institusi ini cukup unik kerana secara amalannya
berlaku pengasingan kuasa sama ada daripada pentadbiran di bawah Jabatan Hal Ehwal Agama
Islam Negeri Kedah mahupun Majlis Agama Islam Negeri Kedah. Pengasingan kuasa tersebut
merupakan titah perkenan daripada Ketua Tertinggi Agama Islam di Kedah iaitu Yang Mulia
Paduka Sultan Kedah. Sebagai sebuah institusi Islam yang mempunyai kuasanya yang
tersendiri, LZNK turut berdepan dengan pelbagai isu integriti seperti karenah birokrasi,
ketidaktelusan serta ketidakcekapan dalam pentadbiran dan pelaksanaan prosedur operasi
standard sama ada ketika membuat proses kutipan mahupun pengagihan wang zakat. Justeru,
kajian ini dilaksanakan dalam usaha mengkaji konsep dan prinsip etika dalam pentadbiran,
serta meneliti falsafah etika dalam pentadbiran terkhas di LZNK. Kajian berbentuk kualitatif
ini menggunakan kajian kepustakaan dalam kaedah pengumpulan data dengan menumpukan
kepada kertas kerja serta laporan membabitkan sejarah pentadbiran dan pengurusan LZNK.
Kaedah analisis data pula mengimplemenkan analisis tekstual deskriptif terhadap data dan
fakta berkaitan. Dapatan awal kajian memperolehi bahawa falsafah etika di dalam pentadbiran
LZNK menekankan prinsip patuh syariah serta melaksanakan sebuah tadbir urus yang baik.
Namun gerak kerja dalam pentadbiran LZNK perlu diperhalusi semula dan ditambahbaik dari
semasa ke semasa bagi melancarkan proses pengurusan zakat di seluruh Kedah. Implikasi
kajian ini dinilai memberi impak tinggi terhadap pemantapan proses pentadbiran dan
pengurusan LZNK berasaskan etika Islam yang sebenar sehingga dapat dijadikan rujukan dan
panduan penting kepada institusi zakat yang lain merentasi sempadan negeri mahupun negara.
Kata kunci: Falsafah Etika, Pentadbiran, Lembaga Zakat Negeri Kedah (LZNK)
_________________________________________________________________________
1. Pengenalan
Pentadbiran zakat di Malaysia mula diperkemaskan melalui organisasi berkaitan di bawah
bidang kuasa pentadbiran negeri-negeri (Perlembagaan Persekutuan, Jadual Kesembilan,
Senarai 2: Senarai Negeri) sekitar tahun 1991. Ia bermula dengan tertubuhnya Institusi
Pungutan Zakat (IPZ) di Wilayah Persekutuan, seterusnya diikuti oleh beberapa negeri seperti
Selangor, Pahang, Melaka dan Negeri Sembilan (Muhsin 2016:311) dan negeri-negeri yang
lain. Institusi Pungutan Zakat tersebut berada di bawah pentadbiran Majlis Agama Islam
Negeri yang diketuai oleh Sultan atau Raja atau Yang Dipertuan Agong (bagi negeri Melaka,
Pulau Pinang, Sabah, Sarawak dan Wilayah Persekutuan).
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Dalam konteks negeri Kedah berdasarkan Laporan Tahunan Zakat Kedah Darulaman 1986-
1990, institusi yang menguruskan kutipan dan agihan zakat adalah di luar daripada bidang
kuasa Majlis Agama Islam Negeri Kedah mahupun Jabatan Hal Ehwal Agama Islam Negeri
Kedah. Ini kerana kuasa pentadbiran zakat adalah tertakluk di bawah bidang kuasa institusi
zakatnya sendiri dikenali sebagai Jabatan Zakat Negeri Kedah. Jabatan tersebut melaksanakan
pentadbiran secara sistematik pada tahun 1955 apabila diperkenalkan Enakmen Zakat Kedah
1955 (No 4). Menurut Muhammad Hafiz et al. (2017:2), enakmen tersebut merupakan satu-
satunya enakmen berkaitan zakat yang paling lama berkuatkuasa sebelum merdeka sehinggalah
dimansuhkan pada tahun 2015.
Selanjutnya, transformasi Jabatan Zakat Kedah kepada Lembaga Zakat Negeri Kedah (LZNK)
berlaku apabila wujudnya Enakmen Lembaga Zakat Negeri Kedah Darul Aman 2015.
Enakmen LZNK ini memperlihatkan perubahan drastik pada pentadbiran institusi tersebut
sehingga kepada pelaksanaan prosedur operasi standard kaedah kutipan dan agihan zakat di
seluruh Kedah. Enakmen tersebut juga memperkukuhkan LZNK sebagai sebuah institusi yang
hanya memfokuskan tentang penambahbaikan dalam pentadbiran dan pengurusan zakat tanpa
campur tangan daripada pihak lain seperti Jabatan Islam Negeri Kedah ataupun Majlis Agama
Islam Negeri Kedah.
Walaubagaimanapun sebagai sebuah institusi Islam, LZNK tidak terkecuali daripada berdepan
dengan pelbagai masalah etika dan moral membabitkan pentadbiran dan pengurusan dalam
kutipan dan agihan zakat. Misalnya, isu amil palsu (Bernama 19 Jun 2017) atau amil tidak
bertauliah yang mengutip zakat dengan mengeluarkan resit sendiri (Sinar Harian 8 Jun 2018;
Bernama 10 Jun 2018) tanpa kebenaran daripada pihak LZNK. Masalah lain turut melibatkan
amil yang sah dan bertauliah tetapi mengambil kesempatan dengan memungut zakat fitrah bagi
pihak orang lain (Bernama 19 Jun 2017). Selain isu kutipan zakat, isu membabitkan agihan
zakat turut dikesan iaitu masalah lambat mengagihkan wang zakat kepada golongan yang
berkelayakan memperolehinya khususnya golongan miskin, serta tiada kaunter khas untuk
agihan wang zakat (Utusan Malaysia 21 Jun 2018) bagi memudahkan urusan agihan zakat.
Permasalahan tersebut secara asasnya menggambarkan LZNK turut berdepan dengan pelbagai
isu etika merangkumi masalah karenah birokrasi, ketidakcekapan pentadbiran, ketidaktelusan,
serta pecah amanah yang melibatkan para pegawainya mahupun pihak amil yang dilantik
secara bertauliah oleh LZNK.
Bertitik tolak daripada permasalahan tersebut, kajian ini diusahakan untuk merungkai isu dan
permasalahan berkaitan. Untuk itu dua objektif utama dikemukakan dalam kertas kerja ini.
Pertama, mengkaji konsep dan prinsip etika dalam pentadbiran. Kedua ialah meneliti falsafah
etika yang diimplemenkan dalam pentadbiran LZNK sebagai sebuah organisasi Islam di
Kedah.
2.Metod Kajian
Kajian ini berasaskan kaedah kualitatif dengan mengimplemenkan metode interpretasi terhadap
data dan fakta berkaitan kajian. Kaedah pengumpulan data menggunakan kajian kepustakaan
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iaitu dengan merujuk kepada laman sesawang rasmi, laporan tahunan, kertas kerja, artikel
persidangan serta dokumen penting berkaitan dengan Lembaga Zakat Negeri Kedah. Manakala
kaedah analisis data menggunakan pendekatan analisis tekstual deskriptif terhadap dokumen-
dokumen penting kajian dalam usaha mengenalpasti elemen dan falsafah etika dalam
pentadbiran LZNK.
3. Sorotan Literatur
Penelitian terhadap kajian lepas berkaitan kertas kerja ini berteraskan dua tema utama, iaitu
falsafah etika dan LZNK. Perbahasan mengenai falsafah etika sudah lama dibincangkan secara
serius oleh ahli falsafah dunia (sekadar disebut sebahagian sahaja) seperti Plato, Aristotle,
Kant, Nietzsche, Imam al-Ghazali dan Ibn Rusyd. Namun apabila meneliti kajian lepas dari
sudut falsafah etika dalam pentadbiran jelas masih kurang giat diusahakan. Ini kerana
kebanyakan pengkaji lebih memfokuskan kepada konsep dan nilai etika dari sudut budaya kerja
seperti yang diusahakan oleh Syed Othman Alhabshi (1993) – mengupas etika kerja Islam
berasaskan prinsip Syariah; Zainal Yang (2003) memfokuskan kepada matlamat hidup, cabaran
serta halangan terhadap penerapan nilai dan etika kerja dalam pentadbiran sektor awam; dan
Sharifah Hayaati Ismail al-Qudsy (2010) menyelidiki etika dari sudut konsep dan nilai dalam
sistem perkhidmatan awam Malaysia.
Selanjutnya, kajian lepas berkenaan dengan LZNK diteliti oleh beberapa pengkaji berikut.
Hafizah Zainal et al. (2017) misalnya meneliti tahap kepercayaan pihak berkepentingan yang
terdiri daripada masyarakat Islam di 12 daerah seluruh Kedah terhadap pentadbiran institusi
zakat terkhas LZNK. Kajian tersebut mendapati bahawa kepercayaan masyarakat masih
sederhana dari sudut kepercayaan, kualiti perkhidmatan dan reputasi institusi berkenaan dalam
mentadbir dan mengurus kutipan dan agihan zakat di Kedah. Muhammad Hafiz et al. (2017)
pula mengkaji enakmen perundangan zakat di Kedah – yang bermula daripada Jabatan Zakat
Negeri Kedah sebelum ditransformasikan menjadi Lembaga Zakat Negeri Kedah pada 2015
dengan mengimplemenkan perundangan berasaskan Enakmen Lembaga Zakat Kedah Darul
Aman (ELZKDA 2015). Selanjutnya, Ram Al-Jaffri (2018) menyelidiki dan menganalisis
penyata kewangan LZNK bertujuan untuk menilai prestasi kewangan, pertumbuhan dan
perancangan masa depan institusi zakat berkenaan.
Rangkuman daripada kajian lepas di atas menjelaskan bahawa penelitian khusus terhadap
falsafah etika dalam pentadbiran terkhas di LZNK masih kurang diusahakan oleh para pengkaji
ketika ini. Justeru itu, kajian bertemakan falsafah etika dalam pentadbiran LZNK
diketengahkan bertujuan untuk meneliti nilai dan prinsip etika yang dipraktikkan oleh institusi
berkenaan – terkhas dalam memartabatkan LZNK sebagai institusi zakat yang dipercayai dan
dihormati di Malaysia serta seantero dunia.
4. Konsep Etika Dalam Pentadbiran

Secara etimologinya, perkataan etika berasal daripada bahasa Greek iaitu ethos yang
bermaksud sikap atau peribadi, dan ethikos yang bermakna moral. Dalam konteks
epistemologi, etika merujuk kepada ilmu yang mengkaji tentang karakter, keperibadian,
tingkah laku, serta tanggungjawab sebagai seorang manusia. Aristotle mendefinisikan etika
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sebagai suatu yang dipraktikkan dan diterjemahkan melalui sikap dan tingkah laku (Broadie
1991:3; Warne 2006:11). Al-Ghazali (1985:358) pula mengungkapkan bahawa etika ialah
suatu bidang dalam ilmu falsafah (ilmu pengetahuan yang mencari hakikat segala yang ada)
yang membincangkan sifat-sifat yang patut menghiasi jiwa dan tingkah laku seseorang yang
pelbagai ragam dan jenisnya, selain cara mengubati jiwa dan hawa nafsu.
Daripada makna tersebut, dapat difahami bahawa elemen utama yang terkandung dalam etika
ialah (i) sikap, (ii) prinsip moral, dan (iii) ilmu. Elemen pertama merujuk kepada sikap –
tingkah laku manusia yang menunjukkan atau memberikan suatu nilai sama ada baik atau
buruk, betul atau salah (Bonhoeffer 1995). Sikap yang ditunjukkan itu sebenarnya
mencerminkan nilai keperibadian dirinya sebagai seorang manusia.
Elemen kedua ialah prinsip moral – secara umumnya merujuk kepada cara hidup, kepercayaan
serta amalan seseorang dan masyarakatnya. Dalam prinsip tersebut mengandungi aspek nilai
(seperti baik atau buruk), sifat murni (seperti kebaikan, kebahagiaan, keintelektualan), prinsip
serta praktis. Pojman (1999) menegaskan bahawa moral merupakan suatu kod amalan kepada
etika yang memberi penilaian atau penghukuman terhadap sesuatu tingkah laku atau sikap yang
ditonjolkan oleh seseorang kepada khalayak umum.
Elemen ketiga ialah ilmu tentang sikap – merupakan suatu bidang atau disiplin ilmu yang
membahaskan mengenai sifat dan budi pekerti yang perlu menghiasi jiwa dan diri manusia (Al-
Ghazali 1985; Mohd Nasir 2010). Dalam konteks ini ia berkait rapat kupasan dan huraian
berkenaan dengan perlakuan seseorang yang pelbagai ragam dan jenisnya, selain turut
mengupas berkenaan dengan cara pengubatan-pemulihan jiwa dan nafsu manusia.
Apabila merujuk konsep etika terkhas dalam konteks pentadbiran, dapat difahami sebagai
pengimplementasian elemen, nilai dan prinsip etika dalam sesebuah
organisasi/institusi/pertubuhan seperti sektor awam, sektor swasta dan badan berkanun.
Implementasi konsep etika tersebut sepertimana yang ditegaskan Sharifah Hayaati (2010)
melibatkan pelbagai proses dalam pentadbiran seperti merancang, merencana, mengarah,
mengurus, mengatur dan keseluruhan yang membawa erti mengurus sesuatu. Tujuan
implementasi etika dalam pentadbiran pada Sharifah Hayaati et al. (2008) ialah membentuk
sebuah tadbir urus yang baik (good governance) dan tadbir urus yang berkesan (effective
governance).
5.Falsafah Etika Dalam Pentadbiran LZNK

Selanjutnya apabila merujuk kepada falsafah etika, ia dapat difahami sebagai satu disiplin ilmu
yang membincangkan mengenai baik buruk atau betul salah sesuatu perbuatan, tingkah laku,
cara berfikir, adat, tata susila, sikap, kepercayaan dan semua faktor yang dapat mempengaruhi
kehidupan manusia seperti nafsu, akal, niat, tanggungjawab, tugas dan sebagainya (Mohd Nasir
2010). Ahmad Sunawari (2006) pula menegaskan bahawa falsafah etika memberi fokus kepada
tingkah laku manusia dan hubungannya dengan sesama manusia serta persekitarannya sama
ada bersifat peribadi, sosial mahupun politik – yang mana tingkah laku tersebut akan dinilai
dalam bentuk baik atau buruk serta dijustifikasikan secara rasional berdasarkan logik akal.
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Huraian etika dari sudut falsafah di atas menjelaskan bahawa terdapat empat elemen utama
yang mendasarinya. Pertama, tingkah laku atau perbuatan manusia. Kedua, tanggungjawab atau
tugas dalam menjalankan amanah sebagai manusia. Ketiga, penilaian baik buruk terhadap
setiap tingkah laku atau perbuatan yang dilakukan. Keempat ialah penjustifikasian secara logik
atau rasional akal terhadap segala tindak tanduk yang ditonjolkan kepada khalayak mahupun
persekitarannya. Setiap daripada elemen tersebut: (i) tingkah laku, (ii) tanggungjawab, (iii)
penilaian, dan (iv) justifikasi mempunyai tujuannya yang utama dan tersendiri – memperolehi
kebahagiaan di akhirat. Tujuan utama tersebut adalah tunjang utama dalam falsafah etika Islam
sepertimana dipersetujui oleh ahli falsafah Islam – al-Farabi, Ibn Sina, Ibn Miskawayh dan al-
Ghazali.
Untuk itu, penelitian falsafah etika dianalisis berasaskan “tujuan utama” dalam pentadbiran
LZNK di satu sisi. Di satu sisi yang lain, dasar utama pentadbiran LZNK yang akan diperhalusi
dan dinilai (keterkaitannya dengan falsafah etika) ialah visi, misi, matlamat serta fungsi sebenar
yang dimainkan oleh institusi berkenaan sebagai pemegang amanah terhadap dana zakat di
Kedah. Untuk itu, berikut dikemukakan huraian rinci lagi tuntas berkenaan falsafah etika dalam
pentadbiran LZNK (bertunjangkan empat prinsip utama pentadbiran organisasi: visi, misi,
matlamat dan fungsi) yang dapat ditelusuri sebagaimana penjelasan selanjutnya.
Pertama, visi LZNK iaitu “menjadi sebuah agensi pengurusan zakat yang unggul bertaraf
dunia”. Elemen etika di sini merujuk kepada tujuannya iaitu menjadi ‘unggul’. Kenapa unggul?
Ini kerana LZNK ingin menjadi institusi zakat yang terbaik dalam pengurusan kutipan dan
agihan zakat mengatasi institusi lainnya sama ada di peringkat lokal mahupun internasional.
Unggul atau ingin menjadi terbaik merupakan sikap bertanggungjawab LZNK dalam
mempraktikkan sebuah tadbir urus yang baik.
Kedua, misi LZNK ialah untuk “mengurus dan meningkatkan operasi kutipan dan agihan zakat
di negeri Kedah dengan telus, efisien dan berkualiti bagi menaik taraf sosio-ekonomi umat
Islam”. Misi berkenaan mengandungi beberapa elemen utama dalam etika iaitu (i) mengurus,
(ii) meningkatkan operasi – dari sudut kutipan dan agihan zakat, (iii) berlandaskan prinsip
telus, (iv) efisien, dan (v) berkualiti. Lima elemen tersebut pada asasnya dapat dilaksanakan
oleh LZNK sekiranya mempunyai pengurusan tertinggi yang cekap dan pegawai-pegawainya
bertingkah laku berlandaskan prinsip etika Islam. Lima elemen tersebut (jika dipraktikkan
dengan baik dan konsisten) akan meletakkan LZNK sebagai sebuah organisasi patuh syariah
serta berlandaskan prinsip etika Islam.
Ketiga, matlamat LZNK dapat difahami berasaskan objektif penubuhan dan pentadbirannya
sebagai sebuah institusi zakat terkemuka di Kedah. Daripada objektif tersebut, kajian ini
mendapati bahawa falsafah etika yang terangkum di dalamnya dinilai ada pada setiap objektif
tersebut sepertimana huraian ringkas berikut.
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(i) Memperkasakan urus tadbir Lembaga Zakat Negeri Kedah

Objektif pertama ini merujuk kepada elemen “perkasa-memperkasakan” iaitu menjadikan
LZNK sebagai sebuah institusi Islam yang unggul, hebat, kuat dan terkenal di Malaysia dan
seantero dunia. Pemerkasaan tersebut melibatkan semua pegawai LZNK iaitu dengan
menjalankan tugas serta tanggungjawab berdasarkan skop kerja masing-masing bermula di
peringkat pentadbiran sehingga ke pengurusan tertinggi LZNK.
(ii) Mengoptimumkan kutipan zakat

Objektif kedua ini melibatkan elemen “optimum-mengoptimumkan”. Tujuan LZNK
ditubuhkan secara rasmi pada 2015 ialah untuk meningkatkan jumlah dan nilai kutipan zakat
secara efisien terutamanya daripada pihak berkelayakan dan berkemampuan dari sudut
kewangan (merangkumi orang perseorangan, syarikat serta organisasi). Pihak berkelayakan
tersebut didekati oleh LZNK secara berhikmah iaitu melalui ceramah, seminar, konvensyen
serta sebaran melalui media sosial seperti laman web, facebook, youtube, instagram dan
sebagainya. Daripada pendekatan melalui medium tersebut sedikit sebanyak memberi kesan
dari sudut kesedaran tentang kewajipan membayar zakat. Kesedaran yang timbul akan
bermakna apabila mereka (golongan yang layak dan wajib membayar zakat) melaksanakan
tuntutan membayar zakat terus kepada pihak LZNK.
(iii)Membangunkan sosio-ekonomi masyarakat

Objektif ketiga dinilai pada elemen “bangun-membangunkan”. Ia memfokuskan kepada
tanggungjawab institusi ini secara konsisten dan dinamik dalam usaha memperbaiki kehidupan
masyarakat Kedah terutamanya dari sudut ekonomi dan pendidikan mereka. Tanggungjawab
membangunkan masyarakat tersebut selari dengan tuntutan Allah Ta’ala: “Maka berikan
kepada kerabat akan haknya demikian (pula) kepada fakir miskin dan orang-orang dalam
perjalanan (musafir). Itulah lebih baik bagi mereka yang mencari keredhaan Allah” (al-Rum
30:38). Tanggungjawab tersebut merupakan amanah yang perlu dilunaskan oleh LZNK
terutamanya dalam konteks semasa ekonomi negara yang telah meletakkan negeri Kedah
sebagai antara tiga negeri termiskin di Malaysia (termasuk negeri Kelantan dan Perlis).
Keempat, fungsi LZNK yang dilaksanakan berasaskan slogan “Asnaf disantuni, pembayar
diberkati”. Elemen etika yang terkandung dalam slogan berkenaan merujuk kepada konsep
santun dan berkat. Santun di sini ialah pendekatan berhemah para pegawai LZNK (yang perlu
dipraktikkan) untuk mengasihani golongan susah dan miskin dengan memberi bantuan
berbentuk kewangan, makanan, pakaian atau sumbangan lainnya yang dirasakan perlu
berdasarkan kelayakan dan keperluan mereka.
Berkat pula merujuk kepada rahmat atau restu yang diterjemahkan melalui bentuk
penghargaan. Dalam konteks ini, LZNK bertanggungjawab untuk menghargai golongan
pembayar zakat (seperti memberi ucapan terima kasih, memberi rebat dan pengecualian cukai).
Ini kerana kesedaran golongan tersebut untuk berzakat telah memudahkan usaha LZNK
melaksanakan visi, misi dan matlamatnya untuk membantu golongan yang miskin, susah dan
tidak berkemampuan dari sudut material dan fizikal di seluruh negeri Kedah, selanjutnya
mengurangkan kadar kemiskinan negeri ini.
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Selain slogan LZNK tersebut, fungsi LZNK juga dinilai berasaskan moto LZNK sepertimana
ditegaskan oleh Ketua Pegawai Eksekutifnya iaitu Syeikh Zakaria Othman iaitu “Kami terus
membantu asnaf di negeri Kedah ini dengan sebaik mungkin”. Elemen etika daripada slogan
berkenaan merangkumi dua iaitu (i) elemen bantu dan (ii) elemen sebaik mungkin. Elemen
bantu – menolong atau dengan makna sebenar merujuk kepada bekerja dengan tujuan untuk
membantu golongan yang susah serta memerlukan. Manakala elemen sebaik mungkin merujuk
kepada kesungguhan LZNK sebagai sebuah institusi zakat untuk bersungguh-sungguh dalam
menjalankan tanggungjawab sebagai pentadbir dan pengurus wang zakat di Kedah.
6. Falsafah Etika Dalam Piagam Pelanggan LZNK

Seterusnya, kajian ini turut meneliti Piagam Pelanggan LZNK untuk merungkai elemen dan
falsafah etika yang terkandung didalamnya. Kenapa piagam pelanggan? Asasnya, piagam
pelanggan merupakan suatu tatacara dalam melaksanakan prosedur gerak kerja untuk
melancarkan pentadbiran sesebuah organisasi. Dalam konteks ini, LZNK memfokuskan
piagam pelanggannya untuk memastikan bahawa gerak kerja berjalan lancar sama ada dari
sudut kutipan zakat (daripada pihak yang layak membayar zakat), mahupun prosedur agihan
zakat (terhadap golongan yang berkelayakan untuk memperolehi wang atau dana zakat).
Berikut dikemukakan prinsip yang terkandung dalam piagam pelanggan LZNK dan
keterkaitannya dengan falsafah etika.
Pertama, akauntabiliti. Dalam memastikan LZNK menjadi sebuah organisasi yang telus dan
boleh dipercayai, antara prosedur yang dilaksanakan ialah:
(i) Setiap status permohonan bantuan zakat boleh diperoleh dalam tempoh 21 hari dari tarikh
permohonan yang lengkap, dan
(ii) Pembayaran bantuan zakat dibuat dalam tempoh 14 hari dari tarikh kelulusan bantuan.
Prinsip akauntabiliti ini merupakan elemen etika yang menitikberatkan ketelusan dan
transparensi untuk mengurangkan karenah birokrasi. Ini kerana, akauntabiliti merujuk kepada
sifat bertanggungjawab pegawai LZNK kepada pembayar dan penerima zakat. Pegawai LZNK
juga perlu bersedia dalam melaksanakan tugasannya (bertindak, membuat keputusan,
memberikan penjelasan atau justifikasi berkaitan zakat) untuk mengutip wang zakat (daripada
pembayar zakat) dan mengagihkan wang zakat (kepada penerima zakat yang berkelayakan).
Kedua, maklumat sentiasa tepat dan terkini. Dalam usaha memastikan ketepatan tersebut,
LZNK memastikan bahawa prosedur gerak kerja dilaksanakan dengan sebaik mungkin. Justeru,
pihak pentadbiran dan pengurusan LZNK akan memastikan bahawa setiap status permohonan
bantuan zakat dapat diperolehi oleh para pemohon dalam tempoh 21 hari dari tarikh
permohonan yang lengkap. Selepas itu, pembayaran terhadap bantuan zakat oleh LZNK
terhadap para pemohon akan dilaksanakan dalam tempoh 14 hari dari tarikh kelulusan bantuan
terlibat.
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Prinsip piagam kedua ini berkait rapat dengan ketepatan dalam falsafah etika. Ketepatan
dipersonafikasikan sebagai betul dari sudut arah dan tujuan, lurus dan tidak menyimpang
daripada sasaran atau tujuan sebenar yang ditetapkan, tidak kurang dan tidak lebih dari sudut
ketepatan waktu, serta sesuai dan patut dari sudut peraturan mahupun tindakan dalam
melaksanakan sesuatu tugasan. Ini bermakna, setiap pegawai LZNK akan memberi maklum
balas yang tepat pada masa yang ditetapkan (tidak melebihi 21 hari daripada tempoh
permohonan zakat pemohon) sama ada mereka layak menerima zakat atau sebaliknya.
Sekiranya seorang pemohon itu layak menerima zakat, maka pegawai bertanggungjawab perlu
membuat pembayaran dalam tempoh 14 hari daripada tarikh kelulusan permohonan tersebut.
Ketiga, inovasi dalam memberi perkhidmatan. Prosedur yang dilaksanakan untuk memastikan
prinsip piagam pelanggan ini terlaksana ialah dengan menyediakan kepelbagaian bentuk
medium atau saluran bertujuan untuk memudahkan para pembayar zakat yang layak
menunaikan tanggungjawab mereka dalam membayar zakat. Selain itu, LZNK juga akan
memastikan bahawa terdapat pelbagai kaedah penyampaian pengagihan zakat kepada penerima
zakat (termasuk medium agihan terkini setakat 2019 ini wujudnya food bank di masjid seluruh
Kedah – untuk keperluan dan kegunaan masyarakat sekitar yang memerlukan).
Elemen etika yang terkandung dalam prinsip piagam ketiga ini ialah kecekapan dalam memberi
khidmat kepada golongan pembayar mahupun penerima zakat. Kenapa kecekapan? Ini kerana
inovasi memerlukan kecekapan. Kecekapan meliputi kesediaan, kesanggupan, kemampuan dan
kebolehan seseorang pegawai dalam melakukan sesuatu pekerjaan dengan cekap, pantas dan
sempurna. Kecekapan ini sangat penting dalam prosedur kerja LZNK kerana kelancaran setiap
proses (mengutip dan mengagih zakat) bergantung kepada cara kerja para pegawainya. Jika
mereka cekap dalam menjalankan tugas yang dipertanggungjawabkan, maka hasil daripada
proses kutipan dan agihan zakat akan terus memberangsang dan meningkat setiap tahun.
Keempat, layanan yang terbaik. Untuk memastikan prinsip piagam ini dapat dilaksanakan,
bahagian pentadbiran LZNK akan memantau para pegawainya ketika memberi khidmat kepada
para pelanggannya. Tujuannya ialah para pegawai tersebut dapat memberikan layanan mesra
kepada para pembayar serta penerima zakat. Selain itu, para pegawai perlu memastikan bahawa
mereka perlu memberi maklum balas sama ada berbentuk surat, atau emel, atau telefon dalam
tempoh dua hari bekerja dari tarikh aduan diterima daripada pihak yang membuat
aduan/bertanya tentang persoalan zakat (atau sebarang masalah yang berkaitan). Sebagai
sebuah pelaksana institusi zakat, para pegawai LZNK perlu memastikan setiap daripada mereka
berusaha memberikan perkhidmatan yang terbaik kepada para pelanggan.
Elemen etika dalam prinsip keempat berasaskan prinsip kesamarataan (equality). Kesamarataan
dipersonafikasikan sebagai sifat sama rata atau sama sahaja antara satu individu dengan
individu yang lain dan menganggap bahawa tidak ada perbezaan antara sesama manusia.
Kesamarataan di sini merangkumi layanan serta tindakan daripada pegawai LZNK dalam
menyantuni sesiapa sahaja yang berurusan dengan mereka secara baik, adil dan berhemah
tanpa mengira status atau kedudukan seseorang sama ada sebagai pembayar mahupun penerima
zakat.
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7.Kesimpulan
Secara rangkumannya, falsafah etika merujuk kepada suatu disiplin ilmu yang memberi
penekanan terhadap pembinaan tingkah laku atau karakter yang bernilai sama ada baik atau
sebaliknya. Tujuan kepada setiap tingkah laku tersebut ialah untuk memperolehi kebahagiaan
yang hakiki di akhirat. Kebahagiaan tersebut akan diperolehi apabila seseorang bertingkah laku
baik dan berjaya mempengaruhi jiwanya. Manakala tujuan tersebut tidak akan diperolehi
apabila seseorang bertingkah laku buruk dan tidak berjaya mempengaruhi jiwanya.
Dalam konteks kajian ini, elemen falsafah etika yang dinilai dalam pentadbiran LZNK bertitik
tolak daripada tujuan utama yang terangkum di dalamnya. Falsafah etika dalam pentadbiran
LZNK dinilai pada visi, misi, matlamat serta fungsinya sebagai sebuah organisasi berteraskan
Islam. Selain turut dikupas dari sudut piagam pelanggan yang diamalkan dan dilaksanakan oleh
LZNK dalam menyantuni para pelanggannya sama ada sebagai pembayar zakat mahupun
penerima zakat. Akhirnya dapat ditegaskan di sini bahawa penelitian falsafah etika dalam
pentadbiran LZNK bertujuan untuk menilai prestasi dan reputasi semasa LZNK sebagai satu-
satunya pentadbir dalam menguruskan segala hal ehwal zakat di Kedah – yang secara
konseptualnya institusi ini mengimplemenkan falsafah etika seperti transparensi, integriti, dan
kesaksamaan (equality) dalam pentadbirannya.
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Jun 2017, http://www.astroawani.com.
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Awani, 10 Jun 2018, http://www.astroawani.com.
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Zakat Di Kedah. Journal of Humanities, Language, Culture and Business, Vol. 1, No.
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Kedah Darulaman.
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Pojman, L. P. (1999). Ethics. USA: Wadsworth Publishing Company.
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Ram Al-Jaffri Saad. (2018). Analisis Penyata Kewangan Lembaga Zakat Negeri Kedah
(LZNK) Bagi Tahun 2015 dan 2016. Seminar Kebangsaan Transformasi Sosio-
Ekonomi Wilayah Utara Ke-3, 2018, h. 289-299.
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(2008). Efektif Governan Dan Pelaksanaannya Dalam Pentadbiran Islam. Jurnal
Shariah, Jil. 16, Keluaran Khas (2008), h. 465-496.
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Lumpur: Dewan Bahasa dan Pustaka.
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http://www.astroawani.com.
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Masyarakat. Kuala Lumpur: Institut Kefahaman Islam Malaysia.
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KAEDAH MAIN PERANAN DALAM PENGAJARAN ASAS

MATEMATIK DI SEKOLAH ALTERNATIF SEMPORNA:
SATU KAJIAN KES
Nuratikah Taufik1, Roslinda Rosli2
1,2
*Pengarang Koresponden: atikahtaufik92@gmail.com

_____________________________________________________________________________________
Abstrak: Kaedah main peranan merupakan satu bentuk pengajaran dan pembelajaran yang
aktif sesuai dengan pembelajaran abad ke-21. Selari dengan era globalisasi semasa, kesedaran
terhadap pentingnya aspek pendidikan membawa kepada pertambahan bilangan sekolah
alternatif yang diasaskan oleh badan bukan kerajaan terutamanya di daerah Semporna, Sabah.
Sekolah alternatif diwujudkan khusus buat kanak-kanak tanpa dokumen yang tidak berpeluang
mendapatkan akses pendidikan di sekolah kerajaan untuk menguasai kemahiran asas literasi
dan numerasi. Sehubungan itu, kajian ini bertujuan untuk meneroka pelaksanaan kaedah main
peranan dalam pengajaran asas matematik di sebuah sekolah alternatif di daerah Semporna,
Sabah. Pendekatan kualitatif secara kajian kes ini melibatkan seorang guru matematik di
sebuah sekolah alternatif. Data kajian diperoleh melalui pemerhatian, temu bual dan analisis
dokumen. Data yang dikumpul berkaitan dengan aspek perancangan, pelaksanaan serta
kekangan yang dihadapi oleh guru semasa melaksanakan aktiviti main peranan dalam
pengajaran asas matematik. Hasil daripada kajian yang dijalankan mendapati bahawa guru
membuat perancangan dari aspek isi kandungan, aktiviti dan bahan bantu mengajar yang sesuai
dengan kaedah main peranan. Guru juga mempelbagaikan aktiviti main peranan secara simulasi
dalam topik-topik asas matematik yang diajar. Murid dilihat seronok serta boleh
mengaplikasikan matematik yang diajar dengan lebih jelas berdasarkan aktivti yang dijalankan.
Suasana kelas yang bising merupakan masalah yang wujud apabila aktiviti pembelajaran
berlangsung namun dapat dikawal oleh guru dengan baik. Justeru, dapatan kajian ini boleh
memberi panduan atau idea kepada guru matematik dalam mempelbagaikan aktiviti main
peranan agar pengajaran dan pembelajaran matematik guru lebih menarik dan berkesan.
Kata kunci: kaedah main peranan, simulasi, asas matematik, sekolah alternatif
_________________________________________________________________________
1. Pengenalan
Pendidikan adalah alat perubahan bangsa. Ia merupakan salah satu daripada hak asasi manusia.
Namun begitu, kajian daripada UNESCO (2018) menunjukkan seramai 264 juta kanak-kanak
tidak mempunyai akses kepada pendidikan. Di Malaysia, hak bagi kanak-kanak bukan
warganegara khususnya kanak-kanak tanpa dokumen kewarganegaraan untuk bersekolah tidak
dinafikan sekiranya salah seorang daripada ibu bapa kanak-kanak tersebut merupakan
warganegara Malaysia (Kementerian Pendidikan Malaysia, 2018). Oleh yang demikian, kanak-
kanak tanpa dokumen dengan ibu bapa tanpa kerakyatan Malaysia tidak berpeluang untuk
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bersekolah. Menurut data UNICEF (2015), seramai 43 973 individu yang berumur dalam
lingkungan 7 ke 17 tahun berstatus bukan warganegara dengan bilangan yang paling tinggi
dicatatkan di Sabah iaitu seramai 23 ribu orang. Data ini jelas menunjukkan bahawa ramai
kanak-kanak tanpa dokumen di Sabah yang tidak bersekolah.
Oleh yang demikian, beberapa pihak pertubuhan bukan kerajaan (NGO) mula mewujudkan
peluang pendidikan percuma kepada kanak-kanak tanpa dokumen di negeri Sabah khususnya
di daerah Semporna. Penubuhan sekolah alternatif ini memberi peluang kepada kanak-kanak
tanpa dokumen untuk menguasai kemahiran asas literasi dan numerasi dengan menggunakan
pedagogi yang fleksibel serta mempelajari kemahiran yang boleh digunakan bagi
membangunkan diri sendiri dan komuniti setempat (Ngui et al., 2017).
Penggunaan istilah ‘sekolah alternatif’ berbeza mengikut tempat dan situasi (Lehr et al., 2003).
Di Amerika Syarikat, sekolah alternatif merupakan sekolah yang diwujudkan untuk kanak-
kanak yang mempunyai masalah sosial dan disiplin (Lagana-Riordan et al., 2011). Menurut
Anderson (2014), Becker (2010) dan Carver et al. (2010), kanak-kanak yang terlibat dalam
pendidikan alternatif ini merupakan kanak-kanak yang hidup dalam keadaan daif, mempunyai
halangan dalam berbahasa, lemah dalam pelajaran serta mempunyai tingkahlaku yang
bermasalah. Namun begitu, untuk konteks negara Asia, sekolah alternatif merujuk kepada
sekolah yang diwujudkan bagi membantu kanak-kanak marjinal ataupun tanpa dokumen
kewarganegaraan untuk mendapatkan pendidikan asas (Ngui et al., 2017).
Melihat kepada aspek pengajaran matematik di sekolah alternatif, pengajaran matematik yang
dijalankan lebih memberi fokus terhadap konsep asas matematik seperti pra nombor, nombor,
operasi, nilai wang, waktu, bentuk dan ruang. Pengajaran yang dilaksanakan disesuaikan
mengikut konteks komuniti tempatan (Ngui et al., 2017). Konsep asas matematik dijadikan
sebagai fokus yang utama di sekolah alternatif kerana ianya digunakan dalam kehidupan
seharian khsususnya dalam ekonomi masyarakat setempat.
Bagi kanak-kanak yang mempelajari konsep matematik, sifat matematik yang abstrak
menyebabkan murid sukar untuk memahami idea dan konsep matematik (Suffian, 2014).
Menurut Mazalan (2012), kegagalan murid melihat keperluan matematik dalam kehidupan
seharian serta kepentingannya pada masa hadapan menjejaskan minat murid dalam
mempelajari matematik. Salah tanggapan murid terhadap matematik menjadikan murid tidak
minat dalam mempelajari matematik. Justeru, guru berperanan untuk memodelkan konsep
matematik yang abstrak dengan mengaitkan pembelajaran kepada persekitaran murid secara
main peranan. Melalui cara ini, murid dapat melihat kesinambungan mengenai apa yang
dipelajari dalam situasi kehidupan mereka dan secara tidak langsung dapat menarik minat
murid. Oleh itu, objektif bagi kajian ini adalah seperti berikut:
i. Meneroka perancangan guru bagi aktiviti main peranan dalam pengajaran konsep asas
matematik di sekolah alternatif.
ii. Meneroka pelaksanaan proses kaedah main peranan oleh guru dalam pengajaran konsep
asas matematik.
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iii. Mengenalpasti kekangan yang dihadapi dalam pengajaran konsep asas matematik
semasa menjalankan kaedah main peranan.
2. Sorotan Kajian Lepas

Main peranan atau role play didefinisikan sebagai aktiviti pembelajaran yang memberi peluang
kepada murid untuk membayangkan diri menjadi seseorang dalam situasi yang tertentu (Shaari
et al., 2016). Din et al. (2014) menyatakan aktiviti main peranan sebagai aktiviti yang
melibatkan simulasi tingkah laku berdasarkan peranan yang diberikan dalam situasi tertentu.
Drama, simulasi, permainan dan demonstrasi dalam kehidupan seharian yang dijalankan dalam
sesi pengajaran dan pembelajaran (PdP) juga dikategorikan sebagai main peranan (Eturk, 2015;
Ogbu, 2018). Dari segi penglibatan, Sofyan et al. (2018) menyatakan, main peranan melibatkan
interaksi antara dua atau lebih ramai murid dalam suatu topik atau situasi yang diberikan oleh
guru.
Daripada definisi tersebut, main peranan dapat dilihat sebagai satu kaedah pembelajaran yang
berpusatkan murid. Ia memberi peluang kepada murid untuk mendengar, melihat, merasa,
mempraktik dan mendominasi aktiviti pembelajaran (Nazariyah, 2014). Pembelajaran aktif
bukan sahaja untuk menjadikan sesi pembelajaran menjadi menarik, tetapi juga memberi
peluang kepada murid merasai pengalaman serta mengingati konsep dan fakta (Kilgour et al.,
2015). Berdasarkan kajian oleh Ogbu (2018), pelaksanaan kaedah main peranan dapat
menjimatkan kos dan masa, menjadikan proses PdP berlangsung dengan efektif serta
menggalakkan pemahaman konsep dengan mudah. Berdasarkan definisi dan konsep
diterangkan melalui kajian yang lepas, kaedah main peranan dilihat dapat memberi impak yang
positif terhadap guru dan murid dari segi aspek pembelajaran, emosi dan sosial.
Dalam beberapa kajian yang berkaitan, guru mengaplikasikan kaedah main peranan dalam
topik nombor, operasi asas, pecahan, peratus, sukatan dan geometri serta wang. Topik wang
merupakan antara topik yang paling kerap menggunakan kaedah main peranan sama ada dalam
bentuk drama ataupun simulasi sebagai contoh melalui aktiviti jual beli dengan latar situasi di
kedai pizza (Black et al., 2019, Fahuzan & Santosa, 2018; Garret et al., 2018; Pokhrel, 2018).
Menerusi aktiviti tersebut, murid sendiri memainkan peranan sebagai pekedai dan juga
pelanggan. Situasi pembelajaran berlaku dengan aktif dalam masa yang sama murid berjaya
menghubungkaitkan konsep pecahan seperti suku dan separuh semasa membeli pizza, konsep
pembayaran dan baki, serta konsep untung dan rugi semasa menjalankan urus niaga. Namun
begitu, dalam kajian Black et al. (2019), murid lebih tertumpu dengan peranan yang dilakonkan
sehingga mengabaikan pengaplikasian konsep matematik sewaktu aktiviti berlangsung. Oleh
yang demikian, pelaksanaan kaedah main peranan memerlukan bimbingan daripada guru untuk
membentuk kefahaman murid dengan lebih baik (Ogbu 2018).
Dalam kajian yang lepas, aktiviti main peranan juga ada dijalankan dalam bentuk drama kreatif
yang menggunakan jalan cerita fiksyen. Menurut Sujud et al. (2014), konsep cerita sesuai
dengan sifat kanak-kanak yang penuh dengan emosi dan sikap ingin tahu. Melalui ciri-ciri
tersebut, guru perlu merancang latar dan jalan cerita dengan rapi supaya murid benar-benar
menjiwai situasi dan watak yang diberikan seperti dalam kajian Coleman dan Davies (2018),
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Özsoy et al. (2017), Piu et al. (2016) dan Sahin (2018). Pelbagai watak dan tema cerita boleh
direka oleh guru bagi menjadikan sesi pembelajaran menarik dan berkesan. Menurut Sahin
(2018), penggunaan drama kreatif dalam pengajaran matematik menarik minat murid untuk
lebih fokus terhadap pengajaran dan mematuhi arahan guru. Pembelajaran secara aktif juga
berlaku melalui komunikasi dan tugasan secara hands-on yang dilaksana oleh murid (Piu et al.,
2016).
Selain dengan melaksanakan kaedah main peranan secara fizikal, terdapat juga kajian yang
menggunakan konsep main peranan secara maya melalui permainan secara dalam talian.
Berdasarkan kajian yang lepas, pelaksanaan konsep main peranan secara permainan maya atau
disebut sebagai role-playing games (RPG) dilaksanakan dengan murid memainkan peranan
sebagai watak maya untuk menyelesaikan misi yang direka berdasarkan topik pembelajaran
(Chiu & Hsieh, 2016; Fahuzan & Santosa, 2018). RPG yang digunakan oleh pengkaji
berbentuk pengembaraan serta mempunyai misi yang menarik. Menurut Rahayu & Fujiati
(2017), RPG berbentuk pengembaraan sesuai digunakan dalam pembelajaran kerana ianya
mendorong pemain untuk berfikir secara kritis untuk menyelesaikan misi yang ada. Dalam
kajian oleh Fahuzan dan Santosa (2018), RPG dijalankan dalam topik wang dan peratus dengan
misi berbentuk masalah dalam kehidupan sebenar. Menurut Williams dan Williams (2011),
masalah dalam kehidupan sebenar dapat meningkatkan kemahiran penyelesaian masalah dan
motivasi pembelajaran murid. Dalam kajian yang lain, Chiu dan Hsieh (2016) menggunakan
RPG dalam topik pecahan. Hasil daripada kajian yang dilakukan, pembelajaran dengan
menggunakan menggunakan RPG meningkatkan pencapaian murid dan sikap murid dalam
pembelajaran matematik.
Kajian ini menggunakan pendekatan kualitatif berbentuk kajian kes penerokaan (exploratory).
Hanya seorang peserta sahaja yang terlibat dalam kajian ini iaitu seorang guru matematik
daripada sebuah sekolah alternatif di daerah Semporna. Dari aspek lokasi kajian, kajian ini
dijalankan di sebuah sekolah alternatif di daerah Semporna. Justifikasi pemilihan lokasi ini
adalah kerana sekolah alternatif yang dibangunkan oleh pihak NGO untuk kanak-kanak tanpa
dokumen merupakan sesuatu yang baharu di Sabah.
Data dan maklumat kajian ini diperolehi dengan menggunakan kaedah temu bual, pemerhatian
dan dokumen. Melalui kaedah temu bual, individu yang ditemu bual adalah guru yang
mengajar mata pelajaran matematik di sekolah alternatif daerah Semporna. Temu bual
dijalankan secara separa struktur dan dirakamkan dalam bentuk audio. Bagi kaedah
pemerhatian pula, pengkaji melaksanakan pemerhatian bukan peserta dengan hadir sendiri ke
lokasi kajian untuk melihat pelaksanakan aktiviti pengajaran guru. Catatan nota lapangan dan
senarai semak digunakan oleh pengkaji semasa proses permerhatian berlangsung. Dari segi
kaedah pengumpulan data melalui dokumen, bahan-bahan seperti buku dan artikel digunakan
oleh pengkaji untuk mendapatkan maklumat berkaitan dengan konsep dan pelaksanaan main
peranan dalam pengajaran dan pembalajaran matematik. Rekod catatan pengajaran guru juga
diteliti bagi mendapatkan maklumat tentang perancangan pengajaran guru yang berkaitan
dengan kaedah main peranan dalam pengajaran kemahiran asas matematik.
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Menurut Darusalam dan Hussin (2018), data kualitatif yang telah diperoleh perlu diproses
sebaik sahaja kutipan data dibuat. Data yang diperoleh oleh pengkaji melalui kaedah temu bual,
pemerhatian dan dokumen diproses dengan teliti bagi memudahkan carian dan rujukan semasa
pengkaji melaksana proses penulisan laporan. Salinan transkrip temu bual yang kemudiannya
dilabelkan mengikut kod dibuat dengan segera selepas temu bual dijalankan. Proses analisis
yang sama juga dibuat terhadap data yang diperolehi melalui kaedah pemerhatian dan
dokumen.
4. Dapatan Kajian
Bagi membina hubungan yang positif antara pengkaji dan peserta, sesi temubual dimulakan
dengan mengetahui latar belakang peserta serta lokasi kajian. Oleh itu, untuk melindungi
kerahsiaan peserta serta lokasi kajian, peserta dinamakan sebagai Cikgu Hani dan lokasi kajian
sebagai Sekolah Alternatif Bahagia.
i. Latar Belakang Peserta Kajian

Cikgu Hani ialah seorang guru wanita berumur 20 tahun yang merupakan anak jati Kampung
Bahagia, Semporna. Beliau merupakan antara individu terawal yang terlibat dengan penubuhan
sekolah alternatif untuk kanak-kanak tanpa dokumen di perkampungan beliau. Kampung
Bahagia merupakan sebuah perkampungan atas air yang didiami hampir keseluruhannya oleh
penduduk tanpa dokumen. Dengan kerjasama daripada pihak NGO yang giat menjalankan
aktiviti kemasyarakatan di perkampungan tersebut, maka sekolah ini berjaya ditubuhkan pada
tahun 2017 dengan operasi sekolah dijalankan di balai raya kampung. Setahun kemudian,
sekolah ini berjaya memperoleh tapak untuk membina bangunan sendiri di perkampungan air
yang berhampiran dan mula beroperasi di lokasi baharu pada tahun yang sama.
Sekolah alternatif ini beroperasi lima hari dalam seminggu, dengan waktu persekolahan
bermula pada pukul 8.30 pagi sehingga 12 tengah hari. Seramai tiga orang tenaga pengajar
yang terlibat dalam mengendalikan sekolah tersebut dengan bilangan murid yang berdaftar
seramai 45 orang, berumur dalam lingkungan 7 ke 15 tahun. Tujuan penubuhan sekolah ini
adalah untuk memberi peluang kepada kanak-kanak di perkampungan tersebut untuk
menguasai kemahiran asas literasi dan numerasi serta kemahiran hidup. Sebanyak tiga buah
kelas diwujudkan dengan pembahagian kelas mengikut tahap kemahiran literasi murid. Sekolah
ini menggunakan sukatan pelajaran dan buku teks sekolah kebangsaan yang kemudiannya
diolah dan disesuaikan berdasarkan budaya, persekitaran dan keupayaan murid. Setiap kanak-
kanak tanpa dokumen yang berdaftar dengan sekolah alternatif ini berpeluang untuk mengikuti
sistem pembelajaran selama 18 bulan.
ii. Perancangan aktiviti main peranan dalam pengajaran konsep asas matematik
Berdasarkan pemerhatian dan semakan dokumen yang dibuat, Cikgu Hani merancang setiap
pengajaran beliau dan mencatatnya dalam Rancangan Pengajaran Mingguan. Aspek-aspek
pengajaran yang dirancang oleh Cikgu Hani meliputi topik, objektif pengajaran, aktiviti, bahan
bantu mengajar (BBM) serta cara penilaian dibuat. Bagi menjadikan pengajaran dengan
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menggunakan kaedah main peranan berjaya, Cikgu Hani merancang dengan teliti BBM yang
akan digunakan.
“Ada (BBM)... macam pecahan... saya perlu fikir, apa yang saya perlu buat. Biasanya,
Cikgu Amin yang akan bantu sediakan…”
“Kalau saya, maths... bahan pengajaran saya banyak menggunakan kertas A4 dan...
manila card lah... kemudian... macam situasi di dalam kelas, murid saya ada botol
minuman... 45 botol. Jadi, semasa saya mahu ajar murid mengira, saya akan pakai 45
botol murid. Saya juga guna stok pensel sekolah... saya akan keluarkan semualah.
Benda di sekolah yang saya rasa boleh guna, saya akan guna... saya gunakan gelas...
saya gunakan piring sekolah... Kenapa saya guna begini... saya mahu tarik perhatian
murid. “Cikgu, kenapa guna piring? luculah...” (respon murid). Saya dapat lihat reaksi
murid yang kehairanan dalam masa yang sama, terhibur.”
Berdasarkan sedutan temu bual tersebut, Cikgu Hani merancang BBM yang akan digunakan.
Beliau menggunakan segala bahan maujud yang ada di sekolah tersebut untuk dijadikan
sebagai bahan bantu dalam pengajaran beliau. Cikgu Hani juga menggunakan peralatan-
peralatan yang biasa digunakan oleh murid bagi menarik minat, mewujudkan elemen kecindan
dan kejutan serta mewujudkan sifat ingin tahu dalam diri murid. Penyediaan BBM akan
dibantu oleh rakan beliau iaitu Cikgu Amin.
iii. Pelaksanaan kaedah main peranan dalam pengajaran konsep asas matematik
Berdasarkan analisis daripada temu bual yang dijalankan, Cikgu Hani menerapkan kaedah
main peranan dalam pengajaran matematik yang dilaksanakannya. Sebagai contohnya, dalam
pengajaran konsep banyak dan sedikit, Cikgu Hani mensimulasikan konsep yang diajar dengan
membawa murid keluar di sekitar perkampungan atas air untuk melihat sendiri konsep banyak
dan sedikit yang wujud dalam persekitaran yang hampir dengan diri mereka.
“Contoh, dalam topik (konsep) banyak dan sedikir, kami bercerita tentang alam
sekitar… Jadi, kami akan bawa murid keluar di sekitar kampung air... macam (contoh
soalan guru) “mana satu yang banyak?”, “tu! tu! (Cikgu Hani mengajuk respon murid
sambil menuding jari). Jadi, kami tidak fokus kepada buku teks, (kami) cuma ambil
tajuk daripada buku teks sahaja...”
Selain itu, Cikgu Hani juga menggunakan aktiviti simulasi bagi menjelaskan kepada murid idea
berkaitan dengan konsep penambahan seperti dalam petikan temu bual berikut:
“...ada murid ini... bila saya tanya... “satu tambah dua berapa?”, dia akan gabungkan
‘satu dua’. Jadi, saya kena ubah sedikit soalan saya, “kamu ada duit 10 sen dengan 20
sen, kamu mahu campur, ada berapa duitmu?” baru dia (murid) faham...”
Menurut Cikgu Hani, beliau menggunakan contoh wang bagi membantu murid mendapatkan
gambaran bagaimana konsep penambahan dijalankan kerana wang sangat hampir dengan
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kehidupan murid di perkampungan air tersebut. Semenjak kecil lagi, kanak-kanak di kampung
air terlibat dengan aktiviti ekonomi yang dijalankan oleh masyarakat setempat. Pengkaji juga
berpeluang melihat sendiri suasana dan kehidupan penduduk di sekitar perkampungan tersebut.
Di sepanjang laluan ke sekolah tersebut, dapat dilihat banyak gerai-gerai yang menjual kuih
muih, sayur-sayuran, ikan dan bahan masakan yang diusahakan oleh penduduk kampung
sendiri. Dapat dilihat juga, kanak-kanak dalam lingkungan umur 10 ke 12 tahun menjana
pendapatan sendiri dengan mengambil upah membawa barang menggunakan karitun (kereta
sorong).
Selain itu, Cikgu Hani turut mengaplikasikan kaedah main peranan dalam topik Pengurusan
Data seperti dalam sedutan temu bual berikut:
“...contoh macam Kelas Amanah, sewaktu murid belajar tajuk data... saya tidak akan
ambil latihan daripada buku teks... saya akan fikirkan sendiri apa saya perlu buat...
“oh... tolong ambil data...”, “berapa pelajar...”, “berapa begini-begini...” (arahan
kepada murid). Jadi, murid memang macam kelam kabut lah... mereka bergerak ke
kelas sebelah... sebelah (untuk ambil bilangan murid). Jadi mereka tidak lah bosan...”
Daripada sedutan temu bual tersebut, Cikgu Hani melibatkan murid beliau secara aktif dengan
proses pengajaran yang dijalankan. Murid melalui sendiri proses mendapatkan data yang
diperlukan daripada bahan maujud yang ada dalam persekitaran mereka. Daripada aktiviti ini
juga, Cikgu Hani melaksanakan penilaian terhadap kefahaman murid berkaitan dengan konsep
data.
iv. Kekangan yang dihadapi oleh guru semasa menjalankan kaedah main peranan
Berdasarkan daripada temu bual yang dijalankan, masalah yang sering dihadapi oleh Cikgu
Hani apabila melaksanakan kaedah main peranan sama ada simulasi, permainan dan
sebagainya ialah keadaan kelas mula menjadi bising dan sukar untuk dikawal kerana murid
seronok dengan aktiviti yang dijalankan Walau bagaimanapun, Cikgu Hani bijak dalam
mengawal situasi dengan menarik semula perhatian murid melalui aktiviti tepukan dan isyarat
tangan supaya murid dapat mengawal tingkah laku mereka.
5. Perbincangan dan Kesimpulan

Menurut Ali et al. (2017), perancangan yang rapi perlu dibuat oleh guru sebelum melaksana
proses PdP. Persediaan yang rapi sebelum memulakan kerja bagi sebarang tugas amat
dititikberatkan bagi memastikan setiap hasil yang diperolehi adalah berkualiti dan mencapai
sasaran yang telah ditetapkan (Nadzri, 2017). Berdasarkan daripada dapatan kajian, Cikgu Hani
merancang aktiviti pengajaran berdasarkan catatan dalam Rekod Pengajaran Mingguan beliau.
Beliau juga kreatif mengolah bahan yang ada di sekeliling murid untuk dijadikan sebagai
BBM. Menurut Isa dan Ma’arof (2018), guru perlu kreatif dalam membina dan mengolah BBM
kerana bahan yang kurang menarik boleh menyebabkan murid kurang fokus dalam
pembelajaran. Justeru itu, guru perlu sentiasa bersedia dengan isi kandungan, aktiviti dan BBM
yang sesuai sebelum menjalankan sesi PdP.
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Walaupun Cikgu Hani kurang arif dengan istilah yang tepat atau konsep yang digunapakai
dalam pedagogi kerana tidak pernah mengikuti kursus latihan perguruan, beliau mampu untuk
merancang pendekatan yang sesuai bagi menyampaikan ilmu kepada murid. Menurut Ahyan
(2014), pemilihan kaedah serta pendekatan yang sesuai dapat membantu membina kefahaman
murid dengan baik. Oleh yang demikian, guru yang mempunyai kefahaman yang baik terhadap
bagaimana kaedah main peranan berfungsi dapat memudahkan proses pembelajaran matematik
murid, khususnya dalam pengajaran konsep asas matematik.
Berdasarkan dapatan kajian, Cikgu Hani juga mempelbagaikan aktiviti dalam pengajarannya.
Kaedah main peranan melalui aktiviti simulasi banyak digunakan oleh beliau secara langsung
ataupun tidak langsung dalam kebanyakan topik yang diajar. Aktiviti main peranan yang
dilaksanakan oleh beliau sangat berkait rapat dengan situasi dan persekitaran murid. Beliau
juga tidak menggunakan buku teks dengan sepenuhnya dalam melaksanakan pengajaran kerana
Cikgu Hani lebih mengutamakan pembelajaran murid melalui pengalaman. Secara
kesimpulannya, pengajaran guru di sekolah alternatif banyak menggunakan konsep main
peranan dalam memperkenalkan konsep asas matematik kepada murid.
Keadaan kelas yang bising dan sukar dikawal merupakan antara masalah yang wujud apabila
murid menjadi semakin seronok dan aktif dalam sesi pembelajaran. Walau bagaimanapun,
Cikgu Hani tahu untuk mengawal situasi kelas beliau melalui aktiviti tepukan dan isyarat
tangan untuk menarik semula perhatian murid, seterusnya dapat mengawal tingkah laku
mereka. Tindakan yang dilaksanakan oleh Cikgu Hani sesuai dengan salah satu daripada
strategi yang dicadangkan oleh McIntosh et al. (2004) untuk menarik perhatian murid iaitu
dengan berdesit, membuat bunyian, menyanyi dan tepukan. Oleh yang demikian, guru perlu
menguasai teknik kawalan kelas yang baik agar sesi pembelajaran dapat berjalan dengan
lancar.
Rujukan
Ahyan, N. M. (2014). Hubungan antara pendekatan pengajaran pensyarah terhadap pendekatan
pembelajaran serta kesan efikasi kendiri sebagai faktor moderator dalam kalangan
pelajar pascasiswazah di Universiti Teknologi Malaysia (Master’s thesis). Fakulti
Pengurusan dan Sumber Manusia, Universiti Teknologi Malaysia.
Ali, S. K. S., Rauf, P. A., & Salimin, N. (2017). Hubungan antara pengalaman mengajar dan
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KAEDAH SAMA BENTUK DALAM MENINGKATKAN

KEMAHIRAN MENDARAB MELIBATKAN PENGUMPULAN
SEMULA
Grace Flona Anak Jarrau1*, Md Yusoff Daud2
1, 2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Selangor, Malaysia
*Pengarang Koresponden: graceflona1992@gmail.com

_________________________________________________________________________________________
Abstrak: Kajian ini bertujuan untuk meningkatkan kemahiran murid mendarab nombor empat
digit dengan nombor dua digit yang melibatkan pengumpulan semula menggunakan kaedah
Sama Bentuk. Seramai empat orang murid Tahun 5 telah dipilih sebagai responden kajian. Hasil
tinjauan awal mendapati murid lemah dalam membuat pendaraban melibatkan pengumpulan
semula. Oleh itu, kaedah Sama Bentuk telah diperkenalkan untuk mengatasi masalah yang
dihadapi oleh murid. Pelaksanaan tindakan dalam kajian ini merangkumi tiga sesi intervensi.
Pada sesi pertama, murid diperkenalkan dengan kaedah Sama Bentuk. Pada sesi kedua dan
ketiga, murid menggunakan kaedah Sama Bentuk semasa melakukan pendaraban. Terdapat tiga
instrumen kajian yang digunakan dalam kajian ini iaitu analisis dokumen, pemerhatian dan
temu bual. Hasil kajian telah mendapati bahawa murid tidak lagi melakukan kesilapan semasa
menulis hasil darab dan pengumpulan semula. Kesimpulannya, kaedah Sama Bentuk dapat
membantu meningkatkan kemahiran murid mendarab nombor empat digit dengan nombor dua
digit yang melibatkan pengumpulan semula.
Kata kunci: pendaraban, pengumpulan semula, kaedah Sama Bentuk

_________________________________________________________________________
1. Pengenalan
Matematik merupakan bidang pengajian yang penting dalam kehidupan seharian kita. Dengan
adanya pengetahuan matematik, seseorang individu akan dapat menyelesaikan masalah yang
dihadapi dalam kehidupan. Menurut Pusat Perkembangan Kurikulum (2001), pendidikan
matematik di sekolah adalah untuk membina dan mengembangkan kemahiran dan kefahaman
berkaitan dengan konsep nombor, kemahiran asas mengira serta penyelesaian masalah harian.
Perkara ini secara tidak langsung akan menggalakkan murid-murid untuk berfikir dengan lebih
rasional serta mencari idea sebelum menyelesaikan sesuatu masalah.
Walau bagaimanapun, tidak semua murid dapat menguasai pembelajaran matematik di sekolah
dengan baik. Tahap penguasaan yang lemah ini disebabkan oleh murid tidak meminati
matematik serta beranggapan negatif terhadap mata pelajaran tersebut (Mohamad Nurizwan,
2014). Matematik juga dianggap sebagai subjek yang membosankan kerana ia memerlukan
murid berfikir secara sistematik dan kompleks (Muhammad Faiz, 2014).
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Masalah tidak dapat menguasai kemahiran mendarab juga merupakan antara penyebab murid
tidak dapat menguasai matematik. Menurut Wan Nur Shaidah (2012), pendaraban adalah
proses menjumlahkan nombor-nombor dalam beberapa set. Apabila nombor bernilai besar dan
set yang banyak terlibat, pendaraban dilakukan dalam bentuk lazim. Semasa mendarab dalam
bentuk lazim, murid sering kali mengalami kekeliruan kerana pengiraan dalam bentuk tersebut
terlalu panjang dan menyebabkan mereka melakukan kesilapan semasa mendarab. Masalah ini
seharusnya diatasi dengan segera supaya murid dapat menguasai kemahiran mendarab dengan
baik dan mengaplikasikan kemahiran tersebut dalam pembelajaran matematik serta kehidupan
seharian mereka.
2. Ulasan Kajian Lepas dan Pernyataan Masalah

Kemahiran mendarab merupakan kemahiran yang sukar untuk dikuasai. Menurut Marzhati
(2014), pendaraban merupakan kemahiran yang sukar dikuasai oleh murid berbanding
penambahan dan penolakan. Murid sukar untuk menguasai pendaraban kerana mereka tidak
memahami konsep asas darab. Sekiranya murid tidak memahami konsep tersebut, mereka
berkemungkinan besar gagal dalam menjawab soalan berbentuk aplikasi matematik (Ku &
Lim, 2017). Oleh itu, konsep asas darab perlu diajar pada awal pembelajaran dengan teliti agar
murid dapat menguasai konsep darab dengan baik. Namun begitu, tidak semua murid dapat
mengikuti pembelajaran dengan baik walaupun terdapat pelbagai teknik serta kaedah
pengajaran telah digunakan oleh guru semasa mengajar di dalam kelas. Kajian yang dijalankan
oleh Norton dan Sprague (2001) menyatakan bahawa terdapat perbezaan ketara dalam
pehamanan murid apabila diajar menggunakan kaedah pengajaran visual dan pengajaran tanpa
visual. Segelintir murid lebih faham sekiranya guru hanya memberikan penerangan secara lisan
manakala segelintir murid lagi memerlukan penerangan yang lebih terperinci dengan bantuan
daripada bahan visual. Kajian ini turut disokong oleh kajian perbandingan antara kaedah
pembelajaran secara konvesional dan penggunaan bahan visual bagi mata pelajaran matematik
(Zamri, 2010). Dalam kajian tersebut, bahan visual didapati sangat membantu dalam membina
pemahaman murid dengan lebih berkesan.
Selain itu, kaedah yang mampu meningkatkan motivasi murid semasa belajar juga perlu diberi
perhatian. Kaedah Chalk and Talk sudah tidak relevan lagi digunakan pada masa sekarang.
Murid tidak akan terlibat secara aktif sekiranya kaedah tersebut digunakan di dalam kelas.
Murid hanya akan menjadi pendengar dan berasa mengantuk semasa pembelajaran
berlangsung. Menurut Sulaiman dan Jasmi (2013), pembelajaran manusia bergantung kepada
emosi dan perasaannya. Perkara ini bertepatan dengan teori mazhab humanis yang menegaskan
bahawa setiap individu mempunyai cara belajar yang berbeza dengan individu yang lain.
Apabila cara belajar tersebut bersesuaian dengan kehendak serta perkembangan emosi murid,
mereka akan lebih bermotivasi untuk belajar. Oleh itu, kaedah pengajaran visual atau kaedah-
kaedah lain perlu diperkenalkan kepada murid agar dapat menarik minat mereka dalam
pembelajari darab.
Terdapat pelbagai kaedah visual yang diperkenalkan dalam kajian-kajian yang lepas. Kaedah-
kaedah visual ini memerlukan murid untuk ‘melihat’ dan menggunakan deria penglihatan
untuk memahami sesuatu maklumat. Dalam kajian yang dilakukan oleh Siti Noor Fadhilah
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(2014), kaedah Sullam diperkenalkan dan membantu murid dalam menulis hasil darab pada
nilai tempat yang betul. Kaedah Petak Cerakin yang diperkenalkan oleh Faris (2014) pula
membantu murid mengatasi kesilapan semasa mendarab. Dengan adanya petak tersebut, murid
tidak lagi melakukan kesilapan dalam proses pengumpulan semula dan dapat menulis nombor
pada nilai tempat yang betul. Kajian yang dijalankan oleh Siti Hajar Aishah dan Md Yusoff
Daud (2016) memperkenalkan kaedah Petak Bijak dalam mengatasi masalah mencari hasil
darab dan bahagi. Penggunaan kaedah ini dapat meningkatkan minat murid terhadap
penguasaan operasi darab dan bahagi. Jika dilihat, kaedah-kaedah yang diperkenalkan ini
berbeza dengan kaedah tradisional yang memerlukan murid membuat pendaraban dalam
bentuk lazim. Bentuk lazim akan menyebabkan murid keliru kerana setiap nombor atau
jawapan ditulis pada nilai tempat yang betul. Berbeza pula dengan kaedah-kaedah visual yang
diperkenalkan oleh pengkaji-pengkaji yang lepas di mana kaedah tersebut dapat membantu
murid melihat serta memahami pendaraban dengan lebih teliti. Atas dasar tersebut, pengkaji
memperkenalkan kaedah Sama Bentuk sebagai kaedah alternatif dalam mengatasi kesilapan
murid semasa mendarab dan seterusnya meningkatkan kemahiran murid mendarab.
3.Pernyataan Masalah
Merujuk kepada refleksi pengajaran dan pembelajaran yang lepas, pengkaji mendapati bahawa
masalah utama yang dihadapi oleh murid adalah tidak dapat mendarab nombor empat digit
dengan nombor dua digit yang melibatkan pengumpulan semula. Oleh itu, kajian tindakan yang
telah dibuat berfokus kepada membantu meningkatkan kemahiran murid mendarab nombor
empat digit dengan nombor dua digit yang melibatkan pengumpulan semula. Kelemahan dalam
menguasai kemahiran tersebut telah menyebabkan murid-murid melakukan beberapa kesilapan
semasa mendarab. Melalui semakan lembaran kerja murid-murid, pengkaji mendapati mereka
telah melakukan kesilapan seperti berikut:
i. Menulis hasil darab dengan pekali puluh pada nilai tempat yang salah.
ii. Menulis hasil pengumpulan semula pada nilai tempat yang salah.
iii. Tidak mendarab nombor empat digit dengan pekali puluh.
Kesilapan-kesilapan ini seharusnya diatasi supaya murid tidak lagi melakukan kesilapan
semasa mendarab. Selain itu, masalah pembelajaran matematik dalam kalangan murid akan
menjadi lebih teruk sekiranya kesilapan-kesilapan tersebut tidak diatasi dengan segera. Di
samping itu, murid juga tidak dapat mengaplikasikan kemahiran mendarab dalam pembelajaran
yang seterusnya dan tidak dapat mengaplikasikan kemahiran tersebut dalam kehidupan
seharian mereka. Menurut Mohd Hasrul (2013), murid seharusnya menguasai kemahiran
mendarab dengan baik agar kemahiran ini dapat diaplikasikan dalam kehidupan seharian.
Penguasaan kemahiran mendarab dalam kalangan murid amat penting kerana penyelesaian
masalah yang berlaku dalam kehidupan seharian memerlukan penggunaan kemahiran tersebut.
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4. Reka Bentuk Kajian

Bagi melaksanakan kajian ini, pengkaji telah menggunakan model kajian tindakan Stephen
Kemmis dan Mac Taggart (1988). Reka bentuk model ini mempunyai empat peringkat iaitu
mereflek, merancang, melaksana dan memerhati.
Rajah 1. Carta alir Model Stephen Kemmis dan Mac Taggart (1988).
Langkah yang pertama adalah membuat refleksi terhadap proses pengajaran dan pembelajaran
untuk mengetahui masalah yang dihadapi oleh murid. Langkah yang kedua adalah merancang
satu kaedah alternatif iaitu kaedah Sama Bentuk. Perancangan instrumen kajian juga turut
dilakukan. Langkah yang ketiga adalah melaksanakan tindakan. Pelaksanaan tindakan ini
terbahagi kepada tiga sesi intervensi. Rajah 2 menunjukkan aktiviti-aktiviti yang dijalankan
pada setiap intervensi. Langkah yang keempat adalah mengumpul data menggunakan
instrumen kajian. Data yang diperoleh telah dianalisis untuk mendapatkan hasil dapatan.
Langkah yang seterusnya adalah membuat refleksi terhadap hasil dapatan kajian bagi membuat
penambahbaikan terhadap penggunaan kaedah Sama Bentuk.
Rajah 2. Pelaksanaan tindakan.

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Rajah 3 menunjukkan langkah-langkah menggunakan kaedah Sama Bentuk. Langkah-langkah

ini diterangkan kepada murid pada setiap intervensi untuk mengukuhkan kefahaman murid
terhadap cara penggunaan kaedah Sama Bentuk.
Langkah 1 Langkah 2 Langkah 3 Langkah 4
Rajah 3. Langkah-langkah menggunakan kaedah Sama Bentuk.
Langkah 1: Menulis nombor empat digit dengan pekali pada ruangan yang disediakan.
Nombor empat digit dengan pekali sa selari dengan petak-petak tersebut.
Langkah 2: Mendarab nombor empat digit dengan pekali sa. Hasil darab dan pengumpulan
semula ditulis dalam petak.
Langkah 3: Mendarab nombor empat digit dengan pekali puluh. Dalam langkah ini, bentuk-
bentuk 2D yang berpasangan digunakan. Sebelum mendarab, apabila melihat
bentuk segi empat yang berwarna hitam di atas, angka 0 ditulis pada pasangan
bentuk di bawah. Setelah mendarab, hasil darab dan hasil pengumpulan semula
ditulis dalam bentuk 2D yang berpasangan. Sebagai contoh, bagi 3 x 4 = 12,
angka 2 pada hasil darab tersebut ditulis dalam bentuk segi tiga di bawah. Apabila
angka 2 sudah ditulis dalam bentuk segi tiga di bawah, angka 1 perlu ditulis
dalam bentuk segi tiga di atas.
Langkah 4: Hasil darab nombor empat digit dengan pekali sa dan pekali puluh ditambah
untuk mendapatkan jawapan akhir.
5. Prosedur Penganalisisan Data

Analisis Dokumen
Lembaran kerja murid-murid telah dianalisis berdasarkan kemahiran-kemahiran yang terdapat
dalam kaedah Sama Bentuk. Berikut merupakan kemahiran-kemahiran yang terdapat dalam
kaedah Sama Bentuk:
i. Kemahiran menulis hasil darab dengan pekali sa pada nilai tempat yang betul.
ii. Kemahiran menulis hasil pengumpulan semula dengan pekali sa pada nilai tempat yang
betul.
iii. Kemahiran menulis hasil darab dengan pekali puluh pada nilai tempat yang betul.
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iv. Kemahiran menulis hasil pengumpulan semula dengan pekali puluh pada nilai tempat yang
betul.
v. Kemahiran menambah hasil darab dengan hasil pengumpulan semula yang sebelum.
Rajah 4. Bilangan kemahiran mendarab menggunakan kaedah Sama Bentuk yang dikuasai oleh murid
Rajah 4 menunjukkan bilangan kemahiran mendarab menggunakan kaedah Sama Bentuk yang
telah dikuasai oleh murid-murid pada awal hingga akhir intervensi. Berdasarkan rajah 4, murid-
murid telah menunjukkan peningkatan dari awal hingga akhir pelaksanaan intervensi. Pada
akhir intervensi, mereka telah dapat menguasai sepenuhnya kemahiran mendarab menggunakan
kaedah Sama Bentuk.
Pada L1, M1 telah menguasai tiga kemahiran mendarab menggunakan kaedah Sama Bentuk.
Murid 2 pula telah menguasai dua kemahiran mendarab menggunakan kaedah Sama Bentuk.
Manakala, M3 dan M4 telah menguasai empat kemahiran. Kegagalan semua murid dalam
menguasai semua kemahiran pada L1 telah menunjukkan bahawa mereka masih tidak dapat
memahami sepenuhnya cara menggunakan kaedah Sama Bentuk. Pada L2, semua murid telah
menunjukkan peningkatan. Murid 1, murid 2 dan murid 3 telah dapat menguasai empat
kemahiran mendarab menggunakan kaedah Sama Bentuk. Murid-murid tersebut masih tidak
dapat menguasai semua kemahiran kerana melakukan kecuaian semasa mendarab. Murid 4
pula telah menguasai semua kemahiran dalam L2. Pada L3, semua murid telah dapat
menguasai semua kemahiran mendarab menggunakan kaedah Sama Bentuk. Hal ini telah
menunjukkan bahawa kaedah Sama Bentuk berjaya meningkatkan kemahiran mendarab murid.
6.Pemerhatian
Pemerhatian dilakukan terhadap hasil kerja murid bagi soalan dalam setiap lembaran yang
dijawab sebelum intervensi dan juga semasa intervensi dijalankan.
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Murid 1 Murid 2 Murid 3 Murid 4
Rajah 5. Hasil kerja murid sebelum intervensi.

Rajah 5 menunjukkan hasil kerja murid sebelum intervensi dijalankan. Sebelum intervensi
dijalankan, murid-murid telah melakukan kesilapan seperti menulis hasil darab dengan pekali
puluh pada nilai tempat yang salah dan menulis hasil pengumpulan semula pada nilai tempat
yang salah.
Rajah 6. Hasil kerja murid pada lembaran 1
Rajah 6 menunjukkan hasil kerja murid selepas intervensi iaitu pada L1. Murid-murid masih
melakukan kesilapan semasa menulis hasil darab dan pengumpulan semula. Murid-murid juga
tidak menambah hasil darab dengan hasil pengumpulan semula yang sebelum. kesilapan-
kesilapan ini berlaku kerana murid-murid masih keliru dalam menulis hasil darab dan
pengumpulan semula serta membuat kecuaian. Selepas intervensi yang kedua iaitu pada L2,
hasil pemerhatian menunjukkan murid-murid tidak lagi melakukan kesilapan seperti pada L1
tetapi masih melakukan kecuaian. Tidak menambah hasil darab dengan hasil pengumpulan
semula yang sebelum dan silap semasa menambah merupakan kecuaian yang dilakukan oleh
murid.
Rajah 7. Hasil kerja murid pada lembaran 3
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Rajah 7 menunjukkan hasil kerja murid selepas intervensi yang terakhir. Berdasarkan
pemerhatian, murid-murid telah dapat menjawab soalan darab menggunakan kaedah Sama
Bentuk dengan betul. Mereka tidak lagi melakukan kesilapan dan dapat mendarab dengan
betul. Hal ini menunjukkan bahawa penggunaan kaedah Sama Bentuk telah berjaya
meningkatkan kemahiran mendarab murid-murid.
7.Temu Bual
Temu bual yang dijalankan telah membolehkan pengkaji mengetahui sebab murid-murid tidak
dapat menguasai kemahiran mendarab menggunakan kaedah Sama Bentuk dan sebab mereka
melakukan kesilapan terutamanya pada awal intervensi. Melalui temu bual ini, M1, M2 dan M4
telah melakukan kesilapan pada L1 kerana mereka masih tidak memahami sepenuhnya
langkah-langkah pengiraan menggunakan kaedah Sama Bentuk. Murid 3 pula menyatakan
kesilapan pada L1 berlaku kerana dia mengalami kekeliruan semasa menulis hasil darab dan
pengumpulan semula.
Melalui temu bual ini juga, M1, M2 dan M3 menyatakan bahawa mereka masih melakukan
kesilapan pada L2 kerana kecuaian mereka sendiri. Pada L2, M1 dan M2 telah melakukan
kecuaian dengan tidak menambah hasil darab dengan hasil pengumpulan semula yang sebelum.
Murid 3 pula telah menulis hasil tambah yang salah. Selain itu, dalam temu bual ini juga,
murid-murid telah menyatakan mereka tidak melakukan kesilapan pada L3 kerana telah
memahami langkah-langkah pengiraan menggunakan kaedah Sama Bentuk.
Murid-murid juga telah menyatakan bahawa petak-petak dan bentuk-bentuk 2D yang terdapat
dalam kaedah Sama Bentuk telah memudahkan mereka semasa menulis jawapan, mengelakkan
mereka daripada keliru dan menjadikan pendaraban lebih senang. Ini telah membolehkan
mereka menyelesaikan soalan darab dengan betul. Perkara ini telah membuktikan bahawa
penggunaan kaedah Sama Bentuk telah berjaya meningkatkan kemahiran mendarab murid-
murid kerana mereka tidak lagi melakukan kesilapan semasa mendarab.

Hasil dapatan telah menunjukkan bahawa kaedah Sama Bentuk telah dapat meningkatkan
kemahiran murid mendarab nombor empat digit dengan nombor dua digit yang melibatkan
pengumpulan. Dengan menggunakan kaedah tersebut, pengkaji mendapati keempat-empat
murid telah berjaya mengurangkan kesilapan yang pernah dilakukan sebelum intervensi. Pada
akhir intervensi, murid telah dapat menguasai kemahiran mendarab nombor empat digit dengan
nombor dua digit yang melibatkan pengumpulan semula. Penguasaan sesuatu kemahiran
matematik khususnya kemahiran mendarab amatlah penting supaya murid mempunyai
keupayaan untuk mendarab dengan baik. Menurut Haliza dan Joy (2011), peringkat industri
lawan rasa rendah diri dalam teori perkembangan psikososial telah menekankan bahawa kanak-
kanak yang berumur enam hingga sebelas tahun perlu menguasai kemahiran-kemahiran
tertentu di alam sekolah. Kegagalan kanak-kanak atau murid dalam menguasai kemahiran
tersebut akan membawa kepada rasa rendah diri dan tiada keupayaan. Oleh itu, kaedah Sama
Bentuk telah dapat meningkatkan kemahiran mendarab murid dan seterusnya menyebabkan
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murid berupaya untuk menyelesaikan soalan darab bagi nombor empat digit dengan nombor
dua digit yang melibatkan pengumpulan semula.
Hasil dapatan yang diperoleh telah menunjukkan bahawa kaedah Sama Bentuk dapat
membantu murid mengatasi kesilapan menulis hasil darab dengan pekali puluh semasa
mendarab nombor empat digit dengan dua digit yang melibatkan pengumpulan semula.
Bentuk-bentuk 2D yang terdapat dalam kaedah Sama Bentuk telah membantu murid menulis
hasil darab dengan pekali puluh pada nilai tempat yang betul.
Hasil dapatan yang diperoleh daripada ketiga-tiga instrumen juga telah menunjukkan bahawa
kaedah Sama Bentuk dapat membantu murid mengatasi kesilapan menulis hasil pengumpulan
semula semasa mendarab nombor empat digit dengan nombor dua digit yang melibatkan
pengumpulan semula. Dalam kaedah tersebut, terdapat bentuk-bentuk 2D yang dapat mengatasi
kesilapan murid semasa menulis hasil pengumpulan semula. Bentuk-bentuk 2D tersebut
mempunyai pasangan yang tersendiri. Bentuk segi tiga di bawah berpasangan dengan bentuk
segi tiga di atas. Bentuk bulat di bawah pula berpasangan dengan bentuk bulat di atas.
Manakala bentuk heksagon di bawah berpasangan dengan bentuk heksagon di atas. Setelah
murid mendarab, murid menulis hasil darab pada bentuk 2D di bawah dan hasil pengumpulan
semula pada bentuk 2D yang berada di atas. Dengan adanya bentuk-bentuk 2D yang
berpasangan tersebut, murid tidak lagi melakukan kesilapan semasa menulis hasil
pengumpulan semula. Dalam hal ini, pengkaji bersetuju dengan pendapat Nur Asilah (2012)
yang menyatakan bahawa kaedah mendarab yang pelbagai dapat meminimumkan kesilapan
murid. Kaedah Sama Bentuk yang telah diperkenalkan telah dapat mengatasi kesilapan murid
semasa menulis hasil pengumpulan semula dan seterusnya meningkatkan kemahiran murid
mendarab nombor empat digit dengan nombor dua digit yang melibatkan pengumpulan semula.
Hasil dapatan juga telah menunjukkan bahawa kaedah Sama Bentuk telah dapat membantu
murid melaksanakan algoritma pendaraban nombor empat digit dengan nombor dua digit yang
melibatkan pengumpulan semula. Petak-petak dan bentuk-bentuk 2D yang terdapat dalam
kaedah Sama Bentuk membantu murid mengetahui di mana mereka sepatutnya menulis hasil
darab dan pengumpulan semula. Apabila murid telah dapat menentukan tempat menulis kedua-
dua hasil tersebut, murid dapat melaksanakan algoritma pendaraban nombor empat digit
dengan nombor dua digit yang melibatkan pengumpulan semula. Hal ini telah menjadi bukti
bahawa murid telah menguasai kemahiran mendarab nombor empat digit dengan nombor dua
digit yang melibatkan pengumpulan semula.
Secara keseluruhannya, hasil dapatan telah membuktikan bahawa penggunaan kaedah Sama
Bentuk dapat mengelakkan murid melakukan kesilapan semasa mendarab. Walaupun masih
melakukan kesilapan pada awal intervensi, murid telah menunjukkan peningkatan yang baik
pada intervensi yang seterusnya. Setelah intervensi yang terakhir, murid tidak lagi melakukan
kesilapan dan dapat melaksanakan algoritma pendaraban yang lengkap dengan betul. Kajian
yang telah dijalankan sememangnya telah dapat meningkatkan kemahiran murid mendarab
nombor empat digit dengan nombor dua digit yang melibatkan pengumpulan semula.
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Rujukan
Haliza Hamzah & Joy N. Samuel. (2011). Perkembangan kanak-kanak. Selangor Darul Ehsan:
Kumpulan Budiman Sdn. Bhd.
Kemmis, S. & McTaggart, R. (1988). The action research planner (3rd ed.). Australia: Deekin
University Press.
Marzhati Roslan. (2014). Membantu murid mendarab nombor tiga digit dengan nombor dua
digit menggunakan kaedah “Palangku”. Tesis Ijazah Sarjana Muda Perguruan.
Institut Pendidikan Guru Kampus Kota Bharu, Kelantan.
Mohd Hasrul Hafiezan Abd Mubin. (2013). Meningkatkan penguasaan murid dalam
melakukan operasi pendaraban multi-digit dengan dua digit bagi murid tahun 5
dengan menggunakan kaedah Stair-D. Tesis Ijazah Sarjana Muda Perguruan. Institut
Pendidikan Guru Kampus Kota Bharu, Kelantan.
Mohamad Nurizwan. (2014). Kesan Teknik ‘HunTTO SQUARE’ terhadap pencapaian pelajar
bagi mata pelajaran matematik di sekolah rendah. Master Tesis, Universiti Tun
Hussein Onn, Malaysia.
Muhammad Faiz. (2014). Ingat smile, ingat penolakan dengan mengumpul semula. Tesis
Ijazah Sarjana Muda Perguruan. Institut Pendidikan Guru Kampus Kota Bharu,
Kelantan.
Norton, P. and Sprague, D. (2002). Timber Lane Technology Tales: A Design Experiment in
Alternative Field Experiences for Preservice Candidates. The Journal of Computing
in Teacher Education, 19(2), p. 40-46, 60.
Nur Asilah Ishak. (2012). Membantu murid membahagi nombor 4 digit dengan nombor 5 digit
dengan nombor 2 digit. Tesis Ijazah Sarjana Muda Perguruan. Institut Pendidikan
Guru Kampus Kota Bharu, Kelantan.
P. L. KU, & S. C. Johnson LIM. (1). Perlaksanaan Dan Keberkesanan Kaedah Lattice Dalam
Pengajaran Kemahiran Matematik: Satu Kajian Kes Di Sekolah Rendah. Online
Journal for TVET Practioners. Retrieved from
https://publisher.uthm.edu.my/ojs/index.php/oj-tp/article/view/4816
Siti Noor Fadhilah. (2014). Meningkatkan kemahiran pendaraban nombor dua atau tiga digit
dengan nombor dua digit menggunakan kaedah Sullam. Tesis Ijazah Sarjana Muda
Perguruan. Institut Pendidikan Guru Kampus Kota Bharu, Kelantan.
Sulaiman, Z. & Jasmi, K. A. (2013). Gaya Pembelajaran dan Hubungannya dengan Motivasi
Pelajar: Satu Kajian Tinjauan di Pusat Pendidikan Andalus Peringkat Menengah di
Singapura (Learning Style and Its Relation to Student Motivation: A Review of
Research in Secondary Level School of Andalus Education Centre in Singapore) in
Prosiding Seminar Pasca Siswazah Pertama, Fakulti Tamadun Islam (Proceedings of
the First Postgraduate Seminar, Faculty of Islamic Civilization) at The Main Hall,
Faculty of Islamic Cilization, Universiti Teknologi Malaysia on 26 Jun 2013, pp. 31-
48. ISBN: 978-967-0194-28-8.
Wan Muhammad Faris. (2014). Meningkatkan kemahiran mendarab nombor dua digit dengan
satu digit melibatkan pengumpulan semula menggunakan Petak Cerakin. Tesis
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Ijazah Sarjana Muda Perguruan. Institut Pendidikan Guru Kampus Kota Bharu,
Kelantan.
Zamri, M. R. M. (2010). Keberkesanan Teknik Atas Bawah (A-B) Dalam Pengajaran
Pembahagian Nombor Bulat Terhadap Pencapaian Pelajar Tahun 4 Di Setiu,
Terengganu.
388
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KEBERKESANAN APLIKASI COGGLE DALAM

MENINGKATKAN PENCAPAIAN SEJARAH TINGKATAN
ENAM BAGI TOPIK “PERLUASAN KUASA BARAT DI
CHINA” DI SMK SELIRIK, KAPIT
Yong Kai Siong1, Dr Faridah Binti Mydin Kutty2
1,2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
*Pengarang Koresponden: kai_siong1990@outlook.com
Abstrak:Kajian ini dijalankan untuk mengenalpasti keberkesanan aplikasi Coggle bagi

meningkatkan pencapaian pelajar Tingkatan Enam yang mengambil mata pelajaran elektif
Sejarah Penggal 1. Topik yang dipilih untuk pelaksanaan kajian ini adalah topik “Perluasan
Kuasa Barat di China”. Hal ini disebabkan dalam pembelajaran Sejarah, terdapat beberapa
masalah dalam pembelajaran Sejarah seperti lemah dalam penguasaan fakta, kekurangan
minat, lemah dalam teknik menjawab soalan dan sebagainya. Untuk mencari alternatif bagi
mengatasi masalah ini, pengkaji telah menjalankan kajian dengan memilih perisian Coggle
sebagai salah satu bahan bantu mengajar yang mampu meningkatkan pencapaian pelajar dalam
mata pelajaran Sejarah. Antara objektif kajian yang ditetapkan adalah mengenal pasti masalah
tahap pencapaian pelajar dalam mata pelajaran Sejarah serta mengenalpasti keberkesanan
Coggle dalam PdPc Sejarah Tingkatan Enam. Pengkaji juga menggunakan reka bentuk kuasi
eksperimental dalam mengutip data dan membuat analisis data kuantitatif untuk mengenalpasti
perubahan pencapaian pelajar selepas intervensi. Sebanyak 30 orang pelajar dari SMK Selirik,
Kapit telah dipilih sebagai sampel. Pengkaji telah mengedarkan ujian pra dan pasca kepada
kumpulan responden untuk mengenalpasti sama ada terdapat peningkatan prestasi ataupun
tidak. Analisis data dijalankan dengan menggunakan perisian SPSS versi 17 dengan
menggunakan ujian Paired sampel T-Test. Dapatan kajian menunjukkan peratus kelulusan bagi
kumpulan kawalan dalam ujian pasca telah menunjukkan peningkatan sebanyak 53.33%
manakala kumpulan rawatan menunjukkan perarus kelulusan sebanyak 87%. Analisis Ujian T
menunjukkan bahawa terdapat perbezaan yang signifikan min skor pelajar dalam ujian pra dan
pasca bagi kumpulan rawatan dengan nilai t= 10.502, p= 0.00 (p< 0.05). Secara tuntasnya,
dapat dirumuskan bahawa kaedah Coggle dapat meningkatkan pencapaian pelajar serta
motivasi pembelajaran pelajar.
Kata kunci: Coggle, peta minda elektronik, pelajar Tingkatan Enam, Sejarah
________________________________________________________________________
1. Pendahuluan
Pendidikan di Malaysia merupakan satu usaha berterusan untuk memperkembangkan potensi
individu secara menyeluruh dan bersepadu supaya dapat melahirkan modal insan yang
seimbang, harmonis dan bermoral tinggi selaras dengan Falsafah Pendidikan Kebangsaan
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(FPK). Tujuan pendidikan di Malaysia adalah untuk membentuk masyarakat Malaysia yang
sihat dari segi jasmani, emosi, rohani, intelek dan sahsiah. Negara kita sedang melangkah ke
arah status negara maju, maka adalah menjadi satu kewajipan untuk membentuk masyarakat
yang mempunyai daya perubahan yang tinggi, berpandangan jauh, inovatif, berkebolehan
tinggi, bertanggungjawab dan sebagainya. Justeru, setiap generasi muda harus dididik untuk
menjadi warganegara yang kreatif dan kritis, mempunyai pengetahuan yang tinggi serta mampu
menggunakan pelbagai sumber secara optimum dalam pembangunan negara.
Sejarah merupakan salah satu mata pelajaran teras dalam Kurikulum Standard Sekolah
Menengah (KSSM) yang wajib dipelajari oleh semua pelajar secara berterusan selama lima
tahun dan dijadikan subjek elektif dalam Tingkatan 6. Oleh itu, kemahiran Sejarah bukan
sahaja terhad ke arah perolehan ilmu pengetahuan tetapi turut melibatkan penghayatan nilai-
nilai (Anuar Ahmad & Ling, 2015 ; Kamarul Afendey Hamimi & Ishak Saat, 2013)). Melalui
mata pelajaran Sejarah, ia dapat membantu Malaysia mencapai matlamat pendidikan iaitu
melahirkan rakyat yang taat setia kepada raja dan negara, mengamalkan prinsip-prinsip Rukun
Negara dan bertoleransi untuk mewujudkan perpaduan rakyat yang berbilang kaum (Chua,
2007). Justeru itu, Sejarah telah dijadikan sebagai salah satu mata pelajaran yang wajib lulus
dalam Sijil Pelajaran Malaysia (SPM) menjelang tahun 2013 sehingga ia dijadikan subjek
elektif bagi Tingkatan Enam (Syed Azwan, 2010).
2.Penyataan Masalah
Menurut Joko Sayono (2013), mata pelajaran Sejarah merupakan salah satu subjek yang
penting kerana ia dapat membentuk insan yang berpengetahuan serta memberi kesedaran
kepada pelajar dalam membentuk nilai taat setia serta mencintai tanah air yang merangkumi
peranan masing-masing dalam menghayati Sejarah. Selain itu, melalui pembelajaran Sejarah, ia
dapat melatih daya kritis pelajar untuk memahami sesuatu peristiwa secara benar berdasarkan
bukti dan pendekatan ilmiah yang kukuh serta membentuk tingkah laku yang positif dalam
kalangan pelajar. Keadaan ini telah menunjukkan kepentingan Sejarah serta hasrat kerajaan
dalam membentuk masyarakat Malaysia yang mempunyai daya tahan dan semangat patriotisme
yang tinggi melalui kefahaman mereka terhadap kisah-kisah silam.
Peredaran masa telah membawa banyak cabaran dan perubahan terhadap guru khususnya
dalam pengubahsuaian fungsi guru dan peranan guru di mana guru yang sebelum ini sebagai
sumber utama pengetahuan telah berubah menjadi pemudahcara dalam proses pengajaran dan
pembelajaran, agen perubahan dan sumber maklumat bagi pelajar (Siti Fatimah Ahmad & Ab.
Halim Tamuri, 2010). Hal ini disebabkan kaedah pengajaran di sekolah sebelum ini lebih
tertumpu kepada penggunaan buku teks dan guru merupakan tumpuan utama dalam kelas tanpa
penglibatan pelajar (Mohd Aris Othman, 2007). Keadaan ini telah menyebabkan kaedah chalk
& talk menjadi satu kebiasaan ataupun budaya dalam proses pengajaran dan pembelajaran bagi
mana-mana subjek yang meyebabkan pelajar menjadi semakin pasif. Kaedah ini kurang
berfungsi pada masa kini kerana ia dikatakan amat membosankan serta susah untuk
mengembangkan potensi pelajar (Low et al, 2013; Liu & Long 2014). Menurut Boadu (2016)
pedagogi dalam pengajaran Sejarah amat penting kerana ia akan menpemgaruhi semangat
pelajar dalam pembelajaran serta keberkesanan proses PdPc.
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Terdapat beberapa masalah utama dalam pengajaran dan pembelajaran Sejarah telah dikenal
pasti seperti kaedah konvensional yang masih menjadi elemen utama dalam penyaluran ilmu,
kemahiran pelajar dalam soalan KBAT serta sikap pelajar yang belajar sambil lewa.
Kebanyakan guru di sekolah masih terikat dengan kaedah pengajaran secara tradisional yang
bakal mempengaruhi semangat dan motivasi pembelajaran pelajar. Selain itu, kaedah
pengajaran yang berpusatkan guru turut melimitasikan penglibatan pelajar sehingga
menyebabkan mereka bergantung sepenuhnya dengan guru serta malas mahu berfikir. Dari
aspek pelajar, pelajar menghadapi masalah untuk menulis isi utama dan tidak mampu
mengolah setiap isi secara kohesi (Mohd Khir Kassim, 2017). Keadaan ini menyebabkan
pelajar tidak dapat mencapai gred yang lebih baik atas kegagalan mereka untuk memberi dan
menghuraikan fakta dengan tepat.
Dalam pengajaran dan pembelajaran abad ke-21, pelajar disasarkan untuk lebih aktif dalam
pembelajaran manakala guru hanya berperanan sebagai fasilator ataupun pemudahcaraan.
Pelajar perlu lebih berdikari serta mampu berinteraksi secara berkesan untuk menerokai ilmu
yang diperlukan. Dalam usaha untuk membangunkan modal insan, kerajaan berhasrat untuk
melahirkan masyarakat Malaysia yang berkualiti dari aspek pengetahuan, mempunyai kreativiti
dan inovasi serta memupuk minda kelas pertama agar mempunyai daya saing di peringkat
antarabangsa. Maka, kaedah pengajaran yang bersifat tradisional tidak lagi sesuai untuk
diaplikasikan di semua peringkat pembelajaran malah ia perlu melalui transformasi yang
berpandukan PAK-21. Justeru itu, dalam mendidik Sejarah, ia perlulah dilaksanakan dengan
kreatif dan menarik agar dapat membantu para pelajar dalam memahami kandungan Sejarah di
samping melatih kemahiran KBAT pelajar.
Aplikasi Coggle merupakan salah satu perisian yang agak baru bagi pelajar luar bandar dalam
membentuk suasana pembelajaran yang lebih menarik dan aktif. Ia merupakan satu perisian
yang khas digunakan untuk membentuk peta minda secara online yang boleh melibatkan guru
dan semua pelajar semasa memanipulasikan perisian tersebut. Konsep peta minda dalam
pengajaran telah awal diperkenalkan tetapi ia kebanyakan dijalankan dalam keadaan secara
manual iaitu atas kertas sahaja. Selain itu, kebanyakan peta minda adalah disediakan oleh para
guru sebagai salah satu bahan bantu mengajar dalam kelas di mana ia jarang melibatkan
pelajar. Menurut dapatan kajian Nair & Narayanasamy (2017), penggunaan peta minda dalam
pendidikan Sejarah dilihat sebagai salah satu kaedah yang sesuai dan berkesan untuk
meningkatkan daya ingatan dan kefahaman pelajar. Dapatan ini turut disokong oleh beberapa
kajian lepas seperti Wong & Amor Hamzah Sharaai (2012); Yahya Othman & Azmey Hj
Othman (2012), yang berjaya membuktikan keberkesanan peta minda dalam meningkatkan
kefahaman pelajar. Walaubagaimanapun, dalam era globalisasi yang semakin maju ini,
penggunaan peta minda juga boleh dihasilkan menggunaakan ICT atau secara talian agar ia
lebih menarik dan bersesuaian dengan latar belakang sosioekonomi pelajar kerana mereka telah
awal didedahkan dengan perkembangan teknologi. Penglibatan ICT dalam pendidikan bukan
lagi nadir dan sepatutnya digunakan secara optimum dalam dunia pendidikan agar ia setaraf
dengan perkembangan teknologi yang sedia ada.
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3.Tujuan kajian
Pelajar dapat menguasai fakta Sejarah bagi topik “Perluasaan Kuasa Barat di China”.
4.Objektif Kajian
1. Mengenal pasti tahap pencapaian pelajar dalam mata pelajaran Sejarah Tingkatan Enam.
2. Mengenalpasti keberkesanan Coggle dalam PdPc Sejarah Tingkatan Enam.
5.Persoalan Kajian
3. Adakah terdapat perbezaan yang signifikan bagi min skor ujian pra kumpulan kawalan
dan kumpulan rawatan?
4. Adakah terdapat perbezaan yang signifikan bagi min skor kumpulan kawalan dalam ujian
pra dan pasca?
5. Adakah terdapat perbezaan yang signifikan bagi min skor kumpulan rawatan dalam ujian
pra dan pasca?
6. Adakah terdapat perbezaan yang signifikan bagi min skor ujian pra bagi kumpulan
kawalan dan rawatan
6.Hipotesis Kajian
Ho1: Tidak terdapat perbezaan yang signifikan bagi min skor ujian pra kumpulan kawalan
dan kumpulan rawatan.
Ho2: Tidak terdapat perbezaan yang signifikan bagi min skor kumpulan kawalan dalam
ujian pra dan pasca.
Ho3: Tidak terdapat perbezaan yang signifikan bagi min skor kumpulan rawatan dalam
ujian pra dan pasca.
Ho 4: Tidak terdapat perbezaan yang signifikan bagi min skor ujian pasca bagi kumpulan
kawalan dan rawatan.
7.Kajian Literatur
Menurut Chua (2006), kajian literatur juga mendukung maksud sebagai membuat rujukan
secara kritikal dan sistematik ke atas dokumen-dokumen yang mengandungi maklumat, idea,
data serta kaedah mendapat maklumat yang berkaitan dengan tajuk kajian. Kajian literatur
penting dalam sesebuah penyelidikan kerana ia bertujuan meletakkan kajian yang akan
dijalankan pada perspektif saintifik dan meletakkan kajian pengkaji ke dalam “lautan
pengetahuan” bagi membantu pengkaji menghubungkaitkan kajiannya dengan badan
pengetahuan (Chua, 2006).
Melalui Coggle, ia dapat meningkatkan kemahiran pelajar dalam membuat gambaran bagi
situasi yang abstrak supaya dapat diterjemah dalam bentuk penulisan. kenyataan ini dapat
disokong oleh kajian Muhammad Asri Madmor et al (2016) yang menunjukkan bahawa
aplikasi PMB pada kumpulan rawatan memberi kesan dalam membantu meningkatkan min
markah pelajar berbanding dengan kumpulan kawalan. Pelajar yang dapat menghasilkan PMB
yang berkualiti mampu mendapat gred pencapaian yang lebih baik selepas menerima rawatan
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kerana mereka menguasai isi kandungan dan mengamalkan kemahiran berfikir. Selain itu,
proses mengambil nota dengan menggunakan PMB membantu pemikiran seseorang kelihatan
nyata dengan menterjemahkan pemikiran tersebut ke atas kertas.
Selain itu, kajian Noradinah Jaidi, Yusri Abdullah, Suraya Tarasat, Sri Kartika Rahman (2013)
telah membuktikan bahawa perisian iMindMap mampu meningkatkan prestasi pelajar dengan
buktinya pencapaian pelakar kumpulan rawatan adalah lebih tinggi berbanding dengan
kumpulan kawalan. Kajian ini juga memberi impak yang besar terhadap pembelajaran yang
lebih menarik dan menggalakkan penglibatan murid. Selain itu, ia juga dapat menambah corak
pengajaran karangan yang lebih bersistematik.
Peta minda elektronik amat berguna dalam proses P&P. Pada masa yang sama, ia dapat
membantu pelajar menguasai teknik dan konsep dalam penyelidikan. Kaedah pengajaran guru
masih merupakan indikator penting dalam meningkatkan pengetahuan dan tingkah laku pelajar.
Guru perlu mahir dalam menggunakan pelbagai bahan bantu mengajar untuk membantu pelajar
menguasai sesuatu topik pembelajaran. Menurut T. Tungprapa (2015), perisian yang kerap
digunakan oleh pelajar dalam menghasilkan peta minda adalah FreeMind. Selepas aplikasi peta
minda elektronik, secara keseluruhannya dan aspek lain seperti pengetahuan, emosi dan
tingkah laku telah meningkat jika dibandingkan dengan ujian pra. Selain itu, pelajar yang
pernah membuat kajian menunjukkan perubahan tingkah laku yang positif jika berbanding
dengan pelajar yang langsung tidak mempunyai pengalaman membuat kajian. Namun
demikian, selepas peta minda elektronik diaplikasikan, kedua-dua kumpulan pelajar secara
keseluruhannya mempunyai perubahan tingkah laku yang ketara dan masing-masing tidak jauh
beza tahapnya.
Menurut kajian Alaf M. Aljaser (2017), terdapat perbezaan yang signifikan dalam min skor
ujian pasca kumpulan rawatan dan kawalan di mana kumpulan rawatan mempunyai prestasi
yang lebih baik. Selain itu, e-Minds Mapping juga memberi efek yang tinggi terhadap tingkah
laku pelajar terhadap pembelajaran bahasa Inggeris. Selain itu, terdapat perbezaan yang
signifikan dalam ujian pasca antara kumpulan kawalan dan rawatan dalam menilai tingkah laku
pelajar terhadap pembelajaran bahasa Inggeris. Semua dapatan kajian yang diperoleh melalui
kajian ini adalah selaras dengan dapatan kajian lepas yang boleh menjelaskan bahawa peta
minda mampu meningkatkan prestasi pelajar serta mengubah tingkah laku pelajar yang negatif
terhadap bahasa Inggeris.
Berdasarkan kajian-kajian lepas yang dijalankan, kebanyakan pengkaji mendapat impak yang
positif mengenai penggunaan peta minda elektronik dalam sesi PdPc. Melalui peta minda
elektronik, ia dapat meningkatkan minat dan motivasi pelajar semasa sesi PdPc yang menjurus
kepada peningkatan dan pengukuhan kefahaman pelajar. Pelajar mudah menguasai topik yang
diajar serta mampu mencapai objektif pembelajaran yang ditetapkan. Melalui peta minda
elektronik, ia mampu membantu pelajar mengingati sesuatu fakta terutamanya bagi subjek
Sejarah yang kebanyakannya berbentuk abstrak. Guru perlu bertungkus-lumus untuk
menyediakan bahan bantu mengajar yang sesuai dalam pengajaran kerana sering kedengaran
rungutan mengenai kebosanan mempelajari Sejarah. Maka, dengan adanya peta minda
elektronik, ia mampu meringkaskan maklumat kepada beberapa bahagian supaya pelajar tidak
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keliru dan mudah mengingati fakta tersebut serta mempunyai motivasi yang tinggi dalam
pembelajaran. Hal ini disebabkan pelajar tidak perlu berdepan dengan teks maklumat yang
panjang lebar sehingga menjejaskan emosi dan kefahaman mereka.
8.Metodologi Kajian
Menurut Mohd Majid Konting (2009) pula, metodologi kajian merujuk kepada bagaimana
seorang pengkaji mendapatkan maklumat bagi mencapai sesuatu matlamat penyelidikan
dengan menggunakan kos yang minimum. Dalam menjalankan kajian, terdapat beberapa aspek
yang perlu diambil kira seperti kaedah dan reka bentuk penyelidikan, instrumen kajian, sampel,
teknik pengelolaan data dan analisis data. Kaedah yang digunakan dalam sesebuah kajian
bergantung kepada masalah ataupun tajuk dan hipotesis-hipotesis yang telah ditetapkan (Mohd
Sheffie Abu Bakar, 1991). Metodologi kajian dikatakan penting kerana ia akan mempengaruhi
output kajian. Metodologi untuk kajian ini akan meliputi bahagian seperti reka bentuk kajian,
pembolehubah, populasi dan persampelan, instrumen kajian dan kajian rintis.
9.Reka Bentuk Kajian

Dalam kajian ini, pengkaji juga menggunakan kaedah kuantitatif yang berbentuk kuasi
eksperimental dalam mengutip data. Menurut Gray et al, (2009), penyelidikan kuantitatif
adalah proses pengumpulan dan analisis data berangka untuk menghurai, menjelas, meramal
atau mengawal sesuatu fenomena yang dikaji. Bagi kajian kuasi eksperimental pula, ia direka
khas untuk menilai keberkesanan sesuatu program kerana menekankan perbandingan antara
dua atau lebih set data-data. Untuk menjalanakan kajian ini, pengkaji akan membahagikan
pelajar kepada 2 kumpulan yakni kumpulan kawalan dan kumpulan rawatan. Sebelum
menjalankan intervensi ke atas kumpulan responden, penyelidik akan mengedarkan ujian pra
ke atas 2 kumpulan responden untuk mengenalpasti tahap kognitif dan kemampuan masing-
masing. Seterusnya, guru akan menggunakan perisian Coggle terhadap kumpulan rawatan
manakala bagi kumpulan kawalan pula, ia akan didedahkan dengan pengajaran berbentuk
tradisional. Seterusnya, ujian pasca akan diedarkan dan dijawab oleh kumpulan responden
supaya dapat mengenalpasti keberkesanan teknik yang digunakan melalui perbandingan
pencapaian ujian pra dan pasca. Berikut merupakan gambaran ringkas kajian berbentuk kuasi
eksperimental.
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Pemilihan Sampel
Kumpulan Kawalan Kumpulan Rawatan
Ujian Pra Diberi

Ujian Pra Diberi
Penggunaan Kaedah
Penggunaan Kaedah
Coggle dalam
Tradisional (Biasa)
Pengajaran
dalam Pengajaran
Ujian Pasca Diberi

Ujian Pasca Diberi
Rajah 1.0 Reka Bentuk Kajian Kuasi Eksperimental
10.Populasi dan Persampelan

Populasi mendukung maksud sekumpulan unsur atau elemen yang menjadi subjek penyelidikan
manakala persampelan merupakan sebahagian daripada polulasi yang bakal dijadi sebagai
responden kajian (Azizi Yahaya et al, 2007). Sampel yang dipilih akan mewakili keseluruhan
populasi yang mempunyai sebahagian dari ciri-ciri yang dimiliki oleh populasi. Persampelan
memainkan peranan yang penting kerana penggunaan sampel yang tidak sesuai akan
mempengaruhi kesahan dan kebolehpercayaan kajian. Untuk mengkaji keberkesanan aplikasi
Coggle dalam pengajaran Sejarah, populasi yang terlibat adalah semua pelajar Tingkatan Enam
di SMK Selirik, Kapit. Sampel akan dipilih untuk mewakili seluruh populasi itu di mana setiap
sampel ini mempunyai tahap kognitif yang hampir sama. Saiz sampel yang dipilih untuk
menjalankan kajian adalah sebanyak 30 orang yang hampir sama tahap kognitif mereka.
Kriteria pemilihan sampel kajian adalah berdasarkan pencapaian pelajar dalam peperiksaan
percubaan pertama di sekolah iaitu pelajar yang mendapat gred C- ke bawah. Melalui
pemilihan sampel yang mempunyai tahap kognitif yang hampir serupa, ia dapat meningkatkan
keobjektifan kajian tersebut di mana pengkaji boleh lebih jelas melihat perbezaan antara dua
ujian ini selepas kaedah pengajaran berasaskan Coggle diaplikasikan.
11.Instrumen Kajian
Instrumen kajian merupakan instrumen penyelidikan yang diperlukan dalam pengumpulan
maklumat atau data (Sulaiman Masri, 2005). Dalam kajian ini, pengkaji telah menggunakan
berapa jenis instrumen bagi memperolehi data atau maklumat yang diperlukan seperti set ujian
pra dan pasca dan Coggle.
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12.Tatacara Pemerolehan Data

Untuk peringkat awal dalam menjalankan kajian ini, pengkaji akan memilih saiz sampel yang
bersesuaian dengan objektif kajian. Jumlah sampel yang dipilih sebanyak 30 orang yang terdiri
daripada pelajar Tingkatan Enam SMK Selirik. Mereka akan dibahagi secara rawak kepada dua
kumpula iaitu kumpulan kawalan dan kumpulan rawatan. Sebelum Coggle diaplikasikan dalam
pengajaran, pengkaji telah mengedarkan set soalan pra untuk menguji tahap pencapaian awal
kumpulam kawalan dan kumpulan rawatan.. Dalam set ujian pra, terdapat enam soalan esei
yang disediakan. Pelajar dikehendaki memilih mana-mana empat soalan untuk dijawab. Kertas
soalan yang disediakan adalah mengikut format ujian STPM sebenar di mana pelajar
dikehendaki menjawab dalam tempoh masa dua jam sahaja.
Fasa seterusnya dijalankan dengan mengaplikasikan Coggle dalam sesi PdPc bagi kumpulan
rawatan. Aplikasi Coggle merupakan satu perisian yang boleh digunakan untuk penghasilan
peta minda online. Seperti yang telah dibincangkan dalam kajian-kajian lepas, kebanyakan
dapatan menunjukkan bahawa peta minda merupakan salah satu teknik yang sesuai digunakan
dalam pengajaran di mana ia dapat meningkatkan kefahaman dan motivasi pelajar. Dalam
kajian ini, semua pelajar akan memuat turun perisian Coggle dalam komputer riba masing-
masing dan guru akan menyediakan satu topik untuk dibincangkan melalui perisian tersebut.
Pelajar boleh mengisi isi-isi utama dan huraian yang bersesuaian dalam perisian tersebut dalam
membina peta minda yang merangkumi semua maklumat penting mengenai topik yang
ditetapkan. Selain itu, pelajar juga boleh memuat naik gambar, video serta bahan lain yang
bersesuaian dengan topik malah turut memberi peluang kepada mereka untuk berinteraksi
dalam kelas melalui perisian Coggle. Melalui perisian ini, ia diharapkan dapat membantu
pelajar menguasai maklumat yang penting serta menggalakkan interaksi antara satu sama lain.
Pada masa yang sama, ia juga boleh menimbulkan motivasi pelajar kerana aplikasi ini belum
diterapkan di sekolah atas kekangan seperti capaian Internet, masalah kewangan, masa dan
sebagainya. Bagi kumpulan kawalan pula, mereka akan didedahkan dengan pengajaran
berbentuk tradisional.
Selepas sesi intervensi, pengkaji akan mengedar set soalan pasca untuk dijawab olehkedua-dua
kumpulan responden. Hal ini disebabkan pengkaji ingin membandingkan pencapaian pelajar
sebelum dan selepas intervensi. Sekiranya terdapat peningkatan dalam ujian pasca, maka ia
boleh menunjukkan bahawa Coggle dapat meningkatkan kefahaman pelajar bagi topik tersebut
yang menjurus kepada peningkatan pencapaian. Selain itu, perbandingan melalui ujian pasca
bagi kedua-dua kumpulan turut dapat membuktikan keberkesanan Coggle dalam sesi PdPc.
13.Prosedur Kutipan Data

Sampel untuk pendekatan kualitatif adalah terdiri daripada guru Sejarah dan pelajar. Mereka
akan ditemu bual secara bersemuka untuk mendapat maklumat primer yang lebih sahih
mengenai persepsi mereka terhadap masalah pembelajaran sejarah di sekolah berdasarkan
refleksi PdPc masing-masing. Selain itu, sampel kajian untuk pendekatan kuantitatif terdiri
daripada pelajar yang mengambil subjek Sejarah dengan melibatkan jumlah pelajar sebanyak
30 orang. Kumpulan responden ini akan dipilih berdasarkan tahap kognitif yang hampir serupa
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di daerah yang sama bagi mengelakkan keraguan kajian ataupun menjejaskan keobjektifannya
di mana penentuan sampel adalah bersifat homogen.
Seterusnya, ujian pra akan disediakan kepada responden bagi mengenal pasti tahap pencapaian
mereka sebelum intervensi. Selepas itu, kumpulan responden dibahagi kepada 6 kumpulan
bersamaan dengan 5 orang satu kumpulan untuk diterapkan dengan pengajaran menggunakan
perisian Coggle supaya mereka dapat menguasai isi pembelajaran dengan sebaiknya. Intervensi
ini akan dijalankan secara berterusan sebanyak 3 minggu iaitu setiap kali waktu Sejarah.
Seterusnya, responden sekali lagi akan diberi satu set ujian pasca dan keputusan responden
akan dikumpul. Melalui perbandingan ujian pra dan pasca, ia dapat membantu pengkaji
mengenal pasti tahap pencapaian pelajar serta kemajuan akademik mereka. Prosedur kajian
boleh digambarkan seperti rajah berikut.
Mengenalpasti Masalah Kajian
Merancang dan menyediakan instrumen kajian
Ujian Pra diberi
Menjalankan Proses Pengajaran dan Pembelajaran terhadap Responden

menggunakan Kaedah masing-masing
Ujian Pasca diberi
Pengumpulan dan Penganalisisan Data
Melengkapkan Laporan Akhir
Rajah 1.1: Prosedur Kajian

14.Analisis Data
Analisis data telah dijalankan dengan menggunakan dua jenis statistik iaitu statistik inferensi
dan statistik deskriptif. Pengkaji telah menggunakan perisisan SPSS Versi 20 untuk menuji
hipotesis yang telah ditetapkan. Pengkaji juga melibatkan peratusan untuk mengenal pasti
peratus kelulusan pelajar. Statistik inferensi yang digunakan adalah Paired Sample T-Test
untuk menguji hipotesis kajian iaitu perbezaan pencapaian pelajar dalam ujian pra dan pasca
bagi kumpulan kawalan dan kumpula rawatan.
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15.Dapatan Kajian
Bagi objektif kajian pertama, ujian pra dan pasca telah dijalankan untuk membandingkan
keputusan pelajar sebelum dan selepas intervensi. Ujian pra telah dilaksanakan sebelum
intervensi dan menunjukkan bahawa 30 orang responden tidak mampu mencapai gred lulus.
Seterusnya, intervensi Coggle telah diaplikasikan dalam sesi PdPc dan ujian pasca telah
dijalankan untuk melihat sama ada terdapat peningkatan ataupun tidak. Pelajar terlibat secara
langsung dalam program intervensi tersebut di mana memerlukan mereka menyusun semua
fakta dan huraian Sejarah dalam peta minda secara atas talian. Analisis kajian telah
menunjukkan bahawa secara keseluruhannya kumpulan kawalan telah mencapai peningkatan
prestasi sebanyak 53.33% manakala kumpulan rawatan menunjukkan peningkatan peratus
kelulusan yang lebih tinggi iaitu sebanyak 87%. Tuntasnya, ia menunjukkan bahawa intervensi
Coggle boleh diaplikasikan dalam sesi PdPc kerana mampu meningkatkan kefahaman pelajar
yang menjurus kepada peratus peningkatan pencapaian pelajar (boleh merujuk bahagian
lampiran). Semasa proses intervensi, guru telah memerhatikan respon pelajar dan didapati
mereka lebih bermotivasi dalam sesi PdPc. Pelajar aktif dalam aktiviti kumpulan dan
menunjukkan perubahan tingkah laku yang positif. Maknanya, perisian Coggle sesuai
diaplikasikan dalam sesi PdPc supaya pelajar tidak terasa bosan dalam kelas terutamanya bagi
mata pelajaran Sejarah yang dikatakan membosankan bagi kebanyakan pelajar. Jadual
pencapaian pra dan pasca bagi kumpulan kawalan dan rawatan boleh dirujuk di bahagian
lampiran.
Ujian statistik inferensi telah dijalankan untuk mengenal pasti perbezaan min skor pelajar
dalam ujian pra dan pasca.
Ho 1: Tidak terdapat perbezaan yang signifikan bagi min skor ujian pra bagi kumpulan
kawalan dan rawatan
Hipotesis ini bertujuan untuk mengenal pasti sama ada terdapat perbezaan min skor antara
kumpulan kawalan dan kumpulan rawatan dalam ujian pra. Dapatan menunjukkan bahawa
kedua-dua kumpulan kawalan dan kumpulan rawatan adalah setara kerana nilai signifikan
adalah 0.089 (p>0.05). Justeru itu, hipotesis nul telah gagal ditolak.
Jadual 1: Keputusan Ujian T- untuk sampel tak bersandaran bagi ujian pra
Group Statistics
Kumpulan N Mean Std. Deviation Std. Error Mean
Pencapaian Kumpulan Kawalan 15 38.6667 7.96122 2.05558
Kumpulan Rawatan 15 39.0000 6.29058 1.62422
Independent Samples Test

Levene's t-test for Equality of Means
Test for 95% Confidence
Equality of Interval of the
Variances Difference
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Sig. (2- Mean Std. Error

F Sig. t df Lower Upper
tailed) Difference Difference
Equal -
- 5.033
variances 3.107 .089 28 .900 -.33333 2.61983 5.6998
.127 14
Penca assumed 1
paian Equal -
- 26.5 5.046
variances .900 -.33333 2.61983 5.7127
.127 78 10
not assumed 7
Ho2: Tidak terdapat perbezaan yang signifikan bagi min skor kumpulan kawalan dalam ujian
pra dan pasca.
Hipotesis ini bertujuan untuk mengenal pasti sama ada terdapat perbezaan min skor kumpulan
kawalan dalam ujian pra dan pasca. Dapatan menunjukkan bahawa terdapat peningkatan dalam
min skor ujian pasca. Hasil ujian T menunjukkan nilai t(14)= -10.934, p< 0.05. Justeru itu,
hipotesis nul berjaya ditolak yang membuktikan terdapat perbezaan yang signifikan dalam
ujian pra dan pasca bagi kumpulan kawalan.
Jadual 2: Keputusan Paired Sampel T-Test untuk Kumpulan Kawalan dalam Ujian Pra dan Pasca
Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Kawa UjianPra 38.6667 15 7.96122 2.05558
lan Ujian Pasca 49.8000 15 7.27226 1.87769
Paired Samples Correlations

N Correlation Sig.
Kawalan UjianPra & Ujian Pasca 15 .870 .000
Paired Samples Test

Paired Differences
95% Confidence
Std. Std. Interval of the Sig.
Deviatio Error Difference (2-
Mean n Mean Lower Upper t df tailed)
- -
Kaw UjianPra - 11.1333 13.3172 - -
alan Ujian Pasca 3 3.94365 1.01825 5 8.94941 10.934 14 .000
Ho3: Tidak terdapat perbezaan yang signifikan bagi min skor kumpulan rawatan dalam ujian
pra dan pasca
Hipotesis ini bertujuan untuk mengenal pasti sama ada terdapat perbezaan min skor kumpulan
rawatan dalam ujian pra dan pasca. Dapatan menunjukkan bahawa terdapat peningkatan dalam
min skor ujian pasca. Hasil ujian T menunjukkan nilai t(14)= -10.502, p< 0.05. Justeru itu,
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hipotesis nul berjaya ditolak yang membuktikan terdapat perbezaan yang signifikan dalam
ujian pra dan pasca bagi kumpulan rawatan.
Jadual 3: Keputusan Paired Sampel T-Test untuk Kumpulan Rawatan dalam Ujian Pra dan Pasca
Paired Samples Statistics

Mean N Std. Deviation Std. Error Mean
Raw UjianPra 39.0000 15 6.29058 1.62422
atan Ujian Pasca 54.4000 15 5.76690 1.48901
Paired Samples Correlations

N Correlation Sig.
Pair 1 UjianPra & Ujian Pasca 15 .559 .030
Paired Samples Test

Paired Differences
95% Confidence Sig.
Std. Std. Interval of the (2-
Deviatio Error Difference tail
Mean n Mean Lower Upper t df ed)
Rawa UjianPra - -15.40000 5.67954 1.4664 -18.54522 -12.25478 -10.502 14 .000
tan Ujian Pasca 5
Ho 4: Tidak terdapat perbezaan yang signifikan bagi min skor ujian pasca bagi kumpulan
kawalan dan rawatan.
Hipotesis ini bertujuan untuk mengenal pasti sama ada terdapat perbezaan min skor antara
kumpulan kawalan dan kumpulan rawatan dalam ujian pasca. Dapatan kajian membuktikan
bahawa kumpulan rawatan menunjukkan peningkatan pencapaian yang lebih ketara berbanding
dengan kumpulan kawalan. Namun demikian, analisis Ujian T menunjukkan bahawa tidak
terdapat perbezaan yang signifikan bagi kumpulan kawalan dan kumpulan rawatan dalam ujian
pasca dengan nilai t(28= -1.920), p> 0.05. Justeru itu, hipotesis nul gagal ditolak.
Jadual 4: Keputusan Ujian T- untuk sampel tak bersandaran bagi ujian pasca kumpulan kawalan dan
rawatan
Group Statistics
Kumpulan N Mean Std. Deviation Std. Error Mean
Pencapaian Kumpulan Kawalan 15 49.8000 7.27226 1.87769
Kumpulan Rawatan 15 54.4000 5.76690 1.48901
Independent Samples Test
t-test for Equality of Means
Levene's
Test for 95%
Equality Confidence
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of Interval of the
Variances Difference
Sig. (2- Mean Std. Error Uppe
F Sig. t df tailed) Difference Difference Lower r
Pen Equal 1.4 .24 - 28 .065 -4.60000 2.39643 - .3088
cap variances 04 6 1.920 9.5088 6
aian assumed 6
Equal - 26. .066 -4.60000 2.39643 - .3203
variances 1.920 618 9.5203 6
not 6
assumed
16.Perbincangan Kajian
Dapatan kajian telah membuktikan bahawa perisian Coggle dapat meningkatkan kefahaman
pelajar yang menjurus dengan peningkatkan kemahiran mereka dalam mengolah fakta Sejarah.
Dapatan ini selaras dengan dapatan Alaf (2017) yang membuktikan peta minda mampu
meningkatkan prestasi pelajar serta mengubah tingkah laku pelajar yang negatif terhadap
sesuatu mata pelajaran. Pelajar yang telah diaplikasikan aktiviti Coggle mampu menguasai
topik pembelajaran dengan lebih mantap yang merangkumi teknik peringatan fakta Sejarah
4W1H. Pelajar yang didedahkan dengan kaedah pembelajaran yang baru mampu meransang
semangat ingin tahu pelajar agar mereka lebih fokus dan terdorong untuk terlibat secara aktif
dalam pembelajaran. Buktinya, pelajar telah berjaya menunjukkan kemajuan dalam ujian pasca
walaupun masih terdapat pelajar yang gagal. Hal ini disebabkan tahap kemampuan pelajar
dalam pembelajaran dan kemampuan mereka untuk membiasakan diri dengan aplikasi Coggle
berbeza antara satu sama lain.
Sebaliknya, pelajar yang selama ini diajar menggunakan kaedah konvensional dikatakan tidak
sesuai untuk diaplikasikan dalam PdPc kerana ia menyebabkan kemenjadian pelajar menjadi
pasif kerana guru telah mendominasikan proses PdPc sepenuhnya. Dalam pendidikan abad ke-
21, pelajar dilatih untuk menjadi lebih aktif dengan menekankan 4 aspek iaitu kolaborasi,
komunikasi, kreatif dan pemikiran kritis. Justeru itu, guru perlu mempelbagaikan pedagogi
dalam kelas supaya dapat melahirkan suasana pembelajaran yang menarik. Pelajar perlu
dibimbing untuk menjadi lebih berdaya saing yang bukan saja mahir dalam hardskill, pada
masa yang sama turut menguasai pelbagai softskill agar setanding dengan negara maju lain.
17.Implikasi Kajian
Kajian ini telah memberi kesan yang positif terhadap pengajaran dan pembelajaran pelajar
khususnya dalam topik ‘Perluasaan Kuasa Barat di China”. Hal ini disebabkan melalui perisian
Coggle, ia dapat meningkatkan kefahaman pelajar mengenai topik ini. Pelajar dapat menyusun
dan mengenalpasti maklumat dalam topik ini. Semasa proses intervensi, pelajar bukan sahaja
lebih memahami isi pembelajaran ini, tetapi pelajar turut dapat mengukuhkan ilmu yang telah
mereka belajar sebelum ini. Keadaan ini telah menunjukkan bahawa Coggle dapat membantu
pelajar menyusun dan meyimpan maklumat ataupun ilmu tersebut dalam ingatan jangka
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panjang mereka. Situasi ini telah terbukti apabila terdapat peningkatan peratus kelulusan
pencapaian yang agak ketara dalam kalangan kumpulan responden melalui edaran ujian pra dan
pasca dengan buktinya mencatat peningkatan sebanyak 60 % selepas intervensi berbanding
dengan pencapaian sebelum intervensi. Melihat kepada perbezaan dua data peningkatan ini,
boleh dirumuskan bahawa perisian Coggle memang dapat meningkatkan kefahaman pelajar
supaya mereka dapat mencapai kecemerlangan berbanding dengan kaedah konvensional
(kumpulan kawalan) yang hanya bersifatkan chalk and talk. Walaupun masih terdapat pelajar
yang gagal dalam ujian pasca, tetapi ia masih menunjukkan peningkatan yang membuktikan
bahawa kefahaman pelajar dapat dibentuk. Maknanya, sekiranya kaedah ini diteruskan untuk
jangka masa yang lebih panjang, ia dapat meningkatkan lagi pencapaian pelajar.
Selain itu, motivasi pelajar juga boleh dilihat melalui ekspresi muka mereka di mana mereka
telah menunjukkan perasaan yang gembira, seronok dan sebagainya semasa menjalankan
aktiviti kumpulan. Mereka turut menunjukkan kerjasama semasa ahli kumpulan dan turut aktif
menjalankan perbincangan dan saling menolong untuk memastikan aktiviti ini dapat
dilaksanakan dengan lancar. Maka, boleh dirumuskan bahawa perisian Coggle merupakan
salah satu kaedah pengajaran yang sesuai dalam pengajaran dan pembelajaran sama ada dalam
subjek Sejarah ataupun subjek lain berbanding dengan kaedah tradisional. Pelajar juga lebih
terdorong untuk belajar walaupun terdapat sesetengah bahagian pembelajaran yang bersifat
abstrak serta susah difahami.
Akhir sekali, hasil dapatan kajian ini juga diharap dapat memberi maklumat yang amat berguna
kepada golongan pendidik khususnya guru Sejarah supaya dapat membuka minda atau
mendatangkan idea-idea baru mengenai strategi pengajaran yang bakal menyumbang kepada
pembangunan dalam PdPc Sejarah.
18.Cadangan Kajian
Semasa intervensi dijalankan, keadaan kelas dikatakan amat bising kerana melibatkan aktiviti
kumpulan. Untuk mengelakkan gangguan terhadap kelas-kelas yang lain, penyelidik
mencadangkan bahawa kajian perlu dijalankan di kawasan yang berasingan dengan kelas
seperti dewan, makmal, ruang serba guna dan sebagainya. Keadaan ini dapat mengelakkan
suara responden yang aktif dalam aktiviti mengganggu pembelajaran kelas lain walaupun ia
merupakan situasi normal semasa aktiviti kumpulan. Walau bagaimanapun, adalah lebih baik
jika penyelidik boleh mengawal keadaan kelas terutamanya suara pelajar supaya tidak
terlampau bising.
Selain itu, oleh sebab intervensi yang dijalankan mendatangkan impak yang memuaskan iaitu
berjaya meningkatkan kefahaman pelajar yang telah dinilai melalui ujian pasca, maka kaedah
Coggle ini boleh dijalankan dengan lebih giat lagi. Guru harus lebih kreatif dan inovasi untuk
mencipta lebih banyak lagi strategi pengajaran untuk PdPc untuk dijadikan sebagai bahan bantu
mengajar terutamanya semasa tahap pengukuhan kefahaman pelajar. Hal ini disebabkan
terdapat perisian lain yang turut mempunyai fungsi yang hampir sama dengan perisian Coggle
seperti Buzan, iMindMap dan lain-lain.
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Seterusnya, sekiranya kaedah ini dapat dipratikkan di sekolah, guru-guru boleh meningkatkan
jumlah responden mahupun Tingkatan. Sebagai contoh, kajian pengkaji adalah fokus kepada
30 orang pelajar dari Tingkatan Enam yang mengambil mata pelajaran Sejarah. Namun
demikian, guru-guru yang ingin mengaplikasikan perisian Coggle sebagai salah satu kaedah
pembelajaran dalam PdPc, mereka boleh meluaskan kumpulan sasaran mereka iaitu melibatkan
jumlah pelajar yang lebih banyak serta terdiri daripada pelbagai tingkatan. Hal ini bukan sahaja
dapat membuktikan keberkesanan pengaplikasian Coggle dalam PdPc tetapi yang lebih
diutamakan ialah ia berjaya meningkatkan kefahaman pelajar. Hal ini disebabkan peningkatkan
kefahaman pelajar bersamaan dengan objektif pembelajaran ataupun perkara wajib yang perlu
dicapai dalam setiap PdPc.
Selain itu, dengan meningkatkan jumlah responden dan dijalankan kajian pada masa akan
datang mengenai konsep yang hampir serupa, ia juga dapat meningkatkan ketekalan hasil
kajian ini. Hal ini disebabkan semasa kajian ini, sesetengah responden tidak menunjukkan
komitmen dan kerjasama yang sewajarnya. Menurut pemerhatian pengkaji, sesetengah pelajar
menjawab soalan pra dan pasca tanpa serius. Keadaan inilah yang mungkin menyebabkan gred
keseluruhan tidak dapat meningkat ke gred yang lebih tinggi. Berdasarkan masalah ini, ia
sedikit sebanyak akan menjejaskan ketekalan dan kebolehpercayaan kajian ini. Lantasan itu,
sebagai cadangan kepada pengkaji yang ingin membuat penyelidikan yang hampir serupa,
adalah lebih sesuai jika pengkaji menjalankan kajian di bawah pemantauan ketua bidang, guru
disiplin ataupun pihak yang berkenaan. Dengan adanya bantuan dari pihak berkenaan,
sekurang-kurangnya ia dapat memastikan semua pelajar menumpu perhatian serta memberi
kerjasama yang sewajarnya agar tidak mempengaruhi ketekalan hasil kajian ini.
Akhir sekali ialah komitmen guru terhadap teknik mengajar. Pada zaman kini, kaedah
konvensional telah menjadi satu budaya pengajaran dan pembelajaran di sekolah yang kurang
melibatkan peranan pelajar. Maka, ia akan menyebabkan tahap kefahaman pelajar susah untuk
ditingkatkan. Justeru itu, perisian Coggle boleh dijadikan sebagai satu inspirasi dan ilham
kepada guru-guru lain untuk mereka menyediakan aktiviti yang berlainan dalam topik yang
berbeza kerana keberkesannya telahpun dibuktikan dalam banyak kajian lepas dan kajian
penyelidik. Untuk mengaplikasikan kaedah pengajaran ini dalam PdPc, bahagian pentadbiran
sekolah ataupun pengetua perlu sering menggalakkan para guru supaya sentiasa berinovasi dan
kreatif untuk mengaplikasikan pelbagai jenis kemahiran dalam PdPc. Walau bagaimanapun,
adalah lebih digalakkan perisian Coggle ini dapat dihasilkan secara konkritnya kerana ia dapat
menarik pancaidera pelajar serta melibatkan psikomotor, kognitif dan afektif pelajar. Pelajar
bukan sahaja dapat meningkatkan kefahaman melalui perubahan tingkah lakunya tetapi turut
melibatkan emosi dan perasaan yang positif agar dapat melahirkan modal insan yang
berpotensi tinggi selaras dengan perkembangan jasmani, emosi, rohani, intelek dan sahsiah
yang sihat. Justeru itu, sekali lagi ingin ditekankan iaitu pihak atasan perlu sering memberi
galakkan dan bantuan kepada guru-guru supaya mempelbagaikan teknik mengajar mereka
terutamanya penggunaan perisian Coggle sebagai salah satu budaya pengajaran dan
pembelajaran di sekolah.
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19.Rumusan
Secara tuntasnya, kajian ini bertujuan untuk menguji keberkesanan perisian Coggle dalam PdPc
dengan meningkatkan pencapaian pelajar Tingkatan Enam dalam topik “Perluasaan Kuasa
Barat di China”. Hasil kajian juga telah membuktikan bahawa perisian Coggle bukan sahaja
berjaya meningkatkan kefahaman pelajar tetapi turut meningkatkan motivasi pembelajaran
pelajar. Keadaan ini diharapkan dapat mengubah persepsi negatif pelajar terhadap mata
pelajaran Sejarah yang menyebabkan mereka tidak ingin menunjukkan usaha yang banyak
untuk mencapai kecemerlangan dalam mata pelajaran ini. Semua guru perlu diseru untuk
mempelbagaikan kaedah pengajaran dalam PdPc supaya pelajar boleh sentiasa bermotivasi
untuk belajar. Justeru, perisian Coggle memang boleh meningkatkan pencapaian pelajar serta
motivasi pembelajaran mereka dalam mata pelajaran Sejarah di samping dapat mengaktifkan
suasana pembelajaran pelajar agar mereka tidak lagi bersikap pasif iaitu diikatkan dengan ciri-
ciri pembelajaran tradisional.
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Malaysia.
Azizi Yahaya, Shahrin Hashim, Jamaludin Ramli, Yusof Boon, & Abdul Rahim Hamdan.
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Komputer (PPBK) dan Kaedah Tradisional di Kalangan Pelajar Bermasalah
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Lestari, 1-12.
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Malaysia, Pulau Pinang, Malaysia.
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Universiti Kebangsaan Malaysia.
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Pendidikan ASAS Vokasional di Malaysia: Satu Kajian Keberkesanan. Journal of
Society and Space. 12(3), 139-144.
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Teaching History. International Journal of Instrustion. 10(3), 109-126.
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Karangan Jenis Rencana. Procedia - Social and Behavioral Sciences. 134, 389-398.
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Bantu Mangajar Berasaskan Teknologi Multimedia dalam Pendidikan J-QAF.
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Sulaiman Masri. (2005). Kaedah Penyelidikan dan Panduan Penulisan: Esei, Proposal, Tesis.
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Berasaskan Masalah (Tesis Sarjana). Universiti Tun Hussein Onn Malaysia,
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Mengingat dan Minat Mengulang Kaji bagi Pelajar Tahun 4 dalam Topik Pembiakan
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Lampiran
Perbandingan Markah Ujian Pra dan Pasca bagi Kumpulan Kawalan dan Kumpulan
Rawatan
Hasil Kerja Pelajar
Kumpulan Kawalan Kumpulan Rawatan

Pelajar Ujian Pra Ujian Pasca Pelajar Ujian Pra Ujian Pasca (%)
(%) (%) (%)
1 31 46 1 36 57
2 40 52 2 38 55
3 48 53 3 38 56
4 44 52 4 44 61
5 40 55 5 49 71
6 30 41 6 44 52
7 49 52 7 49 52
8 30 45 8 40 57
9 49 59 9 37 50
10 44 54 10 40 52
11 37 49 11 40 53
12 48 65 12 41 50
13 29 38 13 26 48
14 31 41 14 32 49
15 30 45 15 31 53
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407
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KEBERKESANAN DUAL LANGUAGE PROGRAM (DLP)

TERHADAP PENGETAHUAN, SIKAP DAN TINGKAH LAKU
PELAJAR MATEMATIK
Ismail Bin Mat Hasan1*, Md Yusoff Bin Daud2
1,2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, Malaysia
*Corresponding Author: gp06840@siswa.ukm.edu.my, mdyusoffdaud@ukm.edu.my

_________________________________________________________________________________________
Abstrak: Bahasa Inggeris merupakan bahasa utama dunia masa kini dan diamalkan di
kebanyakan negara sebagai bahasa teknologi, bahasa ekonomi, bahasa istilah, bahasa
penghantar, bahasa perantara, bahasa global dan bahasa ilmu. Justeru Dual Language
Programme (DLP) yang merupakan satu program di bawah Dasar Memartabatkan Bahasa
Malaysia Memperkukuhkan Bahasa Inggeris (MBMMBI) telah dilaksanakan di Sekolah
Kebangsaan dan Sekolah Menengah Kebangsaan Kementerian Pendidikan Malaysia (KPM)
secara rintis pada tahun 2016 melibatkan 300 buah sekolah. Kajian ini bertujuan untuk
menyelusuri keberkesanan DLP terhadap pengetahuan, sikap dan tingkah laku murid sekolah
rendah bagi mata pelajaran Matematik. Penyelidikan ini dijalankan dengan menggunakan
kaedah kajian eksperimen terhadap 64 orang murid tahun dua yang terdiri daripada 34 orang
murid kelas DLP bagi mewakili kumpulan rawatan dan 30 orang murid kelas bukan DLP yang
merupakan kumpulan kawalan. Kaedah pengumpulan data yang digunakan ialah menggunakan
ujian bertulis bagi item pengetahuan dan soal selidik bagi item sikap dan tingkah laku murid.
Dapatan kajian menunjukkan peratusan markah bagi item pengetahuan murid DLP secara
keseluruhannya adalah menguasai. Bagi item sikap murid, mereka rasa gembira apabila dapat
menyelesaikan soalan masalah Matematik merupakan peratusan tertinggi iaitu 91.2%.
Manakala bagi item tingkah laku murid pula, mereka merujuk ahli keluarga sekiranya terdapat
masalah terhadap subjek Matematik mendapat peratusan yang tertinggi sebanyak 91.2%.
Namun begitu, min peratusan markah murid DLP lebih rendah berbanding dengan min
peratusan markah murid bukan DLP.
Kata kunci: Dual Language Program, pengetahuan, sikap, tingkah laku

_________________________________________________________________________
1. Pengenalan
Bahasa Inggeris merupakan bahasa utama dunia masa kini dan diamalkan di kebanyakan
negara-negara maju di seluruh dunia. Ini disokong oleh Cole et al. (2015) yang menyatakan
pendekatan teori Bahasa Inggeris sebagai bahasa ekonomi, bahasa ilmu, bahasa istilah, bahasa
penghantar, bahasa perantara, bahasa teknologi, bahasa global dan bahasa antarabangsa.
Pembelajaran Bahasa Inggeris pada dasarnya adalah pembelajaran komunikasi. Oleh itu,
pembelajaran bahasa diarahkan untuk meningkatkan keupayaan pelajar untuk berkomunikasi
sama ada lisan atau bertulis (Yamamoto et al., 2016). Satu perkara yang perlu diamalkan oleh
guru adalah pentingnya mewujudkan situasi dan suasana pembelajaran dan pemudahcaraan
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(PdPc) yang kondusif, menyeronokkan, gembira dan menjana minat serta meningkatkan
motivasi murid-murid untuk belajar bahasa Inggeris (Yamin, 2017). Beberapa kaedah
pembelajaran bahasa Inggeris yang berkaitan untuk tahap asas adalah seperti jumlah tindak
balas fizikal, kaedah membaca, lagu, permainan kreatif dan kajian lapangan (Lachance, 2017).
Menyedari kepentingan ini, kerajaan melalui Kementerian Pendidikan Malaysia telah

mengambil inisiatif melalui Pelan Pembangunan Pendidikan Malaysia (PPPM) 2013-2025
menerusi anjakan kedua untuk menggalakkan pelajar menguasai bahasa Inggeris (Kementerian
Pendidikan Malaysia, 2013). Pada masa yang sama, tidak mengabaikan bahasa Melayu dengan
melaksanakan program memartabatkan bahasa Malaysia dan memperkukuh bahasa Inggeris
(MBMMBI) melalui pekeliling ikhtisas Bil.2/2010 (Kementerian Pendidikan Malaysia, 2014).
Pelaksanaan dasar ini menunjukkan kerajaan telah memberi perhatian yang serius terhadap
kepentingan bahasa Inggeris di peringkat global dalam meneruskan kesinambungan usaha
Memperkukuh Bahasa Inggeris (MBI) yang telah dilaksanakan semenjak tahun 2010 sehingga
2025.
PPPM 2013-2025 telah menggariskan strategi dan inisiatif bagi pengupayaan peningkatan
kualiti sistem pendidikan kebangsaan (Kementerian Pendidikan Malaysia, 2013). Semua pihak
yang memberi sumbangan kepada proses perubahan tersebut perlu memainkan peranan aktif
agar matlamat yang ditetapkan dapat direalisasikan. Dasar MBMMBI bermatlamat untuk
melahirkan murid yang dapat menguasai Bahasa Malaysia dan Bahasa Inggeris dengan fasih
dan yakin. Aspek penguasaan bahasa menjadi tumpuan penting dalam proses perubahan sistem
pendidikan negara kerana pembentukan murid yang fasih dan yakin berbahasa mampu
meningkatkan kebolehpasaran mereka serta memaksimumkan peluang kerjaya dalam pasaran
kerja dunia (Kementerian Pendidikan Malaysia, 2014).
Melalui PPPM 2013-2025, Kementerian Pendidikan Malaysia (2013) telah menetapkan enam
aspirasi murid di mana unsur pengetahuan dan kemahiran dwibahasa merupakan antara item
yang terdapat dalam enam aspirasi murid tersebut. Ini menunjukkan langkah kerajaan dalam
melahirkan murid-murid yang berpengetahuan tinggi, berkemahiran dwibahasa dan bermodal
insan dalam mengejar taraf negara maju. Semua pihak haruslah memainkan peranan penting di
bahagian masing-masing dalam merealisasikan impian murni ini. Bermula dari pihak pembuat
dasar iaitu kerajaan melalui Kementerian Pendidikan Malaysia (KPM), Jabatan Pendidikan
Negeri (JPN), Pejabat Pendidikan Daerah (PPD), pihak pentadbir sekolah, guru-guru, murid-
murid, ibu bapa dan masyarakat sekeliling perlulah memainkan peranan masing-masing dalam
mendokong usaha murni kerajaan ini melalui sumbangan tenaga, idea, wang ringgit dan lain-
lain lagi (Yamamoto et al., 2016).
Justeru itu, satu program khas telah diperkenalkan di peringkat sekolah iaitu program
dwibahasa atau lebih dikenali sebagai Dual Language Program (DLP) yang telah diluluskan
dalam Mesyuarat Majlis Ekonomi Negara Bil. 21/2015 pada 13 Oktober 2015 dan diumumkan
oleh YAB Perdana Menteri Malaysia keenam dalam pembentangan bajet 2016 pada 23
Oktober 2015 (Kementerian Pendidikan Malaysia, 2015). DLP dilaksanakan sebagai salah satu
inisiatif di bawah Dasar MBMMBI. Objektif program ini adalah untuk memberi peluang
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kepada murid untuk meningkatkan akses dan penerokaan pelbagai ilmu untuk bersaing di
peringkat global serta meningkatkan kebolehpasaran murid di alam pekerjaaan. Program ini
dapat membantu dan menarik minat murid yang ingin meneruskan pengajian dalam bidang
Sains, Teknologi, Kejuruteraan dan Matematik (STEM) di peringkat tertiari.
Selain itu, pelaksanaan DLP turut meningkatkan masa pendedahan murid kepada Bahasa
Inggeris yang secara tidak langsung dapat memperkukuh Bahasa Inggeris mereka. Ia
dilaksanakan di Sekolah Kebangsaan (SK) dan Sekolah Menengah Kebangsaan (SMK) secara
rintis pada tahun 2016 melibatkan 300 buah sekolah (Kementerian Pendidikan Malaysia,
2015). Justeru, program ini memberi pilihan kepada sekolah-sekolah yang layak untuk
menjalankan sesi pembelajaran dan pemudahcaraan (PdPc) dalam Bahasa Inggeris selain
daripada Bahasa Malaysia bagi mata pelajaran Matematik, Sains, Teknologi Maklumat dan
Komunikasi. Pelaksanaan DLP juga bertujuan untuk menyokong penguasaan kemahiran
berbahasa Inggeris murid-murid melalui peningkatan masa pendedahan kepada Bahasa
Inggeris secara tidak langsung. Melalui pengukuhan kemahiran dwibahasa seseorang murid,
DLP boleh memberi peluang kepada murid untuk meningkatkan akses, penerokaan pelbagai
ilmu untuk lebih berdaya saing di peringkat global serta meningkatkan kebolehpasaran murid
di alam pekerjaan (Kementerian Pendidikan Malaysia, 2015).

Banyak terdapat program yang setara dengan DLP yang telah dijalankan di luar negara
terutamanya di negara-negara Eropah dalam kajian lepas. Selain DLP, terdapat banyak nama
lain yang digunakan di negara-negara luar untuk program sebegini seperti dual immersion
program, two way bilingual program, bilingual education program, heritage language program
dan banyak lagi (Nor Hasikin, 2019). Bagi kategori pencapaian murid, menurut Natalie et al.
(2015), Xiaoqiu et al. (2015), Yamamoto et al. (2016), Steele et al. (2017), Ashairi et al.
(2018), Ramasamy & Marzita (2018) dan Nor Hasikin (2019) menyatakan bahawa program ini
memberikan kesan yang positif seperti membantu murid-murid, para pelajar dalam memahami,
melibatkan diri secara aktif semasa proses PdPc berjalan di dalam kelas, bermotivasi tinggi
untuk belajar dan meningkatkan tahap pemahaman serta pencapaian Matematik murid DLP
berbanding murid bukan DLP bagi subjek Matematik, Sains dan STEM.
Namun begitu, Teo & Roslinda (2017) ada menyatakan pencapaian murid secara keseluruhan
berada pada tahap sederhana kerana faktor pengajaran yang sederhana dan kecekapan bahasa
Inggeris yang rendah dalam kalangan murid luar bandar. Ini disokong oleh Ashairi et al. (2017)
dan Ashairi et al. (2017b) yang mendapati bahawa, kemahiran bahasa dan tahap keyakinan di
kalangan responden berada pada tahap sederhana walaupun mereka menyedari kepentingan
program ini. Menurut Ashairi et al. (2016) dan Ashairi et al. (2017c), kekeliruan dan
ketidakpastian responden semasa menjawab soal selidik kajian yang diberikan kepada mereka
menunjukkan bahawa tahap kesediaan, keyakinan diri mereka berada pada tahap sederhana dan
penguasaan bahasa Inggeris yang rendah menyebabkan mereka berasa rendah diri dan hilang
keyakinan diri.
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Bagi kategori responden guru pula, Melor & Saiful Islam (2017), Ali Imran & Mohamed
Yusoff (2018), Nadiah & Melor (2018), Nooryusma Laily & Mohamed Yusoff (2018),
Norhisham et al. (2018) dan Nurfaradilla, Mohamad Nasri Sarah, Sharifah Intan Sharina (2018)
menyatakan bahawa tahap kesediaan guru adalah tinggi dan positif tetapi tahap kecekapan dan
kemahiran serta kesediaan mereka untuk menyediakan bahan rujukan dan sumber semasa
proses PdPc di dalam kelas adalah sederhana. Seterusnya bagi faktor pengetua atau guru besar
(PGB), menurut Mohd Ikhwan & Mohd Izham (2016), Clare Wittielawie et al. (2018) dan
Mohamad & Jamalullail (2019), mendapati bahawa amalan kepimpinan istrusional di kalangan
PGB berada di tahap yang rendah, sederhana dan tinggi. Selain kesediaan PGB dalam
menyediakan prasarana, menyokong guru dan murid, menjalin hubungan dengan pihak ibu
bapa dan masyarakat, sentiasa bersedia dan perlu memainkan peranan penting yang merupakan
antara faktor utama dalam menjayakan pelaksanaan DLP.
Kajian Fatema Mohammed & Mckenny (2017), mendapati pendidikan dwibahasa

membangunkan interaksi pelajar dan menyokong mereka untuk mengikuti proses PdPc masing-
masing dalam meningkatkan pencapaian mereka. Di samping itu, kebolehan pendidikan
dwibahasa guru juga dapat meningkatkan kemahiran kognitif pelajar dan penglibatan ibu bapa
juga dapat menggalakkan pelajar untuk belajar dan mencapai gred yang lebih tinggi.
3. Metodologi
a. Kaedah Kajian
Kaedah yang digunakan adalah kajian eksperimen. Penyelidik menggunakan instrumen ujian
bertulis bagi item pengetahuan dan soal selidik bagi item sikap dan tingkah laku murid
terhadap mata pelajaran Matematik di sekolah rendah. Terdapat 20 soalan objektif aneka
pilihan dan 12 soalan subjektif bagi ujian betulis dalam item pengetahuan dan murid diberi
masa selama satu jam untuk menjawab kesemua soalan tersebut. Ujian bertulis ini dijalankan
selepas 9 bulan proses rawatan dalam PdPc berlaku. Data dianalisis dengan menggunakan
statistik deskriptif untuk memberi gambaran tentang latar belakang responden dari aspek
pengetahuan dan skor pencapaian Matematik. Statistik yang digunakan terdiri daripada peratus,
min dan sisihan piawai. Manakala soal selidik untuk item sikap dan tingkah laku murid pula
masing-masing mengandungi 10 soalan dengan menggunakan skala Likert tiga mata. Kesahan
untuk kesemua item instrumen telah dilakukan dengan merujuk kepada guru pakar dan Ketua
Panitia subjek Matematik, Bahasa Melayu dan Bahasa Inggeris. Proses soal selidik dilakukan
di dalam kelas dengan cara penyelidik membacakan setiap item yang ada bagi menjimatkan
masa dan mengelakkan daripada murid keliru semasa menjawab soal selidik tersebut.
b. Persampelan
Responden kajian terdiri daripada 64 orang murid tahun dua di salah sebuah sekolah rendah
dalam daerah Hulu Langat, Selangor. Seramai 34 orang murid tersebut merupakan kumpulan
rawatan yang mengikuti kelas DLP. Manakala selebihnya seramai 30 orang murid mengikuti
kelas bukan DLP yang mewakili kumpulan kawalan. Bilangan murid DLP terdiri daripada 17
orang murid lelaki dan 17 orang murid perempuan manakala murid bukan DLP terdiri daripada
15 orang murid lelaki dan 15 orang murid perempuan. Pemilihan responden ini menggunakan
kaedah persampelan secara kelompok kluster. Ini kerana pemilihan adalah berdasarkan kepada
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kumpulan dan bukan secara individu dan kaedah ini bersesuaian dalam penyelidikan bersaiz
kecil. Selain itu, penyelidik menggunakan kaedah ini kerana semua responden ini mempunyai
ciri-ciri yang sama iaitu umur mereka yang sebaya, mempunyai taraf pendidikan yang hampir
sama, bersekolah di sekolah yang sama dan mempunyai latar belakang keluarga yang hampir
sama.
4. Dapatan
Berikut adalah dapatan daripada ujian bertulis Matematik dan soal selidik yang telah diberikan
kepada responden. Ujian bertulis Matematik bagi item pengetahuan terdiri daripada dua
bahagian iaitu bahagian A dan B. Bahagian A terdiri daripada 20 soalan objektif beraneka
pilihan yang mewakili 20 markah. Manakala bahagian B merupakan 12 soalan subjektif yang
berjumlah 30 markah. Jumlah markah keseluruhan adalah 50 markah dan responden diberi
masa selama satu jam untuk menjawab kesemua soalan tersebut. Ujian bertulis dijalankan
setelah proses PdPc selama 9 bulan bagi kedua-dua kumpulan rawatan dan kawalan
berlangsung. Justeru, soal selidik pula terdiri daripada tiga bahagian iaitu bahagian A, B dan C.
Bahagian A berkenaan dengan latar belakang responden manakala bahagian B dan C masing-
masing mewakili item sikap dan tingkah laku responden yang mengandungi 10 soalan di dalam
setiap bahagian tersebut.
Jadual 1: Jantina dan kaum responden
Kumpulan Jantina Kaum

Lelaki Perempuan Melayu India
Rawatan 17 17 31 3
Kawalan 15 15 30
Jadual 1 di atas menunjukkan bilangan murid mengikut kumpulan, jantina dan kaum. Seramai
17 orang murid lelaki dan 17 orang murid perempuan bagi kumpulan rawatan. Manakala
sejumlah 15 orang murid lelaki dan 15 orang murid perempuan bagi kumpulan kawalan. Selain
itu, murid Melayu seramai 31 orang dan murid India sebanyak tiga orang bagi kumpulan
rawatan serta seramai 30 orang murid Melayu di dalam kumpulan kawalan. Kesemua
responden telah mendapat pendedahan awal tentang mata pelajaran Bahasa Melayu, Bahasa
Inggeris dan Matematik seusia empat hingga enam tahun semasa mengikuti program
pendidikan awal kanak-kanak di Tadika. Lokasi sekolah yang dijalankan kajian adalah di
kawasan bandar.
Jadual 2: Jumlah pendapatan penjaga murid DLP

Penjaga RM 1501-RM3500 RM3501-RM4500 >RM4500
Ibu bapa 11.1% 18.5% 70.4%
Bagi kategori jumlah pendapatan ibu bapa dan penjaga seisi rumah bagi kumpulan rawatan
seperti yang ditunjukkan pada jadual 2 di atas. Secara keseluruhannya, mereka mampu
memberikan pendedahan pendidikan awal kanak-kanak kepada anak masing-masing seawal
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usia empat hingga enam tahun sebagai persediaan awal bagi mengikuti kelas DLP apabila
memasuki alam persekolahan di sekolah rendah.
Jadual 3: Pencapaian responden terhadap subjek Matematik
Kumpulan Min Sisihan piawai

Rawatan (DLP) 60.9% 180.245
Kawalan (bukan DLP) 68.2% 276.913
Pencapaian responden terhadap mata pelajaran Matematik seperti yang tertera pada jadual 3 di
atas adalah berdasarkan kepada markah ujian bertulis bagi item pengetahuan yang telah
dijalankan setelah responden melalui proses PdPc di dalam kelas selama 9 bulan. Secara
keseluruhannya, min pencapaian dan sisihan piawai responden menunjukkan kumpulan
kawalan lebih tinggi iaitu masing-masing 68.2% dan 276.913 berbanding dengan kumpulan
rawatan masing-masing sebanyak 60.9% dan 180.245.
Jadual 4: Sikap murid DLP terhadap subjek Matematik

Bil Perkara Tidak Biasa Seronok
seronok
1 Saya suka menghadiri kelas Matematik 0% 14.7%(5) 85.3%(29)
2 Saya seronok belajar subjek Matematik 0% 17.6%(6) 82.4%(28)
3 Saya sentiasa buat latihan subjek Matematik 3.0%(1) 67.6%(23) 29.4%(10)
4 Saya seronok apabila menyiapkan latihan subjek
3.0%(1) 14.6%(5) 82.4%(28)
Matematik
5 Saya selalu membuat ulangkaji subjek Matematik 3.0%(1) 82.4%(28) 14.6%(5)
6 Saya rasa gembira apabila dapat menyelesaikan
0% 8.8%(3) 91.2%(31)
soalan masalah Matematik
7 Saya rasa gembira apabila dapat membantu kawan
3.0%(1) 11.7%(4) 85.3%(29)
menyelesaikan soalan masalah Matematik
8 Saya sentiasa bersemangat semasa kelas Matematik 0% 70.6%(24) 29.4%(10)
9 Saya tidak suka ponteng kelas Matematik 5.9%(2) 17.6%(6) 76.5%(26)
10 Saya tidak pernah jemu membuat latihan Matematik 3.0%(1) 52.9%(18) 44.1%(15)
Berdasarkan Jadual 4, menunjukkan sikap responden terhadap subjek Matematik. Bagi soal
selidik terhadap sikap murid, mereka rasa gembira apabila dapat menyelesaikan soalan masalah
Matematik merupakan peratusan tertinggi iaitu 91.2% (31 orang).
Jadual 5: Tingkah laku murid DLP terhadap subjek Matematik

Bil Perkara Kurang Sederhana Kerap
kerap
1 Saya menyertai program kad bijak sifir di sekolah 14.7%(5) 55.9%(19) 29.4%(10)
2 Saya menyertai program kuiz Matematik di sekolah 11.8%(4) 44.1%(15) 44.1%(15)
3 Saya mengaplikasi ilmu Matematik dalam kehidupan 3.0%(1) 32.3%(11)
64.7%(22)
secara bijak
4 Saya menimba ilmu Matematik dalam kelab atau 3.0%(1) 23.5%(8) 73.5%(25)
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persatuan sains dan matematik di sekolah

5 Saya merujuk guru sekiranya terdapat masalah 3.0%(1) 41.2%(14)
55.9%(19)
terhadap subjek Matematik
6 Saya merujuk ahli keluarga sekiranya terdapat masalah 0% 8.8%(3)
91.2%(31)
terhadap subjek Matematik
7 Saya menambah ilmu pengetahuan mengenai cara 0% 17.6%(6)
82.4%(28)
berhemah dalam perbelanjaan harian saya
8 Saya berbelanja secara berjimat cermat dan berhemah 5.9%(2) 26.5%(9) 67.6%(23)
9 Saya menyimpan duit dan amalan menabung 0% 32.4%(11)
67.6%(23)
diterapkan di dalam kehidupan saya
10 Saya membantu mengedarkan atau menampal sebarang 8.8%(3) 70.6%(24)
maklumat berkaitan subjek Matematik kepada rakan- 20.6%(7)
rakan
Manakala Jadual 5 pula menunjukkan item tingkah laku responden terhadap subjek Matematik.
Hasil soal selidik ini, responden akan merujuk kepada ahli keluarga mereka sekiranya terdapat
masalah terhadap subjek Matematik mendapat peratusan yang tertinggi sebanyak 91.2% (31
orang).

Kajian eksperimen telah dijalankan terhadap 64 orang murid tahun dua di salah sebuah sekolah
rendah di daerah Hulu Langat, Selangor. Kumpulan rawatan terdiri daripada 34 orang murid
manakala kumpulan kawalan terdiri daripada 30 orang murid. Proses pengumpulan data telah
dilakukan dengan menggunakan dua instrumen utama iaitu ujian bertulis Matematik dan soal
selidik setelah kedua-dua kumpulan menjalani proses PdPc selama 9 bulan. Ujian bertulis
Matematik bagi item pengetahuan terdiri daripada dua bahagian iaitu bahagian A dan B.
Bahagian A terdiri daripada 20 soalan objektif beraneka pilihan yang mewakili 20 markah.
Manakala bahagian B merupakan 12 soalan subjektif yang berjumlah 30 markah. Jumlah
markah keseluruhan adalah 50 markah dan responden diberi masa selama satu jam untuk
menjawab kesemua soalan tersebut.
Instrumen soal selidik pula terdiri daripada tiga bahagian iaitu bahagian A, B dan C. Bahagian
A berkenaan dengan latar belakang responden manakala bahagian B dan C masing-masing
mewakili item sikap dan tingkah laku responden yang mengandungi 10 soalan di dalam setiap
bahagian tersebut. Kesemua item instrumen kajian ini telah proses kesahan dan semakan oleh
beberapa pakar dalam bidang masing-masing iaitu guru pakar Matematik, guru pakar Bahasa
dan Ketua Panitia Matematik.
Secara keseluruhannya, hasil dapatan menunjukkan keputusan pencapaian responden terhadap

mata pelajaran Matematik berada pada tahap menguasai berdasarkan kepada peratusan markah
ujian bertulis bagi item pengetahuan yang telah dijalankan. Nilai min dan sisihan piawai
menunjukkan kumpulan kawalan lebih tinggi iaitu masing-masing 68.2% dan 276.913
berbanding dengan kumpulan rawatan masing-masing sebanyak 60.9% dan 180.245.
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Manakala soal selidik terhadap sikap murid mendapati responden rasa gembira apabila dapat
menyelesaikan soalan masalah Matematik merupakan peratusan tertinggi iaitu 91.2% (31
orang) dan hasil soal selidik bagi item tingkah laku responden terhadap subjek Matematik pula
menunjukkan bahawa responden akan merujuk kepada ahli keluarga mereka sekiranya terdapat
masalah terhadap subjek Matematik mendapat peratusan yang tertinggi sebanyak 91.2% (31
orang).
Kebanyakan negara luar yang menjalankan program sebegini telah menggunakan model 90/10
dan 50/50 sepanjang pelaksanaan mereka. Model ini dilihat lebih memberi kesan yang positif
terhadap pencapaian pelajar yang menyertai program tersebut kerana lebih fleksibel dan tidak
membebankan pelajar dan kumpulan pelaksana (Nor Hasikin, 2019). Sebaliknya DLP di
Malaysia dijalankan menggunakan model 100% PdPc dalam Bahasa Inggeris. Justeru, ini
sedikit sebanyak telah memberi kesan yang negatif terhadap murid-murid sekolah rendah
terutamanya terhadap minat, sikap dan tingkah laku mereka semasa proses PdPc berlangsung.
Ini kerana murid-murid berasa kurang yakin dan malu untuk bertanya dengan guru serta tidak
mahu berkomunikasi di dalam Bahasa Inggeris semasa proses PdPc berlaku di dalam kelas
(Norhisham et al., 2018).
Selain itu, kekurangan bahan bantu belajar dan sumber rujukan dalam dwibahasa serta susah
untuk diperolehi oleh murid dan kumpulan pelaksana juga memainkan faktor utama dalam
usaha menjayakan DLP ini. Semua pihak bermula dari yang paling bawah iaitu murid dan guru
sebagai kumpulan pelaksana hinggalah kepada pihak yang tertinggi iaitu pembuat dasar serta
masyarakat perlu mengembeling tenaga, usaha, idea dan memberi sokongan dalam usaha murni
kerajaan menjayakan program ini (Fatema Mohammed & Mckenny, 2017).
Kesimpulannya, program ini sangat baik dalam usaha kerajaan melahirkan pelajar yang
berkemahiran dwibahasa, bermodal insan dan mempunyai daya saing yang tinggi dalam aspek
penguasaan bahasa yang mana ianya menjadi tumpuan penting dalam proses perubahan sistem
pendidikan negara dan mampu meningkatkan kebolehpasaran mereka serta memaksimumkan
peluang kerjaya dalam pasaran kerja dunia global. Dalam usaha melakukan perubahan tersebut,
adalah penting untuk melakukan semakan dasar secara berkala dan proses penilaian yang
berterusan kerana ia menyerlahkan pihak berkepentingan untuk memperbaikinya dari semasa
ke semasa.
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Ashairi, S., Mohamed Yusoff, M. N., & Melor, M. Y. (2016). Dual Language Programme
(DLP) Students’ Level of Enthusiasm and Confidence : A Preliminary Study. Journal
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KEBERKESANAN KAEDAH KAD SORONG TARIK DALAM

MENINGKATKAN KEMAHIRAN MEMBACA SUKU KATA
(KV+KV) BAHASA MELAYU MURID IBAN TAHUN 1
Freascilia Elizabeth Anak Agong1, Wan Muna Ruzanna Wm 2
Fakulti Pendidikan,Universiti Kebangsaan Malaysia,Bangi,Malaysia
*Corresponding Author: freascilia19@gmail.com

_________________________________________________________________________________________
Abstrak: Kajian ini bertujuan untuk melihat keberkesanan kad sorong tarik dalam membantu
meningkatkan kemahiran membaca suku kata (KV+KV). Kajian ini dijalankan terhadap enam
orang murid Tahun 1 yang lemah dalam kemahiran membaca suku kata KV+KV. Sampel ini
telah dipilih setelah ujian diagnostik dijalankan ke atas 24 orang murid di Sekolah Kebangsaan
St John Sebayor. Kajian ini berbentuk kualitatif. Data kualitatif dikumpul melalui ujian
diagnostik, ujian pra, ujian pasca, pemerhatian dan juga temu bual. Sebelum sesi rawatan
menggunakan kad sorong tarik, murid-murid diberi ujian sebelum tindakan (ujian pra) untuk
menentukan keupayaan mereka membaca suku kata (KV+KV). Ujian selepas tindakan (ujian
pasca) diberikan kepada responden selepas sesi rawatan berakhir untuk menentukan keupayaan
responden dalam membaca suku kata (KV+KV). Pemerhatian dicatatkan semasa sesi
pengajaran dan pembelajaran murid di dalam kelas. Temu bual dijalankan selepas proses
pengajaran dan pembelajaran dengan responden untuk mengumpul maklumat dan juga maklum
balas daripada responden setelah menggunakan kad sorong tarik dalam membaca suku
(KV+KV). Segala data yang diperoleh dianalisis berasaskan kepada pendekatan analisis
kandungan. Dapatan kajian menunjukkan bahawa kad sorong tarik adalah berkesan dalam
meningkatkan kemahiran membaca suku kata (KV+KV). Melalui kajian ini adalah diharapkan
kemahiran membaca suku kata (KV+KV) murid dapat diatasi bagi meningkatkan prestasi
murid.
Kata Kunci: Kaedah Kad Sorong Tarik, Suku Kata (KV+KV), Kemahiran Membaca, Murid
Iban
____________________________________________________________________
1.0 PENGENALAN
Kemahiran membaca adalah sesuatu asas kemahiran yang sangat penting dan harus ditekankan
di dalam bilik darjah untuk melancarkan proses pengajaran dan pembelajaran. Kemahiran
membaca merupakan salah satu fokus mata pelajaran Bahasa Melayu yang harus dikuasai oleh
setiap murid. Menguasai kemahiran membaca tidak hanya membantu pelajar untuk lebih
berjaya tetapi juga meningkatkan perkembangan mental, psikologi dan sosial. Kemahiran
membaca bermula daripada mengenal, mengecam dan menyebut huruf, membunyikan suku
kata, membatangkan suku kata seterusnya membaca perkataan dan juga ayat. Abdul Rasid
Jamian, et al (2012) mengatakan bahawa penguasaan pembacaan yang lemah akan memberi
pengaruh yang kuat dalam mata pelajaran lain. Ini kerana bahasa adalah alat komunikasi untuk
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belajar. Membaca adalah salah satu asas dalam pembentukan diri ke arah pengetahuan yang
lebih tinggi. Kemahiran membaca adalah untuk kita mudah untuk memahami sesuatu bacaan
dan juga memberi makna dalam perkataan tersebut. Pemahaman membaca bergantung kepada
gabungan pengetahuan dalam bahasa, gaya kognitif, dan pengalaman dalam pembacaan.
Membaca adalah merupakan asas yang sangat penting dalam penguasaan kognitif dan
persekitaran sosial manusia Nur Aisyah Mohamad Noor, et al (2012). Kemahiran membaca
yang dianjurkan di sekolah boleh membantu murid dalam meningkatkan pembacaan berkesan
murid. Untuk mencapai sesuatu matlamat, kaedah pengajaran yang sesuai harus dilakukan oleh
semua guru supaya proses dalam pemerolehan bahasa dapat menjadi mudah dan menjadi lebih
efektif. Di samping itu juga, untuk mencapai matlamat dan objektif pembelajaran, semua murid
adalah sangat digalakkan untuk mengusai kemahiran membaca pada peringkat yang awal
sebelum murid tersebut menjejak kaki ke alam persekolahan.
Kajian ini adalah bertujuan untuk meningkatkan kemahiran membaca suku kata murid bagi
membolehkan murid mudah untuk menguasai kemahiran membaca dengan lebih lancar dan
efektif. Kajian ini telah menggunakan kaedah Kad Sorong Tarik sebagai inisiatif untuk
meningkatkan kemahiran pelajar untuk membuka suku kata KV+KV murid. Penggunaan Kad
Sorong Tarik dapat menarik minat pelajar untuk mencuba dan belajar untuk membatangkan
suku kata KV+KV.
1.1 PENYATAAN MASALAH

Sepanjang pemerhatian yang telah dijalankan sewaktu sesi pengajaran dan pembelajaran di
dalam kelas, pengkaji telah mendapati terdapat beberapa murid tidak dapat menguasai
kemahiran membatangkan suku kata dua suku kata mudah yang terdiri daripada pola KV+KV.
Responden dalam kajian ini merupakan murid Iban dan ini lebih menyukarkan lagi murid
untuk membaca perkataan dalam bahasa Melayu.
Dalam pemerhatian ini juga, murid ini sudah menguasai kemahiran mengenal huruf vokal dan
huruf konsonan dan boleh membunyikan suku kata tunggal KV dengan betul. Tetapi apabila
digabungkan dua suku kata KV+KV untuk membentuk perkataan mereka mengalami
kesukaran untuk membatangkan suku kata tersebut dengan tepat. Kegagalan murid-murid
membatangkan suku kata KV+KV ini akan mengakibatkan mereka sukar untuk menguasai
kemahiran membatangkan suku kata KV+KV.
Melalui kesedaran ini juga pengkaji telah membuat penambahbaikan amalan pengajaran untuk
membantu murid meningkatkan kemahiran membatangkan suku kata KV+KV. Pengkaji perlu
memperbaiki kelemahan pada diri sendiri dengan membina bahan pengajaran dan pembelajaran
yang lebih efektif supaya murid dapat menguasai kemahiran membaca suku kata KV+KV.
1.2 OBJEKTIF KAJIAN

Objektif kajian ini adalah untuk:
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1. Mengenal pasti masalah membaca suku kata KV+KV murid.

2. Mengenal pasti faktor masalah murid dalam kemahiran membaca suku kata.
3. Mengenal pasti tahap keberkesanan penggunaan Kad Sorong Tarik dalam meningkatkan
kemahiran membaca suku kata murid.
2.0 SOROTAN KAJIAN

Terdapat pelbagai cara untuk mendapatkan maklumat dan meningkatkan mutu pengajaran dan
pembelajaran. Dalam kajian ini, kaedah untuk mendapatkan maklumat awal tentang subjek
kajian adalah melalui pemerhatian penuh. Melalui proses pemerhatian yang dijalankan dalam
aspek yang perlu dikaji, kemahiran membaca merupakan aspek yang dipilih. Sepanjang
pemerhatian pengkaji, murid- murid pemulihan masih belum menguasai kemahiran membaca
perkataan dua suku kata KV+KV.
Perkara utama untuk menangani masalah ini ialah kaedah pengajaran yang hendak digunakan
oleh guru. Menurut Mok Soon Sang (2008), pengajaran merupakan aktiviti atau proses yang
berkaitan dengan penyebaran ilmu pengetahuan atau kemahiran tertentu. Sehubungan dengan
itu, pengajaran meliputi perkara-perkara seperti perancangan, pengelolaan, penyampaian,
bimbingan dan penilaian yang bertujuan.
Pengkaji telah memilih pendekatan belajar melalui bermain bagi meningkatkan kemahiran
murid membatangkan suku kata KV+KV. Permainan adalah suatu gerak kerja rangsangan yang
menggembirakan seseorang di samping dapat membantu perkembangan fizikal dan mental
individu tersebut. Justeru itu, melalui permainan kad sorong tarik ini dapat merangsang kognitif
kanak-kanak membatangkan suku kata yang dibaca.
Main atau bermain secara amnya boleh didefinisikan sebagai sebarang aktiviti yang
memberikan kegembiraan dan kepuasan kepada murid-murid tanpa menimbangkan apakah
hasil aktiviti itu. Dengan lain perkataan, murid-murid bermain bukan kerana ingin akan sesuatu
atau mencapai tujuan tertentu. Bermain dianggap sebagai satu pekerjaan bagi murid-murid,
tetapi bukanlah pekerjaan yang memerlukan hasil akhiran atau tujuan tertentu.
Bermain juga bukanlah satu aktiviti yang dipaksa malah merupakan keinginan semula jadi
kanak-kanak (Kraus, 1990). Sigmun Freud (1968) memandang main sebagai suatu cara untuk
mengurangkan emosi kebimbangan, dan mengawal emosi dengan melepaskan tindakan dalam
dunia khayalan. Maka, bermain memainkan peranan yang penting dalam perkembangan emosi
dan sosial murid-murid. Begitu juga dengan Jean Piaget (1962) yang berpendapat bahawa
tujuan main ialah menggerakkan perkembangan kognitif kanak-kanak di samping
memperkukuhkan pembelajaran yang baru dijalankan dalam suasana yang tenang.
Vygotsky (1967), “Main membantu perkembangan bahasa dan pemikiran. Struktur otak akan
membentuk melalui penggunaan simbol dan alat, ia juga membantu untuk pembentukan ini.
Main juga memberi kebebasan kepada murid-murid untuk meluahkan tekanan dalam
menghadapi dunia sebenar. Dalam cara ini murid-murid dapat mengawal situasi dan
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menyesuaikannya dalam dunia sebenar. Mereka dibenarkan untuk memperoleh proses

pemikiran yang tinggi melalui bermain”.
Menurut Foo Chiew Lee (2017), kaedah permainan digunakan untuk melihat keberkesanan
pengajaran menggunakan kaedah Permainan Kad suku kata dalam membantu murid mahir
dalam membatangkan suku kata. Dalam kajiannya juga menyatakan bahawa kajian ini adalah
tahap penguasaan dalam aspek suku kata terbuka. Data diperoleh menggunakan maklumat soal
selidik dan analisis mengenai Ujian Pra dan Ujian Pasca.
Sulaiman Ishak dan Ahmad Sabry Othman(2013) dalam kajiannya menerangkan penggunaan
alat bantu pengajaran yang menarik, sesuai dengan tahap keupayaan pelajar semasa merancang
kandungan pelajaran dapat merangsang minat pelajar dan mendorong untuk terus belajar.
Untuk mendapatkan kesan yang positif, alat bantu mengajar haruslah digunakan dengan betul
dan optimum semasa proses pengajaran dan pembelajaran berlaku di dalam bilik kelas (Khairul
Nadiah Muhamod dan Hasizan Dahalal, 2013).
3.0 Metodologi
Reka bentuk kajian merupakan sesuatu yang penting dalam melakukan sesuatu kajian. Menurut
Sabitha (2006), reka bentuk kajian merupakan pelan tindakan sesuatu kajian yang
menggambarkan bagaimana kajian itu dilakukan. Kajian ini menggunakan pendekatan kajian
yang berbentuk Kualitatif. Data diperoleh melalui ujian diagnostik, kaedah pemerhatian, Ujian
Pra dan juga Ujian pasca serta temu bual yang dilakukan bersama responden. Segala data yang
diperoleh daripada responden seterusnya akan dianalisis dan dinyatakan dalam bentuk laporan.
3.1 Peserta Kajian

Daripada 24 orang murid tahun 1 di Sekolah Kebangsaan St John Sebayor yang merupakan
populasi kajian, enam orang murid telah dipilih sebagai sampel kajian. Pemilihan sampel
adalah berdasarkan ujian diagnostik yang dijalankan pada peringkat awal. Hasil daripada ujian
diagnostik yang dijalankan, didapati dua orang murid perempuan dan empat orang murid lelaki
memenuhi kriteria yang diperlukan. Mereka ini terdiri dari kalangan murid yang sangat lemah
dalam penguasaan kemahiran membaca suku kata KV+KV.

3.2.1 Ujian Diagnostik.
Ujian diagnostik ialah satu proses penilaian terhadap kanak-kanak untuk melabel tahap
ketidakupayaan kanak-kanak. Penilaian ini biasanya dilakukan oleh guru. Terdapat bentuk
soalan diagnostik yang telah dijalankan ke atas 24 orang murid pada peringkat awal kajian
tanpa menggunakan Kad Sorong Tarik. Ujian ini bertujuan untuk mengenal pasti dan meninjau
kelemahan murid yang tidak dapat membaca suku kata KV+KV dengan lancar dan baik.
3.2.2 Ujian Pra Dan Ujian Pos

Dalam kajian ini, satu instrumen ujian telah digunakan. Ia digunakan secara sebelum dan
selepas penggunaan Kad Sorong Tarik diaplikasikan di dalam pengajaran dan pembelajaran. Ia
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dinamakan sebagai Ujian Pra dan Ujian Pasca. Ujian Pra ialah ujian tanpa menggunakan
pendekatan kaedah Kad Sorong Tarik .Manakala ujian pasca adalah pendekatan kaedah
menggunakan kad sorong tarik yang diaplikasikan kepada responden.
.3.2.3 Pemerhatian
Dalam kajian ini, pemerhatian secara berstruktur telah digunakan untuk memerhati, mendengar
dan merekod maklumat murid berdasarkan aktiviti pengajaran dan pembelajaran yang
dilaksanakan. Ia dibuat ketika murid mengikuti sesi pengajaran dan pembelajaran sebelum dan
selepas tindakan. borang pemerhatian berstruktur disediakan dengan menggunakan jawapan
“Ya” atau “Tidak” sahaja. Ia digunakan sebanyak dua kali. Kali pertama, semasa proses
pengajaran dan pembelajaran tanpa menggunakan kad sorong tarik manakala kali kedua
semasa proses pengajaran dan pembelajaran menggunakan Kad Sorong Tarik.
3.2.4 Temu Bual
Dalam kajian ini temu bual berbentuk separa berstruktur digunakan untuk memperoleh data.
Soalan-soalan ditentukan terlebih dahulu tetapi jawapan kepada soalan-soalan tersebut adalah
berbentuk terbuka dimana ianya boleh dikembangkan mengikut budi bicara penemubual dan
responden. Temu bual telah direkod menggunakan alat perakam suara dan ia adalah sangat
penting sebagai sokongan dalam proses untuk menyediakan laporan kajian.
4.0 Dapatan Kajian

4.1 Ujian Diagnostik
Ujian diagnostik secara awal telah dijalankan ke atas 24 orang murid tahun 1. Ujian ini
bertujuan untuk mengenal pasti murid lemah dalam kemahiran membaca yang akan dipilih
sebagai sampel kajian. Ujian ini menggunakan satu set soalan yang meliputi ujian membaca
suku kata KV+KV.
Jadual 1: Markah Dan Gred Ujian Diagnostik
MARKAH GRED BILANGAN MURID
0-19 (Sangat Lemah) E 6
20-39(Lemah) D 5
40-59 Sedehana C 10
60-79(Baik) B 3
80-100 (Cemerlang) A 0
Jumlah 24 Orang
Jadual 1 menunjukkan bahawa tidak ada murid yang mendapat keputusan yang cemerlang (A).
Keputusan B hanya seramai tiga orang dan murid yang memperoleh gred C adalah yang paling
ramai iaitu 10 orang. Murid yang mendapat gred D seramai lima orang manakala seramai enam
orang murid berada pada tahap yang paling lemah (E). Namun begitu, hanya mereka yang
berada pada tahap yang paling lemah (E) sahaja dipilih menjadi sampel dalam kajian ini.
4.2 Pemerhatian Sebelum Dan Selepas

Pemerhatian telah dilakukan semasa proses pengajaran dan pembelajaran tanpa menggunakan
kad sorong tarik dan semasa proses pengajaran dan pembelajaran menggunakan kad sorong
tarik. Pemerhatian dilakukan dengan menggunakan instrumen pemerhatian berstruktur dalam
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bentuk borang pemerhatian yang menggunakan jawapan “Ya” atau “Tidak”. Data yang
diperoleh kemudiannya dilakukan perbandingan untuk melihat persepsi murid terhadap teknik
pengajaran guru.
Jadual 2: Analisis Pemerhatian Sebelum Menggunakan Kad Sorong Tarik Dan Selepas Menggunakan Kad
Sorong Tarik
Bil Item Sebelum Selepas
Ya Tidak Ya Tidak
1 Memberi respon semasa guru mengajar 0 6 6 0
2 Penglibatan murid dalam sesi pengajaran dan pembelajaran 2 4 6 0
3 Tumpuan ketika guru memberikan arahan pembelajaran 2 4 6 0
4 Guru menggunakan kaedah pengajaran yang menarik dan 0 6 6 0
sistematik
5 Murid dapat membatangkan suku kata yang diberikan oleh 0 6 6 0
guru
Jadual 2 menunjukkan pengkaji membuat pemerhatian tanpa menggunakan kad sorong tarik
didapati kesemua responden tidak bersedia untuk memulakan pembelajaran sejurus guru
memasuki kelas. Hanya dua orang responden memberi perhatian terhadap pengajaran guru dan
mengambil bahagian secara aktif dalam aktiviti yang dijalankan. Namun selepas pengkaji
menggunakan kaedah kad sorong tarik didapati pengajaran membaca suku kata KV+KV dapat
membantu responden bersedia untuk memulakan pembelajaran dan mereka dapat memberi
perhatian terhadap pengajaran guru.
4.3 Ujian Pra Dan Ujian Pasca

Dalam kajian ini, penilaian bertulis telah dilakukan sebanyak dua kali dalam bentuk ujian pra
dan ujian pasca yang dilaksanakan sebelum dan selepas menggunakan Kad Sorong Tarik
diaplikasikan di dalam pengajaran dan pembelajaran. Ujian ini bertujuan untuk menilai
keberkesanan penggunaan kad sorong tarik sebagai bahan bantu mengajar dalam meningkatkan
kemahiran membaca suku kata KV+KV dalam kalangan murid.
Ujian Pra dan Ujian Pasca telah dilaksanakan ke atas enam orang responden untuk menilai dan
menguji keberkesanan kad sorong tarik. Jadual 3 menunjukkan perbezaan keputusan markah
ujian pra dan ujian pasca yang telah dijalankan.
Jadual 3: Perbezaan Keputusan Ujian Pra Dan pasca

Responden Keputusan Ujian Pra Keputusan Ujian Peningkatan Markah
(%) pasca(%) (%)
R1 30 70 40
R2 10 50 30
R3 20 60 40
R4 30 80 50
R5 20 60 40
R6 40 90 50
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Jadual 3 menunjukkan perbezaan markah Ujian Pra dan Ujian Pasca yang diperoleh oleh
responden sebelum dan selepas menggunakan kad sorong tarik. Bacaan markah keenam-enam
responden menunjukkan peningkatan markah yang amat baik dalam Ujian Pasca berbanding
keputusan Ujian Pra.
4.4 Temu Bual

Untuk mendapatkan maklum balas murid ke atas kajian yang dijalankan, teknik temu bual
separa berstruktur digunakan. Hasil daripada analisis temu bual didapati keenam enam
responden menyatakan bahawa mereka seronok belajar membaca suku kata menggunakan kad
sorong tarik. Sesi temu bual ini membolehkan responden menerangkan dengan lebih terperinci
berkaitan perasaan dan keberkesanan penggunaan kad sorong tarik dalam membantu
meningkatkan kemahiran membaca suku kata KV+KV. Beberapa maklum balas positif
daripada hasil dapatan temu bual responden.
Jadual 4: Maklum Balas Positif Hasil Dapatan Temu Bual

Responden Maklum Balas
R1 Best sangat!
R2 Seronok cikgu!
R3 Saya suka!!
R4 Best la cikgu!
R5 Saya pun suka la cikgu!
R6 Saya rasa seronok!!
5.0 Perbincangan Dan Kesimpulan

Kad Sorong Tarik merupakan salah satu medium berkesan dalam pengajaran dan pembelajaran
suku kata KV+KV. Penggunaannya sebagai bahan bantu mengajar dalam proses pengajaran
dan pembelajaran dapat membantu guru meningkatkan kemahiran membaca suku kata dalam
kalangan murid yang lemah. Peningkatan pencapaian murid dalam Ujian Pasca setelah proses
pengajaran dan pembelajaran dilaksanakan dengan menggunakan kad sorong tarik
membuktikan keberkesanannya dalam meningkatkan kemahiran membaca suku kata. Ini
kerana di dalam proses pembelajaran, murid memerlukan rangsangan terhadap organ-organ
deria untuk menerima maklumat-maklumat baru dan menghasilkan kefahaman terhadap
maklumat yang diterima. Aspek pemilihan kaedah dan teknik pengajaran dan pembelajaran
merupakan elemen yang paling penting dalam mencapai sesuatu objektif pembelajaran.
Pemilihan kaedah dan teknik yang sesuai dalam proses pengajaran dan pembelajaran mampu
mewujudkan suasana pembelajaran yang positif.
Melalui pemerhatian dalam proses pengajaran dan pembelajaran menggunakan kaedah kad
sorong tarik didapati murid begitu teruja dan aktif serta kelihatan berani untuk cuba menjawab
soalan yang dikemukakan oleh guru secara lisan. Berbeza dengan ketika proses pengajaran dan
pembelajaran tanpa menggunakan kaedah kad sorong tarik. Murid kelihatan diam dan pasif
serta kurang memberikan tumpuan semasa guru mengajar.
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Melalui temu bual yang dilakukan selepas proses pengajaran dan pembelajaran menggunakan
kad sorong tarik, murid mengatakan pengajaran suku kata dilaksanakan oleh guru di dalam
bilik darjah sangat menyeronokkan. Kad sorong tarik yang digunakan oleh guru ketika di
peringkat set induksi, isi pengajaran atau penutup proses pengajaran dan pembelajaran yang
dijalankan sangat menarik minat responden untuk menguasai kemahiran membaca suku kata
Secara keseluruhannya peningkatan pencapaian murid yang sangat menggalakkan selepas
penggunaan kad sorong tarik sebagai bahan bantu mengajar menujukkan bahawa kad sorong
tarik sangat berkesan dalam meningkatkan kemahiran membaca suku kata KV+KV. Murid
boleh menyebut dan membaca suku kata KV+KV mudah selepas proses pengajaran dan
pembelajaran dilaksanakan dengan menggunakan kad sorong tarik.
Secara umumnya, dapatlah dirumuskan bahawa penggunaan bahan bantu mengajar berbentuk
Kad Sorong Tarik dapat meningkatkan kemahiran membaca suku kata KV+KV dalam
kalangan murid. Di samping itu, ia juga dapat meningkatkan minat murid terhadap mata
pelajaran Bahasa Melayu. Kajian ini telah membuktikan bahawa kad sorong tarik dapat
meningkatkan kemahiran murid membaca suku kata KV+KV dengan jayanya berdasarkan
dapatan dan analisis yang diperoleh sepanjang kajian ini dijalankan. Kepelbagaian bahan bantu
mengajar merupakan salah satu usaha yang perlu dilakukan oleh guru untuk memastikan
matlamat dan objektif pengajaran dan pembelajaran berjalan dengan baik dan berkesan.
Dengan adanya hasil dapatan kajian ini, adalah diharapkan bahawa kajian ini dapat membantu
warga pendidik untuk memperbaiki mutu dan kualiti amalan pengajaran dan pembelajaran
dalam bilik darjah kepada yang lebih baik dan sistematik.
Rujukan
Abdul Rashid Jamian , Norhashimah Hashim dan Shamsudin Othman, (2012) Multimedia
Interaktif Memperingkatkan Pembelajaran Kemahiran Membaca Murid-Murid
Probim. Jurnal Pendidikan Bahasa Melayu
Foo Chiew Lee,(2017) Kesan Penggunaan Kad Permainan Terhadap Minat Dan Pencapaian
Murid Tahun Tiga Dalam Sains Di Kuching.IPG Kampus Batu Lintang, Kuching
Sarawak
Khairul Nadiah Muhamod dan Hasizan Dahalal (2013) Meningkatkan Kemahiran Mengenal
Dan Menyebut Huruf Yang Kecil Murid Bermasalah Pembelajaran Aras Sederhana
Melalui Penggunaan Membentuk Doh. Kuala Lumpur: Institut Pendidikan Guru
Kampus Ilmu Khas.
Mok Soon Sang, Lee Shok Mee 1986. Kurikulum baru sekolah rendah tahap 1 Siri maktab
perguruan. Kuala Lumpur: Heinemann Malaysia Sdn. Bhd.
Nur Aisyah Mohamad Noor,Zamri Mahamod, Afendi Hamat dan Mohamed Amin Embi (2012)
Persepsi Pelajar Terhadap Aplikasi Perisian Multimedia Dalam Pembelajaran Komsas
Bahasa Melayu Tingkatan 1.Jurnal Pendidikan Bahasa Melayu.
Piaget, J. (1962). Play, Dreams, And Imitation In Childhood, New York:Norton
Sabitha Marican. 2006. Kaedah penyelidikan sains sosial. Petaling Jaya: Prentice Hall.
Schensul, S., Schensul, J. Lecomple, M. 1999. Essential Ethnograpic Method:
Obeservation, Interviews and questionnaires. London: Altamira pres
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Sulaiman Ishak dan Ahmad Sabry Othman (2013) Meningkatkan Penguasaan Membaca
Perkataan Dua Suku Kata Pola V+KVK Dan KV+KVK Dalam Kalangan Murid
Tahun 6. Institut Pendidikan Guru Kampus Kota Bharu, Asian Education Action
Research Journal.
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KEBERKESANAN KURSUS PENGUCAPAN AWAM

TERHADAP KEMAHIRAN INSANIAH PELAJAR
Hazila Bt. Kadir@Shahar1*, Meizareena Bt. Mizad2, Nurizah Bt. Md. Ngadiran3
1
Pusat Pengajian Bahasa, UTHM Johor, Batu Pahat, Johor, Malaysia
2
3
*Pengarang Koresponden: hazila@uthm.edu.my

_________________________________________________________________________________________
Abstrak: Kemahiran Insaniah di kalangan pelajar kokurikulum amat penting bagi mendepani
zaman revolusi perindustrian 4.0. Oleh itu para pelajar perlu melengkapkan diri dengan 7
elemen Kemahiran Insaniah yang disarankan oleh kerajaan dalam setiap aktiviti kokurikulum
yang ditawarkan di IPTA seperti kemahiran berkomunikasi, pemikiran kritis dan kemahiran
menyelesaikan masalah, kemahiran kerja berpasukan, pembelajaran berterusan dan pengurusan
maklumat, keusahawanan, moral dan etika profesional dan kemahiran kepimpinan. Ini
bertujuan bagi membolehkan kebolehpasaran pelajar setelah bergraduasi kelak. Namun begitu,
persoalan samada sejauh mana pelajar peka tentang pentingnya elemen kemahiran insaniah ini
masih terbatas dan perlu ditekankan disetiap kursus yang ditawarkan di mana-mana IPTA di
Malaysia. Kajian ini dilaksanakan untuk mengetahui tahap kesedaran pelajar tentang
kepentingan kemahiran ini dikalangan pelajar Kursus Pengucapan Awam di Universiti Tun
Hussein Onn Malaysia (UTHM) dan keberkesanan kursus ini dalam melahirkan pelajar
berkemahiran insaniah. Seramai 50 orang responden dari kalangan pelajar yang mengikuti
kursus ini dipilih untuk memberi maklumbalas terhadap kajian soal selidik yang dijalankan.
Daripada jumlah tersebut, seramai 33 responden memberi maklumbalas yang jelas. Hasil
kajiselidik menunjukkan kepekaan pelajar yang tinggi tentang elemen kemahiran insaniah yang
diterapkan dalam kursus ini. Kepercayaan pelajar yang tinggi mengenai keberkesanan
kemahiran insaniah dalam kursus pengucapan awam melalui aktiviti yang diterapkan juga
menunjukkan pelajar yakin bahawa kursus ini dapat membantu mereka memenuhi aspirasi
kerajaan untuk melahirkan pelajar serba boleh dan berinsaniah pada masa hadapan.
Penambaikkan usaha dari segi aktiviti program juga perlu dilihat dari masa ke semasa bagi
melahirkan pelajar yang lebih mahir, berketrampilan dan bercita-cita tinggi bagi menghadapi
cabaran di alam pekerjaan dan kehidupan. .
Kata kunci : kemahiran insaniah, cabaran revolusi perindustrian 4.0, Kesedaran dan
keberkesanan..
_________________________________________________________________________
1. Pengenalan
Kementerian Pengajian Tinggi telah menetapkan Kemahiran Insaniah untuk dipelajari di
kalangan semua pelajar dalam aktiviti dan penglibatan mereka melalui kursus Kokurikulum
berkredit yang ditawarkan oleh IPTA. Kemahiran Insaniah merupakan proses yang berlaku
sepanjang hayat, yang bertujuan untuk memupuk nilai-nilai murni dan peribadi yang tinggi
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serta meningkatkan ilmu pengetahuan dalam diri pelajar-pelajar bagi mendepani era revolusi
industri 4.0. Selain itu, Kemahiran Insaniah yang dipelajari dapat membantu dalam
membangunkan aspek-aspek sosial, rohani dan jasmani seseorang individu bahkan juga
membina daya pemikiran yang tinggi dalam menghasilkan idea-idea dan cadangan yang bernas
dan jitu. Kemahiran Insaniah meliputi kemahiran berkomunikasi, kemahiran kerja berpasukan,
pemikiran kritis dan kemahiran menyelesaikan masalah, kemahiran pembelajaran berterusan
dan teknologi maklumat, kemahiran etika moral, kemahiran keusahawanan, dan kemahiran
kepemimpinan (Bokhari et. al., 2011). Dengan adanya, Kemahiran Insaniah, graduan tersebut
mampu untuk berjaya dalam bidang akademik dan sahsiah bahkan juga cemerlang di tempat
kerja.
Menurut Musa & Othman (2014), bermula bulan September 2008, Jabatan Pengajian Tinggi
telah menyasarkan agar pelaksanaan kursus Kokurikulum berkredit bermula seawal sesi
pengajian 2010/2011 di semua institusi pengajian tinggi (IPT). Terdapat lapan teras utama
dalam kursus-kursus kokurikulum di universiti iaitu Teras Sukan, Teras Kebudayaan, Teras
Daya Usaha dan Inovasi, Teras Pengucapan Awam, Teras Kesukarelawanan, Teras Khidmat
Komuniti, Teras Keusahawanan dan Teras Kepemimpinan. Kursus Kokurikulum berkredit di
IPT merupakan satu ruang atau platform bagi membentuk sahsiah pelajar universiti dalam
mengembangkan bakat dan kebolehan serta kemahiran insaniah mereka Aktiviti-aktiviti
Kokurikulum yang mantap dan dinamik juga dapat melahirkan graduan universiti yang dapat
memenuhi kebolehpasaran kerja mengikut keperluan industri dan negara masa kini.
Salah satu daripada teras utama dalam kursus-kursus kokurikulum di universiti adalah
pengucapan awam. Di Universiti Tun Hussein Onn Malaysia (UTHM), Kemahiran Insaniah
dapat dipelajari dengan baik melalui kursus Pengucapan Awam. Pengucapan awam merupakan
satu aspek dalam sains kemanusiaan dan seni bujukan yang diterjemahkan dalam bentuk
komunikasi berkesan dan menarik (Jamaludin et. al, 2011; Musa & Othman, 2014).
Komunikasi yang berkesan, rasional dan menarik penting untuk dikuasai oleh pemimpin,
organisasi, agensi-agensi kerajaan dan swasta serta individu yang berdepan dengan orang ramai
agar penyampaian maklumat dapat disampaikan dengan jelas, tepat dan berkesan. Bokhari et.
al., (2011) menyatakan bahawa Kemahiran Insaniah merupakan aspek kemahiran generik yang
mencakupi elemen kognitif yang berkaitan dengan kemahiran bukan akademik seperti nilai dan
sikap positif, kepimpinan, kerjasama pasukan, komunikasi dan pembelajaran berterusan.
Melalui aktiviti-aktiviti yang dijalankan dalam kursus Pengucapan Awam di UTHM, seperti
pengucapan dinamik, teknik daya memujuk, aktiviti berkumpulan dan penganjuran program
berupaya menjana kreativiti dan inovasi, kefahaman mengenai kepentingan komunikasi,
kepemimpinan dan pendedahan kepada pengucapan awam. Para pelajar juga berpeluang untuk
menerapkan elemen kemahiran insaniah bagi membolehkan mereka menjadi pelajar yang
berketrampilan tinggi, berfikiran kritis dan kreatif serta mempunyai kecemerlangan akhlak atau
dalam erti kata lain melahirkan modal insan yang bersepadu dalam pelbagai aspek terutama
dalam menghadapi cabaran sebenar setelah menamatkan pengajian di universiti dan melangkah
ke alam pekerjaan. Menurut Osman (2010), penerapan kesemua unsur ini penting dalam usaha
melahirkan pelajar yang mempunyai kemahiran insaniah yang tinggi, beretika, berintegriti dan
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berakauntabiliti, berpengetahuan dan berkemahiran serta berketerampilan dalam memberikan

sumbangan kepada kemajuan negara pada masa akan datang.
2. Ujian Kajian Lepas
Terdapat beberapa kajian yang dijalankan berkenaan tahap penguasaan kemahiran insaniah di
kalangan pelajar. Di antaranya ialah kajian oleh Zakaria et. al (2017). Mereka telah
menjalankan tinjauan berkenaan tahap penguasaan kemahiran insaniah pelajar Ijazah Sarjana
Muda Pengajian Islam daripada sebuah universiti awam tempatan. Berdasarkan hasil dapatan
kajian, para pelajar menguasai enam kemahiran insaniah pada tahap tinggi. Walau
bagaimanapun, tahap kemahiran keusahawanan mereka adalah berada pada tahap sederhana
tinggi. Kemahiran kerja berpasukan merupakan kemahiran yang paling tinggi dikuasai oleh
para pelajar. Oleh itu, sebagai salah satu usaha di dalam menggalakkan para graduan pengajian
Islam terlibat dalam bidang keusahawanan, adalah dicadangkan agar kemahiran keusahawanan,
iaitu kemahiran yang paling rendah dikuasai, perlu dipertingkatkan. Para pengkaji turut
mencadangkan agar pelajar Pengajian Islam menceburi bidang-bidang profesional yang lain.
Namun begitu, peranan sebagai penyebar mesej keislaman perlu dititik beratkan, walaupun
para pelajar terlibat dengan karier yang tiada kaitan secara langsung dengan pengajian masing-
masing.
Quah et. al (2018) telah menjalankan kajian berkaitan tahap penerapan kemahiran insaniah
menerusi sukan petanque dalam kalangan pemain di Institusi Pengajian Tinggi Awam (IPTA)
dan Institusi Pengajian Tinggi Swasta (IPTS). Objektif pertama kajian ini ialah mengenal pasti
tahap tujuh kemahiran insaniah menerusi sukan petanque dalam kalangan pemain di IPTA dan
IPTS. Manakala objektif kedua ialah mengenalpasti hubungan antara bilangan tahun bermain
petanque dengan tahap kemahiran insaniah. Dalam kajian ini, 224 pemain yang menyertai
Kejohanan Petanque Institusi Pendidikan Tinggi (IPT) 2017 merupakan responden kajian.
Berdasarkan dapatkan kajian, kesemua tahap kemahiran insaniah berada pada tahap yang
tinggi. Hasil dapatkan bagi ujian khi kuasa dua (2) pula menunjukkan bahawa tiada hubungan
bererti antara bilangan tahun bermain petanque dengan tahap kemahiran insaniah dalam
kalangan pemain di IPTA dan IPTS. Oleh itu, menerusi sukan petanque, para pengkaji
membuat kesimpulan bahawa kesemua kemahiran insaniah dapat diterapkan di kalangan
pemain petanque di IPTA dan IPTS. Oleh yang demikian, para pengkaji bersetuju bahawa
sukan petanque harus dijadikan sebagai salah satu budaya di institusi pengajian tinggi (IPT).
Dalam masa yang sama, para pengkaji juga berpendapat bahawa sukan ini perlu diperkenalkan
kepada segenap lapisan masyarakat.
Jumelan (2014) pula telah melaksanakan satu kajian tentang tahap penguasaan kemahiran
insaniah dalam penglibatan aktiviti kokurikulum badan beruniform. Berbeza dengan Quah et.
al (2018), pengkaji ini menjalankan kajian berdasarkan persepsi pelajar UTHM dan jurulatih.
Tambahan lagi, kajian ini mengenal pasti kedudukan elemen kemahiran insaniah di kalangan
pelajar berdasarkan persepsi pelajar dan persepsi jurulatih. Kajian ini turut mengenal pasti
perbezaan yang signifikan berkenaan persepsi pelajar terhadap penguasaan kemahiran insaniah
berdasarkan jantina. 285 orang pelajar dan 32 orang jurulatih badan-badan beruniform UTHM
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terlibat dalam kaji selidik ini. Hasil dapatan kajian menunjukkan tahap penguasaan kemahiran
insaniah para pelajar adalah tinggi. Kajian ini turut menunjukkan bahawa tiada perbezaan yang
signifikan berkaitan persepsi pelajar terhadap tahap penguasaan kemahiran insaniah melalui
penglibatan aktiviti badan beruniform berdasarkan jantina. Keseluruhan dapatan kajian juga
telah menunjukkan bahawa ketujuh-tujuh elemen kemahiran insaniah telah dikuasai oleh para
pelajar. Berdasarkan hasil dapatan kajian yang diperolehi, pengkaji berharap agar kajian yang
dijalankan dapat memberi manfaat kepada pihak yang terlibat.
3.METODOLOGI
Bagi kajian bagi pengukur tahap kesedaran pelajar dan keberkesanan kursus Pengucapan
Awam ini pula, seramai 33 responden dari 50 orang yang dipilih secara rawak dari kalangan
pelajar kursus pengucapan awam pada semester 2019/2020 ini untuk memberi maklumbalas
tentang beberapa soalan. Kajian ini bertujuan mengetahui tahap kesedaran terhadap
kepentingan kemahiran insaniah dikalangan pelajar pengucapan awam di Universiti Tun
Hussein Onn Malaysia (UTHM) dan keberkesanan kursus ini di dalam melahirkan pelajar yang
berkemahiran insaniah. Sebanyak 10 soalan telah disediakan menggunakan google form
dimana 2 elemen persoalan kajian di ajukan kepada responden. Terdapat 5 soalan diajukan
kepada responden bagi mengetahui tahap kesedaran pelajar dan 5 soalan untuk mengetahui
kerkesanan kursus terhadap kemahiran insaniah pelajar. Soalan yang diberikan adalah soalan
berbentuk pilihan jawapan dan juga soalan terbuka yang memerlukan jawapan ringkas.
Kesemua data dianalisa dan dijelmakan dalam bentuk peratusan dan jawapan pendek diulas
bagi memberi gambaran secara keseluruhan mengenai dua elemen persoalan kajian tersebut.
4.DAPATAN KAJIAN
Bagi mengetahui tahap kesedaran pelajar tentang program, pelajar diajukan soalan berkaitan
minat, penyebab utama menyertai kursus dan tahap kesedaran mereka tentang kemahiran
insaniah di dalam kursus, keupayaan dalam menggunakan kemahiran insaniah dalam kursus,
kepentingan kemahiran insaniah pada masa hadapan serta keupayaan pengajar menggunakan
kemahiran insaniah serta kewajaran penggunaan kemahiran insaniah di peringkat awal.
4.1.Dapatan kajian menunjukkan bahawa hampir (87.9 %) pelajar berminat mengikuti kursus
ini. Antara faktor utama penyebab para pelajar mengikuti kursus ini adalah berkaitan minat
yang mendalam (39.4%), diikuti pengaruh rakan (36.4%), tiada pilihan untuk kursus yang lain
yang dipilih (21.2%) dan pengaruh pelajar senior (6%). Manakala peratusan terendah (3%)
adalah berkaitan dengan kesedaran awal untuk menambahbaik softskill dan bakat, kemahiran
bertutur dan berkomunikasi serta kemahiran berdebat. Maklumat ini dapat dijelaskan melalui
jadual di bawah:
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Jadual 1: Faktor Utama Pelajar Mengikuti Kursus Pengucapan Awam

Faktor Peratus Kekerapan
Minat mendalam 39.4 %
Pengaruh rakan 36.4 %
Tiada pilihan 21.2%
Pengaruh pelajar senior 6%
Lain-lain (kesedaran penambahbaikan 3%
skil dll.)
Dapatan menunjukkan bahawa pada awalnya kemungkinan pelajar belum memahami dan
kurang pendedahan akan kepentingan kursus bagi membantu mereka pada masa akan datang.
4.2.Kebanyakan pelajar mendapat makluman mengenai kursus ini melalui beberapa pihak
utama iaitu dari pihak pusat kokurikulum (45.5%), dari rakan-rakan (37.4%) dan selebihnya
dari sumber-sumber lain seperti bantuan risalah, sistem dan maklumat pengajar (17.1%)
Jadual 2: Faktor Utama Pelajar Mengikuti Kursus Pengucapan Awam

Makluman mengenai kursus Peratus Kekerapan
Pusat Kokurikulum 45.5 %
Rakan-rakan 37.4.9%
Sumber lain 17.1%
Tahap kesedaran pelajar mengenai kursus menjadi titik tolak mereka bagi memulakan langkah
untuk memahami keberkesanan kursus bagi membantu mereka memperolehi kemahiran
insaniah tertentu.
4.3. Pelajar diajukan persoalan samada kursus ini dapat membantu mereka dalam
meningkatkan kemahiran insaniah mereka. Seramai 97% bersetuju bahawa kursus ini sangat
membantu mereka. Ini dapat dijelaskan melalui maklumbalas pelajar yang mengatakan bahawa
kursus ini dapat melatih mereka untuk memperbaiki kemahiran yang relevan dengan
pengucapan awam seperti kemahiran berkomunikasi, pemikiran kritis dan kemahiran
menyelesaikan masalah, kemahiran kerja berpasukan dan kemahiran kepimpinan.
4.4. Lima kemahiran insaniah yang utama diperolehi sepanjang mengikuti kursus ditunjukkan
dengan jadual dibawah dimana kemahiran berucap dan kemahiran berkomunikasi dan
kemahiran kerja berpasukan adalah yang paling utama.
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Jadual 3: Kemahiran Insaniah yang diperolehi Sepanjang Kursus

Kemahiran Insaniah Peratus Kekerapan
Kemahiran berkomunikasi 100%
Kemahiran kerja berpasukan 93.9%
Kemahiran berucap 90.9%
Kemahiran berfikir 63.6%
Kemahiran kepimpinan 72.7%
4.5. Pelajar mengakui bahawa kursus ini dapat membantu mereka menggunakan kemahiran
ini dengan kekerapan peratusan yang sama iaitu dengan sepenuhnya dan dengan kadar
sederhana (48.6% )
Dapatan kajian menunjukkan pelajar yakin bahawa beberapa kemahiran insaniah yang utama
dapat diperolehi sepanjang mengikuti kursus ini.
4.6. Maklumbalas responden turut melaporkan terdapat beberapa halangan yang dihadapi
dalam mengaplikasikan kemahiran insaniah dalam kehidupan seharian mereka.
Walaubagaimanapun kesemua halangan ini tidak menunjukkan kekerapan peratusan yang
ketara. Jadual dibawah menunjukkan beberapa halangan tersebut:
Jadual 4: Halangan untuk mengaplikasikan Kemahiran Insaniah dalam Kehidupan Seharian.

Halangan Peratus Kekerapan
Sifat malu semulajadi 6.1%
Kurang yakin 3.1 %
Tekanan dari rakan sekursus 3.1 %
Kurang kemahiran 3.1%
Persekitaran semasa 3.1%
4.7. Sebanyak 93.9% responden mengakui bahawa kemahiran insaniah yang dipelajari dalam
kursus ini bakal membantu mereka menambah merit untuk mendapatkan pekerjaan kelak. Hal
ini memberi gambaran bahawa mereka yakin akan kursus ini secara amnya dan sedara bahawa
ianya dapat membantu mereka mengaplikasikan teori yang berkaitan untuk digunakan pada
alam pekerjaan kelak.
Selain itu, responden telah memberi maklumbalas bagi penerapan kemahiran insaniah sejak
awal (100%) berdasarkan sebab yang dicadangkan. Antara sebab mengapa perlunya kemahiran
insaniah diterapkan sejak awal kursus adalah seperti jadual di bawah:
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Jadual 5: Pandangan Pelajar Tentang Kepentingan Penerapan Kemahiran Insaniah Pada Peringkat Awal
Sebab Utama Keperluan Peratus Kekerapan
Lebih berkeyakinan 16%
Untuk keperluan temuduga 5%
Untuk menjadi seseorang yang proaktif 5%
Persediaan awal untuk lebih pengalaman 4%
Membantu menyelesaikan tugasan berkaitan 3%
kursus dengan lebih mudah
4.8 Responden juga memberi cadangan untuk jurulatih menerapkan kesemua kemahiran ini
didalam kursus. Antara cadangannya adalah melalui kerja kumpulan (63.6%) dan semasa sesi
pembelajaran (30.3%).
Dapatan ini bermakna pelajar sangat berharap agar jurulatih membantu mereka untuk
memperolehi kemahiran insaniah semasa mengikuti kursus sepanjang semester.
5. PERBINCANGAN DAN KESIMPULAN

Berdasarkan kesemua dapatan kajian, dapatlah disimpulkan bahawa di awal penyertaan para
pelajar dalam kursus pengucapan awam di UTHM, tahap kesedaran mereka tentang kemahiran
insaniah yang bakal diterapkan dalam kursus masih terbatas walaupun terdapat segelintir
pelajar yang benar- benar berminat untuk mengikuti kursus. Terdapat faktor lain juga yang
mempengaruhi tindakan mereka menyertai kursus ini.
Walaubagaimanapun, setelah mengikuti beberapa slot pembelajaran dan pengajaran kursus ini,
pelajar-pelajar mula memahami bahawa kursus ini dapat membantu mereka meningkatkan
kemahiran insaniah tertentu yang relevan dengan kursus pengucapan awam di mana kemahiran
terpenting seperti kemahiran berkomunikasi, kemahiran berfikir secara kritis, kemahiran
kepimpinan dan berkerja secara pasukan merupakan kemahiran insaniah utama yang dipilih.
Secara keseluruhan pelajar menggunakan kemahiran yang diperolehi samada di dalam kelas
atau diluar kelas dan di dalam kehidupan seharian mereka.
Pelajar mengakui bahawa sejak mengikuti kursus ini, mereka lebih berani mengeluarkan
pandangan, mengatasi perasaan malu berhadapan dengan masyarakat tertentu terutama melalui
aktiviti pengurusan program (UCE- University -Community Engagement) dan memperbaiki
semangat berpasukan dalam melaksanakan segala tugasan diberikan. Walaupun terdapat
beberapa halangan yang dihadapi, namun pelajar -pelajar ini tidak menganggap bahawa ianya
sesuatu yang menganggu mereka untuk mengaplikasi kemahiran yang diperlukan dalam
kehidupan seharian mereka. Pelajar-pelajar ini juga yakin bahawa kursus ini melalui kemahiran
insaniah yang diperolehi bakal membantu mereka mendapatkan beberapa merit tertentu bagi
mendapatkan pekerjaan. Dengan ertikata lain, kursus ini memberi mereka keyakinan untuk
bersaing dengan graduan lain semasa sesi temuduga.
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Kemahiran insaniah ini juga dicadangkan oleh responden untuk diterapkan seawal yang
mungkin kerana pelajar-pelajar ini yakin bahawa lebih banyak kemahiran insaniah diperolehi
peringkat awal, lebih banyak pengalaman yang akan diperolehi serta digilap untuk kegunaan
mereka pada masa yang diperlukan. Antara saranan yang diberikan kepada jurulatih adalah
melalui aktiviti yang boleh mengasah bakat mereka semasa sesi pembelajaran dan melalui kerja
kumpulan.
Dapatan kajian di atas dengan jelas telah menunjukkan bahawa tahap kesedaran awal pelajar
meningkat setelah mengikuti kursus ini. Aktiviti- aktiviti yang dilaksanakan semasa dan di luar
sesi pembelajaran dilihat sebagai pengasah bakat dan pengilap kemahiran insaniah di kalangan
pelajar. Kursus ini juga dilihat sebagai pemangkin mereka membentuk kemahiran insaniah
tertentu yang membolehkan mereka bersaing dengan pelajar- pelajar yang lain. Justeru, kursus
pengucapan awam ini dilihat sebagai sangat berkesan dalam melahirkan pelajar yang
berkemahiran insaniah pada masa hadapan. Sebagai langkah seterusnya, amatlah diharapkan
kajian seperti ini dapat diteruskan dengan lebih pemerhatian dijalankan bagi mencari bukti
kukuh bagaimana kursus ini berkesan dan mempengaruhi setiap individu yang terlibat secara
langsung dengan kursus pengucapan awam ini. Penambahbaikkan aktiviti dari masa ke semasa
turut perlu dilaksanakan agar lebih banyak kemahiran insaniah dapat diterapkan dikalangan
pelajar kursus.
RUJUKAN
Jumelan, J. E. (2014). Penguasaan Kemahiran Insaniah Pelajar dalam Penglibatan Aktiviti
Kokurikulum Badan Beruniform di UTHM (Doctoral dissertation, Universiti Tun
Hussein Onn Malaysia).
Quah, W. B., Thalaha, A., Silim, A. Z., & Ahmad, H. A. L. (2018). Penerapan Kemahiran
Insaniah Menerusi Sukan Petanque Dalam Kalangan Pemain Di IPTA Dan IPTS.
Jurnal Sains Sukan dan Pendidikan Jasmani, 7(2), 12-21.
Zakaria, S. K., Azman, N., Amir, R., & Daud, M. N. (2017). Tahap Penguasaan Kemahiran
Insaniah Pelajar Pengajian Islam. Ulum Islamiyyah, 19, 89-108.
Bokhari, M., Yahya, A., Rajikon, M. A. N., Hassan, S. N. S., & Pilus, A. M. (2011).
Keberkesanan Kursus Kokurikulum Berkredit dalam memperkasakana Kemahiran
Insaniah dalam Kalangan Pelajar Institusi Pengajian Tinggi Awam. (The effectiveness
of Credited C0-Curriculur Courses in Empowering Students in Higher Learning
Institutions with Soft. S. S. Journal of Human Capital Development (JHCD), 4(1),
109-123.
Musa, W. A., & Othman, R. (2014). Kesedaran Kendiri Terhadap Aktiviti Kokurikulum dan
Keberkesanannya Kepada Remaja. Proceeding of the Social Sciences Research
ICSSR, 9-10.
Osman, M. R. (2010). Peranan Kursus Pengajian Umum dalam Pembangunan Kemahiran
Insaniah: Pengalaman UiTM. Dalam MALIM-Jurnal Pengajian Umum Asia
Tenggara, 11.
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KEBERKESANAN MOOC TITAS DALAM PEMBENTUKAN

SIKAP MAHASISWA UNIVERSITI AWAM
Adlina Ab. Halim1*, Normala Othman 2, Ahmad Nasir Mohd Yusof 3,
Arfah Ab. Majid4, Norasyikin Azri5
1,2,3,4
Pensyarah Jabatan Pengajian Kenegaraan dan Ketamadunan, Fakulti Ekologi Manusia, Universiti Putra
Malaysia, 43400 Serdang, Selangor
5
Calon MA (Falsafah dan Pengajian Ketamadunan), Fakulti Ekologi Manusia, Universiti Putra Malaysia
*Pengarang Koresponden: adlina@upm.edu.my

_________________________________________________________________________________________
Abstrak: Massive Open Online Courses atau MOOC bagi kursus TITAS merupakan salah satu
sumber pengajaran dan pembelajaran di universiti awam (UA) yang merangkumi pendekatan
yang lebih efektif dan interaktif seiring dengan perkembangan Revolusi Industri 4.0. Platform
MOOC TITAS adalah sejajar dengan tunggak utama dalam Pelan Pembangunan Pendidikan
Malaysia 2015–2025, iaitu Pembelajaran Dalam Talian Tahap Global. Justeru, makalah ini
bertujuan untuk meneliti keberkesanan aplikasi MOOC TITAS dalam pembentukan sikap,
pemikiran dan pengetahuan mahasiswa di universiti awam. Kajian ini menggunakan
pendekatan kuantitatif dengan menggunakan teknik survei melalui pengedaran instrumen soal
selidik secara google form. Seramai 1373 orang mahasiswa universiti awam (5 zon) terlibat
sebagai responden kajian. Persampelan kajian adalah secara berkelompok dan rawak mudah.
Nilai kebolehpercayaan Cronbach Alfa bagi bahagian keberkesanan MOOC TITAS ialah
0.972. Dapatan kajian menunjukkan respon pelajar terhadap keberkesanan aplikasi MOOC
TITAS 2.0 berada pada tahap yang baik dengan min 4.07. Dapatan kajian menunjukkan
aplikasi MOOC TITAS dapat merangsang pemikiran dan pengetahuan pelajar berkaitan
kepelbagaian tamadun di Malaysia. Kajian juga mendapati para pelajar boleh melontarkan idea
berkaitan isu semasa tempatan dan global, mewujudkan ruang komunikasi sosial antara pelajar
dan komuniti, mengaplikasikan teknologi pengajaran di dalam pembelajaran melalui platform
MOOC TITAS. Kajian merumuskan bahawa platform MOOC TITASberkesan dalam
membentuk sikap dan pemikiran mahasiswa yang positif dalam mendepani cabaran teknologi
dan digital masakini.
Kata kunci: Keberkesanan, Aplikasi MOOC TITAS, Pembentukan Sikap Pelajar.

_________________________________________________________________________
1. PENGENALAN
Kursus Tamadun Islam dan Tamadun Asia (TITAS) di universiti awam dan swasta yang telah
diperkenalkan sejak 20 tahun lepas dilihat sebagai satu langkah yang tepat dan sesuai dengan
konsep universiti sebagai pusat intelektual dalam pembentukan keperibadian dan tingkah laku
mahasiswa. Pelaksanaan kursus TITAS ini selari dengan agenda negara yang prihatin terhadap
perkembangan semasa dalam menghasilkan kurikulum yang diperlukan negara, keperluan
pasaran, dan jati diri mahasiswa (Nor Azilah Ahmad et. al, 2017). Kini, pembelajaran kursus
ini bukan sahaja menggunakan kaedah konvensional melalui syarahan pensyarah di dalam
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kelas, tetapi turut mengadaptasikan perubahan teknologi seperti yang digariskan di dalam
PPPM (PT) agar kursus ini seiring dengan perubahan terknologi digital bagi menghadapi
cabaran IR 4.0.
10 Lonjakan telah digariskan dalam PPPM (PT) sebagai faktor pendorong untuk mengekalkan
kecemerlangan yang berterusan dalam sistem pendidikan tinggi negara. Pembelajaran Dalam
Talian Tahap Global merupakan Lonjakan ke–9 yang digariskan untuk meningkatkan kualiti
pengajaran dan pembelajaran, meningkatkan akses pembelajaran dalam talian dengan bahan-
bahan pembelajaran yang berkualiti, mengurangkan kos penyampaian; dan menawarkan
kepakaran Malaysia kepada masyarakat dunia (bendahari.uthm.edu.my). Selari dengan aspirasi
itu, Universiti Putra Malaysia (UPM) telah mengambil inisiatif untuk membangunkan aplikasi
MOOC TITAS 2.0 dengan tujuan untuk menjadikan pengajaran dan pembelajaran subjek
TITAS lebih menarik, efektif dan interaktif dengan mempraktikkan penggunaan aplikasi
teknologi digital (Adlina et. al, 2018; Ahmad Nasir Mohd Yusoff & Noralina Ali, 2018).
Aplikasi MOOC TITAS 2.0 yang dibangunkan menjadi satu nilai tambah dalam pembelajaran
kursus TITAS di mana pensyarah mengamalkan konsep pembelajaran teradun (blended
learning). Konsep ini mengetengahkan kaedah pembelajaran secara bersemuka dan atas talian
(online) di mana pensyarah TITAS mengadakan kuliah bersemuka bersama para mahasiswa
dan menggunakan aplikasi MOOC TITAS 2.0 untuk menjadikan pembelajaran kursus ini lebih
menarik, efektif dan interaktif. Dengan adanya aplikasi MOOC TITAS 2.0 ini, ia
menambahkan keberkesanan pengajaran dan pembelajaran kursus TITAS di university
2.TINJAUAN LITERATUR
Perubahan dalam landskap pengajaran dan pembelajaran mendapat perhatian dan pandangan
daripada ramai pihak termasuk instusi pengajian tinggi di Malaysia yang semakin rancak
mengetengahkan perkembangan teknologi dalam pengajaran dan pembelajaran bersama para
mahasiswa di peringkat universiti. Teknologi yang berkembang pesat telah merubah gaya
pengajaran dan pembelajaran kini sehinggakan para pensyarah dan pelajar perlu menguasai
kemahiran penggunaan teknologi terkini dalam pendidikan untuk memastikan keberkesanan
dan kemajuan dalam proses pengajaran dan pembelajaran (Kalthom Husain et. al, 2017). Salah
satu e-pembelajaran (e-learning) yang digunakan adalah platform MOOC di mana ia
dimanfaatkan dalam proses pengajaran dan pembelajaran bagi menyampaikan pengetahuan
global di era digital ini (Sumarto, 2007 dan Penny et. Al, 2011).
MOOC adalah singkatan bagi Massive Open Online Course yang membenarkan perkongsian
maklumat dengan sesiapa sahaja di seluruh dunia di mana interaksi dan hubungan secara maya
ini dilakukan menerusi perbincangan dalam talian secara aktif. MOOC juga memberikan
peluang kepada semua orang di seluruh pelusuk dunia yang mahu mendapatkan pendidikan
yang mempunyai kualiti yang sama seperti pembelajaran bersemuka tetapi mempunyai
kekangan kewangan tanpa mengira batasan masa dan lokaliti (Baterah Alias et. al, 2016).
Platform MOOC ini turut membenarkan penyertaan interaktif secara besar-besaran dan akses
terbuka melalui laman web yang bertaraf global di mana ia mampu untuk menampung
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penyertaan yang ramai dalam satu-satu masa (Kop & Caroll, 2011; Abdul Halim & Aris, 2017;
dan Norazah Nordin et. al, 2015). Platform MOOC di Malaysia dimanfaatkan untuk
meningkatkan kualiti pengajaran dan pembelajaran, meningkatkan kos, menyetarafkan kursus-
kursus universiti tempatan setanding dengan universiti antarabangsa dan bersifat pembelajaran
sepanjang hayat (Ros Aiza Mohd Mokhtar et. al, 2019).
Di bawah Lonjakan 1 dalam PPPM (PT), amalan pendidikan berimpak tinggi atau High Impact
Educational Practices (HIEPs) perlu diaplikasikan dalam Mata Pelajaran Umum (MPU) bagi
memantapkan pelaksanaan pengajaran dan pembelajaran kursus-kursus tersebut dalam
menyokong IPT untuk membentuk suatu kurikulum yang bersepadu. Inisiatif
Di bawah Lonjakan 1 ini adalah untuk membentuk mahasiswa IPT yang holistik, berciri
keusahawanan dan seimbang selari dengan aspirasi Falsafah Pendidikan Kebangsaan (Jabatan
Pendidikan Tinggi, 2019). Secara ringkasnya, HIEPs adalah amalan pendidikan berimpak
tinggi yang dipraktikkan dengan tujuan untuk memastikan keterlibatan mahasiswa secara aktif
dan sentiasa berada dalam ‘mod’ pembelajaran semasa berada di dalam kelas. HIEPs (elemen
Diversity Global Learning) yang diaplikasikan di dalam aplikasi MOOC TITAS 2.0 ini
berupaya untuk mempertingkatkan penglibatan pelajar, pembelajaran interaktif, pelbagai hasil
pembelajaran dan memberi impak kepada gred, kepuasan, kecekalan dan penyempurnaan
pengajian (Ahmad Nasir Mohd Yusoff & Noralina Ali, 2018).
3.METODOLOGI
Kajian ini merupakan kajian kuantitatif yang menggunakan borang soal selidik sebagai
instrumen utama dan borang soal selidik telah diedarkan dengan menggunakan platform google
form untuk tujuan pengumpulan data. Kajian ini menggunakan persampelan kelompok dan
rawak mudah. Seramai 1373 orang pelajar semester 1, sesi 2018/2019 dari 19 universiti awam
di lima lokasi zon iaitu: Zon Utara, Zon Tengah, Zon Selatan, Zon Timur; dan Zon
Sabah/Sarawak telah terlibat di dalam kajian ini seperti di Jadual 1.
Jadual 1 : Senarai zon dan universiti awam yang terlibat

Zon Universiti Awam (UA)
Universiti Sains Malaysia (USM)
Universiti Malaysia Perlis (UniMAP)
Utara
Universiti Utara Malaysia (UUM)
Universiti Pendidikan Sultan Idris (UPSI)
Universiti Putra Malaysia (UPM)
Universiti Malaya (UM)
Universiti Kebangsaan Malaysia (UKM)
Tengah Universiti Teknologi MARA (UiTM)
Universiti Sains Islam Malaysia (USIM)
Universiti Pertahanan Nasional Malaysia (UPNM)
Universiti Islam Antarabangsa Malaysia (UIA)
Selatan Universiti Teknikal Malaysia (UTEM)
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Universiti Tun Hussein Onn (UTHM)

Universiti Teknikal Malaysia Melaka (UteM)
Universiti Malaysia Kelantan (UMK)
Timur Universiti Malaysia Terengganu (UMT)
Universiti Sains Malaysia, Kubang Kerian (USMKK)
Universiti Malaysia Sabah (UMS)
Sabah/Sarawak
Universiti Putra Malaysia Kampus Bintulu (UPMKB)
Instrumen soal selidik yang digunakan merangkumi bahagian keberkesanan yang meneliti
tentang keberkesanan MOOC TITAS Versi 2.0 dalam pembentukan sikap mahasiswa universiti
awam. Bahagian ini mengandungi tiga elemen utama iaitu pemikiran dan pengetahuan,
interaksi dan dialog serta amalan HIEPs (DGL) dalam MOOC TITAS 2.0. Jadual 2
menunjukkan jumlah item yang terdapat dalam bahagian keberkesanan. Ujian rintis telah
dijalankan dan nilai Cronbach Alfa ialah 0.972. Data yang telah diperolehi dianalisis dengan
menggunakan perisian SPSS versi 25.0 bagi mendapatkan analisis deskriptif.
Jadual 2 : Pembahagian dan bilangan soalan soal selidik
Bahagian Aspek kajian Jumlah soalan
Keberkesanan MOOC TITAS Versi 2.0 a) Pemikiran dan Pengetahuan 7
dalam pembentukan sikap, pemikiran b) Interaksi dan Dialog 7
dan pengetahuan mahasiswa universiti c) Amalan HIEPs (DGL)
awam 7
dalam MOOC TITAS 2.0
Jumlah item 21
Skala Likert telah digunakan bagi setiap item soalan pada bahagian keberkesanan di mana skor
bagi skala Likert yang digunakan boleh dirujuk pada Jadual 3.
Jadual 3 : Skala Likert sebagai aras pengukuran item

Skala Item
1 Sangat tidak setuju
2 Tidak setuju
3 Neutral
4 Setuju
5 Sangat setuju
4.HASIL DAN PERBINCANGAN

Keberkesanan aplikasi MOOC TITAS 2.0 dalam pembentukan sikap, pemikiran dan
pengetahuan mahasiswa universiti awam telah diuji berdasarkan item soalan dalam borang soal
selidik. Pengelasan keberkesanan dilakukan untuk mendapatkan skala bagi bahagian
keberkesanan di mana selang kelas yang dikira untuk setiap skala adalah 1.33 dan dikelaskan
seperti yang ditunjukkan dalam Jadual 4.
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Selang kelas
Selang kelas =
=
=
= 1.33
Jadual 4 : Pengkelasan tahap keberkesanan MOOC
Tahap Skala
Berkesan 3.68 - 5.00
Sederhana 2.34 - 3.67
Memuaskan 1.00 – 2.33
Bahagian keberkesanan dalam borang soal selidik terbahagi kepada tiga elemen iaitu
pemikiran dan pengetahuan, interaksi dan dialog serta amalan HIEPs (Digital and Global
Learning- DGL) dalam pengajaran. Jadual 5 menunjukkan skor min bagi item 1 hingga 21
bagi mengukur keberkesanan aplikasi MOOC TITAS 2.0 dalam pembentukan sikap,
pemikiran dan pengetahuan mahasiswa universiti awam. Nilai skor keseluruhan bagi elemen
interaksi dan dialog ialah 4.16 iaitu berada pada tahap berkesan. Begitu juga dengan elemen
pemikiran dan pengetahuan yang mencatatkan skor min pada tahap berkesan iaitu 4.03 dan
elemen amalan HIEPs (DGL) MOOC TITAS 2.0 yang menunjukkan tahap berkesan dengan
skor min 4.02.
Jadual 5 menunjukkan skor min tahap keberkesanan MOOC TITAS 2.0 dalam pembentukan
sikap mahasiswa universiti awam.
Jadual 5: Skor min tahap keberkesanan MOOC TITAS 2.0 dalam pembentukan sikap mahasiswa
universiti awam
Skor
Item Penyataan Tahap
min
A) Pemikiran dan Pengetahuan
Melalui video–video yang dipaparkan menerusi MOOC TITAS saya dapat

1. 4.08 Berkesan
memahami makna tamadun dengan lebih jelas.
Melalui MOOC TITAS, saya sedar tentang wujudnya persamaan dan
2. 4.16 Berkesan
perbezaan antara pelbagai tamadun.
Melalui MOOC TITAS, saya sedar tentang kehebatan pelbagai tamadun
3. 4.17 Berkesan
dari segi budaya dan peradaban.
Melalui MOOC TITAS saya menyedari bahawa agama penting dalam
4. 4.24 Berkesan
pembinaan sesebuah tamadun.
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Melalui aktiviti MOOC TITAS, saya berminat untuk mendalami agama/

5. 4.12 Berkesan
kepercayaan/ budaya tamadun lain.
Melalui MOOC TITAS, saya menghargai sumbangan pelbagai tamadun

6. 4.21 Berkesan
dalam pelbagai bidang seperti teknologi, kesenian dan lain-lain.
Aktiviti MOOC TITAS tidak berupaya merangsang pemikiran dan

7. 3.20 Sederhana
pengetahuan berkaitan kepelbagaian tamadun di Malaysia.
Skor min 4.03 Berkesan
B) Interaksi dan Dialog

Melalui MOOC TITAS, saya menghargai kepentingan interaksi antara
8. tamadun dan peradaban. 4.20 Berkesan
Saya menyedari kepentingan dialog antara tamadun berdasarkan aktiviti

9. 4.16 Berkesan
yang dijalankan menerusi MOOC TITAS.
Melalui MOOC TITAS, saya berpandangan positif tentang wujudnya
10. perbezaan pendapat dalam budaya dan agama yang pelbagai. 4.21 Berkesan
Melalui aktiviti MOOC TITAS, saya dapat berkongsi maklumat, idea dan
11. amalan budaya bersama rakan-rakan yang berlainan bangsa dan agama. 4.16 Berkesan
12. Saya prihatin terhadap interaksi dan dialog agama melalui MOOC TITAS. 4.09 Berkesan
Melalui maklumat yang diperolehi daripada MOOC TITAS, saya
13. mengetahui bahawa interaksi tamadun dapat menyuburkan keharmonian 4.18 Berkesan
sejagat.
Melalui aktiviti MOOC TITAS, saya dapat berinteraksi dengan individu
14. 4.09 Berkesan
dari pelbagai agama dan budaya.
C) Amalan HIEPs (DGL) dalam MOOC TITAS 2.0

Kepekaan saya terhadap isu-isu semasa semakin meningkat melalui
15. 4.03 Berkesan
aktiviti MOOC TITAS.
Melalui aktiviti MOOC TITAS, saya dapat berkongsi maklumat mengenai
16. 4.02 Berkesan
isu-isu semasa bersama rakan-rakan.
Melalui MOOC TITAS, saya yakin untuk melontarkan idea berkaitan isu
17. 3.97 Berkesan
semasa tempatan dan global di dalam kelas.
Melalui MOOC TITAS saya menjadi seorang yang kritis, empati dan
18. 4.01 Berkesan
rasional dalam menilai isu-isu semasa dalam masyarakat.
Aktiviti kajian lapangan dalam MOOC TITAS dapat mewujudkan ruang
19. 4.08 Berkesan
komunikasi sosial antara pelajar dan komuniti
Melalui aktiviti yang ada di MOOC TITAS, saya mengaplikasikan
20. teknologi pengajaran di dalam pembelajaran melalui aplikasi Web 2.0 3.96 Berkesan
seperti mindomo, PowToon, padlet dan lain -lain.
Aktiviti dalam MOOC TITAS berupaya mendapat tindak balas segera dan
21. 4.04 Berkesan
secara langsung semasa pembelajaran dari pelajar.
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Skor keseluruhan 4.07 Berkesan
Secara keseluruhannya, analisis soalan bahagian keberkesanan MOOC TITAS 2.0 dalam
pembentukan sikap mahasiswa universiti awam adalah pada tahap berkesan iaitu mencapai
skor min 4.07. Hal ini menunjukkan bahawa kesemua mahasiswa universiti awam daripada
lima zon yang berjumlah 1373 mengakui akan keberkesanan aplikasi MOOC TITAS 2.0 yang
digunakan sebagai salah satu sumber pengajaran dan pembelajaran dalam kursus TITAS.
Berdasarkan skor min pada elemen interaksi dan dialog iaitu 4.16 yang berada pada tahap
berkesan, dapat disimpulkan bahawa mahasiswa universiti awam menyedari dan mempunyai
pandangan yang positif terhadap kepentingan elemen interaksi dan dialog dalam tamadun dan
peradaban. Di samping itu, mahasiswa universiti turut mengetahui bahawa interaksi tamadun
dapat menyuburkan keharmonian sejagat dan berkongsi maklumat, idea serta amalan budaya
bersama rakan-rakan yang berlainan bangsa dan agama. Skor min tertinggi (4.21) pada item
10 menunjukkan bahawa mahasiswa universiti awam mempunyai pandangan positif tentang
wujudnya perbezaan pendapat dalam budaya dan agama yang pelbagai melalui platform
MOOC TITAS.
Bagi elemen pemikiran dan pengetahuan pula, skor min mencatatkan nilai 4.03 iaitu berada
pada tahap berkesan dan dapat disimpulkan bahawa penggunaan aplikasi MOOC TITAS 2.0
dalam pengajaran dan pembelajaran kursus TITAS dapat merangsang pemikiran dan
pengetahuan mahasiswa universiti awam berkaitan kepelbagaian tamadun di Malaysia. Di
samping itu, mahasiswa universiti awam turut menyedari akan kehebatan pelbagai tamadun
daripada segi budaya dan peradaban serta menghargai sumbangan pelbagai tamadun dalam
pelbagai bidang seperti teknologi, kesenian dan lain-lain. Skor min tertinggi (4.24) dalam
elemen pemikiran dan pengetahuan iaitu item 4 membuktikan bahawa mahasiswa universiti
awam menyedari bahawa agama penting dalam pembinaan sesebuah tamadun.
Elemen amalan HIEPs (DGL) dalam MOOC TITAS 2.0 juga mencatatkan skor min pada
tahap berkesan iaitu 4.02 dan ini menunjukkan bahawa aplikasi MOOC TITAS 2.0 dapat
mewujudkan ruang komunikasi sosial antara mahasiswa universiti awam dan komuniti serta
membenarkan mahasiswa universiti awam mengaplikasikan teknologi pengajaran dalam
pembelajaran melalui platform MOOC TITAS 2.0. Berdasarkan analisis pada elemen ini, skor
min tertinggi mencatatkan 4.08 pada item 5. Hal ini menyimpulkan bahawa MOOC TITAS
Versi 2.0 sangat bermanfaat bagi para pelajar.
5.KESIMPULAN
Hasil kajian mendapati bahawa aplikasi MOOC TITAS Versi 2.0 berkesan dalam
pembentukan sikap mahasiswa universiti awam dan sesuai digunakan sebagai sumber
pengajaran dan pembelajaran selari dengan perubahan dan perkembangan teknologi masa
kini. Pembelajaran kursus TITAS secara blended learning dengan menggunakan aplikasi
MOOC TITAS 2.0 ini dapat meningkatkan minat mahasiswa universiti awam untuk
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mempelajari, menghayati dan mendalami pengetahuan mereka mengenai tamadun dan

peradaban. Di samping itu, pembelajaran secara maya ini membenarkan mahasiswa universiti
awam untuk menjalankan perbincangan yang lebih mendalam dan meluas tanpa sebarang
kekangan masa dan lokasi. Justeru, aplikasi MOOC TITAS 2.0 yang mempunyai elemen-
elemen interaktif, sarat dengan input-input dan aktiviti, perkongsian bahan-bahan
pembelajaran berkaitan isu-isu semasa tamadun dan peradaban ini adalah wajar dijadikan
rujukan oleh para pensyarah dan mahasiswa universiti awam dalam menghayati kursus
TITAS di universiti selari dengan perubahan dan perkembangan digital dan cabaran IR 4.0.
6.PENGHARGAAN
Menulis merakamkan ucapan terima kasih kepada Universiti Putra Malaysia (UPM)
yang telah membiayai projek penyelidikan di bawah peruntukan Geran Putra UPM.
Penulis juga merakamkan penghargaan kepada Pasukan Pembangun MOOC TITAS
UPM, para pelajar dan penyelaras TITAS di seluruh UA yang terlibat secara langsung
atau tidak secara langsung dalam kajian ini.
RUJUKAN
Abdul Rahim, Aisyah Saad & Suraya, Aida & Abdul Rahim, Fauziah & Baba, Suria & Rasidi,
Mohd & Alias, Nor & Mustamil, Norizah & Hashim, Sharin & Tengku Ariffin,
Tengku Faekah & Mat, Wan & Samian, Yahya. (2016). Guideline for the
Implementation of High-Impact Educational Practices in the Curriculum (HIEPs).
Abdul Halim, F.H. & Aris, N.S. 2017. Persepsi pelajar terhadap pembelajaran teradun
(Blended Learning). Journal on Technical and Vocational Education 1(2): 53-63.
Adlina Ab. Halim, Ahmad Nasir Mohd. Yusoff, Arfah Ab. Majid, Normala Othman,
Norasyikin Azri dan Nasrina M Samir (2019). Penerimaan Pelajar Terhadap Aplikasi
MOOC TITAS Versi 2.0 Di Universiti Awam Malaysia. Seminar Tamadun, Etnik dan
Turath Islami (i-STET 2019), USIM, Negeri Sembilan, 19 Oktober 2019.
Adlina Ab. Halim, Ahmad Nasir Mohd. Yusoff, Arfah Ab. Majid, Normala Othman dan
Nasrina M Samir (2018). Persepsi Pelajar Terhadap Aplikasi Mooc Titas Versi 2.0
Sebagai Sumber Pengajaran dan Pembelajaran di Universiti Awam Malaysia. e-
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Universiti Islam Antarabangsa Selangor, 24-25 April 2019.
Adlina Ab. Halim, Ahmad Nasir Mohd. Yusoff, Arfah Ab. Majid, Normala Othman dan Atirah
Ab. Samad (2018). E-Kandungan MOOC Tamadun Islam dan Tamadun Asia (MOOC
TITAS) dalam Era Revolusi Industri ke-4. Prosiding Seminar Serantau Peradaban
Islam, Institut Islam Hadhari, UKM, 14-15 November 2018.
Ahmad Nasir Mohd Yusoff, Noralina Ali (2018). Kaedah MOOC (Massive Open Online
Course) dalam Pengajaran dan Pembelajaran Tamadun Islam dan Tamadun Asia
(TITAS), Hubungan Etnik (HE), Kenegaraan dan Pengajian Islam Alaf 21 di
Universiti Awam dan Swasta. Proceeding of INSIGHT 2018 1st International
Conference on Religion, Social Sciences and Technological Education, Universiti
Sains Islam Malaysia, Nilai, 18-19 Julai 2018.
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Ahmad Nasir Mohd Yusof (2016). Kursus TITASMOOC Dalam Platform ‘Open Learning” di
UPM: Tumpuan kepada Konsep, Pelaksanaan dan Wadah Kesatuan Mahasiswa
Pelbagai Bangsa. Jurnal Umran, Vol. 2, No. 1
Baterah Alias, Azhar Aziz, Nur Zahidah Jaafar (2016). National Academic Colloquium Book
Program muat turun 21/09/2019:
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Cadangan Garis Panduan Pembangunan MOOC Malaysia (2017), muat turun 25/09/2019:
http://www.cade.upm.edu.my/dokumen/PTPA1_Garis_Panduan_Pembangunan_MO
OC_Malaysia.pdf
Che Zaharah Abdullah, Fadhilah Adibah Ismail, Nur Nafhatun Md Shariff (2016). National
Academic Colloquium Book Program, muat turun 24/09/2019:
http://colloquiumilearn.uitm.edu.my/wp-content/uploads/2016/08/buku-program1.pdf
Creswell, J. W., (2009). Research Design: Qualitative, Quantitative and Mixed Method
Approaches (3rd Ed.) . Thousand Oaks: SAGE Publications.
Ismail, M. E., Hashim, S., Ismail, I. M., Ismail, A., Razali, N., Daud, K. A. M., & Khairudin,
M. (2018). Penggunaan massive open online course (MOOC) dalam kalangan pelajar
vokasional [The use of massive open online course (MOOC) among vocational
students]. Journal of Nusantara Studies (JONUS), 3(1), 30-41.
Kalthom Husain, Mohd Fauzi Kamarudin, Rosfazila Abd Rahman, Mokmin Basri Che Wan
Shamsul Bahri Che Wan Ahmad & Mohd Shahrul Nizam Mohd Danuri (2017).
Undergraduates’ Perception on Critical and Creative Thinking Skill via Massive Open
Online Course (MOOC). Jurnal Sultan Alauddin Sulaiman Shah. Vol 4, Bil 2.
Kop, R. & Carroll, F. (2011). Cloud Computing and Creativity: Learning on a Massive Open
Online Course. European Journal of Open, Distance and E-Learning.
Jabatan Pendidikan Tinggi (2019). Buku Panduan Amalan Pendidikan Berimpak Tinggi (High
Impact Educational Practices) dalam MataPelajaran Pengajian Umum, muat turun
27/12/2019:
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GAJIAN_UMUM
Krejie, R. V. & Morgan, D. W. (1970). Determining Sample Size for Research Activities.
Educational and Psychological Measurement, 30: 607-610.
Norazah Nordin , Helmi Norman& Mohamad Amin Embi (2015). Technology Acceptance of
Massive Open Online Courses in Malaysia. Malaysian Journal of Distance Education
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Mohd Yusof (2017). Pembaharuan Teknik Pengajaran & Pembelajaran (P&P) Subjek
Sejarah dan Tamadun Melalui Aplikasi Teknologi Kreatif Keperluan Masa Hadapan.
Proceeding of International Conference of Empowering Islamic Civilization.
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Sultan Zainal Abidin (UniSZA), 7-8 Oktober 2017.
Penny, W., Friston, K., Ashburner, J., & Kiebel, S. (2011). Statistical Parametric Mapping: The
analysis of functional brainimages. London: Academic Press.
Ringkasan Eksekutif Pelan Pembangunan Pendidikan Malaysia 2015-2025 (Pendidikan
Tinggi), muat turun 22/10/2019:
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http://bendahari.uthm.edu.my/v2/PPPM/Ringkasan-Eksekutif-PPPM-2015-
2025.pdf
Ros Aiza Mohd Mokhtar, Abd Hakim Mohad, Mashitah Sulaiman & Latifah Abdul Latiff
(2019). Blended Learning dalam Kursus TITAS: Kajian terhadap Penggunaan TITAS
MOOCs dalam Kalangan Pelajar UMS. Jurnal Sains Insani, 4(1), 54-60.
Sumarto, E. P. (2007). Pengenalan Internet dan Website Matematika sebagai Pelengkap
Pembelajaran Matematika. Pelatihan Jardiknas ICT Sampit 2007.
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KEBERKESANAN PENGAJARAN KELAS BERCANTUM

SEKOLAH RENDAH DI SEKOLAH PEDALAMAN DAERAH
KAPIT, SARAWAK.
Mason Maur Anak Changan1*, Mohd Isa Bin Hamzah2
1
2
*Corresponding Author : isa_hamzah@ukm.edu.my

_________________________________________________________________________________________
Abstrak: Kelas bercantum dilaksanakan di sekolah kurang murid adalah satu langkah untuk
menampung bilangan murid yang kecil yang menyebabkan satu kelas tunggal tidak dapat
diwujudkan. Murid yang menetap di kawasan pedalaman mempunyai peluang untuk
mendapatkan ilmu pengetahuan walaupun berada di kawasan sekolah murid yang sedikit.
Kajian ini menggunakan temu bual sebagai instrumen kajian. Data kualitatif diperoleh
sepenuhnya melalui temu bual mendalam. Perisian Nud.Ist Vivo (NVIVO) Version 12 telah
digunakan untuk menganalisis transkripsi, temubual, membina tema dan kategori dalam kajian
ini. Kajian ini bertujuan untuk mengukur sejauh manakah tahap keberkesanan pengajaran guru
dan cabaran dalam perlaksanaan kelas bercantum di sekolah pedalaman di daerah Kapit.
Penyelidikan dijalankan ke atas 6 orang guru yang terdiri daripada sekolah yang melaksanakan
kelas bercantum di Sekolah Pedalaman Daerah Kapit Sarawak. Keputusan kajian, penyelidik
mendapati guru-guru mempunyai persepi positif dan negatif terhadap perlaksanaan kelas
bercantum ini. Hasil daripada temubual mendalam, pengkaji mendapati bahawa guru-guru
menyatakan bahawa mereka perlu diberikan pendedahan dengan kaedah pengajaran yang betul
dan latihan perkhidmatan yang berkaitan dengan kelas bercantum sebelum perlaksanaan kelas
bercantum ini. Pelbagai cabaran yang dihadapi sepanjang kelas bercantum ini dilaksanakan.
Antaranya, bebanan tugas, masa pengajaran, pencapaian, sikap murid, motivasi, kemampuan
kefahaman murid dan kawalan kelas menjadi cabaran dalam perlaksanaan kelas bercantum ini.
Kebolehpercayaan item temu bual telah diperolehi melalui analisis indeks Cohen Kappa
dengan merujuk kepada pakar analisis kualitatif. Implikasi kajian ini adalah menjurus kepada
murid, guru, pihak sekolah dan Pejabat Pendidikan Daerah (PPD). Akhir sekali, pengkaji
mencadangkan agar kajian berbentuk eksperimen dijalankan pada masa akan datang.
Eksperimen boleh dijalankan dengan terperinci seperti mengkaji keputusan peperiksaan murid
dalam kelas bercantum. Perbezaan keputusan peperiksaan ini boleh dibandingkan dengan
murid yang tidak mengikuti kelas bercantum.
Kata kunci: keberkesanan, pengajaran, kelas bercantum, kaedah temu bual mendalam, sekolah
kawasan pedalaman
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1. PENGENALAN
Tuntutan bagi menyediakan pendidikan yang berkualiti adalah satu gerakan sejagat yang harus
dilaksanakan oleh kebanyakan negara. Perubahan ini adalah satu usaha dan peri pentingnya
kesedaran untuk menyediakan sumber manusia dengan pengetahuan dan kemahiran abad ke-21
demi pembangunan dan kemajuan negara. Malaysia tidak terkecuali dalam melaksanakan
transformasi pendidikan negara bagi memenuhi aspirasi sistem pendidikan dan menjadi
tonggak penggerak kepada kemenjadian murid.
Sistem pendidikan di Malaysia sentiasa mengalami perubahan dari semasa ke semasa selaras
dengan usaha untuk memastikan Falsafah Pendidikan Kebangsaan dapat dicapai. Setiap murid
di negara ini berhak untuk mendapatkan peluang pendidikan yang sama rata seperti murid-
murid yang lain terutama untuk murid yang berada di kawasan luar bandar mahupun
pedalaman. Sekolah Kurang Murid (SKM) ialah sekolah yang mempunyai 150 orang murid
dan ke bawah. Kelas bercantum diwujudkan kerana bilangan murid yang kurang daripada 15
orang murid tidak mencukupi untuk membentuk satu kelas yang biasa. Secara langsung, kelas
bercantum merupakan sejenis pengajaran yang mana seorang guru mengajar di kelas yang
mempunyai murid lebih daripada satu gred yang perbezaan umur dan tahun persekolahan. Guru
perlu mengurus dan mengendalikan kelas yang mengandungi dua kumpulan murid yang
berbeza dari segi umur dan tahun persekolahan.
Dalam Mesyurat Pengurusan Tertinggi KPM Bil 10/2016 bertarikh 3 Ogos 2016, telah
memutuskan bahawa kelas bercantum dilaksanakan dengan menggabungkan Tahun 2 dengan
Tahun 3 dan Tahun 4 dengan Tahun 5. Selepas beberapa mesyuarat, dalam Mesyuarat
Jawatankuasa Perancangan Pendidikan ke-213 pada 28 Mac 2017 memutuskan kelas
bercantum ini dilaksanakan di SKM yang berenrolmen 30 ke bawah mulai hari pertama sesi
persekolahan 2018 dan melibatkan murid-murid Tahun Dua hingga Tahun Lima. Apabila
pelaksanaan kelas bercantum ini diumumkan, banyak pihak memberi reaksi yang negatif
dengan tidak setuju dengan pelaksanaan kelas bercantum ini. Walaupun kelas bercantum telah
dilaksanakan selama setahun lebih, suara-suara dari masyarakat dan komuniti masih dapat
didengar dan berharap kerajaan baru ini meneliti semula pelaksanaan kelas bercantum
mahupun dari NGOs ataupun juga telah dibawa ke Parlimen.
Akhir sekali, kewujudan kelas bercantum ini juga telah dianggap sebagai satu cabaran baharu
kepada guru kerana beberapa faktor. Pengajaran guru yang berkesan telah menjadi persoalan
kepada orang awam. Oleh itu, pengkaji akan menjalankan kajian bagi merungkai persoalan
yang dihadapi oleh para guru dalam melaksanakan kelas cantum ini.
2.ULASAN KAJIAN LEPAS DAN PERNYATAAN MASALAH

Guru mempunyai peranan yang vital dalam proses pengajaran dan pembelajaran. Sementara
itu, murid merupakan agen atau kumpulan sasaran yang akan menerima pengajaran yang
disampaikan oleh guru. Bagi memastikan bahawa murid selesa dan dapat menerima segala
penyampaian pengajaran guru, seorang guru perlu sentiasa peka dan sedar akan penerimaan
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murid mereka. Guru harus memastikan murid selesa dan mampu belajar dalam suasana yang
ceria dan berkesan.
Muofhe (2016) medefinisikan kelas bercantum sebagai mengajar sekumpulan murid yang
berbeza dari umur, gred, dan tahap kebolehan. Kelas bercantum merupakan kelas dimana
seorang guru bertanggungjawab sepenuhnya dalam mengajar dua tahap kelas pada satu masa
yang sama (Muofhe, 2016). Kebiasaanya kelas bercantum ini ditadbir di sekolah pedalaman
(Mothofela, 2014). Hal ini demikian kerana populasi penduduk di kawasan pedalaman semakin
berkurangan dan kebanyakan murid mirgrasi ke bandar mengikut ahli keluarga. Hal ini
disebabkan oleh infrasturktur di kawasan sebegini tidak menarik minit generasi muda ini
tinggal di kawasan pedalaman (Mothofela, 2014). Secara tidak langsung, bilang murid yang
bersekolah di sekolah kawasan pedalaman semakin berkurangan dan dikategorikan sebagai
Sekolah Kurang Murid (SKM) dan akhirnya apabila enrolmen kurang daripada 15, wujudlah
kelas bercantum. Kekurangan guru yang terlatih terhadap pelaksanaan kelas bercantum,
kekurangan sumber dan perbezaan budaya menyebabakan pelaksanaan kelas bercantum ini
menghadapi masalah (Mothofela, 2014). Mothofela telah menyatakan beberapa kelemahan
pelaksanaan kelas bercantum. Antaranya ialah keperluan murid berbeza memandangan umur
mereka juga berbeza, menambahkan kerja guru, kerisauan ibu bapa dan sesetengan isi pelajaran
yang mencabar bagi murid yang kurang berkemahiran. Guru perlu menyediakan banyak set
bahan bantu mengajar kerana setiap kelas mempunyai murid yang berbeza tahap penguasaan
dan apabila dua kelas dicantumkan, guru berkenaan sekurang-kurangnya perlu menyediakan
empat set bahan bantu mengajar. Ini telah membebankan guru yang mengajar kelas bercantum
bukan saja mempertambahkan masa mereka menyedia pengajaran dan pembelajaran malah
dalam proses penyediaan ini perlu juga mengambilkira keperluan murid yang berbeza-beza
tahap. Namun demikian, pelaksanaan kelas bercantum dapat melahirkan sebuah kelas yang
suasana sosio budaya yang menarik dan positif. Murid dapat saling berkongsi pendapat dengan
murid yang berlainan umur dan dapat memperbanyakkan lagi ilmu pengetahuan. Seperti yang
kita sedia maklum, kelas cantum merupakan satu cara pelaksanaan kelas secara kaedah
berkumpulan (Kamarudin Hj Hussin, 2016). Menurut Lev Vygotsky, perkembangan kognitif
kanak-kanak memberi penekanan kepada peranan sosial dan budaya dalam perkembangan
kanak-kanak. (Haliza Hamzah & Samuel, I. N., 2010).
Pelaksanaan kelas bercantum ini menggunakan model pengajaran berbentuk model sosial.
Model pengajaran ini bermatlamat untuk menjadi wahana murid dalam meningkatkan
kemampuan berfikir serta berkomunikasi dengan orang awam serta satu bentuk kerja
sepasukan dengan murid lain secara aktif dan produktif dan boleh berfungsi sebagai seorang
individu dalam berkumpulan (Noriati A. Rashid, Boon Pong Ying & Sharifah Fakhriah Syed
Ahmad, 2009). Dengan penggunaan model sosial ini dalam mentadbir kelas bercantum, pasti
dapat mengaktifkan cara berfikir murid yang lebih bersifat keterbukaan kepada penerimaan
buah fikiran orang lain. Keadaan ini dapat menggalakkan murid untuk berkongsi buah fikiran
dan seterusnya dapat meningkatkan potensi diri dari segi intelek, akademik dan tingkah laku
sosial.
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Selain itu, murid yang belajar di dalam kelas bercantum haruslah menjalankan aktiviti dalam
bentuk komunikasi perbezaan usia dan tahap. Melalui cara ini, murid dapat menanam sifat
sebagai pemimpin dan dapat membantu rakan-rakan yang lain. Semasa proses penyampaian
pengajaran berlaku, individu yang lebih berpengetahuan sama ada ibubapa, guru ataupun rakan
sebaya akan mengubahsuai tahap bantuan atau bimbingan yang diberikan mengikut penerimaan
murid (Haliza Hamzah & Samuel, J. N., 2010). Dalam hal ini, guru menjadi mentor kepada
murid untuk memahirkan diri dalam kemahiran baharu atau kemahiran yang sukar. Seterusnya
apabila murid sudah mula memahami, bantuan yang diberikan dikurangkan sehingga murid
boleh menguasai kemahiran tersebut (Santrock, 2007). Guru memainkan peranan penting
dalam perlaksanaan kelas bercantum agar ditadbir dengan lebih sistematik dan aktif. Guru
membantu murid untuk meningkatkan kemahiran diri demi pencapaian matlamat sendiri iaitu
sepanjang penyelesaian tugas dan masalah .
Menurut Kamarudin Hj Husin, guru memainkan peranan yang sangat penting dalam sesebuah
pentadbiran kelas bercantum. Guru haruslah memaikan peranan dalam membantu murid-murid
untuk menyesuaikan diri mereka dengan rutin atau peraturan harian yang ditetapkan. Guru-
guru yang memahami perkembangan sosioemosi kanak-kanak akan dapat membantu kanak-
kanak menyesuaikan diri dalam alam persekolahan seterusnya dapat membantu mereka
berkembang menjadi individu yang berkeupayaan dan harmonis. (Haliza Hamzah & Samuel,
J.N., 2010). Oleh itu, hubungan yang baik terjalin dalam kalangan pendidik dan murid penting
dalam melancarkan proses pengajaran di dalam kelas bercantum yang mempunyai murid
memiliki kemampuan yang berbeza.
Memetik kata-kata Vygotsky, perkembangan kognitif individu wujud dalam dua tahap iaitu
tahap individu dan tahap sosial. Pada tahap sosial, maklumat atau pengetahuan individu
diperolehi melalui interaksi individu dengan individu lain yang ada di persekitaran (Haliza
Hamzah & Samuel, J.N., 2010). Tamsilnya, pengajaran menggunakan cara pengajaran
berbentuk kerjasama. Cara pengajaran kerjasama yang diasaskan oleh Slavin (2005)
merupakan pembelajaran aktif yang mampu membentuk sesuatu persekitaran pembelajaran
yang lebih berimpak serta berpusatkan pelajar (Noriati A. Rashid, Boon Pong Ying & Sharifah
Fakhriah Syed Ahmad, 2009). Maka dengan pelaksanaan strategi ini akan menjana persekitaran
yang selesa dan menarik bagi murid-murid untuk menjadi penghubung kepada mereka dalam
memperoleh kemahiran aspek sosial dan perhubungan manusia.
Terdapat dua bentuk kumpulan yang boleh diwujudkan. Antaranya adalah kumpulan mengikut
kebolehan dan kumpulan pelbagai kebolehan (Kamarudin Hj Husin, 2016). Pembelajaran
berkesan berlaku sekiranya murid berada dalam persekitaran pembelajaran yang
menyeronokkan, iaitu interaksi peribadi dan sokongan padu daripada guru secara peribadi
(Noriati A. Rashid, Boon Pong Ying & Sharifah Fakhriah Syed Ahmad, 2009). Cara
pengajaran guru untuk mentadbir urus kelas bercantum boleh mewujudkan interaksi sosial
antara guru dan murid. Prestasi akademik dan suasana pembelajaran akan meningkat kerana
setiap ahli faham dengan peranan masing-masing. Pembelajaran kelas bercantum juga akan
mewujudkan perkembangan sosial iaitu pembelajaran melalui rakan di dalam kelas. Maka,
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pembelajaran akan menjadi lebih berkesan kerana kelompok murid yang lemah mendapat
bantuan daripada rakan mereka yang mempunyai tahap pembelajaran yang cemerlang.
Teori pembelajaran konstruktivis dan sosial merupakan dua teori yang sesuai
diimplementasikan dalam pembelajaran kelas bercatntum. Konstruktivisme ialah teori
pembelajaran yang memerlukan murid sebagai pembina pengetahuan, bukannya sebagai
penerima pengetahuan (Noriati A. Rashid, Boon Pong Ying & Sharifah Fakhriah Syed Ahmad,
2009). Teori pembelajaran konstruktivisme mempunyai asas teori kognitif dengan penekanan
diberikan bagaimana bahagian kognitif dibina dan membina pengetahuan. Manakala
konstruktivisme sosial pula diasaskan oleh Vygotsky. Menurut Vygotsky, perkembangan
konsep kanak-kanak berkembang secara sistematis, logikal serta rasional dengan bantuan dan
bimbingan verbal orang lain. Murid-murid yang berbeza peringkat umurnya akan
dikelompokkan dalam bilik darjah yang sama untuk mewujudkan berlakunya pengintegrasian
kemahiran seperti kognitif, fizikal, sosial, emosi, estetik dan moral. Pembelajaran yang
berkesan akan melibatkan semua kemahiran ini. Pelaksanaan kelas bercantum akan
mewujudkan suasana pembelajaran yang selesa dan mencabar bagi muridnya. Pelaksanaan
kelas bercantum yang dirancang dan dijalankan secara terancang dan teratur dapat mewujudkan
perkembangan positif murid. Kanak-kanak juga membentuk pengetahuan dengan sendirinya.
Melalui pelaksanaan kelas bercantum, dapat membantu murid untuk mempelajari ilmu baru
dan cuba untuk menyesuaikan ilmu-ilmu ini dengan norma-norma yang telah sedia ada (Haliza
Hamzah & Samuel, J.N., 2010).
3.PERNYATAAN MASALAH
Warga pendidik berhadapan dengan cabaran untuk mengajar murid yang terdiri daripada
pelbagai tahap kecerdasan iaitu cemerlang, sederhana dan lemah. Seorang pendidik tidak
mempunyai kemahiran yang jelas dalam membimbing murid pelbagai kemahiran yang ada
dalam satu kelas bercantum ini. Kurangnya latihan dan bimbingan membuatkan para guru yang
dalam kelompok sekolah yang menjalankan kelas bercantum ini membuatkan mereka tidak
memiliki ilmu yang tepat dalam menjalankan pengajaran yang berkesan kepada murid. Belum
wujud satu kajian yang secara khusus mengenai keberkesanan pengajaran guru dan cabaran
perlaksanaan kelas bercantum di sekolah kurang murid terutama untuk sekolah yang berada di
sekolah pedalaman terutama di kawasan daerah Kapit, Sarawak. Oleh yang demikia, wajarlah
sekiranya satu kajian ditadbir bagi melihat sejauhmanakah keberkesanan dan cabaran
perlaksanaan kelas bercantum di sekolah kurang murid bagi sekolah rendah kateogori sekolah
pedalaman di daerah Kapit, Sarawak. Sebagai seorang guru serta penyelidik, saya merasakan
bahawa ianya wajar dan harus dilakukan memandangkan perlaksanaan kelas bercantum di
sekolah rendah di kawasan pedalaman di daerah Kapit telah dilaksanakan.
4.PROSEDUR PENGANALISISAN DATA

Data yang diperoleh daripada hasil temu bual merupakan mempunyai kesahan yang tinggi. Hal
ini demikian kerana pengkaji memperolehi maklumat secara langsung daripada responden
(Chua Yan Piaw, 2008). Dalam kajian ini penyelidik telah memilih untuk mentadbir temu bual
secara mendalam. Segala hasil temu bual yang diberikan oleh responden akan dicatat ataupun
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dirakamkan menggunakan alat perakam suara pada telefon bimbit. Data daripada temu bual
telah dilakukan proses transkripsi. Pengkaji terus mendapatkan tema-tema penting dalam data
tersebut. Untuk memudahkan tugas mengorganisasikan data, perisian NVIVO 12 telah
digunakan. Proses mencari tema-tema penting tentang keberkesanan dan cabaran pengajaran
kelas bercantum ini telah dilakukan. Untuk kesahan protokol temu bual, pengkaji meminta
pakar untuk menilai dan menyemak soalan protokol yang dibina. Untuk melihat
kebolehpercayaan kaedah pengiraan Indeks Kebolehpercayaan Cohen Kappa seperti yang
dicadangkan oleh Yin (2004)
5.PERBINCANGAN
Hasil analisis temubual melalui proses pengkodan telah menunjukkan tiga tema utama persepsi
guru terhadap keberkesanan perlaksanaan kelas bercantum iaitu cabaran, kaedah pengajaran
dan latihan perkhidmatan. Kategori, subkategori, kod dan kekerapan setiap kod ditunjukkan
dalam jadual 1 di bawah.
Jadual 1 : Menunjukkan kategori dan subkategori persepsi guru berkenaan
Kategori Subkategori Kod Kekerapan

Cabaran (CKC) Beban Tugas CKC1 6
Kawalan Kelas CKC2 4
Kemampuan Kefahaman Murid CKC3 8
Sikap Murid CKC4 5
Motivasi Murid CKC5 2
Pencapaian Murid CKC6 7
Masa Pengajaran CKC7 9
Kaedah Pengajaran Kemahiran Pengajaran CKC8 5
(KP) Guru Muda KP1 3
LatihanPerkhidmata Guru Senior KP2 2
n Guru Tak Diberi Latihan LP1 4
(LP) Peranan Pihak Atasan LP2 5
Ada Rekod Latihan LP3 2
Idea untuk mewujudkan kelas bercantum di Malaysia adalah selaras dengan harapan kerajaan
untuk merapatkan jurang perbezaan pendidikan di antara kawasan bandar dan luar bandar serta
untuk memastikan kesamarataan pendidikan berkualiti kepada semua murid. Hasil daripada
dapatan pengkaji, terdapat tiga tema utama dalam dapatan temubual yang telah dijalankan
kepada responden. Tiga tema utama ini adalah Cabaran Pelaksanaan Kelas Cantum (CKC),
Kaedah Pengajaran (KP) Dan Latihan Perkhidmatan (LP). Setiap kategori tema itu telah
dipecahkan kepada subkategori masing-masing hasil daripada pengkodan yang telah dibuat
oleh pengkaji. Untuk tema Cabaran Pelaksanaan Kelas Cantum (CKC) antara subkateogrinya
adalah yang paling tinggi kekerapan iaitu Masa Pengajaran (CKC7) dengan 9 kekerapan,
Kemampuan Kefahaman Murid (CKC3) dengan 8 kekerapan, Pencapaian Murid (CKC6)
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dengan 7 kekerapan, Beban Tugas (CKC1) dengan 6 kekerapan, Kemahiran Pengajaran

(CKC8) dan Motivasi Murid (CKC4) dengan berkongsi kekerapan 5, Kawalan Kelas (CKC2)
dengan 4 kekerapan dan akhir sekali adalah Sikap Murid (CKC5) dengan kekerapan 2. Bagi
menghuraikan lagi hasil dapatan kajian, pengkaji telah menggunakan tema atau kategori hasil
daripada pengkodan yang telah dilakukan untuk menjelaskan tentang keberkesanan pengajaran
kelas bercantum di sekolah pedalaman.
5.2.1 Tema : Kaedah dan Pendekatan Pengajaran (KP)
Gambar Rajah 1 : Tema Kaedah dan Pendekatan Pengajaran (KP)
Kemahiran mengajar merupakan satu perkara penting dalam tugas seorang guru. Kemahiran
mengajar yang berkesan dapat meningggalkan impak yang positif kepada perkembangan
kemenjadian murid. Penggunaan strategi dan kaedah pengajaran yang bersesuaian dengan
tahap kecerdasan dan pengetahuan murid merupakan satu aspek yang perlu ada dalam
seseorang guru. Sesorang guru haruslah berupaya mempelbagaikan strategi dan kaedah
pengajaran dalam usaha untuk menarik minat dan meningkatkan motivasi murid dalam kelas
untuk terus mengikuti sesi pembelajaran.
Seseorang guru haruslah mempunyai perancangan atau prosedur yang telah dirancang dengan
baik bagi melaksanakan sesuatu pengajaran yang teratur dan sistematik. Langkah pengajaran
yang tersusun dan mempunyai kesinambungan harus dituruti dengan saksama bagi mencapai
sesuatu matlamat dalam pengajaran. Guru juga haruslah bijak dalam mencipta suasana
pembelajaran yang kondusif agar murid dapat belajar dengan aman dan selesa. Guru haruslah
mempunyai keyakinan yang tinggi dalam menghasilkan perubahan yang lebih baik dan dapat
mempengaruhi perilaku serta motivasi murid dalam terus belajar di dalam kelas.
Pendekatan pengajaran dan pembelajaran yang baik haruslah dimiliki oleh seseorang guru agar
dapat menarik minat murid belajar. Di dalam kelas bercantum, guru haruslah tahu
menggunakan pendekatan yang bersesuaian dalam mendekati murid. Ini penting kerana
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pelaksanaan kelas bercantum ini adalah dengan meletakkan dua kelas yang berbeza dalam satu
bilik darjah. Oleh itu, pendekatan yang tepat haruslah diguna bagi memastikan pengajaran yang
disampaikan kepada murid dapat diterima oleh murid 100%. Sepanjang pemerhatian pengkaji
yang dijalankan di beberapa buah sekolah di sekitar sekolah pedalaman Daerah Kapit, pengkaji
dapat mengkategorikan kaedah dan pendekatan pengajaran kepada dua kelompok iaitu guru
senior dan guru junior. Maka, tidak keterlaluan sekiranya pengkaji mengatakan bahawa
terdapat perbezaan yang ketara dalam cara pengajaran dua pihak ini.
Melalui pemerhatian yang dijalankan oleh pengkaji, guru senior rata-rata masih menggunakan
kaedah lama dalam pengajaran mereka. Mereka menggunakan kaedah "Chalk and Talk".
Kaedah ini pastinya tidak dapat menarik minat murid untuk terus belajar semasa berada di
dalam kelas berkenaan. Selain daripada itu, ada juga guru yang hanya duduk di kerusi sambil
menyampaikan topik pengajaran dan membaca terus daripada buku teks. Penggunaan cara
pengajaran ini digunakan oleh guru dalam subjek sejarah dan pendidikan moral. Berdasarkan
kepada temubual yang dijalankan oleh pengkaji, menurut guru muda “mereka tak mahu
perubahan” (PR1), “ditegur kata memandai” (PR4), “pernah bagitahu sebab panitia, tapi tak
diendahkan” (PR5).
Bukan itu sahaja, melalui pemerhatian yang dilakukan oleh pengkaji, pengkaji juga mendapati
guru senior tidak menggunakan bahan ICT seperti komputer dan LCD semasa dalam
pengajaran. Daripada hasil temubual yang dijalankan oleh pengkaji, jelas menunjukkan guru
senior, “tak reti” (PR8), “mengambil masa” (RP9), “dah terbiasa” (PR6). Ini jelas menunjukkan
bahawa guru senior kurang menggunakan ICT semasa dalam pengajaran berlangsung di dalam
kelas bercantum. Mereka cenderung menggunakan kaedah lama yang sudah menjadi kebiasaan
mereka selama ini. Pengaji juga mendapati bahawa guru senior jarang memberikan peneguhan
positif kepada murid sepanjang di dalam kelas. Sebagai seorang guru, kita haruslah reti
mengambil hati murid supaya mereka akan lebih bersemangat dan bermotivasi semasa belajar
di dalam kelas. Penggunaan kata pujian sesekali dapat menarik minat mereka untuk belajar.
Penggunaan kata-kata seperti “soalan ni pun tak reti jawab” (PR11), “tu pun tak reti”(PR12),
“salah” (PR13) oleh guru senior menyebabkan murid-murid hilang keyakinan semasa belajar di
dalam kelas. Maka, secara tidak langsung murid ini akan terus menurun pencapaiannya dan
tidak mahu mengikuti pengajaran guru secara 100%.
Pengkaji turut bertanya sama ada peserta kajian iaitu guru senior menukar cara pengajaran agar
lebih menarik memandangkan mereka telah mengamalkan kelas bercantum. Hasil daripada
temubual pengkaji, jelas menunjukkan guru senior, “ada, tapi lambat” (PR8), “masih lagi
kurang jelas” (PR9) dan “masih memerlukan bimbingan untuk lebih arif” (PR6). Di samping
itu, pengkaji turut menemu bual guru muda atau lebih dikenali sebagai guru junior. Pada
pemerhatian dan hemat pengkaji, pengkaji mendapati bahawa guru mudah lebih bersedia
dengan pelaksanaan kelas bercantum. Guru muda ini lebih berinovasi semasa berada di dalam
kelas. Walaupun berhadapan dengan cabaran seperti beban tugas dan kekangan masa
pengajaran, namun mereka bijak dalam membahagikan masa. Seorang guru yang berkesan
adalah guru yang dapat melayan murid dengan perasaan hormat, menyediakan maklumat yang
tepat dan sesuai dengan konteks pembelajaran, pengajaran secara aktif, ikut serta dalam
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pembelajaran murid secara praktikal, kaedah pembelajaran yang berbeza-beza, memberi

maklum balas yang baik kepada murid dan mewujudkan persekitaran pembelajaran yang selasa
untuk murid.
Secara umumnya, adalah tidak perlu untuk kita menjadi diri orang lain untuk menjadi guru
yang hebat. Sebagai seorang guru yang berkesan, kita harus menggunakan segala peluang dan
ilmu pengetahuan yang ada dalam mencorak cara pengajaran di dalam kelas agar dapat
menarik minat murid untuk belajar. Guru yang mampu berfikir di luar kotak pasti dapat
melakukan sesuatu berdasarkan kepada perubahan sekeliling. Dalam kelas bercantum ini, guru
memainkan peranan yang amat vital dalam merancang cara pengajaran yang berkesan dalam
menyampaikan pengajarannya. Daripada temubual dan pemerhatian pengkaji, jelas
menunjukkan guru muda, “saya cuba mengubah cara pengajaran mengikut kesesuaian” (PR1),
“kelas bercantum ini lebih memudahkan” (PR1), “boleh, saya lebih mudah mengawal murid”
(PR2) dan “saya guna pelbagai cara mengikut tahap murid dalam kelas” (PR4).
Dalam merancang pengajaran, seorang guru haruslah tahu bahawa murid mempunyai had
dalam memberi tumpuan sepanjang pengajaran guru di dalam kelas. Mengikut kebiasaan,
murid akan memberi tumpuan dalam tempoh 10 minit yang pertama, selepas itu tumpuan
murid akan semakin menurun. Maka, guru haruslah bijak dalam menarik perhatian murid
supaya 100% diberikan tumpuan di dalam kelas. Guru yang baik dapat menjadikan sesi
pengajaran dan pembelajaran di dalam kelas lebih fleksibel dan tidak terlalu bergantung kepada
perancangan yang telah ditetapkan dalam Rancangan Pengajaran Harian (RPH).
Semasa pengaji membuat pemerhatian di dalam kelas yang menjalankan kelas bercantum,
pengkaji mendapati bahawa guru mampu untuk mengawal kelas dan menarik perhatian murid
untuk turut serta dalam pengajaran 100%. Walaupun ada segelintir guru atau responden
pengkaji tidak berjaya mengawal murid, namun aktiviti yang mereka jalankan menyebabkan
murid terlebih aktif sehinggakan masa pengajaran terlajak dan penutup pengajaran tidak
sempat dijalankan. Hasil temu bual juga turut jelas membuktikan bahawa guru, “murid aktif
saya terlajak waktu sedikit” (PR4), “kelas saya murid memberi kerjasama baik” (PR5) dan
“murid seronok semasa dua kelas digabung” (PR1).
Di samping itu, peserta kajian turut banyak menggalakkan murid melakukan perbincangan di
dalam kelas. Untuk menghidupkan suasana kelas, peserta kajian iaitu guru muda akan
mengajak murid dan memberi peluang kepada mereka untuk berbincang mengenai topik yang
berkaitan. Kelebihan kelas bercantum iaitu dua kelas berbeza disatukan dalam satu bilik darjah
telah memberi peluang kepada peserta kajian untuk memberi peluang kepada murid untuk
berbincang. Sebagai contoh, murid tahun 5 telah membimbing murid tahun 4 semasa sesi
perbincangan berlangsung. Pembelajaran secara koperatif ini dapat meningkatan suasana
pembelajaran di dalam kelas. Keadaan ini dapat membantu mewujudkan suasana kerjasama
dan saling bertukar padangan sesama murid. Maka, tugas guru lebih ringan dengan
membimbing murid yang lemah. Hasil temubual jelas menunjukkan bahawa guru, “murid
saling membimbing antara mereka” (PR7) dan “murid senior membantu murid junior” (PR5).
Pengelompokkan murid mengikut tahap juga telah digunakan oleh peserta kajian semasa dalam
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kelas bercantum. Ini telah memudahkan guru untuk memberi fokus kepada setiap murid
mengikut tahap mereka. Di dalam kelas bercantum terdiri daripada murid pandai, sederhana
dan lemah. Maka, guru dapat memberi perhatian lebih kepada murid yang lemah. Namun
demikian, ada juga murid yang pandai akan menurun motivasi apabila mereka belajar sesuatu
yang sudah mereka kuasai bersama dengan kelas atau murid yang lemah. Guru tidak
menyediakan bahan pengajaran lebih membuatkan murid ini hilang motivasi juga untuk belajar
dalam kelas. Hal ini jelas ditunjukkan dalam temu bual bersama guru, “murid pandai hilang
motivasi” (PR2), “murid dah menguasai, mereka bosan” (PR1). Selain itu, pengkaji turut
bertanya pendapat daripada murid di dalam kelas peserta kajian. Menurut mereka, “pengajaran
guru menarik” (PR11), “kadang-kadang bosan belajar benda sama” (PR13) dan “saya suka
belajar bersama dengan murid kelas sebelah” (PR14).
Selain itu juga, pengkaji turut mendapati peserta kajian tidak menggunakan cara pengajaran
tradisional semasa di dalam kelas bercantum. Pelan lantai kelas turut diubah untuk disuaikan
dengan dua tahap kelas yang berbeza. Ini penting kerana penyusunan pelan lantai kelas yang
betul, dapat memastikan murid mampu belajar dalam kelas dan suasana yang harmoni.
Terdapat dua jenis pelan lantai bilik darjah yang telah digunakan oleh peserta kajian dalam
kelas bercantum ini. Antaranya adalah susunan meja mengikut tahap murid iaitu pandai,
sederhana dan lemah. Manakala satu lagi adalah dengan meletakkan murid mengikut kelas
mereka sendiri tetapi dalam satu bilik darjah. Menurut peserta kajian, mereka membuat
pengasingan dalam kelas mengikut kesesuaian murid. Ini jelas ditunjukkan melalui hasil temu
bual bersama peserta kajian iaitu “murid duduk ikut kelas mereka” (PR1), “yang pandai satu
kelompok, sederhana satu dan lemah satu” (PR5) dan “mudah asingkan begini, saya nak beri
fokus pun mudah” (PR7). Murid juga tampak suka dengan cara susunan begini kerana mereka
dapat bekerjasama dengan murid lain. Ini jelas ditunjukkan melalui temubual bersama guru,
“murid suka, mereka dapat bantu murid lain” (PR1), “murid kelas Tahun 5 membantu murid
Tahun 4” (PR2), “murid lebih aktif dalam kelas” (PR4).
Akhir sekali, guru muda dalam kelas bercantum juga banyak menggunakan bahan bantu belajar
dan ICT dalam pengajaran mereka. Penggunaan bahan ini banyak membantu mereka semasa
pengajaran dan pembelajaran berlangsung. Ini jelas ditunjukkan melalui temu bual bersama
dengan peserta kajian, “mudah kerja” (PR2), “pengajaran lebih interaktif” (PR7) dan “murid
lebih jelas” (PR9). Penggunaan bahan ICT ini juga dapat meningkatkan motivasi murid dalam
terus bersama dalam pengajaran guru di dalam kelas. Jika dibandingkan dengan kelas
pengajaran guru senior, guru muda lebih rajin menggunakan bahan ICT. Namun demikian,
faktor kekangan masa telah menyebabkan sesetengah guru merasakan penggunaan ICT telah
mengambil masa mereka untuk menyampaikan objektif sebenar pengajaran kepada murid. Ini
jelas ditunjukkan melalui temu bual bersama guru, “nak pasang LCD dah ambil masa” (PR6),
“terkejar-kejar masa pengajaran” (PR7) dan “ICT saya guna, tapi masa mengajar tak cukup”
(PR2).
7. IMPLIKASI KAJIAN
Melalui kajian ini, pengkaji berjaya mengenal pasti bahawa pelaksanaan kelas bercantum
sebenarnya dapat membantu meningkatkan tahap penguasaan murid terhadap sesuatu mata
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pelajaran, kemahiran, psikologi dan gaya pemikiran murid. Hal ini kerana murid yang berbeza
tahap penguasaan, kemahiran, psikologi, gaya pemikiran dan umur digabungkan di dalam satu
kelas. Dalam Sandra J.Stone (1995) menyatakan bahawa strategi yang tepat untuk mengajar
murid dalam kelas bercantum adalah dengan memberikan fokus terhadap keperluan murid dan
bukannya mengikut kurikulum pendidikan semata-mata. Kajian ini juga mampu memberikan
kesedaran kepada guru tentang kepentingan untuk merancang bahan pengajaran yang berkesan
mengikut garis panduan bagi mata pelajaran tertentu untuk digunakan dalam kelas bercantum
bagi mencapai matlamat pengajaran yang telah ditetapkan.
Selain itu, kajian ini turut menyedarkan guru bahawa mereka sangat perlu menjalani
bimbingan, latihan dan kursus intensif yang berkaitan dengan pelaksanaan kelas bercantum.
Kesedaran ini boleh membantu guru untuk menggesa pihak atasan memberikan mereka
bimbingan, latihan dan kursus yang lebih intensif. Kajian ini juga mengenal pasti bahawa pihak
sekolah tidak memberikan peluang kepada semua guru untuk mengikuti latihan yang
sepatutnya. Hal ini kerana hanya beberapa orang guru dan pihak pentadbir sahaja yang dipilih
untuk mengikuti bimbingan, latihan dan kursus pelaksanaan kelas bercantum. Dalam pada itu,
bimbingan, latihan dan kursus sedia ada juga masih kurang memberikan maklumat yang
sepatutnya. Jadi, kajian ini penting untuk menyedarkan pihak sekolah bahawa setiap guru perlu
dihantar untuk menjalani latihan tentang cara pengendalian kelas bercantum supaya setiap guru
boleh menjalankan kelas bercantum dengan kaedah yang betul.
Akhir sekali, kajian ini diharapkan dapat memberi kesedaran kepada pihak Pejabat Pendidikan
Daerah (PPD) untuk membantu para guru dalam melaksanakan kelas bercantum. Contohnya,
nazir sekolah perlu memberikan penerangan yang menyeluruh mengenai kaedah pelaksanaan
kelas bercantum. Di samping itu, nazir sekolah perlu menjalankan tugas untuk mengkaji
kelemahan-kelemahan pelaksanaan kelas bercantum dan membentangkannya kepada pihak
yang lebih tinggi seperti Jabatan Pendidikan Negeri (JPN) dan Kementerian Pendidikan
Malaysia (KPM) supaya jalan penyelesaian terhadap masalah tersebut dapat diusahakan.
Jabatan Pendidikan Negeri (JPN) dan Kementerian Pendidikan Malaysia (KPM) juga
diharapkan dapat lebih peka terhadap keperluan murid, guru dan sekolah sebelum bertindak
melaksanakan kelas bercantum. Meskipun menurut bekas Menteri Pendidikan iaitu Datuk Seri
Mahdzir Khalid (2017) bahawa pihak kementerian telah menjalankan Kajian Kebolehlaksanaan
Kelas Bercantum di Sekolah Kurang Murid (SKM) pada tahun 2016 (Rohaniza Idris, Hazwan
Faisal Mohamad dan Ahmad Suhael Adnan, 2017), kajian berterusan masih perlu dijalankan.
8. KESIMPULAN
Tuntasnya, kajian ini menunjukkan setiap guru mempunyai gaya penyampaian yang berbeza
dalam pengajaran berkesan untuk isi pengajaran dan untuk menarik minat belajar murid dalam
kelas bercantum. Gaya penyampaian guru bergantung kepada usaha, keselesaan dan
pengetahuan seseorang guru itu sendiri. Kita sedia maklum bahawa cara pengajaran semakin
berubah seiring dengan kemajuan dalam pelbagai bidang terutamanya bidang teknologi
maklumat. Guru senior biasanya mengekalkan cara pengajaran tradisional yang lebih menjurus
kepada gaya penyampaian “chalk and talk” kerana gaya ini telah mereka gunakan sejak dari
awal menjalani tugas sebagai seorang guru. Gaya penyampaian ini berbeza jika dibandingkan
dengan gaya penyampaian golongan guru muda kerana mereka lebih cenderung menggunakan
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kaedah yang pelbagai untuk memastikan keberkesanan isi pengajaran dan juga untuk menarik
minat murid mengikuti sesi pembelajaran. Kajian ini juga mendapati bahawa pelaksanaan kelas
bercantum memberi kesan-kesan tertentu terhadap tahap penggunaan masa pengajaran guru
untuk memberi pengajaran yang berkesan. Salah satu dapatan daripada kajian ini ialah guru
mempunyai kekangan masa untuk menghabiskan silabus pengajaran. Kekangan masa ini
menyebabkan guru tidak dapat menyampaikan pengajaran yang berkesan.
RUJUKAN
Aina, O.E. (2001). Maximizing Learning in Early Childhood Multiage Classrooms: Child,
Teacher, and Parent Perception, Early Childhood Education Journal, 28:4, 219-224
Merve Bekiryazici (2015). Teaching Mixed-Level Classes with A Vygotskian Perpective. 5th
World Conference on Learning, Teaching anf Educational Leadership, WCLTA 2014.
913-917, DOI:10.1016/j.sbspro.2015.04.163
Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad & Wan Kamaruddin Wan
Hasan 2009. Teknologi Dalam Pengajaran Dan Pembelajaran. Siri Pendidikan Guru.
Selangor: Oxford fajar Sdn. Bhd.
Oscar Ling Chai Yew (2018). Ucapan di Bawah Usul Berkenaan Perkara Tadbir Kerajaan
(P.M. 17): Pelaksanaan Kelas Gabungan di Sekolah Kurang Murid (SKM) Sibu.
Mesyuarat Pertama, Penggal Pertama, Parlimen Keempat Belas, Kamar Khas,
Malaysia.
Diakses pada 12 November 2019 melalui laman web
https://www.parlimen.gov.my/files/hindex/pdf/KKDR-24072018.genpro.pdf
Rohaniza Idris, Hazwan Faisal Mohamad dan Ahmad Suhael Adnan (2017). 2,058 Sekolah
Kebangsaan Kurang Murid. Berita Harian bertarikh 31 Julai 2017.
Simon Veenman, Marinus Voeten dan Piet Lem (1987). Classroom Time and Achievement in
Mixed Age Classes. Educational Studies, 13:1, 75-89, DOI:
10.1080/0305569870130105
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KEBOLEHPERCAYAAN INSTRUMEN KOKURIKULUM

SEBAGAI MEDIATOR DALAM MEMBENTUK SAHSIAH
PELAJAR
Wardatul Aishah binti Musa1, Nooraini binti Othman2
1
Bahagian Pembangunan Pelajar, Malaysian, Institute Of Information Technology, Universiti Kuala Lumpur,
KualaLumpur, Malaysia
2
Pusat Sains, Teknologi dan Inovasi Perdana, Universiti Teknologi Malaysia, Kuala Lumpur, Malaysia
*Pengarang Koresponden: wardatulaishah@unikl.edu.my

_________________________________________________________________________________________
Abstrak: Kajian ini dijalankan untuk memilih item-item yang sah, adil dan berkualiti.
Instrumen terdiri daripada 81 item berskala likert yang mempunyai lima konstruk. Konstruk
pertama mengukur penglibatan pelajar dalam aktiviti kokurikulum. Konstruk kedua mengukur
kesedaran kendiri pelajar terhadap aktiviti kokurikulum dan seterusnya konstruk yang mewakili
aspek sahsiah iaitu berfikiran positif, cekap peribadi dan cergas fizikal. Pengujian instrumen
telah ditadbir kepada 111 orang pelajar yang masih menuntut dalam program diploma dan
sarjana muda di Universiti Kuala Lumpur. Model pengukuran Rasch digunakan untuk
mendapatkan kebolehpercayaan, kesahan dan mengetahui kesesuaian item-individu. Perisian
Winstep versi 3.68.2 digunakan untuk menganalisis data. Dapatan kajian menunjukkan
kebolehpercayaan individu ialah 0.95 dan kebolehpercayaan item ialah 0.88. Hasil dapatan
kajian mendapati 29 item dikesan misfit. Item-item tersebut boleh digugurkan atau diperbaiki
supaya instrumen ini lebih adil dan dipercayai.
Kata kunci: kokurikulum, sahsiah, rasch model

_________________________________________________________________________
1.Pengenalan
Pembentukan pelajar yang seimbang antara jasmani, emosi, rohani dan intelek yang ditekankan
di dalam Falsafah Pendidikan Kebangsaan adalah persediaan negara untuk generasi muda masa
kini berhadapan dengan cabaran bagi menerajui kepimpinan pada masa akan datang.
Penekanan kepada penerapan pembentukan peribadi adalah penting. Pendidikan tidak akan
bermakna dan sempurna tanpa penerapan nilai murni di dalam diri pelajar.
Kesedaran pelajar terhadap sesuatu perkara membolehkan mereka memberi reaksi terhadap
sesuatu isu khususnya penglibatan mereka di dalam aktiviti kokurikulum. Kajian ini melibatkan
aspek penglibatan pelajar di dalam aktiviti kokurikulum yang bertindak sebagai mediator
dalam membentuk sahsiah mereka. Pelajar yang mempunyai kesedaran kendiri yang tinggi
mampu untuk menangani ketidakstabilan emosi yang berpunca dari tekanan dengan cara yang
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positif (Abdul Ghani. et al, 2007) kerana mereka tahu kekuatan dan kelemahan diri mereka
sendiri.
2. SOROAN LITERATUR
Kokurikulum ialah aktiviti-aktiviti yang dilakukan di luar kawasan bilik darjah. Menurut Mok
Soon Sang (2009), kokurikulum ialah aktiviti pendidikan yang dirancang dan diperlaksanakan
selepas waktu pelajaran formal di dalam dan di luar bilik darjah, aktivitinya berasas serta ia
adalah lanjutan pelajaran kepada sesi persekolahan.
Kurikulum dan Kokurikulum perlu seiring dalam membentuk sahsiah dan jati diri pelajar dari
sudut kognitif, afektif dan psikomotor. Penglibatan pelajar di dalam aktiviti kokurikulum
memberi kesan yang positif kepada mereka, selain meningkatkan kemahiran interpersonal dan
intrapersonal, membina personaliti individu yang positif dan membantu meningkatkan
keterampilan pelajar ( Hasaan dan Roslan, 2010, Ranjit, 2009, Zaid et al, 2008 dan Ahmad dan
Hisham, 2009). Polisi pengajian di Minnesota dan California menekankan penglibatan pelajar
di dalam aktiviti kokurikulum kerana dapat membantu meningkatkan domain kognitif, afektif
dan psikomotor pelajar serta dapat membantu meningkatkan moral mereka (Thomas et al,
2010). Aktiviti kokurikulum mempunyai pelbagai peranan dalam membantu membentuk diri
pelajar. aktiviti kokurikulum yang dijalankan di sekolah dan institusi pengajian tinggi turut
berfungsi sebagai pelengkap kepada proses keilmuan dengan tujuan membina sahsiah dan
kemahiran insaniah pelajar bagi mewujudkan modal insan yang berkualiti (Jumali et al ,2011).
Dalam kajian ini, sahsiah pelajar merujuk kepada aspek berfikiran positif, cekap peribadi dan
cergas fizikal. Berfikiran positif ialah merujuk kepada sikap keseluruhan yang merujuk kepada
pemikiran, tingkahlaku, perasaan dan percakapan yang positif (McGrath, 2004). Kecekapan
peribadi atau aturan kendiri pula merujuk kepada seseorang yang boleh mengurus diri sendiri
(Goleman, 2002) dari sudut kawalan diri, boleh dipercayai, bertanggungjawab, kebolehsuaian
dan bersifat inovasi. Cergas fizikal pula ialah berfungsi secara efisyen (Corbin, 1999),
berkeupayaan melakukan tugasan dengan cekap (Clarke, 1995) dan menjaga kesihatan tubuh
badan dan penampilan diri (Ahmad Zabidi, 2005).
3. REKABENTUK KAJIAN
Kajian ini memberi fokus kepada pembinaan instrumen kokurikulum sebagai mediator dalam
membentuk sahsiah pelajar. Kajian ini turut menguji kebolehpercayaan instrumen (item dan
individu), memeriksa kecukupan indeks pengasingan item dan individu secara keseluruhan,
menguji keseuaian/ fit item, menguji polariti item dan menguji entry oder dalam reka bentuk
kajian.
Kajian ini menggunakan kaedah kuantitatif berbentuk tinjauan. Kajian ini telah dibahagikan
kepada empat peringkat. Peringkat pertama adalah fasa rekabentuk kajian iaitu untuk
menentukan tujuan kajian, menentukan tujuan pembinaan instrumen dan menentukan definisi
konstruk-konstruk yang akan digunakan di dalam kajian ini. Peringkat kedua pula ialah
peringkat pembinaan instrumen yang akan digunakan seperti pembinaan item, penghakiman
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panel pakar dan penyemakan item. Manakala peringkat ketiga pula ialah peringkat pengesahan
item iaitu kajian rintis dan analisis kebolehpercayaan dan kesahan item. Manakala peringkat
yang keempat ialah mengumpul dan menganalisis data ke atas responden menggunakan item
yang telah disahkan dan mempunyai kebolehpercayaan yang tinggi. Soal selidik ini
mengandungi enam bahagian iaitu faktor demografi pada bahagian A. Seterusnya, terdapat 7
item di Bahagian B iaitu mewakili penglibatan pelajar (PP), 19 item dalam Bahagian C yang
mewakili Kesedaran Kendiri (KK), 12 item dalam Bahagian D yang mewakili Berfikiran
Positif (BP), 34 item dalam Bahagian E yang mewakili Cekap Peribadi (CP) dan 6 item dalam
Bahagian F yang mewakili Cergas Fizikal (CF). Kajian ini telah dijalankan ke atas 111 orang
pelajar Universiti Kuala Lumpur. Kajian ini menggunakan analisis Model Rasch menggunakan
perisian Winstep 3.68.2 bagi menganalisis item.
Rasch boleh menentukan dan mengasingkan item yang baik. Kebolehpercayaan sesuatu alat
ukuran bermaksud ketekalan alat ukuran yang dihasilkan oleh alat ukur tersebut.
Kebolehpercayaan menurut Gay et al (2006) bermaksud setakat mana sesuatu ujian dilakukan
untuk mengukur secara konsistennya perkara yang ingin diukur. Menurut Bond dan Fox (2007)
nilai kebolehpercayaan lebih daripada 0.8 adalah nilai diterima kuat, manakala nilai antara 0.6-
0.8 kurang diterima dan nilai kurang daripada 0.6 tidak diterima. Item yang mempunyai nilai
infit/outfit MNSQ melebihi 1.40 logit menunjukkan logit tidak homogen dengan item lain
dalam satu pengukuran skala manakala kurang daripada 0.6 logit menunjukkan pertindihan
item dengan yang lain.
4. DAPATAN KAJIAN
OBJEKTIF 1: Kebolehpercayaan instrumen (Item dan individu)
Jadual 1 menunjukkan kebolehpercayaan item bagi instrumen kajian rintis. Kebolehpercayaan

item instrumen ini ialah 0.88 di mana menunjukkan kebolehpercayaan item instrumen adalah
tinggi (Joanne, 2011) dan menunjukkan item soalan mencukupi untuk mengukur kokurikulum
sebagai mediator antara kesdaran kendiri dan sahsiah pelajar.
Jadual 1: Kebolehpercayaan tahap persetujuan item

TOTAL MODEL INFIT OUTFIT |
| SCORE COUNT MEASURE ERROR MNSQ ZSTD MNSQ ZSTD |

|-----------------------------------------------------------------------------|
| MEAN 319.3 111.0 .00 .15 1.00 -.2 1.02 .0 |
| S.D. 20.8 .0 .45 .00 .29 2.1 .31 2.2 |
| MAX. 371.0 111.0 1.48 .16 2.15 6.7 2.15 6.6 |
| MIN. 249.0 111.0 -1.18 .14 .57 -4.1 .57 -4.0 |
|-----------------------------------------------------------------------------|
| REAL RMSE .15 TRUE SD .42 SEPARATION 2.73 ITEM RELIABILITY .88 |
|MODEL RMSE .15 TRUE SD .43 SEPARATION 2.89 ITEM RELIABILITY .89 |
| S.E. OF ITEM MEAN = .05 |
-------------------------------------------------------------------------------
Jadual 1.1 pula menunjukkan kebolehpercayaan individu yang tinggi iaitu 0.95 (Linacre 2005,
Bond dan Fox 2007, Azrilah dan Saidfuddin, 2008). Analisis data rintis ini menunjukkan
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kebolehpercayaan responden yang berjumlah 111 orang dengan 81 item adalah amat tinggi
untuk mengukur kokurikulum sebagai mediator antara kesedaran kendiri dan sahsiah pelajar di
institusi pengajian tinggi.
Jadual 1.1 : Kebolehpercayaan tahap persetujuan individu instrument
| TOTAL MODEL INFIT OUTFIT |

| SCORE COUNT MEASURE ERROR MNSQ ZSTD MNSQ ZSTD |
|-----------------------------------------------------------------------------|
| MEAN 233.0 81.0 2.20 .17 1.02 -.5 1.02 -.5 |
| S.D. 29.8 .0 .89 .01 .55 3.7 .55 3.6 |
| MAX. 308.0 81.0 5.00 .27 3.39 9.9 3.25 9.9 |
| MIN. 162.0 81.0 .15 .17 .08 -9.9 .08 -9.9 |
|-----------------------------------------------------------------------------|
| REAL RMSE .19 TRUE SD .87 SEPARATION 4.53 PERSON RELIABILITY .95 |
|MODEL RMSE .17 TRUE SD .88 SEPARATION 5.04 PERSON RELIABILITY .96 |
| S.E. OF PERSON MEAN = .09 |
OBJEKTIF 2: Pengasingan item dan individu secara keseluruhan

Jadual 1& 1.1 menunjukkan indeks pengasingan bagi 81 item yang boleh dipecahkan kepada
dua (2.73) kumpulan strata. Jadual tersebut juga menunjukkan nilai pemisahan individu bagi
111 pelajar boleh dibahagikan kepada lima strata (4.53) kebolehan individu yang diukur dalam
item kajian ini
OBJEKTIF 3: Menguji kesesuaian / fit item

Jadual 1.2 menunjukkan 5 konstruk dalam instrumen kokurikulum sebagai mediator antara
kesedaran kendiri dan sahsiah pelajar iaitu; Penglibatan Pelajar (PP), Kesedaran kendiri (KK),
Berfikiran positif (BP), Cekap peribadi (CP) dan Cergas Fizikal (CF). Jadual 3.3 turut
menunjukkan terdapat hanya satu konstruk sahaja yang nilai maksimum kuasa dua (infit) di
bawah dan sama dengan 1.5 yang menunjukkan konstruk tersebut adalah sepadan dengan
Model Rasch iaitu konstruk Penglibatan Pelajar (PP). Julat yang boleh diterima untuk nilai
infit/outfit MNSQ adalah antara 0.6 hingga 1.4 (Bond dan Fox, 2007). Menurut Linacre (2002),
sekiranya item-item berada di luar julat tersebut, maka item-item itu perlu diasingkan untuk
diperbaiki.
Bagi konstruk yang lain iaitu Kesedaran kendiri (KK), Berfikiran positif (BP), Cekap peribadi
(CP) dan Cergas Fizikal (CF) menunjukkan terdapatnya beberapa item yang tidak sepadan
berdasarkan indeks maksimum kuasa dua (infit) yang memerlukan analisis urutan
ketidaksepadanan (misfit oder) dijalankan.
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Jadual 1.2: Kebolehpercayaan item 5 konstruk instrumen

Bil Konstruk Kebolehpercayaan INFIT MNSQ OUTFIT MNSQ
Item Pengasingan Max Min Max Min
1 PP 0.95 4.15 1.36 0.70 1.67 0.7
2 KK 0.86 2.45 1.94 0.64 2.14 0.65
3 BP 0.95 4.37 2.10 0.76 2.09 0.74
4 CP 0.65 1.35 1.63 0.64 1.66 0.65
5 CF 0.90 3.08 1.71 0.60 1.73 0.62
PP : penglibatan pelajar KK : Kesedaran kendiri BP : Berfikiran positif CP : Cekap peribadi CF : Cergas fizikal
OBJEKTIF 4: Pengasingan item bagi setiap konstruk

Jadual 1.2 juga menunjukkan indeks pengasingan (separation) item bagi 5 konsruk majoritinya
adalah baik iaitu antara 2.45 hingga 4.37. Walaupun begitu, terdapat satu konstruk yang
mempunyai indeks pengasingan yang rendah iaitu bagi konstruk Cekap Peribadi yang
memerlukan kepada perhatian dan penambahbaikan. Menurut Bond dan Fox (2007) indeks
pengasingan yang diterima baik adalah melebihi darpada 2.0. Indeks pengasingan akan
meningkat sekiranya kebolehpercayaan meningkat dan ketidaksepadanan item dikesan dan
diasingkan dari analisis
OBJEKTIF 5: Menguji polariti item
Jadual 1.3 menunjukkan nilai item polariti. Terdapat lima item yang nilainya kurang daripada
0.30 iaitu bagi item C20, D35, B8, B9 dan B10 yang menunjukkan lima item ini tidak
memenuhi kriteria konstruk. Oleh sebab itu, item-item ini perlu dibaiki atau digugurkan bagi
membolehkan konstruk yang di bina adalah sahih dan boleh digunakan untuk mengesahkan
instrument kokurikulum sebagai mediator antara kesedaran kendiri dan sahsiah pelajar.
Jadual 1.3 Nilai PTMEA item
-------------------------------------------------------------------------------------
|ENTRY TOTAL TOTAL MODEL| INFIT | OUTFIT |PT-MEASURE |EXACT MATCH| |
|NUMBER SCORE COUNT MEASURE S.E. |MNSQ ZSTD|MNSQ ZSTD|CORR. EXP.| OBS% EXP%| ITEM |
|------------------------------------+----------+----------+-----------+-----------+------|
| 17 276 111 .92 .14|1.90 5.6|1.94 5.8| -.07 .51| 40.5 54.0| C20 |
| 32 249 111 1.48 .15|2.15 6.7|2.15 6.6| .11 .50| 34.2 56.2| D35 |
| 5 285 111 .73 .14|1.63 4.2|1.67 4.4| .17 .50| 38.7 53.7| B8 |
| 6 305 111 .31 .15|1.54 3.7|1.61 4.1| .20 .50| 45.9 54.1| B9 |
| 7 338 111 -.40 .15|1.26 1.9|1.44 3.1| .25 .49| 56.8 56.0| B10 |
2 295 111 .38 .16|1.20 1.5|1.19 1.5|A .57 .63| 60.6 58.0| C11
OBJEKTIF 6 : Menguji Entry Order

Jadual 1.4 di bawah menunjukkan item yang berulang dari segi mengukur di tahap yang sama.
Item yang nilai MNSQ nya adalah lebih hampir ke nilai 1 dan z-Std nya lebih dekat dengan
nilai ‘0’ adalah di kekalkan. Oleh hal yang demikian, item
E72,E49,E56,E63,E65,E43,E58,E59,E60,E70,E71 telah digugurkan kerana
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mempunyai nilai logit yang sama dan jauh dari nilai 1 MNSQ dan nilai 0 pad z-Stdnya
(Azrilah, et al, 2013)
Jadual 1.4: Mengenalpasti item dari satu konstruk yang mengukur tahap kesukaran diparas
yang sama
INPUT: 111 PERSON 30 ITEM REPORTED: 111 PERSON 30 ITEM 5 CATS WINSTEPS 3.72.3
---------------------------------------------------------------------------------
PERSON: REAL SEP.: 3.56 REL.: .93 ... ITEM: REAL SEP.: 1.47 REL.: .68
ITEM STATISTICS: ENTRY ORDER
-------------------------------------------------------------------------------------
|ENTRY TOTAL TOTAL MODEL| INFIT | OUTFIT |PT-MEASURE |EXACT MATCH| |
|NUMBER SCORE COUNT MEASURE S.E. |MNSQ ZSTD|MNSQ ZSTD|CORR. EXP.| OBS% EXP%| ITEM |
|------------------------------------+----------+----------+-----------+-----------+------|
| 1 311 111 .20 .17|1.30 2.1|1.30 2.1| .53 .62| 51.4 61.4| E43 |
| 2 329 111 -.32 .17|1.00 .0|1.00 .1| .60 .61| 64.2 62.6| E44 |
| 3 311 111 .20 .17| .85 -1.1| .85 -1.2| .67 .62| 60.6 61.4| E45 |
| 4 319 111 -.03 .17| .91 -.7| .90 -.8| .63 .62| 66.1 61.7| E46 |
| 5 316 111 .06 .17| .93 -.5| .92 -.5| .59 .62| 65.1 61.4| E47 |
| 6 305 111 .37 .17|1.07 .6|1.06 .5| .63 .63| 66.1 61.1| E48 |
| 7 306 111 .34 .17| .77 -1.9| .77 -1.8| .60 .63| 65.1 61.2| E49 |
| 8 303 111 .42 .17| .83 -1.3| .83 -1.3| .63 .63| 68.8 61.1| E50 |
| 9 310 111 .23 .17|1.21 1.6|1.22 1.6| .57 .62| 56.0 61.3| E51 |
| 10 323 111 -.14 .17|1.37 2.6|1.37 2.6| .48 .61| 52.3 62.1| E52 |
| 11 336 111 -.52 .17| .76 -1.9| .75 -2.0| .66 .60| 71.6 63.3| E53 |
| 12 331 111 -.37 .17|1.14 1.1|1.11 .8| .62 .61| 67.0 62.8| E54 |
| 13 297 111 .59 .17|1.05 .4|1.04 .3| .63 .63| 59.6 60.9| E56 |
| 14 314 111 .11 .17| .90 -.7| .89 -.8| .64 .62| 67.9 61.5| E57 |
| 15 311 111 .20 .17|1.19 1.4|1.18 1.3| .57 .62| 55.0 61.4| E58 |
| 16 330 111 -.34 .17| .93 -.5| .91 -.6| .66 .61| 67.0 62.8| E59 |
| 17 304 111 .40 .17|1.17 1.3|1.15 1.1| .62 .63| 58.7 61.1| E60 |
| 18 306 111 .34 .17| .91 -.7| .90 -.8| .68 .63| 58.7 61.2| E61 |
| 19 330 111 -.34 .17| .95 -.4| .94 -.4| .59 .61| 67.9 62.8| E62 |
| 20 325 111 -.20 .17| .76 -1.9| .80 -1.6| .66 .61| 67.0 62.2| E63 |
| 21 327 111 -.26 .17|1.03 .2|1.07 .6| .57 .61| 65.1 62.4| E64 |
| 22 322 111 -.11 .17| .79 -1.7| .82 -1.4| .61 .61| 73.4 62.0| E65 |
| 23 320 111 -.06 .17| .92 -.6| .94 -.4| .69 .62| 60.6 61.8| E66 |
| 24 297 111 .59 .17|1.05 .4|1.04 .3| .66 .63| 61.5 60.9| E69 |
| 25 331 111 -.37 .17|1.18 1.3|1.20 1.5| .58 .61| 56.9 62.8| E70 |
| 26 331 111 -.37 .17| .85 -1.1| .85 -1.2| .64 .61| 67.9 62.8| E71 |
| 27 329 111 -.32 .17| .88 -.9| .87 -1.0| .68 .61| 68.8 62.6| E72 |
| 28 322 111 -.11 .17| .93 -.5| .91 -.6| .63 .61| 75.2 62.0| E73 |
| 29 325 111 -.20 .17| .88 -.9| .87 -1.0| .68 .61| 65.1 62.2| E74 |
| 30 317 111 .03 .17|1.38 2.6|1.35 2.4| .57 .62| 58.7 61.5| E76 |
5.ITEM YANG PERLU DIBUANG DAN DIKEKALKAN

Setelah menjalankan beberapa analisis penting seperti kebolehpercayaan, polariti item dan
analisis ketidaksepadanan, jadual 3.4 menunjukkan rumusan bagi pembentukan instrumen
kokurikulum sebagai mediator antara kesedaran kendiri dan sahsiah pelajar yang baru dan akan
digunakan. Hasilnya, daripada 81 item yang di bina hanya 52 item yang dikekalkan dan
sepadan dengan model yang digunakan dalam kajian ini.
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Jadual 3.4: Rumusan analisis konstruk instrumen
Bil Konstruk Rasch kekal Rasch gugur

1. Penglibatan Pelajar 4,6,5,7 (4) 8,9,10
2. Kesedaran Kendiri 29,22,23,26,12,13,24,21, 20, 28,11,
25,15,14,18,17,27,16,19 (16)
3. Berfikiran Positif 30,34,37,33,41,32,31,39,38, 35, 36
40,42 (11)
4. Cekap Peribadi 52,51,54,64, 75,55,67,68,77,72,49,56,63,65,43,
48,44,69,62,47,66,61, 58,59,60,70,71,74,76
46,57,73,50,45,
53 (17)
5. Cergas Fizikal 80,81,83,82 (4) 84,78,79
5. PERBINCANGAN DAN KESIMPULAN

Dapatan kajian menunjukkan kebolehpercayaan item dan individu berada di tahap yang tinggi.
Bagi indeks pengasingan untuk 81 item menunjukkan tahap kesukaran item manakala indeks
pengasingan individu adalah berdasarkan kepada bilangan strata kebolehan dalam responden.
Indeks pengasingan (separation) item bagi 5 konsruk majoritinya adalah baik iaitu antara 2.45
hingga 4.37 kecuali pada konstruk Cekap Peribadi yang memerlukan kepada penambahbaikan
kerana menurut Bond dan Fox (2007) indeks pengasingan yang diterima baik adalah melebihi
daripada 2.0.
Bagi nilai item polariti pula terdapat lima item yang nilainya kurang daripada 0.30 iaitu bagi
item C20, D35, B8, B9 dan B10 yang menunjukkan lima item ini tidak memenuhi kriteria
konstruk (Bond dan Fox, 2007). Item-item ini boleh diperbaiki atau digugurkan. Pengujian
entry order iaitu item yang berulang dari segi mengukur di tahap yang sama menunjukkan item
E72,E49,E56,E63,E65,E43,E58,E59,E60,E70,E71 telah digugurkan kerana mempunyai nilai
logit yang sama dan jauh dari nilai 1 MNSQ dan nilai 0 pad z-Stdnya (Azrilah, et al, 2013).
Item-item ini mempunyai kesahan yang tinggi berdasarkan kepada indeks keserasian
(infit/outfit MNSQ) yang berada diantara julat 0.6 hingga 1.4 (Bond dan Fox, 2007).
Sebagai kesimpulan, berdasarkan kepada beberapa objektif yang telah dibina dan dijalankan
menunjukkan instrumen kokurikulum sebagai mediator dalam membentuk sahsiah pelajar
adalah sah untuk peringkat pertama. Indeks kebolepercayaan item dan indeks
kebolehpercayaan responden adalah tinggi. Walaubagaimanapun, setelah menjalankan indeks
keserasian (infit/outfir MNSQ), ujian polariti item dan entry order telah mendapati terdapat
beberapa item yang perlu dipertimbangkan sama ada untuk dikekalkan atau digugurkan. Hasil
dapatan mendapati daripada 81 item keseluruhan, hanya 52 item sahaja dikekalkan manakala
selebihnya adalah digugurkan berikutan tidak mencapai piawaian yang telah ditetapkan oleh
463
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analisis Model Rasch. Kajian ini penting dijalankan kerana pengkaji boleh menilai dan
memperbaiki instrumen melalui analisis yang digunakan bagi menjalankan kajian yang
sebenar. Adalah sangat penting bagi memastikan setiap item bersifat unidimensi (item
mengukur trait yang sama) dan mempunyai kebolehpercayaan item dan responden yang tinggi
agar dapatan kajian yang sebenar akan lebih bermakna.
Rujukan
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Ahmad Zabidi Abdul razak. 2005. Ciri-ciri sekolah berkesan: Implikasinya terhadap
pengurusan sekolah agama dalam Sufean Hussin, Shahril Marzuki & Ahmad
Zabidi Abdul Razak, Habib Mat Som dan Alina Renee(ed). Pentadbiran dalam
pembangunan pendidikan, Bentong, Pahang. PTS Publications
Azizi et al. (2012). Penyelewengan tingkah laku remaj: Punca dan rawatan. UTM
Press. UTM Malaysia
Azrillah Abdul, Azlinah Mohamed, Noor Habibah Arshad, Sohaimi Zakaria, Azami Zaharim,
Hamza Ahmad Ghulman & Mohd Saidfuddin Masodi. 2008. Application of Rasch
Model in validating the constructs of measurement instruments. International journal
of Systems Applications, Engineering & Development 4 (1): 164-172
Azrillah Abdul Aziz, Mohd Saidfuddin Masodi, Azami Zaharim. 2013. Asas Model
Pengukuran Rasch; Pembentukan skala & struktur pengukuran. Penerbit UKM
Press
Bond’ T.G & Fox C.M. (2007). Applying the Rasch Model: Fundamental Measurement in The
Human Sciences. 2nd ed. Mahwah New Jersey: Lawrence Elbaum Associates
Boyatzis, R. E., Goleman, D., and Rhee, K. (2000). Clustering competence in
emotional intelligence: Insights from the Emotional Competence Inventory
(ECI)s. In R. Bar-On and J.D.A. Parker (eds.), Handbook of emotional intelligence.
San Francisco: Jossey-Bass, pp. 343-362.
Clarke, David H. (1995) Exercise Physiology. Prentice Hall, inc.
Corbin C. B. & Lindsey R. (1998). Concept of physical fitness with laboratories (6th ed.)
Dubuque, Iowa: Wm. C. Brown Publisher
Cools, E., & Van den Broeck, H. (2007). Development and validation of the Cognitive
Style Indicator. Journal of Psychology: Interdisciplinary and Applied, 141(4), 359
Gay, L.R & Mills, G.E. & Airasian, P. (2006) . Educational research. Ed
Goleman, D. (2002). Emotional Intelligence (terjemahan). Jakata : PT Gramedia Pustaka
Utama.
Hair,J., Anderson R., Tatham R. & Black, W. (2010). Multivariate data analysis. 7th ed.
New Jersey: Pearson Education, Inc
Goleman.D.( 1995) . Emotional Intelligence. Why it can matter more than IQ. New York.
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aktiviti Fizikal Terhadap Pembangunan Diri pelajar. Satu Tinjauan. ISSN: 1985-7012
VOL. 3, July-Dec 2010.
Hassan Langgulung. (2003). Asas-asas Pendidikan Islam. Edisi Kelima. Jakarta. Pustaka Al
Husna Baru. College Student Development, 45(4), 391-406
Jumali Hj Selamat, Khaidzir Hj Ismail & Shaharudin Ahmad. (2010). Objektif dan faedah
berpersatuan Dlm Shaharudin Ahmad, Khaidzir Hj Ismail & Jumali Hj Selamat
Mengurus Persatuan: Proses dan Kemahiran, Bangi. Penerbit UKM.
Kirton, M. J. (2003). Adaption-innovation: In the context of diversity and change. New
York, NY: Routledge
K.line, T. (2005). Psychological Testing: A Practical Approach To Design and
evaluation. Thousand Oaks, California. Sage Publication inc.
Linacre,J.W. 2002. What do infir and outfit. means-square and standardized means? rasch
Measurement Transaction 16(2):878.http:www.rasch.org/rmt/rmt162fhtm.April,
2015.
McGrath, P. (2004). The burden of RA RA positive: survivors’ and hospice patients’
reflection on maintaining a positive attitude to serious illness. Support Care
Cancer, 12, 25-33
Mok Soon Sang. (2009). Pengurusan kokurikulum & Pendidikan Sukan. Penerbitan
Multimedia Sdn. Bhd. Selangor Darul Ehsan. a Yerin Guneri. (2006). Counseling
services in Turkish University. International Journal of Mental Health 35 (1): 26-38
Ranjit, S.M. (2009). Make yourself employable: how graduates can hit the ground
running!Kuala Lumpur : TQM Consultants Sdn Bhd.
Rohana Yusof. (2004). Penyelidikan Sains Sosial. PTS Publications & Distributors.
Pahang
Siti Rahayah Arifin. (2008). Inovasi dalam pengukuran dan penilaian pendidikan.
Fakulti Pendidikan Universiti Kebangsaan Malaysia
Thomas C Hunt, James Carper, Thomas J Lasley dan C Danal Raisch . (2010). Wan Mohd
Zahid Mohd Noordin. 1994. Ke arah pelaksanaan nilai-nilai murni di dalam KBSM:
Falsafah Pendidikan Negara. Kertas kerja yang dibentangkan di dalam Seminar NIlai-
Nilai Murni Merentas KUrikulum Dalam KBSM di Universiti Kebangsaan Malaysia,
Bangi, Malaysia.
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KESESUAIAN “PANDUAN PENGAJARAN DAN

PEMBELAJARAN KELAS BERCANTUM” DALAM
MEMBANTU GURU MENGENDALI PENGAJARAN DAN
PEMBELAJARAN KELAS BERCANTUM DI NEGERI
SEMBILAN
Ng Sut Fui1*, Dr Wan Muna Ruzanna Wan Mohammad2
1
Universiti Kebangsaan Malaysia, Bangi, Malaysia
2
Universiti Kebangsaan Malaysia, Bangi, Malaysia
*Pengarang Koresponden: ngsutfui@gmail.com

_________________________________________________________________________________________
Abstrak: Kajian ini bertujuan untuk mengenal pasti tahap kesediaan guru dalam pelaksanaan
kelas bercantum, cabaran yang dihadapi oleh guru dalam pengendalian pengajaran dan
pembelajaran kelas bercantum dan tahap kesesuaian “Panduan Pengajaran dan Pembelajaran
Kelas Bercantum” dalam membantu guru mengendali pengajaran dan pembelajaran kelas
bercantum di Negeri Sembilan. Reka bentuk kajian yang digunakan adalah kajian tinjauan
deskriptif dengan menggunakan soal selidik yang mengandungi 123 item dengan pengukuran
berskala Likert. Analisis soal selidik bagi mengenal pasti tahap kesediaan guru dalam
pelaksanaan kelas bercantum menunjukkan tahap yang tinggi, cabaran yang dihadapi oleh guru
dalam mengendali pengajaran dan pembelajaran kelas bercantum menunjukkan tahap yang
tinggi serta tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” dalam
membantu guru mengendali pengajaran dan pembelajaran kelas bercantum juga menunjukkan
tahap yang tinggi, iaitu skor min yang dicapai adalah melebihi 3. Berdasarkan dapatan kajian,
dapat dirumuskan, guru-guru yang terlibat bersedia melaksanakan kelas bercantum dan
“Panduan Pengajaran dan Pembelajaran Kelas Bercantum” yang dibekalkan oleh Kementerian
Pendidikan Malaysia sesuai dalam membantu guru mengendali pengajaran dan pembelajaran
kelas bercantum tetapi mereka masih menghadapi cabaran dalam mengendali pengajaran dan
pembelajaran kelas bercantum.
Kata Kunci: kelas bercantum, kesediaan, cabaran, kesesuaian

_________________________________________________________________________
1. Pengenalan
Konsep kelas bercantum ialah murid yang berbeza umur dan tahun persekolahan belajar dalam
kelas yang sama dan diajar oleh guru yang sama. Pelaksanaan kelas bercantum di Sekolah
Kurang Murid (SKM) yang berenrolmen 30 dan ke bawah telah dilaksanakan pada hari
pertama persekolahan tahun 2018 berdasarkan Surat Pekeliling Ikhtisas Kementerian
Pendidikan Malaysia Bil 9/ 2017. Kementerian Pendidikan Malaysia (KPM) telah
membekalkan “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” yang merupakan satu
panduan yang disediakan untuk membantu guru membuat perkongsian tentang kaedah dan
strategi pengajaran dan pembelajaran pelbagai gred yang boleh digunakan dalam kelas
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bercantum serta membantu guru merancang dan mengendali pengajaran dan pembelajaran
dengan berkesan. Walaupun panduan-panduan yang berkaitan dengan pelaksanaan kelas
bercantum telah dibekalkan, tetapi masih banyak aduan dan ketidaksesuaian pelaksanaan kelas
bercantum telah disuarakan, seperti yang dibentangkan oleh YB Tuan Oscar Ling Chai Yew di
Parlimen Ke-14 pada 24 Julai 2018, dan menggesa KPM mengkaji semula pelaksanaan ini
kerana ia mendatangkan banyak masalah dan cabaran terutamanya pada guru dan murid.
Panduan-panduan yang dibekalkan juga dikatakan tidak memberi impak yang besar dalam
pengendalian pengajaran dan pembelajaran kelas bercantum.

Kementerian Pendidikan Malaysia (2018) dalam Panduan Pelaksanaan Kelas Bercantum dan
Pengajaran Pelbagai Gred mendefinisikan kelas bercantum sebagai sejenis pengajaran yang
mana seorang guru mengajar di kelas yang mempunyai murid yang lebih daripada satu gred
yang membawa maksud murid yang berbeza umur dan tahun persekolahan belajar di dalam
kelas yang sama dan diajar oleh guru yang sama. Di luar negara, istilah kelas pelbagai gred
digunakan yang mana konsepnya sama dengan kelas bercantum. Menurut Msimanga (2014),
kelas pelbagai gred ialah kelas yang mana murid yang lebih daripada satu gred diajar bersama-
sama oleh seorang guru dalam kelas yang sama. Haingura (2014) memberi kesimpulan kepada
kelas pelbagai gred bahawa ia merupakan hasil percantuman dua atau lebih murid yang
bersebelahan tahap dan gred tanpa mengira umur dalam satu kelas dan diajar oleh seorang
guru. Guru perlu bertanggungjawab dalam mengajar murid yang perbezaan tahap dan gred
dalam kelas yang sama (Phindile, 2015). Penyataan ini disokong oleh Kristi (2016) bahawa
pelaksanaan kelas bercantum ini menunjukkan guru perlu bertanggungjawab untuk mengajar
murid yang pelbagai gred dalam kelas yang sama yang mana secara langsung mencabarkan
guru.
Haingura (2014) yang menfokuskan kajian terhadap pengajaran kelas pelbagai gred di sekolah
rendah di Kavango Region, Namibia serta melihat profesionalisma guru, kefahaman guru
terhadap pelaksanaan kelas pelbagai gred, cabaran yang dihadapi dan penggunaan strategi
pengajaran di kelas pelbagai gred, menunjukkan guru yang ditemu bual bukan dilatih khas
dalam pengajaran kelas pelbagai gred, kefahaman guru terhadap pelaksanaan kelas bercantum
setakat guru perlu mengajar lebih daripada satu gred dalam satu kelas dan ia tidak
mendatangkan kebaikan malah hanya mencabarkan guru; manakala penggunaan strategi
pengajaran guru bergantung sepenuhnya kepada keadaan masa ketika itu. Dalam kajian Andre
(2014) yang menfokuskan kajian terhadap cabaran yang dihadapi oleh guru kelas pelbagai gred
di luar bandar South Africa yang melihat cabaran pada guru, cabaran pada sekolah dan cabaran
pada sistem pendidikan, mendapati bahawa cabaran pada guru ialah ketidaksediaan guru,
pemikiran negatif dan kekurangan perhatian terhadap guru oleh kementerian pendidikan;
manakala cabaran pada sekolah ialah kekurangan bahan, kurikulum dan beban tugas guru;
diikuti cabaran pada sistem pendidikan ialah kekurangan latihan kepada guru, kekurangan
sokongan daripada ibu bapa dan pegawai kementerian pendidikan. Hasil dapatan ini kedua-dua
kajian ini adalah selaras seperti kajian yang dijalankan oleh Msimanga (2014) yang mana
terwujud kelemahan terhadap murid, guru dan sekolah serta guru menghadapi cabaran dalam
pelaksanaan kelas pelbagai gred.
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Kajian yang serupa juga telah dijalankan oleh Mulauzi (2016) yang menfokuskan cabaran yang
dihadapi oleh guru yang mengajar kelas pelbagai gred di sekolah rendah Nzhelele East Circuit
yang melihat tahap kemahiran guru, cabaran yang dihadapi, pengurusan kurikulum dan sikap
guru terhadap pelaksanaan kelas bercantum, menunjukkan guru yang dibawah seliaan guru
besar yang ditemubual menghadapi cabaran dalam pelaksanaan kelas bercantum secara
langsung menyebabkan sikap negatif wujud pada guru kelas bercantum. Manakala Kristi
(2016) yang menfokuskan kajian terhadap perancangan instruktional oleh guru kelas pelbagai
gred serta melihat bahan sumber yang digunakan, perancangan rutin dan intergrasi kurikulum,
menunjukkan bahan sumber yang digunakan sesuai dan menyokong kepada pedagogi yang
berkesan, tetapi perancangan rutin digunakan berulang-ulang tahun disebabkan guru
kesuntukan masa dalam merancang semula dan juga kurikulum yang sedia ada perlu dipetakan
semula menyebabkan guru terbeban. Walaupun dalam kajian Kristi (2016) menyatakan bahawa
bahan sumber yang digunakan sesuai dan menyokong kepada pedagogi yang berkesan, tetapi
dalam kajian Buang (2008) yang menfokuskan kajian terhadap tahap kemudahan di Sekolah
Kurang Murid (SKM) di Segamat, Johor dibawah Program Gemilang (G7) yang melihat aspek
fizikal, sumber masnusia, peralatan dan bahan serta bahan rujukan, mendapati bahawa tahap
fizikal berada pada tahap yang sederhana, manakala sumber manusia, peralatan dan bahan serta
bahan rujukan pada tahap yang rendah. Dapatan ini dapat disimpulkan bahawa SKM G7
mempunyai pelbagai masalah.
Selain itu, kurikulum yang sedia ada adalah lebih bersesuaian dengan keperluan murid di kelas
arus perdana tetapi tidak sesuai digunakan kepada murid yang di kelas bercantum. Guru boleh
menggunakan satu tahun untuk menghabiskan kurikulum di kelas arus perdana tetapi tidak
semestinya dapat menghabiskan dua kurikulum dalam kelas bercantum yang melibatkan murid
dari dua tahun persekolahan. Phindile (2014) menyatakan bahawa sampel kajiannya
meletakkan peranan kurikulum sebagai panduan sahaja. Jika ingin mendapatkan pengajaran
dan pembelajaran yang berkesan dalam kelas bercantum, kurikulum yang dibekalkan perlu
dikaji semula kerana kurikulum sedia ada hanya sesuai dengan kelas arus perdana. Guru kelas
bercantum hanya dapat menghabiskan 60% hingga 70% kurikulum sahaja dalam satu tahun
(Msimanga, 2014). Phindile (2014) menjelaskan bahawa walaupun topik yang diajar adalah
sama bagi pelbagai gred dalam satu kelas, tetapi aktiviti pembelajaran dan lembaran kerja mesti
terdapat perbezaan antara satu gred dengan gred yang lain supaya keperluan murid dapat
dijaga. Guru perlu menyediakan aktiviti, rubrik pemarkahan dan memorandum yang berbeza.
Strategi pengajaran yang serupa ini juga digunakan oleh sampel kajian Haingura (2014). Ini
secara langsung telah membebankan guru.
Melalui tinjauan literatur dan kajian lepas ini, pengkaji mendapati kebanyakan kajian lepas
yang berkaitan dengan pelaksanaan kelas bercantum adalah dari luar negara. Kajian lepas yang
berkaitan dengan pelaksanaan kelas bercantum di Malaysia tidak banyak dan bukan terkini.
Tambahan kajian lepas ini skop fokusnya terlalu luas. Dengan itu, pengkaji mengambil insiatif
untuk mengkaji tahap kesediaan guru terhadap pelaksanaan kelas bercantum, cabaran yang
dihadapi oleh guru dalam pengendalian pengajaran dan pembelajaran kelas bercantum dan
tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” dalam membantu
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guru mengendali pengajaran dan pembelajaran kelas bercantum.

Kajian tinjauan telah dijalankan dengan menggunakan borang soal selidik mengikut skala
Likert sebagai instrumen utama untuk mengenal pasti tahap kesediaan guru terhadap
pelaksanaan kelas bercantum, cabaran yang dihadapi oleh guru dalam pengendalian pengajaran
dan pembelajaran kelas bercantum dan tahap kesesuaian “Panduan Pengajaran dan
Pembelajaran Kelas Bercantum” dalam membantu guru mengendali pengajaran dan
pembelajaran kelas bercantum di Negeri Sembilan. Populasi kajian sejumlah 115 orang guru
yang dari 14 buah sekolah rendah yang terlibat dalam pelaksanaan kelas bercantum di Negeri
Sembilan, dan bilangan responden ialah seramai 106 orang guru sahaja yang telah
melengkapkan borang soal selidik.
Jadual 1 menunjukkan analisis keseluruhan persepsi responden terhadap pelaksanaan kelas

bercantum. Tahap kesediaan guru terhadap pelaksanaan kelas bercantum, cabaran yang
dihadapi oleh guru dalam pengendalian pengajaran dan pembelajaran kelas bercantum dan
tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” dalam membantu
guru mengendali pengajaran dan pembelajaran kelas bercantum masing-masing menunjukkan
nilai min yang melebihi 3 yang bermaksud pada tahap yang tinggi. Didapati kebanyakan guru
memberi pendapat “setuju” kepada item-item yang dinyatakan dalam borang soal selidik.
Jadual 1: Analisis keseluruhan persepsi responden kajian terhadap pelaksanaan kelas bercantum.
Peratusan (%) Sisihan
Bidang Min Interpretasi
STS TS KS S SS Piawai
Tahap kesediaan guru 0.77 1.44 15.83 74.06 7.91 3.87 0.59 Tinggi
Cabaran yang dihadapi oleh guru 1.21 5.62 30.48 46.60 16.09 3.71 0.84 Tinggi
Kesesuaian “Panduan P&P Kelas 1.39 4.88 26.53 62.94 4.27 3.64 0.70 Tinggi
Bercantum”
Bagi melihat tahap kesediaan guru terhadap pelaksanaan kelas bercantum, sebanyak 56 item
dalam instrumen telah dibentuk berkaitan pengetahuan guru terhadap pelaksanaan kelas
bercantum, kemahiran guru terhadap pelaksanaan kelas bercantum dan sikap guru terhadap
pelaksanaan kelas bercantum.
Jadual 2: Analisis tahap kesediaan guru terhadap pelaksanaan kelas bercantum.

Aspek Min Interpretasi
Pengetahuan 0 0.43 12.31 76.37 10.90 3.98 0.50 Tinggi
Kemahiran 0.52 1.05 16.04 75.21 7.18 3.87 0.55 Tinggi
Sikap 1.78 2.83 19.13 70.60 5.66 3.76 0.68 Tinggi
Purata 0.77 1.44 15.83 74.06 7.91 3.87 0.59 Tinggi
Dari Jadual 2, didapati sebanyak 7.91% guru telah sangat bersedia dengan pelaksanaan kelas
bercantum dan 74.06% guru bersedia terhadap pelaksanaan kelas bercantum ini. Tetapi didapati
15.83% guru kurang bersedia terhadap kelas bercantum serta didapati sebanyak 1.44% guru
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tidak bersedia dan hanya 0.77% guru sangat tidak bersedia dengan pelaksanaan kelas
bercantum. Dapatan ini menggambarkan guru-guru kebanyakan telah bersedia untuk
melaksanakan kelas bercantum. Dapatan turut menunjukkan nilai min bagi kesemua item tahap
kesediaan guru terhadap pelaksanaan kelas bercantum ialah 3.87 dan sisihan piawai ialah 0.59,
iaitu pada tahap yang tinggi.
Bagi melihat cabaran yang dihadapi oleh guru dalam pengendalian pengajaran dan
pembelajaran kelas bercantum, sebanyak 48 item dalam instrumen telah dibentuk dan
melingkungi aspek pengetahuan, penyediaan, pelaksanaan dan penyelesaian.
Jadual 3: Analisis cabaran yang dihadapi oleh guru dalam pengendalian pengajaran dan pembelajaran
kelas bercantum.
Pengurusan 1.26 6.21 25.87 51.26 15.41 3.73 0.84 Tinggi
Penyediaan 0.29 1.74 21.55 53.70 22.71 3.97 0.73 Tinggi
Pelaksanaan 0 3.69 32.59 42.97 20.75 3.81 0.80 Tinggi
Penyelesaian 3.30 10.85 41.90 38.45 5.50 3.32 0.86 Sederhana
Purata 1.21 5.62 30.48 46.60 16.09 3.71 0.84 Tinggi
Dari Jadual 3, didapati sebanyak 16.09% guru berasa sangat tercabar dalam pengendalian
pengajaran dan pembelajaran kelas bercantum dan sebanyak 46.60% guru juga berasa tercabar
dalam pengendalian pengajaran dan pembelajaran kelas bercantum. Tetapi sebanyak 30.48%
guru kurang berasa menghadapi cabaran dalam mengendali pengajaran dan pembelajaran kelas
bercantum, manakala 5.62% guru berasa tidak menghadapi cabaran dan 1.21% guru berasa
langsung tidak menghadapi cabaran dalam pengendalian pengajaran dan pembelajaran kelas
bercantum. Walau bagaimanapun, dapatan ini menunjukkan kesemua item cabaran yang
dihadapi oleh guru dalam pengendalian pengajaran dan pembelajaran kelas bercantum berada
pada tahap yang tinggi (M=3.71, SP=0.84). Dapatan ini menunjukkan guru-guru bersedia
melaksanakan kelas bercantum namun guru-guru masih berasa menghadapi cabaran dalam
mengendali pengajaran dan pembelajaran kelas bercantum.
Bagi melihat tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum”
dalam membantu guru mengendali pengajaran dan pembelajaran kelas bercantum, sebanyak 19
item dalam instrumen telah dibentuk berdasarkan panduan tersebut yang melibatkan pemetaan
kurikulum, kaedah pengajaran dan pembelajaran kelas bercantum dan strategi pengajaran dan
pembelajaran kelas bercantum.
Jadual 4: Analisis tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” dalam
membantu guru mengendali pengajaran dan pembelajaran kelas bercantum.
Pemetaan Kurikulum 2.27 4.53 24.34 66.04 2.83 3.63 0.72 Tinggi
Kaedah P&P 1.35 4.45 28.17 61.05 4.99 3.64 0.71 Tinggi
Strategi P&P 0.55 5.66 27.09 61.72 4.99 3.65 0.69 Tinggi
Purata 1.39 4.88 26.53 62.94 4.27 3.64 0.70 Tinggi
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Dari Jadual 4, didapati sebanyak 62.94% guru merasa paduan ini sesuai digunakan dan 4.27%
guru merasa panduan ini sangat sesuai digunakan dalam membantu guru mengendali
pengajaran dan pembelajaran kelas bercantum. Tetapi didapati sebanyak 26.53% guru merasa
panduan ini kurang sesuai dalam membantu guru mengendali pengajaran dan pembelajaran
kelas bercantum. Manakala sebanyak 4.88% guru merasa panduan ini tidak sesuai dan 1.39%
guru merasa sangat tidak sesuai digunakan dalam membantu guru mengendali pengajaran dan
pembelajaran kelas bercantum. Dapatan menunjukkan nilai min dan sisihan piawai bagi
kesemua item tahap kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas Bercantum”
ialah M=3.64, SP=0.70, iaitu berada pada tahap yang tinggi. Ini menunjukkan panduan ini
masih sesuai digunakan dalam membantu guru mengendali pengajaran dan pembelajaran kelas
bercantum.
Secara keseluruhannya, hasil kajian mendapati bahawa guru-guru kelas bercantum di Negeri
Sembilan kebanyakan telah bersedia dengan pelaksanaan kelas bercantum dan kebanyakan
bersetuju dengan “Panduan Pengajaran dan Pembelajaran Kelas Bercantum” membantu mereka
dalam mengendali pengajaran dan pembelajaran kelas bercantum. Walau bagaimanapun, guru-
guru kelas bercantum di Negeri Sembilan berpendapat bahawa mereka masih menghadapi
cabaran dalam pengendalian pengajaran dan pembelajaran kelas bercantum.
Dapatan kajian tahap kesediaan guru terhadap pelaksanaan kelas bercantum di Negeri
Sembilan ini mempunyai perbezaan dengan kajian Haingura (2014) yang mendapati bahawa
oleh sebab guru bukan dilatih khas, malah kefahaman guru terhadap pelaksanaan kelas
bercantum adalah rendah. Hasil kajian ini menunjukkan kebanyakan guru bersedia dengan
pelaksanaan kelas bercantum bukan saja dari aspek pengetahuan malah juga kemahiran dan
sikap guru. Sikap guru yang positif dan bersedia melaksanakan kelas bercantum di Negeri
Sembilan juga berbeza dengan kajian Andre (2014) yang menunjukkan gurunya mempunyai
pemikiran yang negatif terhadap pelaksanaan kelas bercantum. Ini bermakna Kementerian
Pendidikan Malaysia (KPM) telah menyediakan kursus dan bengkel yang berkaitan dengan
secukupnya sehingga membolehkan guru bersiap sedia untuk melaksanakan kelas bercantum.
Guru-guru yang terlibat dalam pelaksanaan kelas bercantum telah menerima pengetahuan dan
kemahiran melaksanakan kelas bercantum dan sokongan mental telah diberikan sehingga guru
berfikiran positif dan bersedia melaksanakan kelas bercantum.
Bagi dapatan kajian cabaran yang dihadapi oleh guru dalam pengendalian pengajaran dan
pembelajaran kelas bercantum di Negeri Sembilan pula, ia mengesahkan dapatan kajian
Msimanga (2014), Andre (2014) dan Mulauzi (2016) yang mendapati bahawa guru menghadapi
cabaran dalam pelaksanaan kelas bercantum. Dalam kajian ini, cabaran dilihat dari empat
aspek, iaitu pengurusan, penyediaan, pelaksanaan dan penyelesaian. Antara empat aspek ini,
kebanyakan guru memberi pendapat bahawa mereka menghadapi cabaran terutamanya dalam
penyediaan pengajaran dan pembelajaran kelas bercantum. Guru perlu menyediakan objektif
pembelajaran, isi pelajaran, bahan bantu mengajar, lembaran kerja, dan kaedah pentaksiran
yang banyak, sekurang-kurang dua set untuk dua tahun persekolahan yang berbeza, dalam
tempoh masa yang singkat dan membebankan mereka.
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Selain itu, guru juga menghadapi cabaran dalam pengurusan bilik darjah dan jenis pelan lantai
yang banyak mengikut kaedah pengajaran dan pembelajaran yang berbeza serta kemudahan
infrastruktur dan infostruktur, memandangkan terdapat dua tahun persekolahan yang berbeza
dalam satu kelas yang sama. Semasa melaksana pengajaran dan pembelajaran kelas bercantum,
guru pula menghadapi cabaran dalam mengelola masa pengajaran dan pembelajaran yang mana
masa yang diperuntukkan perlu dibahagikan kepada dua untuk dua tahun persekolahan yang
berbeza. Guru juga mencabar dalam menjaga keperluan semua murid dan emosi murid serta
bimbingan atau tunjuk ajar secara individu sukar dijalankan. Walau bagaimanapun, guru
kurang merasa tercabar dalam penyelesaian selepas pengajaran dan pembelajaran kelas
bercantum dijalankan. Mereka akan membuat perkongsian dan perbincangan dengan pentadbir,
guru pakar dan rakan sejawat untuk mengatasi cabaran dan masalah yang dihadapi dan
mengharapkan dapat mencari jalan penyelesaian dan cadangan penambahbaikan.
Manakala dapatan kajian kesesuaian “Panduan Pengajaran dan Pembelajaran Kelas

Bercantum” dalam membantu guru mengendali pengajaran dan pembelajaran kelas bercantum
di Negeri Sembilan juga berbeza dengan dapatan kajian Kristi (2016), Phindile (2014) dan
Msimanga (2014) yang mendapati bahawa kurikulum yang sedia ada di negara mereka tidak
sesuai dan perlu dipeta dan dikaji semula. Dalam kajian ini, guru memberi pendapat bahawa
Panduan Pengajaran dan Pembelajaran Kelas Bercantum yang dibekalkan oleh KPM agak
sesuai digunakan dalam membantu mereka mengendali pengajaran dan pembelajaran kelas
bercantum kerana panduan ini mengandungi Pemetaan Kurikulum, Kaedah dan Strategi
Pengajaran dan Pembelajaran Kelas Bercantum yang dapat memberi perkongsian dan idea
kepada mereka semasa merancang pengajaran. Di Malaysia, KPM telah memetakan kurikulum
bagi kelas bercantum, semua Standard Kandungan dan Standard Pembelajaran bagi dua tahun
persekolahan telah dipetakan, dan ini berbeza dengan dapatan kajian Kristi (2016), Phindile
(2014) dan Msimanga (2014) yang mana kurikulum yang disediakan perlu dipetakan oleh guru
sendiri dan secara tidak langsung membebankan guru. Selain daripada itu, kaedah dan strategi
pengajaran dan pembelajaran kelas bercantum juga dinyatakan dalam panduan ini sebagai
perkongsian untuk guru apabila mengendali pengajaran dan pembelajaran. Terdapat lima
kaedah dan lima strategi dikongsikan dalam panduan ini dan guru berasa ia agak sesuai
digunakan dalam pengajaran dan pembelajaran kelas bercantum.
Walau bagaimanapun, tahap kesediaan guru, cabaran yang dihadapi oleh guru dan kesesuaian
panduan yang dibekalkan oleh KPM adalah saling berkaitan. Jika KPM dapat membekalkan
panduan yang melibatkan pelbagai aspek, mungkin cabaran yang dihadapi oleh guru
terutamanya dalam aspek penyediaan pengajaran dan pembelajaran kelas bercantum dan
semasa pengajaran dan pembelajaran kelas bercantum berlaku dapat diharungi. Dengan itu,
guru akan bertambah lagi pengetahuan dan berkemahiran dalam pelaksanaan kelas bercantum
dengan pemikiran dan sikap yang positif. Dapatan kajian ini amat signifikan dalam membantu
pihak-phak yang berkaitan semasa mengkaji semula dan membuat penambahbaikan terhadap
pelaksanaan kelas bercantum pada masa yang akan datang. Juga diharapkan pendidik membuat
kajian yang berkaitan dengan pelaksanaan kelas bercantum, memandangkan kebanyakan kajian
yang berkaitan dengan kelas bercantum adalah dari luar negara.
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Secara kesimpulannya, guru-guru yang terlibat dalam pelaksanaan kelas bercantum di Negeri
Sembilan bersedia melaksanakan kelas bercantum dan “Panduan Pengajaran dan Pembelajaran
Kelas Bercantum” yang dibekalkan oleh Kementerian Pendidikan Malaysia sesuai dalam
membantu guru mengendali pengajaran dan pembelajaran kelas bercantum tetapi mereka masih
menghadapi cabaran dalam mengendali pengajaran dan pembelajaran kelas bercantum.
Rujukan
Andre, D.P. & Subramanien, B. (2014). Voices of Despair: Challenges for Multigrade Teachers
in Rural District in South Africa. Educational Research for Social Change, 3(1), 20-36.
Buang, I. (2008). Keberkesanan Program Gemilang 7: Satu Kajian Kes di Daerah Segamat
(Degree’s Thesis, Universiti Teknologi Malaysia) Retrieved from
http://www.fp.utm.my/epusatsumber/pdffail/ptkghdfwp2/p_2008_8532_884a4d3a804a480
ab fd41eb280888a64.pdf
Dewan Rakyat Malaysia. (2018). Pelaksanaan Kelas Gabungan di Sekolah Kurang Murid
(SKM) Sibu. Penyata Rasmi Parlimen, 4(1), 1-4, Malaysia. Retrieved from
https://www.parlimen.gov.my/files/hindex/pdf/KKDR-24072018.genpro.pdf
Haingura, S.S. (2014). An Investigation of Multigrade Teaching at Three Primary Schools in
the Kavango Region (Master’s Thesis, Stellenbosch University). Retrieved from
http://scholar.sun.ac.za
Kritis, L.K. (2016). Instructional Planning Practices of Rural, Multi-grade Teachers: A Case
Study (Master’s Thesis, Montana State University). Retrieved from
https://scholarworks.montana.edu/
Malaysia. (2018). Panduan Pengajaran dan Pembelajaran Kelas Bercantum. Kuala Lumpur:
Kementerian Pendidikan Malaysia.
Msimanga, M. R. (2014). Managing Teaching and Learning in Multi-graded Classrooms in
Thabo Mofutsanyana Education District, Free State (Master’s Thesis, University of South
Africa). Retrieved from http://uir.unisa.ac.za/
Mulaudzi, M.S. (2014). Challenges Experienced by Teachers of Multi-grade Classes in Primary
School at Nzhelele East Circuit (Master’s Thesis, University of South Africa). Retrieved
from http://uir.unisa.ac.za/
Phindile, N.P.Z. (2015). Management of Effective Teaching and Learning in Three Multi-grade
Primary Schools: Principals’ Experiences (Master’s Thesis, University of Kwazulu-Natal).
Retrieved from http://researchspace.ukzn.ac.za/
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KOMITMEN SUKAN DALAM KALANGAN ATLET KOLEJ

KOMUNITI MALAYSIA
Mohd Nazaruddin Hanapiah1*, Tajul Arifin Muhamad2
1
*Corresponding Author: *hnazaruddinmohd@yahoo.com, tajul.a@ukm.my
_________________________________________________________________________________________
Abstrak: Penglibatan dalam aktiviti sukan dapat memberikan kebaikan serta tahap kualiti
kehidupan terhadap seseorang individu. Aktiviti sukan dapat menguatkan otot, meningkatkan
sistem daya tahan kardiovaskular dan mengekalkan berat badan yang ideal. Model Komitmen
Sukan digunakan secara meluas untuk memahami motivasi dan komitmen para atlet untuk terus
bermain sukan. Kajian ini bertujuan untuk menggunakan Questionnaire model Sport-2 (SCQ-2)
untuk mengkaji komitmen pelajar atlet Kolej Komuniti Malaysia. Seramai 251 responden yang
menyertai Kejohanan Sukan Kolej Komuniti 2019 dipilih dalam kajian ini yang mengukur 12
subskala komitmen sukan. Data dianalisis menggunakan statistik diskriptif, perbandingan min,
ujian-t sampel tidak bersandar. Hasilnya menunjukkan keseronokan sukan adalah faktor utama
yang menyumbang kepada komitmen atlet dalam semua jenis sukan. Hasil dapatan ujian-t tidak
bersandar mendapati tidak mempunyai perbezaan yang signifikan berdasarkan jantina lelaki
dan perempuan terhadap komitmen sukan.
Kata kunci: Sukan, Pelajar Atlet, Kolej Komuniti, Model Komitmen Sukan, Motivasi,
Psikologi Sukan
_________________________________________________________________________
1. Pengenalan
Penglibatan dalam aktiviti sukan sebenarnya memerlukan pengorbanan yang menyeluruh oleh
pelajar. Pelajar memerlukan sokongan dan galakan bagi melibatkan diri dalam aktiviti sukan.
Semua pihak harus berganding bahu bersama-sama mengorak langkah demi masa depan aset
negara ini. Kadangkala pelajar berada dalam dilema bagi menentukan perkara yang lebih
penting antara sukan dan akademik. Pengorbanan yang besar dari segi kewangan, emosi,
intelek, mental, dan juga fizikal merupakan faktor-faktor pendorong pelajar UTM 10 menyertai
aktiviti sukan dalam kajian yang dijalankan oleh (Azly, 2006).
Sosialisasi pemahaman dan pembelajaran tentang keperluan, cabaran-cabaran, tuntutan,

ganjaran, dan faedah di persekitaran pelajar merupakan proses penglibatan (Kuh, 1992).
Penglibatan merupakan suatu perbuatan yang mana keterlibatan seseorang dalam sesuatu hal
dan perkara. Ianya didorong oleh diri sendiri dan bertanggungjawab dalam setiap penyertaan
kepada perkara-perkara yang diinginkannya.
Afektif dan tingkah laku pula merupakan takrifan penglibatan kepada dua dimensi (Leithwood
dan Jantzi, 1999). Dikatakan, untuk menjadi peserta yang aktif berbanding dengan rakannya
yang lain, adalah pelajar yang banyak melibatkan diri dalam aktiviti kokurikulum. Potensi diri
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seseorang pelajar mampu digilap melalui penglibatan dalam kokurikulum yang mana ianya
akan menjurus ke arah bidang pekerjaan.
Menurut Russell et al. (2005), penglibatan merupakan suatu tenaga bagi sesuatu tindakan, di
mana ia adalah perkara yang menghubungkan seseorang individu dengan aktiviti. Emosi,
kognitif dan tingkah laku merupakan tiga bentuk penglibatan yang mana kesemua perkara
tersebut memperlihatkan seseorang dalam setiap penglibatannya.

Becker (1960); Kelly (1983) dan Rusbult (1980) menyatakan bagi menjelaskan keazaman
untuk satu bentuk perhubungan atau sesuatu aktiviti maka komitmen merupakan salah satu set
faktor tersebut. Rusbult (1988) turut menambah, definisi komitmen sebagai keinginan individu
untuk terus kekal dengan satu bentuk perhubungan atau sesuatu aktiviti dan merasai perasaan
psikologikal "kelekatan" terhadapnya.
Ini menunjukkan signifikasi komitmen dalam mempengaruhi individu untuk terus melakukan
sesuatu. Salah satu ukuran kebarangkalian sama ada seseorang akan terus melibatkan diri
dalam sukan pada masa akan datang bergantung kepada tahap komitmen individu dalam
sesuatu aktiviti (Jess, 2009). Oleh itu komitmen memainkan peranan, motif atau salah satu
faktor penting dalam mempengaruhi seseorang individu untuk terus atau tidak terlibat dalam
sesuatu aktiviti. Komitmen juga telah lama dikenal pasti sebagai faktor penting untuk kejayaan
sukan (Kwame Ampofo-Boateng, 2015).
Dalam konteks bidang sukan, Scanlan et al (1993) mendefinisikan komitmen sukan sebagai
"satu tahap psikologikal berkaitan keinginan dan berazam untuk terus terlibat atau meneruskan
penglibatan dalam sukan". Scanlan et al. (1993) juga telah memperkenalkan model komitmen
secara teoritikal dalam bidang sukan yang mempunyai lima faktor iaitu keseronokan sukan,
peluang penglibatan, penglibatan alternatif, pelaburan peribadi dan kekangan sosial. Model
komitmen ini digunakan untuk mengkaji proses motivasi dalam penglibatan sukan.
3. Metodologi
Reka bentuk kajian ini adalah berbentuk deskriptif yang menggunakan kaedah tinjauan dengan
mengedarkan borang soal selidik bagi pengumpulan data yang diperlukan. Kesemua data
tersebut akan dinilai melalui maklumbalas yang telah diberikan oleh responden. Data kajian
diambil semasa Kejohanan Sukan Kolej Komuniti 2019 pada 25 hingga 28 April 2019 yang
melibatkan seramai 251 orang pelajar atlet dari pelbagai kolej komuniti seluruh Malaysia.
Kaedah soal selidik menyenangkan responden di mana responden akan menanda jawapan yang
dipilih daripada borang tersebut. Glassow (2005) juga bersetuju bahawa dengan menggunakan
kaedah borang kaji selidik ini akan memudahkan responden untuk memilih jawapan manakala
ia juga memudahkan penyelidik untuk menganalisa data tersebut. Kajian ini menggunakan
personaliti atlet dan motif penglibatan pelajar atlet Kolej Komuniti terhadap komitmen dalam
sukan sebagai pemboleh ubah bersandar dan jantina sebagai pemboleh ubah tidak bersandar.
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3.1 Populasi dan Persampelan

Responden kajian ini adalah merupakan pelajar-pelajar yang menuntut di Kolej Komuniti
seluruh Malaysia. Seramai 251 orang pelajar yang berumur di antara 18 hingga 21 tahun
dijadikan sampel dalam kajian ini. Responden merupakan pelajar atlet yang terlibat dalam
Kejohanan Sukan Kolej Komuniti 2019 di mana mereka terpilih untuk mewakili Kolej
Komuniti negeri masing-masing ke kejohanan tersebut. Sebanyak 251 borang soal selidik telah
diedarkan kepada pelajar atlet yang menyertai kejohanan dan terlibat dalam penyelidikan ini.
Responden kajian ini akan menjawab 58 item soalan berkaitan komitmen sukan yang diedar
melalui borang soal selidik tersebut.

Kajian ini menggunakan satu set borang soal selidik sebagai intrumen untuk mendapatkan
maklumat dan data berbentuk primer daripada pelajar atlet atau responden kajian ini. Sebelum
borang soal selidik diedarkan kepada responden, pengkaji membuat ujian rintis terlebih dahulu
bagi mendapatkan kesahan soalan. Pengkaji memilih soal selidik kerana ianya lebih sesuai,
mudah, efektif, praktikal dan berkesan. Suzanah, Andi Muhammad Yusuf, Muhamad Roslan,
Anuar, dan Mohd Mahzan (2014) turut menambah bahawa soal selidik boleh mengelakkan
daripada berlakunya 'bias'.
Ujian rintis telah dilakukan kepada beberapa pelajar atlet secara rawak. Ini adalah bertujuan
untuk mengetahui soalan yang diberikan boleh difahami oleh responden dan mengetahui
tentang jawapan yang akan diberikan bagi setiap soalan yang ditanya. Ujian rintis ini dilakukan
terhadap 30 orang pelajar atlet di kolej komuniti pengkaji terlebih dahulu. Sebelum pengedaran
borang soal selidik kepada responden sebenar, penyelidik mengubah dan memperbaiki soalan
yang telah dikomen oleh responden daripada ujian rintis tersebut. Selain daripada itu, borang
soal selidik juga disemak oleh penyelia untuk memastikan soalan yang diberikan bertepatan
dengan objektif kajian sahaja yang diperlukan.
3.3 Prosedur Kajian

Kajian ini dilakukan setelah mendapat kebenaran daripada pihak Majlis Sukan Kolej Komuniti
(MASKOM) untuk melakukan penyelidikan di Kejohanan Sukan Kolej Komuniti 2019. Selain
itu, penyelidik juga meminta dan mendapat kebenaran daripada Pengerusi Sukan Kolej
Komuniti Selangor selaku pengelola kejohanan tersebut bagi membuat penyelidikan dan
mengedarkan borang selidik semasa Kejohanan Sukan Kolej Komuniti 2019 tersebut
berlangsung.
Pengedaran borang soal selidik dilaksanakan pada 28 April 2019 dan penyelidik berjumpa
dengan atlet untuk menerangkan serba ringkas tentang tujuan penyelidikan serta menyerahkan
soalan kepada responden yang dipilih secara rawak. Penyelidik memberi tempoh 10 minit bagi
responden untuk menjawab soal selidik tersebut.
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4. Analisis dan Hasil Dapatan
4.1 Analisis diskriptif subskala komitmen sukan bagi atlet lelaki dan perempuan yang
melibatkan diri dalam aktiviti sukan
Jadual 1: Skor min komitmen sukan mengikut jantina

Subskala Jantina N Min Sisihan
Piawai
Enthusiastic Lelaki 165 4.7444 0.46363
Commitment Perempuan 86 4.6434 0.66478
Contrained Lelaki 165 3.4158 0.55171

Commitment Perempuan 86 3.3814 0.50933
Sport Enjoyment Lelaki 165 4.7770 0.40207

Perempuan 86 4.6465 0.69328
Valuable Lelaki 165 4.7167 0.49428

Opportunities Perempuan 86 4.6250 0.62983
Other Priorities Lelaki 165 4.5515 0.73920

Perempuan 86 4.5605 0.72587
Personal Lelaki 165 4.6909 0.60746

Investments- Loss Perempuan 86 4.5651 0.72611
Personal Lelaki 165 4.7561 0.46604

Investments- Perempuan 86 4.6366 0.66494
Quantity
Social Constraints Lelaki 165 4.6409 0.67642
Perempuan 86 4.6134 0.69732
Social Support- Lelaki 165 4.6576 0.63151

Emotional Perempuan 86 4.6076 0.65926
Social Support- Lelaki 165 4.7030 0.54799

Informational Perempuan 86 4.6605 0.55989
Desire to Excel- Lelaki 165 4.7525 0.45294

Mastery Perempuan 86 4.6492 0.57111
Achievement
Desire to Excel- Lelaki 165 4.7527 0.45793
Social Perempuan 86 4.6372 0.63506
Achievement
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Jadual 1 di atas menunjukkan skor min komitmen sukan yang mempengaruhi responden atlet
lelaki dan perempuan untuk melibatkan diri dalam aktiviti sukan. Dapatan kajian menunjukkan
bahawa komitmen sukan bagi atlet lelaki yang memperolehi nilai skor min yang tertinggi
adalah subskala Sport Enjoyment (M=4.7770, SD=0.40207). Seterusnya subskala Desire to
Excel- Social Achievement iaitu dengan skor min 4.7527 dan sisihan piawai 0.45793. Personal
Investments- Quantity memperolehi nilai skor min 4.7561 dan sisihan piawai 0.46604.
Komitmen sukan Enthusiastic Commitment memperolehi nilai skor min 4.7444 dan sisihan
piawai 0.46363. Seterusnya subskala Desire to Excel- Mastery Achievement iaitu dengan skor
min 4.7525 dan sisihan piawai 0.45294. Komitmen sukan Social Support- Informational
memperolehi nilai skor min 4.7030 dan sisihan piawai 0.54799. Skor min komitmen sukan
menunjukkan Personal Investments- Loss yang memperolehi nilai skor min 4.6909 dan sisihan
piawai 0.60746. Social Support- Emotional pula mempunyai nilai skor min 4.6576 dan sisihan
piawai 0.63151. Komitmen sukan bagi subskala Social Constraints memperolehi nilai skor min
4.6409 dan sisihan piawai 0.67642. Other Priorities pula menunjukkan skor nilai skor min
4.5575 dan sishan piawai 0.73920. Manakala skor min yang paling rendah bagi responden atlet
lelaki adalah subskala Constrained Commitment yang memperolehi nilai skor min 3.4158 dan
sisihan piawai 0.55171.
Skor min komitmen sukan bagi responden atlet perempuan menunjukkan subskala Social
Support- Informational yang memperolehi nilai skor tertinggi iaitu min 4.6605 dan sisihan
piawai 0.55989. Subskala komitmen sukan yang memperolehi skor min kedua tertinggi ialah
Desire to Excel- Mastery Achievement dengan nilai skor min iaitu 4.6492 dan sisihan piawai
0.57111. Seterusnya subskala Sport Enjoyment iaitu dengan skor min 4.6465 dan sisihan
piawai 0.69328. Enthusiastic Commitment memperolehi nilai skor min 4.6434 dan sisihan
piawai 0.66478. Komitmen sukan Desire to Excel- Social Achievement memperolehi nilai skor
min 4.6372 dan sisihan piawai 0.63506. Seterusnya subskala Personal Investments- Quantity
iaitu dengan skor min 4.6366 dan sisihan piawai 0.66494. Komitmen sukan Valuable
Opportunities memperolehi nilai skor min 4.6250 dan sisihan piawai 0.62983. Skor min
komitmen sukan menunjukkan Social Constraints yang memperolehi nilai skor min 4.6134 dan
sisihan piawai 0.69732. Social Support- Emotional pula mempunyai nilai skor min 4.6076 dan
sisihan piawai 0.65926. Komitmen sukan bagi subskala Personal Investments- Loss
memperolehi nilai skor min 4.5651 dan sisihan piawai 0.72611. Other Priorities pula
menunjukkan skor nilai skor min 4.5665 dan sishan piawai 0.72587. Manakala subskala
Constrained Commitment memperolehi nilai skor min yang paling rendah bagi responden
perempuan iaitu 3.3814 dan sisihan piawai 0.50933
4.2 Analisis komitmen sukan atlet lelaki dan perempuan yang melibatkan diri dalam
aktiviti sukan
Jadual 2 menunjukkan keputusan analisis bagi ujian-t sampel tidak bersandar digunakan bagi
membandingkan skor min komitmen sukan responden atlet lelaki dan atlet perempuan yang
melibatkan diri dalam aktiviti sukan. Bagi menentukan sama ada skor min antara dua belas
subskala komitmen sukan berbeza secara signifikan atau tidak, hendaklah merujuk kepada
jadual pada lajur yang dilabelkan p (sig. 2-tailed).
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Ujian menunjukkan nilai t=1.259, p=0.210 adalah tidak signifikan bagi komitmen sukan iaitu
subskala Enthusiastic Commitment. Keputusan ujian menunjukkan bahawa tidak terdapat
perbezaan skor min bagi Enthusiastic Commitment yang signifikan di antara responden atlet
lelaki (M=4.7444, SD=0.46363) dengan responden atlet perempuan (M=4.6434, SD=0.66478).
Manakala skor min komitmen sukan bagi subskala Constrained Commitment menunjukkan
nilai t=.481, p=0.631 adalah tidak signifikan. Keputusan menunjukkan bahawa tidak terdapat
perbezaan skor min komitmen sukan bagi subskala Constrained Commitment di antara
responden atlet lelaki (M=3.4158, SD=0.55171) dengan responden atlet perempuan
(M=3.3814, SD=0.50933).
Komitmen sukan Sport Enjoyment menunjukkan nilai t=1.610, p=0.110 adalah tidak signifikan.
Keputusan ujian menunjukkan bahawa tidak terdapat perbezaan skor min bagi Sport Enjoyment
yang signifikan di antara responden atlet lelaki (M=4.7770, SD=0.40207) dengan responden
atlet perempuan (M=4.6465, SD=0.69328). Manakala skor min komitmen sukan bagi subskala
Valuable Opportunities menunjukkan nilai t=1.266, p=0.207 adalah tidak signifikan.
Keputusan menunjukkan bahawa tidak terdapat perbezaan skor min komitmen sukan bagi
subskala Valuable Opportunities di antara responden atlet lelaki (M=4.7167, SD=0.49428)
dengan responden atlet perempuan (M=4.6250, SD=0.62983).
Ujian menunjukkan nilai t=-.092, p=0.927 adalah tidak signifikan bagi komitmen sukan iaitu
subskala Other Priorities. Keputusan ujian menunjukkan bahawa tidak terdapat perbezaan skor
min bagi Other Priorities yang signifikan di antara responden atlet lelaki (M=4.5515,
SD=0.73920) dengan responden atlet perempuan (M=4.5605, SD=0.72587). Manakala skor
min komitmen sukan bagi subskala Personal Investments- Loss menunjukkan nilai t=1.454,
p=0.147 adalah tidak signifikan. Keputusan menunjukkan bahawa tidak terdapat perbezaan
skor min komitmen sukan bagi subskala Personal Investments- Loss di antara responden atlet
lelaki (M=4.6909, SD=0.60746) dengan responden atlet perempuan (M=4.5651, SD=0.72611).
Komitmen sukan Personal Investments- Quantity menunjukkan nilai t=1.486, p=0.140 adalah
tidak signifikan. Keputusan ujian menunjukkan bahawa tidak terdapat perbezaan skor min bagi
Personal Investments- Quantity yang signifikan di antara responden atlet lelaki (M=4.7561,
min komitmen sukan bagi subskala Social Constraints menunjukkan nilai t=.303, p=0.762
adalah tidak signifikan. Keputusan menunjukkan bahawa tidak terdapat perbezaan skor min
komitmen sukan bagi subskala Social Constraints di antara responden atlet lelaki (M=4.6409,
SD=0.67642) dengan responden atlet perempuan (M=4.6134, SD=0.69732).
Komitmen sukan Social Support- Emotional menunjukkan nilai t=.587, p=0.558 adalah tidak
signifikan. Keputusan ujian menunjukkan bahawa tidak terdapat perbezaan skor min bagi
Social Support- Emotional yang signifikan di antara responden atlet lelaki (M=4.6576,
min komitmen sukan bagi subskala Social Support- Informational menunjukkan nilai t=.580,
p=0.563 adalah tidak signifikan. Keputusan menunjukkan bahawa tidak terdapat perbezaan
skor min komitmen sukan bagi subskala Social Support- Informational di antara responden
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atlet lelaki (M=4.7030, SD=0.54799) dengan responden atlet perempuan (M=4.6605,

SD=0.55989).
Ujian menunjukkan nilai t=1.456, p=0.148 adalah tidak signifikan bagi komitmen sukan iaitu
subskala Desire to Excel- Mastery Achievement. Keputusan ujian menunjukkan bahawa tidak
terdapat perbezaan skor min bagi Desire to Excel- Mastery Achievement yang signifikan di
antara responden atlet lelaki (M=4.7525, SD=0.45294) dengan responden atlet perempuan
(M=4.6492, SD=0.57111). Manakala skor min komitmen sukan bagi subskala Desire to Excel-
Social Achievement menunjukkan nilai t=1.496, p=0.137 adalah tidak signifikan. Keputusan
menunjukkan bahawa tidak terdapat perbezaan skor min komitmen sukan bagi subskala Desire
to Excel- Social Achievement di antara responden atlet lelaki (M=4.7527, SD=0.45793) dengan
responden atlet perempuan (M=4.6372, SD=0.63506).
Jadual 2: Perbezaan Skor Min Komitmen Sukan Mengikut Jantina

Subskala Jantina N Min Sisihan t df p
Piawai
Enthusiastic Lelaki 165 4.7444 0.46363 249 0.210
Commitment
Perempuan 86 4.6434 0.66478 1.259 249
Contrained Lelaki 165 3.4158 0.55171 249 0.631

Commitment
Perempuan 86 3.3814 0.50933 .481 249
Sport Lelaki 165 4.7770 0.40207 249 0.110

Enjoyment Perempuan 86 4.6465 0.69328 1.610 249
Valuable Lelaki 165 4.7167 0.49428 249 0.207

Opportunities
Perempuan 86 4.6250 0.62983 1.266 249
Other Priorities Lelaki 165 4.5515 0.73920 249 0.927

Perempuan 86 4.5605 0.72587 -.092 249
Personal Lelaki 165 4.6909 0.60746 249 0.147

Investments-
Perempuan 86 4.5651 0.72611 1.454 249
Loss
Personal Lelaki 165 4.7561 0.46604 249 0.140
Investments-
Perempuan 86 4.6366 0.66494 1.486 249
Quantity
Social Lelaki 165 4.6409 0.67642 249 0.762
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Constraints Perempuan 86 4.6134 0.69732 .303 249
Social Support- Lelaki 165 4.6576 0.63151 249 0.558

Emotional
Perempuan 86 4.6076 0.65926 .587 249
Social Support- Lelaki 165 4.7030 0.54799 249 0.563

Informational
Perempuan 86 4.6605 0.55989 .580 249
Desire to Excel- Lelaki 165 4.7525 0.45294 249 0.148

Mastery
Perempuan 86 4.6492 0.57111 1.456 249
Achievement
Desire to Excel- Lelaki 165 4.7527 0.45793 249 0.137
Social
Perempuan 86 4.6372 0.63506 1.496 249
Achievement
5. Kesimpulan
Kajian ini membolehkan pihak Kolej Komuniti Malaysia mempunyai pemahaman yang lebih
baik dan pandangan yang lebih komprehensif serta bersesuaian mengenai faktor-faktor yang
mempengaruhi atlet pelajar terhadap komitmen dalam sukan. Melalui kajian ini juga dapat
membantu memberi pendedahan serta penjelasan kepada pihak berkenaan dalam menyusun dan
merangka pembangunan pelan tindakan strategik bagi meningkatkan tahap pencapaian prestasi
atlet pelajar Kolej Komuniti Malaysia.
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Kejohanan Sukan Antara Kolej Mahasiswa (SUKAM) (Doctoral dissertation, Universiti
Teknologi Malaysia).
Ang, E. (2017). Hubungan Antara Kecerdasan Emosi Dan Personaliti “Big Five” Dalam
Kalangan Guru Sekolah Rendah Daerah Kota Tinggi. Universiti Teknologi Malaysia.
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Chear, S. L. S., Mohd, M. I., & Hamzah, S. H. (2018). Kepentingan Aktiviti Fizikal Dalam
Membina Personaliti Dan Meningkatkan Prestasi Akademik, 7(1), 21–33.
Mirzaei, A., Nikbakhsh, R., & Sharififar, F. (2013). The relationship between personality traits
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Retrieved from www.pelagiaresearchlibrary.com
Scanlan, T. K., Chow, G. M., Sousa, C., Scanlan, L. A., & Knifsend, C. A. (2016). The
development of the Sport Commitment Questionnaire-2 (English version). Psychology of
Sport and Exercise, 22, 233–246. https://doi.org/10.1016/j.psychsport.2015.08.002
Teshome, B., Mengistu, S., & Beker, G. (2015). The Relationship between Personality Trait
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and Sport Performance: The Case of National League Football Clubs in Jimma Town,
Ethiopia. Journal of Tourism, Hospitality and Sports, 11(C), 25–33. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.965.2917&rep=rep1&type=pdf
Scanlan, T. K., Carpenter, P. J., Schmidt, G. W., Simons, J. P., & Keeler, B. (1993). An
introduction to the sport commitment model. Journal of Sport and Exercise Psychology,
15, 1-15
Weiss, W. M., Weiss, M. R., & Amorose, A. J. (2010). Sport commitment among
competitive female athletes: Test of an expanded model. Journal of sports sciences, 28(4),
423-434.
Kanezaki, R. (2002). Verifications of sport commitment scales among old peoples. Journal of
the Faculty of Culture and Education, 6, 239–247.
Chen, S., & Li, S. (2006). Research on the test of the Sport Commitment Model under
the sport participation among college students. Journal of Beijing Sport University, 29,
623–625.
Choosakul, C., Vongjaturapat, N. Li, F. & Harmer, P. (2009). The Sport Commitment
Model : An Investigation of Structural Relationships with Thai Youth Athlete
Populations. Measurement in Physical Education and Exercise Science, 13, 123–139.
Allen, M. S., Greenlees, I., & Jones, M. V. (2013). Personality in sport: A comprehensive
review. International Review of Sport and Exercise Psychology, 6, 1-47.
American Psychological Association. (2015). Personality. Retrieved from https://apa.org
Costa, P. T. Jr., & McCrae, R. R. (2000). Revised NEO Personality Inventory Interpretive
Report. Lutz, FL: PAR Psychological Assessment Resources, Inc.
Costa, P. T. Jr., & Widiger, T. A. (1994). Personality disorders and the five-factor model of
personality. Washington, DC: American Psychological Association.
Hathaway, S. R., & McKinley, J. C. (1943). The Minnesota Multiphasic Personality Inventory
(Rev. ed.). Minneapolis, MN: University of Minnesota Press.
Heine, S. J. (2012). Cultural Psychology. New York: W. W. Norton. Hellison,
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and
theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality:
Theory and research (Vol. 2, pp. 102–138). New York: Guilford Press.
Lee, F. K., Johnston, J. A., & Dougherty, T. W. (2000). Using the five-factor model of
personality to enhance career development and organizational functioning in the
workplace. Journal of Career Assessment, 8(4), 419-427.
McCrae, R. R., & Allik, J. (2002). The Five-Factor Model of Personality Across Cultures. New
York: Kluwer Academic/ Plenum Publishers.
McCrae, R. R., Gaines, J. F., & Wellington, M. A. (2012). The five-factor model in fact and
fiction. In I. B. Weiner, H. A. Tennen, & J. M. Suls, (Eds.), Handbook of psychology,
volume 5, personality and social psychology 2nd edition (pp. 65-91). Hoboken, New
Jersey: Wiley.
Olson, M. H., & Hergenhahn, B. R. (2011). An Introduction to Theories of Personality. Boston:
Pearson Education, Inc.
Weinberg, R. S. & Gould, D. (2011). Foundations of Sport and ExercisePsychology.
Champaign, IL: Human Kinetics.
Barrick, M.R. & Mount, M.K. (1991). The big five personality dimensions and job
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performance: A meta-analysis. Personnel Psychology, 44, 1-26.

Costa, P.T., Jr. & McCrae, R.R (1992). Revised NEO Personality Inventory (NEO-PI- R) and
NEO Five-Factor Inventory (NEO-FFI) manual. Odessa, FL: Psychological Assessment
Resources.
Scanlan, T. K., Carpenter, P. J., Schmidt, G. W., Simons, J. P., & Keeler, B. (1993). An
introduction to the sport commitment model. Journal of Sport and Exercise Psychology,
15, 1-15.
Chen, S., & Li, S. (2006). Research on the test of the Sport Commitment Model under the sport
participation among college students. Journal of Beijing Sport University, 29, 623–625.
John, O. P., & Srivastava, S. (1999). The Big-Five trait taxonomy: History, measurement, and
theoretical perspectives. In L. A. Pervin & O. P. John (Eds.), Handbook of personality:
Theory and research (Vol. 2, pp. 102–138). New York: Guilford Press.
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MEMBANTU MURID TAHUN 4 MENGUASAI PENDARABAN

MELIBATKAN NOMBOR TIGA DIGIT DENGAN NOMBOR
DUA DIGIT MENGGUNAKAN KAEDAH PADSTEP
Ilvan Anak Mail1*, Md Yusoff Daud2,
1, 2
*Corresponding Author: ilvan_92@yahoo.com

_________________________________________________________________________________________
Abstrak: Kajian ini dijalankan bertujuan untuk membantu murid-murid dalam menguasai
kemahiran mendarab melibatkan nombor tiga digit dengan nombor dua digit menggunakan
Kaedah Padstep. Hasil tinjauan awal mendapati bahawa murid tidak dapat menulis hasil darab
terutamanya melibatkan pekali puluh dengan betul, tidak dapat membuat pengumpulan semula
dengan betul, dan juga tidak dapat membuat proses mendarab mengikut algoritma yang betul.
Didapati seramai empat orang murid mempunyai masalah ini sehingga menyebabkan mereka
mendapat pencapaian yang rendah dalam mata pelajaran Matematik. Oleh itu, Kaedah Padstep
telah diperkenalkan sebagai kaedah alternatif bagi mengatasi masalah tersebut. Instrumen
pengumpulan data kajian ini terdiri daripada analisis dokumen, pemerhatian dan temu bual.
Pelaksanaan tindakan dalam kajian ini merangkumi tiga kali sesi penerangan dan pengajaran
yang diakhiri dengan membuat soalan latihan pada lembaran kerja. Dapatan kajian
menunjukkan bahawa penggunaan Kaedah Padstep dapat membantu murid mengatasi
kesilapan-kesilapan dalam menjawab soalan darab. Murid-murid juga telah dapat
menyelesaikan soalan pendaraban dengan betul. Kesimpulannya, Kaedah Padstep telah berjaya
membantu murid-murid menguasai kemahiran mendarab nombor tiga digit dengan nombor dua
digit.
Kata kunci: pendaraban, Kaedah Padstep, pekali

_________________________________________________________________________
1. Pengenalan
Kemahiran mendarab merupakan salah satu kemahiran asas dalam Matematik yang wajib
untuk dikuasai oleh murid seawal peringkat pendidikan rendah lagi. Penguasaan kemahiran
mendarab ini penting bagi memastikan murid mampu menguasai kemahiran dan konsep
Matematik yang lain pada peringkat yang lebih tinggi. Ini kerana, kemahiran mendarab ini
sangat berkait rapat dan juga merupakan asas dalam mempelajari kemahiran yang lebih tinggi
seperti kemahiran penyelesaian masalah. Jika murid dapat menguasai kemahiran mendarab ini,
maka tidak mustahil bagi mereka untuk mendapat pencapaian yang cemerlang dalam mata
pelajaran Matematik.
Namun begitu, didapati bahawa kemahiran ini sukar untuk dikuasai oleh murid terutamanya
murid sekolah rendah. Pernyataan bahawa mata pelajaran Matematik merupakan suatu mata
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pelajaran yang susah telah memburukkan lagi keadaan ini. Murid beranggapan bahawa mata
pelajaran Matematik sukar difahami dan membosankan sekali gus gagal untuk
mengaplikasikannya dalam kehidupan seharian mereka (Ku & Lim , 2017). Anggapan ini akan
menjadikan murid kurang bermotivasi untuk mengikuti proses pembelajaran Matematik yang
dijalankan oleh guru. Kesannya, murid bukan sahaja tidak menguasai apa yang disampaikan
oleh guru, bahkan menjadikan mereka semakin ketinggalan dalam pembelajaran mereka.
Selain itu, keperluan untuk mengingat fakta asas darab dan proses pengiraan dalam bentuk
lazim yang rumit dan kompleks juga merupakan faktor kemahiran ini sukar untuk dikuasai
(Mohd Ridhuwan, 2013). Murid didapati sering kali gagal untuk mengingat sifir dan
melakukan kesilapan dalam proses pengiraan dalam bentuk lazim menyebabkan mereka gagal
untuk mendapat pencapaian yang cemerlang dalam mata pelajaran tersebut. Ini jelas
menunjukkan bahawa mereka masih tidak menguasai kemahiran mendarab.
Tidak dinafikan bahawa guru-guru yang mengajar Matematik sememangnya mempunyai
kaedah dan teknik yang tersendiri dalam menyampaikan proses pengajaran dan pembelajaran
mengikut keperluan murid masing-masing. Dalam mengajar kemahiran mendarab, terdapat
beberapa teknik dan kaedah yang telah dikaji keberkesanannya dalam membantu murid
menguasai kemahiran mendarab seperti Kaedah Lattice (Ku & Lim 2017), Kaedah KIJO
(Janjam & Ibrahim Mukhtar, 2017), dan Kaedah Petak Sifir (Ahad et.al., 2017)
Justeru, kajian tindakan ini dilaksanakan untuk membantu murid Tahun 4 dalam menguasai
pendaraban nombor tiga digit dengan nombor dua digit menggunakan satu kaedah alternatif
yang diberi nama Kaedah Padstep. Murid didapati menghadapi masalah dalam pendaraban di
mana mereka sering melakukan kesilapan semasa membuat pengiraan dalam betuk lazim.
Kesilapan-kesilapan tersebut telah membuatkan mereka gagal mendapatkan jawapan yang
betul. Oleh yang demikian, pengkaji telah merancang untuk menggunakan Kaedah Padstep
dalam membantu murid mengatasi masalah mereka dalam pendaraban tersebut. Penggunaan
Kaedah Padstep ini bertujuan membantu murid dalam membuat pendaraban nombor tiga digit
dengan nombor dua digit dengan betul.
2. Ulasan Kajian Lepas dan Pernyataan Masalah

Pendaraban menggunakan kaedah bentuk lazim sememangnya amat kompleks dan sukar untuk
difahami oleh murid-murid sekolah rendah terutamanya melibatkan pekali nombor dua digit.
Ini kerana, pendaraban nombor dengan dua digit pekali memerlukan murid untuk menyusun
hasil darab dalam bentuk lazim dengan betul bagi mendapatkan jawapan yang tepat. Murid
cenderung untuk keliru dalam menulis hasil darab mereka menyebabkan mereka mendapat
jawapan yang kurang tepat (Nur Aniza & Roslinda, 2016). Selain itu, menurut Mohd Ridhuwan
(2013), murid-murid tidak memahami algoritma pendaraban bentuk lazim dengan betul
walaupun telah diajar menggunakan petak nilai tempat dan demonstrasi pengiraan langkah
demi langkah semasa mengajar kemahiran tersebut. Ini membuktikan bahawa pendaraban
menggunakan bentuk lazim ini sememangnya mengelirukan dan sukar untuk difahami terutama
oleh murid-murid yang berpencapaian rendah.
Guru seharusnya memainkan peranan yang penting dalam membantu mengatasi masalah
penguasaan kemahiran mendarab oleh murid-murid ini. Walaupun dianggap sukar, namun
terdapat pelbagai kaedah yang boleh dicuba dan digunakan oleh guru dalam mengajar
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kemahiran tersebut. Kepelbagaian tahap kecerdasan murid harus diambil kira dalam memilih
kaedah atau pendekatan yang digunakan bagi memastikan kaedah tersebut sesuai dan mudah
difahami oleh murid-murid. Kajian Ku & Lim (2017) mendapati bahawa penggunaan Kaedah
Lattice dalam membuat pendaraban lebih berkesan berbanding penggunaan bentuk lazim.
Murid tidak lagi melakukan kesilapan-kesilapan dalam menambah hasil darab dengan adanya
batuan kekisi Kaedah Lattice yang diperkenalkan. Ini menunjukkan bahawa penggunaan
kaedah ini adalah lebih mudah jika dibandingkan dengan bentuk lazim.
Selain itu, kajian Nur Aniza &Roslinda (2016) mendapati bahawa murid berjaya menguasai
kemahiran dalam operasi darab menggunakan kaedah alternatif yang diperkenalkan iaitu
Kaedah Titik. Penggunaan Kaedah yang dianggap mudah dan menarik ini telah membantu
murid menyelesaikan soalan pendaraban dengan betul tanpa perlu menghafal fakta asas darab
seperti pada bentuk lazim. Seterusnya, Mohd Faizal (2013) mendapati bahawa penggunaan
kaedah S-Multiply telah berjaya membantu murid dalam menjawab soalan darab melibatkan
nombor tiga digit dengan nombor dua digit. Murid-murid tidak lagi membuat kesilapan yang
sama seperti dalam bentuk lazim dan mereka telah berjaya menjawab soalan darab dengan
betul.
Siti Noor Fadhilah (2014) juga mendapati bahawa murid-murid mempunyai masalah yang
sama dalam mendarab nombor tiga digit dengan nombor dua digit dalam bentuk lazim. Beliau
mendapati bahawa murid-murid keliru dengan algoritma bentuk lazim di mana mereka
membuat kesilapan dalam menyusun hasil darab bagi pendarab yang kedua pada nilai tempat
yang salah. Hasil kajian menunjukkan bahawa kaedah yang diperkenalkan iaitu Kaedah Sullam
ini telah berjaya membantu murid dalam membuat pendaraban nombor tiga digit dengan
nombor dua digit dengan betul.
Analisis terhadap kajian-kajian lepas telah membantu pengkaji dalam memahami masalah yang
dihadapi oleh murid dengan lebih mendalam terutama melibatkan kemahiran mendarab nombor
dua digit dengan nombor tiga digit. Pengkaji mendapati bahawa, kaedah alternatif yang
diperkenalkan oleh rata-rata pengkaji lepas berjaya membantu murid dalam menguasai
kemahiran mendarab. Penggunaan kaedah alternatif dianggap lebih mudah untuk difahami dan
lebih berkesan berbanding penggunaan kaedah bentuk lazim. Justeru, pengkaji telah memilih
untuk menggunakan kaedah alternatif iaitu Kaedah Padstep bagi membantu murid menguasai
kemahiran mendarab dengan lebih mudah.
3.Pernyataan Masalah
Berdasarkan refleksi pengajaran dan pembelajaran yang lepas, pengkaji mendapati bahawa
murid-murid mempunyai masalah dalam membuat pendaraban nombor tiga digit dengan
nombor dua digit yang melibatkan penggunaan bentuk lazim. Oleh yang demikian, fokus kajian
tindakan yang akan dijalankan adalah bagi membantu murid mengatasi masalah mendarab
nombor tiga digit dengan nombor dua digit menggunakan Kaedah Padstep. Berikut adalah
kesilapan-kesilapan yang dilakukan oleh murid semasa membuat pendaraban.
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i) Menulis hasil darab nombor dengan pekali puluh pada nilai tempat yang salah.
ii) Menulis hasil pengumpulan semula pada nilai tempat yang salah.
Objektif Kajian
Tujuan saya menjalankan kajian ini adalah untuk membantu murid menguasai kemahiran
mendarab melibatkan nombor tiga digit dengan nombor dua digit menggunakan Kaedah
Padstep. Secara khususnya pula, kajian ini dijalankan untuk:
i. membantu murid mengatasi kesilapan menulis hasil darab nombor dengan pekali puluh pada
nilai tempat yang salah dalam mendarab nombor tiga digit dengan dua digit menggunakan
Kaedah Padstep.
ii. membantu mengatasi kesilapan menulis hasil pengumpulan semula pada nilai tempat yang
salah dalam mendarab nombor tiga digit dengan dua digit menggunakan Kaedah Padstep.
Soalan Kajian
Dalam kajian tindakan ini, berikut merupakan persoalan yang telah dikenal pasti.
i. Bagaimanakah penggunaan Kaedah Padstep dapat membantu murid mengatasi kesilapan
menulis hasil darab nombor dengan pekali puluh pada nilai tempat salah bagi pendaraban
nombor tiga digit dengan nombor dua digit?
ii. Bagaimanakah penggunaan Kaedah Padstep dapat membantu murid mengatasi kesilapan
menulis hasil pengumpulan semula pada nilai tempat yang salah bagi pendaraban nombor tiga
digit dengan nombor dua digit?
Reka bentuk kajian

Sebagai panduan sepanjang melaksanakan kajian tindakan ini, saya telah memilih satu model
reka bentuk untuk digunakan iaitu adaptasi Model Kurt Lewin (1946). Terdapat 5 peringkat
dalam model ini iaitu mengenal pasti aspek amalan, merancang tindakan, melaksanakan
tindakan, mengumpul data, dan membuat refleksi (Siti Noor Fadhilah, 2014).
Mengenalpasti
aspek amalan
Membuat Merancang
refleksi tindakan
Mengumpul Melaksanakan
data tindakan
Rajah 1 : Carta Alir Proses Penyelidikan Model Kurt Lewin(1946).
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4. Prosedur Penganalisisan Data
Analisis Dokumen
Analisis dokumen dalam kajian ini telah dilakukan terhadap tiga lembaran kerja yang dijawab
oleh murid-murid sepanjang proses intervensi dijalankan. Analisis ini dibuat bagi menentukan
kemahiran-kemahiran mendarab menggunakan kaedah padstep yang berjaya ataupun yang
gagal dikuasai oleh murid-murid. Terdapat tiga lembaran kerja yang dianalisis iaitu Lembaran
Kerja 1 (L1), Lembaran Kerja 2 (L2), dan Lembaran Kerja 3 (L3). Analisis dilakukan
berdasarkan kemahiran-kemahiran yang terdapat dalam kaedah Padstep seperti yang berikut.
i. Kemahiran menulis nombor dan angka pekali pada petak yang betul.
ii. Kemahiran menulis hasil darab nombor dengan pekali sa.
iii. Kemahiran menulis hasil darab nombor dengan pekali puluh.
iv. Kemahiran menambah hasil darab.
v. Kemahiran membuat pengumpulan semula.
5
Bilangan Kemahiran Yang
4
Dikuasai
3 L1
L2
2
L3
1
0
M1 M2 M3 M4
Murid
Rajah 2 : Bilangan kemahiran mendarab menggunakan Kaedah Padstep yang dikuasai oleh murid.
Rajah 2 menunjukkan bilangan kemahiran mendarab menggunakan Kaedah Padstep yang

berjaya dikuasai oleh murid-murid dari awal hingga akhir sesi intervensi berdasarkan kepada
analisis yang dibuat terhadap tiga lembaran kerja iaitu Lembaran 1 (L1), Lembaran 2 (L2), dan
Lembaran 3 (L3). Pada L1, didapati bahawa murid-murid hanya berjaya menguasai sedikit
sahaja kemahiran mendarab yang terdapat dalam Kaedah Padstep. Ini menunjukkan bahawa
murid-murid masih belum memahami dengan sepenuhnya penggunaan kaedah tersebut pada
awal sesi intervensi. Rajah 2 menunjukkan bahawa M1 dan M3 berjaya menguasai tiga
kemahiran sahaja, M2 berjaya menguasai dua kemahiran, dan M4 hanya berjaya menguasai
satu kemahiran sahaja.
Manakala, pada L2 pula, murid-murid menunjukkan peningkatan dalam bilangan kemahiran

yang berjaya dikuasai. Didapati bahawa M1, M2, dan M3 telah berjaya menguasai empat
kemahiran dan M4 pula berjaya menguasai sebanyak tiga kemahiran. Peningkatan ini
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menunjukkan bahawa murid-murid telah mula memahami dengan lebih mendalam cara
penggunaan Kaedah Padstep dalam menjawab soalan darab melibatkan nombor tiga digit
dengan nombor dua digit. Akhir sekali iaitu pada L3, murid-murid telah berjaya menguasai
kesemua kemahiran yang ada dalam membuat pendaraban menggunakan Kaedah Padstep. Ini
menunjukkan bahawa murid-murid telah berjaya menguasai dan memahami sepenuhnya cara
penggunaan kaedah tersebut. Secara keseluruhannya, hasil analisis dokumen ini telah
menunjukkan bahawa penggunaan Kaedah Padstep ini berjaya membantu murid-murid
membuat pendaraban nombor tiga digit dengan nombor dua digit.
5.Pemerhatian
Dalam kajian ini, pemerhatian telah dijalankan terhadap hasil kerja bagi latihan murid-murid
yang telah mereka jawab sebelum intervensi dan juga sepanjang intervensi dijalankan.
Pemerhatian ini adalah berfokus kepada kesilapan-kesilapan yang terdapat pada langkah kerja
pendaraban yang dibuat oleh murid-murid dalam soalan latihan tersebut.
M1 M2 M3 M4
Rajah 3: Contoh hasil kerja murid sebelum sesi intervensi.
Rajah 3 menunjukkan hasil kerja murid-murid sebelum sesi intervensi dijalankan. Berdasarkan
pemerhatian terhadap hasil kerja bagi latihan yang dijawab tersebut, pengkaji mendapati
bahawa terdapat beberapa kesilapan yang telah dilakukan oleh murid-murid. Antaranya ialah
kesilapan menulis hasil darab pada nilai tempat yang salah, tidak membuat pengumpulan
semula, kesilapan menulis hasil pengumpulan semula, dan juga kesilapan dalam algoritma
pendaraban. Kesilapan-kesilapan ini berpunca daripada kegagalan murid-murid dalam
memahami dan menggunakan kaedah bentuk lazim untuk membuat pendaraban.
M1 M2 M3 M4
Rajah 4 : Contoh hasil kerja murid pada awal sesi intervensi ( L1)
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Rajah 4 menunjukkan contoh hasil kerja murid dalam membuat pendaraban menggunakan
Kaedah Padstep semasa awal sesi intervensi iaitu pada L1. Berdasarkan pemerhatian terhadap
hasil kerja bagi latihan yang dibuat oleh murid-murid tersebut, pengkaji mendapati bahawa
murid-murid masih belum memahami cara menggunakan Kaedah Padstep untuk menjawab
soalan darab yang diberikan. Mereka telah melakukan kesilapan-kesilapan pada langkah
pengiraan yang menyebabkan mereka tidak dapat menjawab soalan tersebut dengan betul.
Kesilapan-kesilapan tersebut adalah kesilapan dalam menulis hasil darab nombor dengan pekali
puluh dan juga pekali ‘sa’, kesilapan dalam membuat pengumpulan semula hasil tambah bagi
hasil darab, serta kesilapan dalam membuat penambahan hasil darab.
Walau bagaimanapun, pada sesi intervensi yang seterusnya, hasil pemerhatian terhadap hasil
kerja latihan murid telah menunjukkan berlaku peningkatan dalam penguasaan kemahiran
mendarab menggunakan Kaedah Padstep. Pengkaji mendapati bahawa murid-murid hanya
melakukan kesilapan yang sikit dan juga kesilapan yang berpunca daripada kecuaian mereka
semasa menjawab soalan yang diberikan iaitu pada L2.
M1 M2 M3 M4
Rajah 5 : Contoh hasil kerja murid pada akhir sesi intervensi (L3).
Seterusnya, pada sesi intervensi yang terakhir, pemerhatian terhadap hasil kerja latihan murid-
murid telah menunjukkan bahawa murid-murid telah berjaya membuat pendaraban
menggunakan Kaedah Padstep dengan betul seperti pada Rajah 5. Mereka tidak lagi membuat
kesilapan semasa membuat langkah pengiraan dan juga tidak lagi membuat kecuaian. Selain
itu, mereka juga telah berjaya menggunakan Kaedah Padstep untuk membuat pendaraban
dengan melukis sendiri bahagian-bahagian yang terdapat pada kaedah tersebut pada kertas
kosong. Ini akan membolehkan mereka menggunakan kaedah ini semasa menjawab soalan
peperiksaan pada masa akan datang. Berdasarkan Rajah 5, amat jelaslah bahawa murid-murid
telah berjaya menguasai kemahiran mendarab menggunakan Kaedah Padstep. Penggunaan
kaedah ini juga telah berjaya membantu mereka dalam mengatasi kesilapan-kesilapan yang
mereka lakukan seperti pada hasil kerja bagi latihan sebelum sesi intervensi.
6.Temu Bual
Berdasarkan temu bual yang telah dijalankan, pengkaji mendapati murid-murid telah dapat
menyatakan sebab-sebab mereka gagal menguasai kemahiran mendarab dan sebab mereka
melakukan kesilapan terutamanya pada awal pelaksanaan intervensi. Melalui temu bual, M1
dan M3 menyatakan bahawa mereka melakukan kesilapan semasa membuat langkah kerja
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kerana mereka tidak memahami dengan sepenuhnya langkah pengiraan menggunakan Kaedah
Padstep pada awal sesi intervensi. Manakala, M2 dan M4 pula menyatakan bahawa mereka
tidak tahu cara melaksanakan sebahagian proses pengiraan menggunakan Kaedah Padstep pada
awal intervensi sehingga menyebabkan mereka membuat kesilapan.
Selain itu, pada temu bual tersebut, M1, M2, dan M3 menyatakan bahawa mereka masih
melakukan kesilapan semasa membuat latihan pada L2 disebabkan oleh kecuaian mereka
sendiri. Manakala, M4 pula menyatakan bahawa dia masih keliru dalam menggunakan kaedah
Padstep yang menyebabkan dia membuat kesilapan. Akhir sekali, semasa temu bual, kesemua
murid menyatakan bahawa mereka telah dapat mengingati dan menguasai proses-proses yang
terdapat dalam pendaraban menggunakan Kaedah Padstep. Mereka berpandangan bahawa
penggunaan Kaedah Padstep ini senang untuk digunakan, tidak mengelirukan, dan juga
mempunyai langkah-langkah yang mudah diingati. Secara keseluruhannya, hasil temu bual ini
membuktikan bahawa murid-murid telah berjaya menguasai pendaraban nombor tiga digit
dengan nombor dua digit menggunakan Kaedah Padstep selepas sesi intervensi.
7.Perbincangan dan Kesimpulan
Secara keseluruhannya, berdasarkan kepada dapatan kajian yang diperoleh, murid

sememangnya telah menunjukkan perubahan yang positif terutamanya dari segi penguasaan
dalam menyelesaikan soalan darab yang melibatkan nombor tiga digit dengan nombor dua
digit. Penggunaan kaedah alternatif yang diperkenalkan telah berjaya membantu murid untuk
membuat pendaraban melibatkan nombor tiga digit dengan nombor dua digit. Ini selaras
dengan pendapat Marzhati (2014), yang menyatakan bahawa tidak terdapat satu cara yang betul
atau benar dalam menyelesaikan sesuatu perkara. Dalam konteks kajian ini, ia bermaksud
setiap murid bebas untuk memilih penggunaan pelbagai kaedah alternatif yang bersesuaian
dengan mereka dan tidak terikat dengan penggunaan bentuk lazim semata-mata. Oleh yang
demikian, penggunaan Kaedah Padstep ini sebagai kaedah alternatif yang sistematik dan
mudah difahami ini adalah amat bersesuaian dengan murid-murid.
Berdasarkan kepada hasil dapatan kajian, murid telah menunjukkan peningkatan yang amat
baik dalam penguasaan mereka terhadap penggunaan Kaedah Padstep. Mereka telah berjaya
membuat pendaraban menggunakan kaedah ini dengan betul pada akhir intervensi. Ini jelas
menunjukkan bahawa murid-murid telah dapat menguasai kemahiran dalam membuat
pendaraban. Selain itu, murid-murid juga telah berjaya mengurangkan kesilapan semasa
mendarab dan akhirnya tidak lagi melakukan kesilapan tersebut. Kedua-dua perkara ini telah
membuktikan bahawa objektif-objektif bagi kajian tindakan ini telah berjaya dicapai. Murid-
murid tidak lagi melakukan kesilapan dalam menulis hasil darab nombor dengan pekali puluh
pada tempat yang salah, tidak lagi membuat kesilapan dalam menulis hasil kumpul semula, dan
juga tidak lagi membuat kesilapan dalam algoritma pendaraban menggunakan Kaedah Padstep.
Manakala, hasil temu bual yang dijalankan dengan murid pula telah menunjukkan bahawa
penggunaan Kaedah Padstep ini sebagai kaedah alternatif amatlah sesuai. Murid-murid
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berpandangan bahawa penggunaan kaedah ini dalam membuat pendaraban adalah lebih senang,
sistematik dan tidak mengelirukan walaupun pada awalnya mereka menghadapi kesukaran
untuk memahami dan menggunakan kaedah tersebut. Mereka berpandangan sedemikian kerana
terdapat petak-petak yang disediakan untuk menulis hasil dalam proses pendaraban yang mana
sekali gus telah dapat mengelakkan mereka daripada melakukan kesilapan-kesilapan semasa
mendarab. Perkara ini jelas menunjukkan bahawa persoalan-persoalan dalam kajian ini telah
terjawab.
Kesimpulannya, penggunaan Kaedah Pasdtep ini sememangnya telah berjaya membantu

murid-murid menguasai pendaraban melibatkan nombor tiga digit dengan nombor dua digit.
Murid-murid tidak lagi terikat dengan penggunaan kaedah bentuk lazim semata-mata dan ini
sekali gus akan dapat membantu mereka meningkatkan pencapaian mereka dalam topik
pendaraban dan dalam mata pelajaran matematik khasnya.
Rujukan
Ahad, R., Mustafa, M. Z., Supiyan, S., & Abdul Razzaq, A. R. (1). Keberkesanan Penggunaan
Petak Sifir Dalam Penguasaan Fakta Asas Darab Dalam Matematik Tahun 2. Online
Journal For Tvet Practioners. Retrieved From
Https://Publisher.Uthm.Edu.My/Ojs/Index.Php/Oj-Tp/Article/View/4813
Janjam, N. A. Z., & Ibrahim Mukhtar, M. (1). Keberkesanan Kaedah Kijo Membantu Murid
Tahun 3 Hisyam Di Sekolah Rendah Agama Bersepadu Kluang Mengatasi Masalah
Penguasaan Konsep Darab. Online Journal For Tvet Practioners. Retrieved From
Https://Publisher.Uthm.Edu.My/Ojs/Index.Php/Oj-Tp/Article/View/4800
Marzhati Binti Roslan (2014). Membantu murid mendarab nombor tiga digit dengan nombor
dua digit menggunakan Kaedah ‘Palangku’. Tesis Ijazah Sarjana Muda Perguruan, Institut
Pendidikan Guru Kampus Kota Bharu.
Mohd Ridhuwan Bin Mohamad (2013). Penggunaan “X-BOARD” dalam meningkatkan
kemahiran mendarab nombor tiga digit dengan dua digit. Tesis Ijazah Sarjana Muda
Perguruan, Institut Pendidikan Guru Kampus Dato’ Razali Ismail.
Nur Aniza Elias& Roslinda Rosli (2016). Penggunaan kaedah Titik Meningkatkan Penguasaan
Murid Dalam Operasi Darab. International Seminar on Generating Knowledge Through
Research, UUM-UMSIDA, Proceeding of ICECRS, 1 (2016) 1129-1136. ISSN. 2548-
6160
P. L. Ku, & S. C. Johnson Lim. (1). Perlaksanaan Dan Keberkesanan Kaedah Lattice Dalam
Pengajaran Kemahiran Matematik: Satu Kajian Kes Di Sekolah Rendah. Online Journal
For Tvet Practioners. Retrieved From Https://Publisher.Uthm.Edu.My/Ojs/Index.Php/Oj-
Tp/Article/View/4816
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MENINGKATKAN KEMAHIRAN MURID DALAM

MENYELESAIKAN OPERASI TAMBAH NOMBOR
PERPULUHAN DENGAN MENGGUNAKAN FISHBONE
DECIMAL BOARD (FDB)
Sandasagan Kalairajan1*
1
*Corresponding Author: mdyusoffdaud@ukm.edu.my

_________________________________________________________________________________________
Abstrak: Penyelidikan ini bertujuan untuk melihat sejauh mana murid Tahun 4 dalam
menyelesaikan operasi tambah sebarang dua nombor perpuluhan hingga tiga tempat perpuluhan
dengan mengumpul semula melalui penggunaan FishBone Decimal Board (FDB). Kajian ini
dilakukan di salah sebuah sekolah di daerah Hilir Perak. Kajian ini menggunakan reka bentuk
kajian tindakan dan melibatkan peserta kajian seramai tiga orang yang terdiri daripada dua
orang lelaki dan seorang perempuan. Peserta kajian yang dipilih berdasarkan pencapaian ujian
diagnostik. Instrumen yang digunakan ialah ujian pra dan ujian pasca, analisis dokumen,
pemerhatian dan temu bual. Data kualitatif dianalisis secara deskriptif mengikut peserta kajian.
Dapatan kajian menunjukkan beberapa kesilapan yang dikenalpasti seperti tidak memahami
konsep penambahan dengan mengumpul semula, tidak mahir dalam nilai tempat nombor
perpuluhan, kesilapan meletakkan titik perpuluhan dalam hasil jawapan yang diperoleh, dan
kecuaian semasa pengiraan. Dapatan kajian juga menunjukkan intervensi yang digunakan
berjaya membantu semua peserta kajian memahami konsep dan menguasai kemahiran
menambah sebarang dua nombor perpuluhan hingga tiga tempat perpuluhan dengan
mengumpul semula dengan menggunakan FishBone Decimal Board. Peserta kajian berjaya
menjawab soalan yang dikemukakan menggunakan FishBone Decimal Board. Kekuatan utama
FishBone Decimal Board adalah penggunaannya mempunyai unsur aplikasi kehidupan
seharian, bersifat mesra pengguna dan membantu dalam pengukuhan konsep penambahan
nombor perpuluhan.
Kata kunci: FishBone Decimal Board, nombor perpuluhan, operasi tambah dengan
mengumpul semula
_________________________________________________________________________
1. Pengenalan
Bab ini akan membincangkan berkaitan latar belakang kajian, pernyataan masalah, tujuan dan
objektif kajian, persoalan kajian, hipotesis kajian serta pemboleh ubah-pemboleh ubah yang
terdapat dalam kajian ini.
Secara kontekstual, seseorang murid perlu menguasai tiga bidang pembelajaran dalam mata
pelajaran Matematik iaitu nombor bulat, pecahan dan nombor perpuluhan. Menurut
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Kementerian Pendidikan Malaysia dalam KSSR (2013), murid difahamkan konsep Matematik
melalui pembelajaran konkrit sebelum diperkenalkan pembelajaran abstrak. Justeru, adalah
menjadi tanggungjawab guru untuk melakukan transformasi ke arah amalan pengajaran yang
berkualiti dan bermutu tinggi dengan menyediakan resos pengajaran yang sewajarnya untuk
memastikan suatu konsep matematik dapat difahami oleh murid.
Matematik adalah suatu mata pelajaran yang melibatkan kefahaman konsep bukan satu mata
pelajaran yang memerlukan penghafalan fakta semata-matanya. Contohnya, jika murid yang
hanya menghafal jalan kira dan petua untuk menambah sebarang dua nombor perpuluhan, tidak
semestinya murid tersebut dapat menyelesaikan masalah yang melibatkan operasi lain bagi
nombor perpuluhan dengan pengaplikasian konsep yang betul. Berdasarkan kajian Mas
Norbany (2004) dan Rosnick (1991), seseorang murid dianggap telah pun menguasai dalam
matematik jika markah pencapaian mereka dalam peperiksaan adalah tinggi malah tidak
memahami apa-apa yang dipelajari.
Oleh itu, perlu kajian-kajian dijalankan bagi membantu murid mengukuhkan kemahiran asas
Matematik dalam operasi tambah sebarang dua nombor perpuluhan dengan mengumpul semula
melalui penggunaan bahan manipulatif FishBone Decimal Board. Penggunaan bahan
manipulatif seperti ini dapat menyokong matlamat KSSR (2013), supaya mendorong murid
bagi memahami konsep matematik yang mudah dan dapat mengaplikasikan ilmu serta
kemahiran matematik secara berkesan dan bertanggungjawab dalam kehidupan seharian.
Penerangan Ulasan Kajian Lepas

Salah satu tujuan pengajaran matematik adalah untuk mencapai pemahaman konsep matematik
melalui pembangunan kognitif yang tinggi dan teratur (DeWindt-King, A. M., & Goldin, G. A.,
2003). Oleh itu, konsep matematik boleh ditunjukkan dengan perwakilan istilah seperti jadual,
graf dan persamaan sebagai alat yang digunakan untuk menunjukkan sesuatu idea matematik.
Dalam proses pembelajaran dan permudahcaraan (PdPc) matematik, pembinaan konsep dalam
empat kemahiran asas iaitu tambah, tolak, darab dan bahagi merupakan perkara yang sangat
penting bagi menjamin penguasaan terhadap topik yang seterusnya. Aplikasi asas tambah
penting bagi murid untuk menguasai tajuk-tajuk lain seperti tajuk pecahan, nombor perpuluhan,
wang, ukuran jarak dan banyak lagi.
Lantaran itu, penguasaan fakta asas tambah penting bagi murid untuk menguasai bidang ilmu
yang lain. Bagi segelintir murid, tambah boleh menjadi mimpi ngeri sekiranya tidak menguasai
kaedah bentuk lazim. Menurut Amar Sadi (2007), kesilapan misalnya berlaku dalam
kedudukan nombor dalam bentuk lazim dan proses mengumpul semula. Murid yang
menghadapi masalah ini akan mengalami masalah menulis kedudukan nombor dan menambah
dengan mengumpul semula. Keadaan ini akan menyebabkan murid sukar untuk menguasai
konsep tambah dan seterusnya membantutkan penguasaan murid untuk tajuk lain. Masalah ini
bukan lagi perkara terpinggir dan semakin menjadi masalah utama bagi murid-murid tahap 2.
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Menurut Azizi (2010), dalam pembelajaran Matematik, pembentukan konsep sangat sukar
dicapai. Hal in kerana, kebanyakan konsep matematik berkait rapat antara satu sama lain.
Murid menghadapi masalah semasa PdPc yang melibatkan operasi asas tambah ialah tambah
dengan mengumpul semula. Pendapat ini disokong oleh Fuson (1990) dalam kajiannya di mana
murid tidak melihat konsep pengumpulan semula sebagai satu konsep penggabungan unit.
Apabila mereka menambah pada nilai tempat ‘sa’ yang melebihi daripada 10 mereka
menghadapi masalah untuk memindahkan jumlah yang mereka peroleh. Mereka mengambil
masa yang lama dalam menyelesaikan masalah tersebut akibat tidak memahami konsep dan
idea yang disampaikan. Ini juga menjelaskan bahawa, murid-murid lebih cenderung untuk
menjawab soalan berbentuk tambah tanpa kumpul semula berbanding tambah melibatkan
kumpul semula.
Nombor perpuluhan dan operasi-operasi yang melibatkan nombor perpuluhan adalah antara
tajuk-tajuk yang didapati sukar oleh murid-murid dan mereka juga menghadapi kesukaran serta
kekurangan pengetahuan konseptual (DeWindt-King, A. M., & Goldin, G. A., 2003). Menurut
Star, J. R. (2013) memahami konsep matematik perlu melalui sekurang-kurangnya tiga
peringkat iaitu, pengiktirafan konsep matematik di antara perwakilan yang berbeza, manipulasi
yang fleksibel dalam sistem perwakilan dan terjemahan daripada satu sistem perwakilan yang
lain. Hal ini kerana, keupayaan untuk menterjemahkan dari satu sistem perwakilan konsep
kepada sistem perwakilan yang lain adalah amat penting untuk penyelesaian masalah
matematik dan pembelajaran matematik secara umum. Konsep nombor perpuluhan adalah
termasuk dalam kurikulum matematik dan ia adalah dianggap sebagai topik yang sangat
penting. Hal ini kerana, topik nombor perpuluhan melibatkan aplikasi dan penggunaan dalam
kehidupan seharian.
Nombor perpuluhan adalah satu bidang penting dalam penyelidikan kerana ia melibatkan
beberapa sistem nombor asas-sepuluh dan sistem nombor metrik (Thipkong & Davis, 1991; &
Ubuz & Yayan, 2010). Salah faham nombor perpuluhan apabila berlaku miskonsepsi dalam
pengertian notasi nombor perpuluhan telah didokumenkan di banyak tempat di dunia (Stacey,
2003). Kebanyakkan kajian tentang masalah nombor perpuluhan terhadap murid sekolah
rendah telah memberi tumpuan kepada salah satu daripada dua jenis aspek nombor perpuluhan
iaitu perbandingan nombor perpuluhan dan pengiraan perpuluhan. Perbandingan nombor
perpuluhan adalah memahami nilai tempat selepas perpuluhan dan pengiraan perpuluhan
adalah tambah, penolakan, pendaraban dan pembahagian perpuluhan. Secara relatifnya,
beberapa kajian telah dikaji tentang kefahaman murid berkaitan konsep perpuluhan.
Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015), konsep perpuluhan boleh
dikaitkan dengan konsep pecahan. Perpuluhan boleh dianggap sebagai bahagian dari
keseluruhannya dan keseluruhan yang telah dibahagikan kepada 10, 100, 1000, atau beberapa
nombor lain bahagian-bahagian yang berada dalam kuasa 10. Oleh itu, perpuluhan tidak harus
dianggap sebagai konsep matematik terpencil. Konsep perpuluhan perlu berkaitan dengan
pelbagai idea dan pecahan kepada nilai tempat. Tambahan pula, mengajar perpuluhan dengan
cara yang komprehensif dapat memberi peluang untuk murid terhadap pengajaran yang
fleksibel, menggunakan dan menghubungkan pelbagai gambaran yang berkaitan dengan
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nombor perpuluhan seperti model linear, garis nombor yang, manipulatif, permukaan, simbol
dan mata wang.
Hasil kajian sering tidak bersetuju berkenaan dengan kepentingan garis nombor sebagai model
didactical secara umum dan sebagai satu cara untuk mewakili integer dan nombor nisbah
(Steinle, V. & Stacey, K., 2003), menjelaskan fakta bahawa pengetahuan tentang cara untuk
menggunakan garis nombor itu sebagai satu cara untuk mewakili perpuluhan adalah agak perlu
kerana ia menyumbang kepada peningkatan pemahaman konsep bukan sahaja berkaitan kepada
pengenalpastian dan perbandingan perpuluhan malah keupayaan untuk melaksanakan operasi
juga dapat ditingkatkan.
Kebanyakkan miskonsepsi muncul sebagai akibat daripada kebergantungan terhadap peraturan

(Mathematics rules), sama ada tidak difahami, lupa atau hanya mengingati sebahagiannya,
(Widjaja, 2008). Hal ini dapat disokong dengan penyataan Wong Leon Kit (2006) dalam
kajiannya yang menyatakan bahawa kanak-kanak mempunyai ‘ingatan segera’ berkenaan
konsep asas bagi memudahkan pengaplikasian fakta tersebut dalam pengiraan. Jesteru murid
dapat mengingati jis pembelajaran secara lebih baik jika PdPc yang melibatkan bahan konkrit.
Steinle, V. & Stacey, K. (2003), juga turut berpendapat bahawa menyelesaian masalah dalam
tambah dengan mengumpul semula dapat dipertingkatkan dengan adanya bahan konkrit. Ini
membantu murid-murid memahami konsep dan seterusnya boleh menjawab soalan hanya
dengan menggunakan imaginasi atau simbol lukisan sahaja seperti 1 kotak blok asas 10
memberi nilai 1. Murid menghadapi masalah apabila melakukan tambah secara algorithma.
Penggunaan pembilang dan kerangka nilai tempat telah membina kefahaman murid terhadap
kemahiran asas matematik dan tambah secara algorithma.
Kesimpulannya, perasaan ingin tahu dapat mencungkil minat dengan menggunakan bahan
bantu mangajar. Virginia Department of Education (2011) mengatakan bahawa sebilangan
besar murid selalu menggunakan bahan bantu mengajar dalam pengajaran matematik. Oleh itu,
bahan bantu mengajar yang sesuai dapat membantu murid untuk menguasai kemahiran
menambah nombor perpuluhan dengan mengumpul semula.
Jadual dan Rajah

Bagi membantu peserta kajian menguasai kemahiran menambah sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula, pengkaji telah
memperkenalkan satu bahan manipulatif yang diberi nama FishBone Decimal Board. Jadual 1
menunjukkan FishBone Decimal Board yang digunakan oleh pengkaji dan juga peserta kajian
sepanjang sesi intervensi berlangsung.
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Jadual 1: Langkah-Langkah Penggunaan FishBone Decimal Board

Langkah Gambar Rajah Catatan
1 33.489 + 24.673 = Mengenal pasti kehendak soalan iaitu nilai tempat
nombor perpuluhan dan operasi yang terlibat
dalam soalan.
2 Menyusun nombor perpuluhan pertama yang
terlibat dalam soalan tersebut mengikut nilai
tempat yang betul pada baris pertama FishBone
Decimal Board dengan menggunakan nombor
kayu.
3 Menyusun nombor perpuluhan kedua yang

terlibat dalam soalan tersebut mengikut nilai
tempat yang betul pada baris kedua FishBone
Decimal Board dengan menggunakan nombor
kayu.
4 Melakukan pengiraan operasi tambah daripada

nilai tempat yang paling kecil yang terlibat dalam
soalan iaitu dari kanan ke kiri dan susun nombor
tersebut mengikut nilai tempat yang betul pada
baris ketiga FishBone Decimal Board dengan
menggunakan nombor kayu.
5 Jika sesuatu nilai tempat melibatkan

pengumpulan semula maka dengan menggunakan
nombor kayu, letakkan nilai yang dikumpul
semula pada ruang yang paling atas dalam
FishBone Decimal Board.

Bahagian ini akan membincangkan segala dapatan yang telah diperoleh secara keseluruhan
berdasarkan hasil daripada analisis Ujian Pra dan Ujian Pasca, analisis dokumen, temu bual dan
pemerhatian yang dijalankan.
Hasil daripada analisis terhadap Ujian Pra, pengkaji mendapati bahawa tahap penguasaan
peserta kajian dalam menyelesaikan masalah penambahan sebarang dua nombor perpuluhan
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hingga tiga tempat perpuluhan dengan mengumpul semula adalah rendah. Penambahan tanpa
mengumpul semula adalah lebih mudah berbanding penambahan dengan mengumpul semula
(Jon M.Engelhardt, 1991). Maka tidak dapat dinafikan bahawa peserta kajian menghadapi
masalah dalam menyelesaikan masalah penambahan sebarang sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula. Selain itu, terdapat
peserta kajian yang masih lemah dalam penulisan bentuk lazim yang betul.
Pernyataan ini jelas dapat dilihat menerusi markah Ujian Pra bagi peserta kajian di mana skor
markah maksimum yang diperoleh adalah sebanyak 20%. Manakala dua orang peserta kajian
lagi tidak memperolehi sebarang markah dalam Ujian Pra tersebut. Skor markah yang
diperoleh menunjukkan bahawa hanya seorang peserta kajian sahaja yang menjawab 2 item
dengan betul daripada 10 item yang ada dalam Ujian Pra tersebut.
Secara keseluruhannya, kesemua peserta kajian masih lemah dalam menyelesaikan masalah
penambahan sebarang dua nombor perpuluhan hingga tiga tempat perpuluhan dengan
mengumpul semula. Seterusnya, analisis jawapan peserta kajian dalam Ujian Pra, pengkaji
mendapati kesilapan yang sering dilakukan oleh peserta kajian ialah berkenaan dengan
algoritma tambah nombor perpuluhan dengan mengumpul semula dan penyusunan nombor
perpuluhan mengikut nilai tempat perpuluhan.
Oleh itu, pengkaji telah memperkenalkan satu inovasi pengkaji yang diberi nama FishBone
Decimal Board. Pengkaji telah merancang lima sesi intervensi yang dapat membantu peserta
kajian mengatasi masalah yang dihadapi berkaitan dengan tajuk penambahan sebarang dua
nombor perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula. Penggunaan
FishBone Decimal Board yang berwarna-warni dapat menarik minat peserta kajian selaras
dengan pendapat yang dikeluarkan oleh Atan (1983) bahawa penggunaan alat yang
menggunakan warna dan bentuk yang menarik lebih menarik perhatian murid.
Pengkaji juga memperkenalkan penggunaan FishBone Decimal Board yang agak mempunyai
unsur kaedah manipulatif. Dapatan kajian oleh Chai (2009) mendapati bahawa murid-murid
yang lemah dan sederhana memang sukar untuk memahami teknik-teknik yang disyorkan
dalam sukatan atau buku teks. Pengkaji berharap penggunaan FishBone Decimal Board dapat
difahami dan diaplikasikan dalam penyelesaian masalah penambahan sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula.
Melalui skor markah bagi Ujian Pra dan Ujian Pasca, satu perbandingan telah dilakukan bagi
menilai sejauh mana keberkesanan penggunaan FishBone Decimal Board. Setelah menjalani
sesi intervensi, pengkaji mendapati tahap penguasaan peserta kajian terhadap tajuk
mengumpul semula telah meningkat. Peningkatan yang telah dicatatkan adalah sebanyak
100%. Peningkatan yang dicapai oleh setiap peserta kajian jelas menunjukkan keberkesanan
penggunaan FishBone Decimal Board bagi membantu murid lemah menyelesaikan masalah
mengumpul semula.
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Pengkaji telah menggunakan temu bual berstruktur bagi mengetahui tahap keberkesanan
FishBone Decimal Board. Hasil analisis temu bual mendapati semua peserta kajian telah
bersetuju bahawa penggunaan FishBone Decimal Board dapat membantu mereka
menyelesaikan masalah penambahan sebarang dua nombor perpuluhan hingga tiga tempat
perpuluhan dengan mengumpul semula. Semua peserta kajian menunjukkan respons positif
terhadap FishBone Decimal Board. Mereka bersetuju bahawa penggunaan FishBone Decimal
Board adalah lebih mudah. Menurut Aniza Nordin (2011) dalam kajiannya, algoritma alternatif
dirujuk sebagai kurang memberi tekanan, bersifat transisi dan memberi banyak kelebihan
kepada murid. Oleh itu, melalui penggunaan FishBone Decimal Board murid berasa lebih
menyeronok dan menyebabkan mereka mengatakan penggunaan FishBone Decimal Board
adalah lebih mudah berbanding bentuk lazim.
Selain itu, mereka juga dapat menerangkan prosedur penambahan nombor perpuluhan
menggunakan FishBone Decimal Board dengan baik. Ini menunjukkan bahawa peserta kajian
dapat menerima dan memahami penggunaan FishBone Decimal Board. Selain itu, peserta
kajian juga menunjukkan peningkatan di mana semasa sesi temu bual selepas Ujian Pra,
mereka tidak dapat mengenal pasti kesilapan yang dilakukan pada item kerana mereka masih
belum menguasai konsep penambahan nombor perpuluhan dengan mengumpul semula.
Namun, dalam temu bual selepas Ujian Pasca, semua peserta kajian dapat mengenal pasti
kesilapan yang dilakukan pada setiap item kerana mereka sudah dapat menguasai konsep
penambahan nombor perpuluhan dengan mengumpul semula.
Selain itu, peserta kajian turut menunjukkan peningkatan dalam setiap sesi intervensi. Pengkaji
telah meneliti setiap lembaran kerja peserta kajian bagi setiap sesi intervensi. Setiap peserta
kajian menunjukkan peningkatan sehingga pada sesi intervensi terakhir. Peserta kajian tidak
lagi melakukan kesilapan melibatkan kemahiran penambahan nombor perpuluhan dengan
mengumpul semula sebaliknya hanya melibatkan kecuaian dalam pengiraan dan juga kesilapan
enkod. Peningkatan tersebut jelas menunjukkan bahawa, penggunaan FishBone Decimal Board
dapat membantu peserta kajian menyelesaikan masalah penambahan sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula.
Pengkaji telah menjalankan pemerhatian berstruktur sepanjang lima sesi intervensi dijalankan.
Pengkaji dapat melihat setiap peserta kajian telah menunjukkan perubahan tingkah laku yang
positif dan menunjukkan peningkatan dalam kemahiran penambahan sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula. Kesimpulannya,
FishBone Decimal Board membantu murid lemah menyelesaikan masalah penambahan
sebarang dua nombor perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula.
Hasil dapatan yang diperoleh menunjukkan bahawa penggunaan FishBone Decimal Board
dapat meningkatkan kemahiran murid lemah Tahun 4 untuk menyelesaikan operasi tambah
sebarang dua nombor perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula.
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Pengkaji berharap penggunaan FishBone Decimal Board dapat digunakan secara meluas
kepada murid di sekolah bagi membantu mereka menyelesaikan masalah sebarang dua nombor
perpuluhan hingga tiga tempat perpuluhan dengan mengumpul semula. Selain itu, pengkaji
mencadangkan sesi pdp menggunakan FishBone Decimal Board dapat dipanjangkan tempoh
masanya agar murid dapat menggunakan FishBone Decimal Board dengan lebih berkesan. Hal
ini kerana, terdapat beberapa kekuatan utama dalam penggunaan FishBone Decimal Board iaitu
penggunaannya mempunyai unsur aplikasi kehidupan seharian, bersifat mesra pengguna dan
membantu dalam pengukuhan konsep penambahan nombor perpuluhan.
Namun, pengkaji mencadangkan FishBone Decimal Board dapat diinovasikan melalui aplikasi
Teknologi Maklumat dan Komunikasi (TMK). Seperti yang diketahui TMK merupakan elemen
penting dalam dunia pendidikan masa kini seiring dengan arus globalisasi dunia. Oleh itu, agar
sistem pendidikan terus bergerak seiring dengan dunia modenisasi ini, aplikasi TMK sangat
diperlukan. Pengkaji berharap melalui aplikasi TMK, FishBone Decimal Board dapat menjadi
lebih menarik dan interaktif kepada murid. Murid boleh belajar secara kendiri di mana mereka
boleh melakukan latihan penambahan menggunakan FishBone Decimal Board yang telah
diinovasikan mengikut tahap perkembangan tersendiri.
Cadangan seterusnya adalah, kajian ini diperluas lagi dengan penggunaan nombor yang lebih
besar kepada murid tahun 4, 5 dan 6 mengikut Standard Kandungan. Hal ini kerana, FishBone
Decimal Board hanya terhad kepada penambahan dua nombor perpuluhan sahaja. Oleh itu,
kajian seterusnya boleh dilakukan oleh pengkaji lain dengan membuat penambahbaikan ke atas
penggunaan FishBone Decimal Board seperti penambahan tiga nombor perpuluhan secara
berturut-turut.
Kesimpulannya, cadangan penambahbaikan yang dikemukakan oleh pengkaji dapat membantu

FishBone Decimal Board agar dapat digunakan secara meluas dan membantu murid lemah
dalam menambah dengan mengumpul semula.
Rujukan
Amar Sadi (2007). Misconception in Numbers. UGRU Journal.
Aniza Nordin. (2011). 'Step-Ladder Addition' Sebagai Kaedah Alternatif bagi Penambahan
Melibatkan Pengumpulan Semula Nombor Empat Digit. Penyelidikan Tindakan
PISMP.
Atan Long. (1983). Pedagogi : Kaedah Am Mengajar. Kuala Lumpur : Fajar Bakti Sdn. Bhd.
Azizi Yahaya (2008). Kepentingan Kefahaman Konsep Dalam Matematik. Permasalahan
dalam Pendidikan Matematik dan Sains, 22-33.
Bahagian Pembangunan Kurikulum (2013). Kurikulum Standard Sekolah Rendah (KSSR).
Putrajaya: Kementerian Pendidikan Malaysia.
Chai Mei Ling. (2009). “Oh, Itunya Darab”. Jurnal Penyelidikan Tindakan IPG KBL, 12-24.
DeWindt-King, A.M., & Goldin, G.A. (2003). Children’s Visual Imagery: Aspects of
Cognitive Representation in Solving Problems With Fractions. Mediterranean Journal
for Research in Mathematics Education, 2(1), 1-42.
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Fuson, K. C. (1990). Conceptual Structures for Multiunit Numbers: Implications for Learning
and Teaching Multidigit Addition, Subtraction, and Place Value. Cognition and
Instruction, 7, 343-403.
Jon M.Engelhardt & Usnick V. (1991). When Should We Teach Regrouping in Addition and
Subtraction. School Science Mathematics, 6-9.
Mas Norbany Abu Samah (2004). Nombor Perpuluhan: Kesilapan Kefahaman Dalam
Kalangan Murid Tahun Lima. Kajian Matematik.
Rosnick, P. (1991). Some Misconceptions Concerning the Concept of Variables, Mathematics
Teacher. University of Massachusetts Amherst, USA: National Council of Teachers
of Mathematics.
Star, J. R. (2013). On the relationship between knowing and doing in procedural learning.
In Fourth international conference of the learning sciences (pp. 80-86).
Steinle, V. & Stacey, K. (2003). Graded-related trends in the prevalence and persistence of
decimal misconceptions. Proceedings of the 27th Conference of the International
Group for the Psychology of Mathematics Education (Vol. 4, 259- 266). Geelong,
Australia: MERGA.
Thipkong, S., & Davis, E. J. (1991). Preservice Elementary Teachers’ Misconceptions in
Interpreting and Applying Decimals. School Science and Mathematics, 91(3), 93-99.
Ubuz, B., & Yayan, B. (2010). Primary Teachers’ Subject Matter Knowledge: Decimals.
International Journal of Mathematics Education in Science and Technology, 41(6),
787- 804.
Virginia Department of Education (2011). Practical Problems Involving Decimals.
Mathematics Enhanced Scope and Sequence. Virginia.
Widjaja, W. (2008). Misconceptions About Density Of Decimals: Insights From Indonesian
Pre Service Teachers. Journal Of Science And Mathematics Education In Southeast
Asia 2008, Vol 31 No 2, 117-331.
Wong Leon Kit (2006). Pembangunan Bahan E-Pembelajaran Berasaskan Moodle Bertajuk
Nombor Perpuluhan. Universiti Teknologi.
Zhang, M., Trussell, R. P., Gallegos, B., & Asam, R. R. (2015). Using math apps for Improving
student learning: An exploratory study in an inclusive fourth grade
classroom. TechTrends, 59(2), 32-39.
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PELAKSANAAN INTERVENSI TERAPI CARA KERJA

UNTUK MURID BERMASALAH PEMBELAJARAN
Ng Rou Shan1*
1
*Corresponding Author: drrosadahm@gmail.com
_________________________________________________________________________________________
Abstrak: Pelaksanaan intervensi terapi cara kerja dalam pendidikan adalah sangat penting dan
amat diperlukan dalam kalangan murid-murid pendidikan khas bermasalah pembelajaran.
Namun, di negara Malaysia amalan ini masih kurang dilihat berbanding negara Barat yang
maju seperti Amerika Syarikat. Kajian ini dijalankan bertujuan untuk meneroka perubahan
tingkah laku dan penglibatan murid-murid bermasalah pembelajaran dalam aktiviti
pembelajaran selepas pelaksanaan intervensi terapi cara kerja. Kajian ini merupakan satu kajian
kes yang melibatkan 15 orang peserta kajian di mana 10 orang peserta kajian primer yang
terdiri daripada murid-murid bermasalah pembelajaran dan 5 orang peserta kajian sekunder
yang teridiri daripada guru-guru pendidikan khas. Kajian ini dilaksanakan di sebuah sekolah
daerah Pontian, negeri Johor. Kajian ini menggunakan pendekatan kualitatif seperti temu bual,
pemerhatian dan analisis dokumen bagi proses pengumpulan data. Secara keseluruhannya,
dapatan kajian menunjukkan terdapat penurunan kekerapan tingkah laku agresif dan tingkah
laku pasif murid bermasalah pembelajaran selepas pelaksanaan intervensi terapi cara kerja.
Dari segi penglibatan dalam aktiviti pembelajaran, dapatan kajian juga menunjukkan
perubahan yang positif selepas pelaksanaan intervensi terapi cara kerja dari segi interaksi
sosial, emosi dan keinginan melibatkan diri dalam aktiviti pembelajaran. Selain itu, dapatan
kajian turut menunjukkan selepas pelaksanaan intervensi terapi cara kerja kemahiran motor
halus dan koordinasi mata dan tangan murid ditingkatkan secara tidak langsung. Justeru,
kesemua aspek di atas meningkatkan penglibatan murid-murid bermasalah pembelajaran dalam
aktiviti pembelajaran di dalam bilik darjah. Akhirnya, kajian ini memberi gambaran kepada
guru-guru pendidikan khas di Malaysia bahawa pelaksanaan intervensi terapi cara kerja bawah
kolaborasi dan kosultansi dengan ahli-ahli terapi yang cara kerja berprofesional memberi
impak kepada perkembangan murid-murid bermasalah pembelajaran dan harus diamal serta
dipraktikan dalam pendidikan khas.
Kata kunci: intervensi terapi cara kerja, tingkah laku, penglibatan murid
_________________________________________________________________________
1. Pengenalan
Fokus utama Pendidikan Khas adalah untuk membimbing keunikan setiap murid pendidikan
khas bermasalah pembelajaran dan memastikan mereka dapat mengakseskan dan memenuhi
standard pendidikan yang umum untuk semua murid (IDEA, 2004). Sehubungan itu, terapi cara
kerja adalah berkait rapat untuk membantu kanak-kanak bermasalah pembelajaran mendapat
faedah daripada pendidikan yang disediakan untuk murid bermasalah pembelajaran (IDEA
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2004). Sistem pendidikan khas perlulah merangkumi keperluan akdemik dan keperluan murid
bermasalah pembelajaran bagi membolehkan mereka mengikuti kurikulum pendidikan umum
(IDEA 2004).
Kajian ini berasaskan Teori Kognitif Sosial Pajares (2007) di mana ia merupakan satu teori
yang memberi penekanan tentang tingkah laku, emosi, berdaya saing dan mengubah dirinya
untuk menjadi lebih baik. Murid-murid berkeperluan khas harus bertindak secara proaktif
dalam mendapatkan ilmu pengetahuan dan pengalaman. Guru pendidikan khas perlu memberi
sokongan terhadap penglibatan murid-murid berkeperluan khas. Hal ini demikian kerana
sokongan samada fizikal atau mental dapat mewujudkan penghargaan kendiri di mana
seseorang individu berasa yakin terhadap diri sendiri sebagai individu yang bernilai, penting
dan boleh memberi hasil yang berharga berdasarkan tingkah laku yang ditunjukkan dalam
kehidupan seharian (Fairuz 2016).
Berdasarkan teori ini faktor persekitaran, faktor tingkah laku dan faktor individu dan kognitif
adalah berkait antara sama lain dalam proses pembelajaran (Stevens 2006). Faktor persekitaran
menitikberatkan hubungan sosial antara murid dalam proses pembelajaran. Faktor tingkah laku
pula melihatkan keupayaan murid berkeperluan khas memperoleh ilmu dan kemahiran dalam
proses pembelajaran manakala faktor individu dan kognitif melihatkan keberkesanan kendiri
dalam mengawal serta menghasilkan tingkah laku diri sendiri dalam proses pembelajaran.
Teori ini turut memperlihatkan peranan guru sebagai fasilator untuk membuka ruang
pembelajaran yang sesuai dengan menerapkan unsur terapi cara kerja untuk murid-murid
berkeperluan khas (Stevens 2006). Dalam konteks pembelajaran, murid mempunyai kebolehan
untuk menambahbaik prestasi diri melalui proses perlambangan, pemikiran, pembelajaran,
kendali diri dan refleksi diri. Intervensi dan latihan yang dijalankan secara berterusan akan
memotivasikan murid untuk melakukan perubahan yang positif.
Sehubungan itu, sistem pendidikan khas di negara Malaysia masih ketinggalan dan mempunyai
jurang yang besar dalam aspek pelaksanaan dasar dan penilaian hasil pelaksanaan dasar
tersebut dalam menyediakan corak pendidikan atau kurikulum yang dapat menyumbangkan
murid bermasalah pembelajaran ke arah perkembangan secara menyeluruh (Lee & Low 2014).
Di negara maju, kolaboarasi antara guru pendidikan khas dengan ibu bapa, guru aliran perdana
dan pihak profesional seperti ahli-ahli terapi, organisasi NGO dan komuniti masyarakat bagi
memaksimumkan proses pembelajaran murid di sekolah (Margo et al. 2015). Hubungan
kolaborasi antara ahli terapi cara kerja dengan guru pendidikan khas amat diperlukan bagi
memaksimumkan tahap perkembangan murid-murid berkeperluan khas.
Tujuan utama terapi cara kerja adalah untuk memulihkan kesihatan dan kualiti hidup dalam
aktiviti kehidupan seharian (American Occupational Therapy Assocation 2016). Dalam erti
kata lain, kolaborasi antara guru pendidikan khas dengan ahli terapi yang berprofesional ini
adalah untuk menetapkan objektif, merancang aktiviti, membuat keputusan dan melaksnakan
intervensi terapi cara kerja bagi mencapai matlamat yang dikehendaki (Barnes & Turner 2001;
Friend & Cook 2013). Ahli terapi cara kerja berasaskan sekolah dapat meningkatkan
penglibatan murid, mengubahsuai aktiviti pembelajaran dan menyediakan perkhidmatan di
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mengikut situasi bilik darjah (American Occupational Therapy Assocation 2014). Berikut
merupakan objektif yang hendak dicapai dalam kajian ini:
i. Meneroka tingkah laku murid bermasalah pembelajaran di dalam bilik darjah selepas
pelaksanaan intervensi terapi cara kerja berasaskan aktiviti main.
ii. Meneroka penglibatan dalam pdpc murid bermasalah pembelajaran di dalam bilik
darjah selepas pelaksanaan intervensi terapi cara kerja berasaskan aktiviti main.

Di Malaysia, tidak terdapat banyak kajian yang khusus dijalankan mengenai pelaksanaan terapi
cara kerja dalam pendidikan khas untuk murid-murid berkeperluan khas (Leong, Jennifer, &
Mark 2014; Masne, Rachael & Primrose 2015). Negara-negara barat seperti Amerika Syarikat
dan Australia sangat aktif dalam menjalankan kajian ini kerana pendidikan inklusif untuk
semua murid pendidikan khas dijalankan di negara tersebut dan perkhidmatan terapi cara kerja
amat diperlukan. Hasil dapatan kajian menggambarkan persamaan amalan terapi cara kerja
yang dilaksanakan di negara Malaysia dengan negara-negara barat. Amalan berpusatkan klien
dilaksanakan dan berusaha untuk melibatkan ibu bapa dalam pelaksanaan terapi cara kerja
tersebut (Masne, Rachael & Primrose 2015).
Kajian juga menunjukkan penglibatan ibu bapa dalam terapi cara kerja membawa kesan kepada
kanak-kanak berkeperluan khas. Penekanan terhadap keinginan dan penglibtan ibu bapa dalam
kursus-kursus memengaruhi keberkesanan pelaksanaan terapi cara kerja. Namun, sumber-
sumber yang berkaitan dengan terapi cara kerja ini adalah sangat terhad jika dibandingkan
dengan negara-negara maju (Leong, Jennifer, & Mark 2014; Masne, Rachael & Primrose
2015). Justeru, penyelidikan-penyelidikan dalam bidang ini harus diperbanyakkan bagi
meningkatkan dan membimbing pelaksanaan dan amalan terapi cara kerja di Malaysia
berdasarkan bukti yang kukuh (Leong, Jennifer, & Mark 2014; Masne, Rachael & Primrose
2015). Kajian yang dilaksanakan terhadap murid yang mengalami sindrom down membuktikan
bahawa penghasilan modul terapi cara kerja amat berguna untuk ibu bapa, ahli terapi dan guru
dalam penyediakan dan pelaksanaan kurikulum, modul pendidikan serta Rancangan Pendidikan
Individu (RPI) bawah Kementerian Pendidikan Malaysia (Madhya 2016).
Kajian-kajian yang dijalankan di negara-negara barat menunjukkan bahawa penerapan ilmu
terapi cara kerja di sekolah memberi manfaat kepada murid-murid berkeperluan khas kerana
negara tersebut dalam proses untuk memberi pendidikan inklusif penuh kepada murid-murid
berkeperluan khas (Kerry et al 2012; Kelder et al 2017). Buktinya, ahli terapi cara kerja di
negara Afrika berhadapan dengan cabaran di mana sesi terapi cara kerja yang traditional
biasanya memberi perkhidmatan secara one to one telah diubahsuai dengan adanya kerjasama
dengan guru pendidikan khas, ibu bapa dan badan-badan perundangan (Watson R., Swartz L.
2004). Pendidikan inklusif memerlukan perkhidmatan terapi cara kerja yang jauh berbeza
dengan cara pelaksanaan yang traditional kerana terapi cara kerja yang dijalankan di sekolah
tidak lagi tertumpu kepada memulihkan atau meningkatkan ketidakupayaan tetapi berfokus
kepada meningkatkan keupayaan murid berkeperluan khas untuk melibatkan diri dalam sistem
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pendidikan semaksimum yang mungkin (Kerry et al 2012). Pendidikan inklusif telah mengubah
perspektif terapi cara kerja secara tradisinya untuk memberi perkhidmatan kepada kanak-kanak
yang mampu bersekolah tetapi menggalakkan perubahan untuk memasukkan semua murid-
murid berkeperluan khas yang menghadapi cabaran dan halangan dalam sistem pendidikan
inklusif sepenuhnya (Watson R., Swartz L. 2004).
Penyelidikan dalam terapi cara kerja telah mendapati kaedah baru dalam pelaksanaan terapi
cara kerja dengan mewujudkan persekitaran bermain dalam pelaksanaan terapi cara kerja
(Moore & Lynch 2015). Kaedah ini telah menggalakkan penglibatan kanak-kanak daripada
mengubahsuai aktiviti atau persekitaran pelaksanaan terapi cara kerja (Moore & Lynch 2015).
Namun cabaran yang telah dihadapi adalah aktiviti bermain yang dijalankan lebih berfokus
kepada kemahiran bermain bukannya bermain sebagai terapi cara kerja (Lynch & Moore
2016). Satu kajian yang dijalankan terhadap kanak-kanak yang mengalami ketidakupayaan
Autism Spetrum Disorder (ASD) menunjukkan bahawa pengintegrasian aktiviti main dalam
terapi cara kerja memberi kesan dalam menggalakkan dan meningkatkan tingkah laku kanak-
kanak untuk bekerjasama dan melakukan aktiviti koperatif. Interaksi sosial dan perhubungan
antara manusia adalah diperlukan dalam kehidupan seharian (Jennifer et al 2017).
Akhirnya kajian mendapati bahawa minat dan nilai penghargaan guru dalam bidang terapi cara
kerja mempengaruhi prestasi murid dalam aktiviti yang melibatkan kemahiran motor halus.
Buktinya, kemahiran menulis dan memegang pensel dapat ditingkatkan dengan adanya
kolaborasi antara guru dengan ahli terapi serta penyertaan dalam kursus dan latihan terapi cara
kerja (Therese 2018).
3. Analisis dan Dapatan Kajian

Hasil dapatan kajian adalah berdasarkan respon kedua-dua peserta kajian primer dan sekunder
bagi menjawab persoalan kajian (1) Bagaimanakah tingkah laku murid bermasalah
pembelajaran dipengaruhi selepas intervensi terapi cara kerja berasaskan aktiviti main
dilaksanakan? (2) Bagaimanakah penglibatan murid bermasalah pembelajaran dipengaruhi
selepas intervensi terapi cara kerja berasaskan aktiviti main dijalankan? Dapatan kajian yang
dipaparkan dalam bab ini menggambarkan interpretasi penyelidik daripada data yang telah
diperolehi dalam bentuk temu bual, pemerhatian dan analisis dokumen. Dapatan tersebut
dihuraikan berdasarkan urutan soalan kajian yang merangkumi aspek seperti (i) tingkah laku
(ii) emosi (iii) interaksi sosial (iv) kemahuan penglibatan diri murid pendidikan khas dalam
aktiviti pembelajaran.
Perubahan Dari Segi Tingkah Laku

Berdasarkan hasil dapatan kajian, perubahan tingkah laku dapat dilihat dari segi perubahan
tingkah laku agresif dan pasif. Antara tingkah laku agresif yang berjaya dikawal adalah seperti
hiperaktif, suka memukul, suka mencubit, suka mengganggu kawan, membaling benda-benda
kepada kawan dan membaling buku dan lain-lain alat ke atas lantai dapat dikurangkan.
Pengkaji mengategorikan perubahan tersebut sebagai perubahan terhadap tingkah laku
distruptif dan perubahan tingkah laku destruktif. Tingkah laku disruptif bermaksud tingkah
laku yang mengganggu proses pembelajaran manakala tingkah laku distruktif pula bermaksud
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tingkah laku yang merosakkan samada melalui sindiran ataupun perbuatan fizikal seperti
melukai atau menyakiti seseorang (Bahirah, Jasmy 2018).
Secara keseluruhannya, pengkaji mendapati bahawa skor kekerapan tingkah laku agresif bagi
kelas PK 1 dan PK 2 dapat dikurangkan selepas pelaksanaan intervensi terapi cara kerja.
Peserta kajian dari kelas PK 3 tidak menunjukkan ciri-ciri tingkah laku agresif sebelum dan
selepas pelaksanaan intervensi terapi cara kerja ini. Di samping itu, skor kekerapan tingkah
laku pasif juga menurun jika dibandingkan sebelum dan selepas pelaksanaan intervensi terapi
cara kerja bagi tiga kelas tersebut. Berdasarkan analisis dapatan kajian, penurunan drastik
kekerapan tingkah laku pasif peserta kajian dalam kajian ini dapat dilihat selepas pelaksanaan
intervensi terapi cara kerja. (Elemen Jenis Tingkah Laku Agresif dan Pasif boleh dirujuk dalam
Lampiran A).
Di samping itu, berdasarkan hasil dapatan temu bual, semua responden bersetuju bahawa
terdapat sedikit sebanyak perubahan terhadap tingkah laku peserta kajian samada tingkah laku
agresif mahupun tingkah laku pasif ke arah yang lebih positif. Hal ini demikian kerana
intervensi-intervensi yang dijalankan menetapkan peraturan yang jelas serta aktiviti intervensi
terapi cara kerja yang menarik serta sesuai dengan tahap kemampuan setiap peserta kajian
dapat mengurangkan tingkah laku destruktif dan disruptif peserta kajian. Pengkaji juga
mendapati peraturan-peraturan serta token ekonomi semasa pelaksanaan intervensi terapi cara
kerja mendorong peserta kajian untuk terus berusaha dan mengawal tingkah laku diri agar
dapat mengikuti intervensi terapi cara kerja tersebut.
Berdasarkan analisis terhadap papan token peserta kajian, pengkaji mendapati terdapat
penambahan token sebelum pelaksanaan intervensi terapi cara kerja berbanding pemerhatian
pertama, pemerhatian ke-2 dan pemerhatian ke-3. Selain PSK4 setiap peserta kajian
menunjukkan penambahan token. Hal ini menunjukkan terdapat tingkah laku peserta-peserta
kajian dari semasa ke semasa sepanjang pelaksanaan intervensi terapi cara kerja. Papan token
ekonomi sebagai motivasi semasa pelaksanaan intervensi terapi cara kerja dan juga
memotivasikan peserta-peserta kajian untuk mengamalkan tingkah laku positif yang diamalkan
semasa pelaksanaan intervensi terapi cara kerja dalam bilik darjah secara tidak langsung.
Jadual 4.1 Perbandingan Skor Kekerapan Tingkah Laku Agresif dan Tingkah Laku Pasif Sebelum dan
Selepas Pelaksanaan Intervensi
Kelas Tingkah Laku Agresif Tingkah Laku Pasif
Sebelum Selepas Sebelum Selepas
Kekerapan % Kekerapan % Kekerapan % Kekerapan %
PK 1 30 12.5 16 6.67 63 52.5 42 35
PK 2 46 19.17 32 13.33 31 25.83 21 17.50
PK 3 0 0 0 0 6 10 2 3.33
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Perubahan Dari Aspek Penglibatan Murid Bermasalah Pembelajaran Dalam Bilik

Darjah
Di samping mengkaji perubahan tingkah laku peserta kajian, kajian ini turut mengkaji
penglibatan peserta kajian dalam bilik darjah secara terperinci. Penglibatan peserta kajian
dalam bilik darjah mengambil kira empat aspek utama iaitu (i) tingkah laku (ii) interaksi sosial,
(iii) emosi dan (iv) keinginan peserta kajian dalaam aktiviti pembelajaran. Tingkah laku peserta
kajian telah dikaji secara teliti menerusi persoalan kajian yang pertama justeru bagi menjawab
persoalan yang kedua pengkaji memberi fokus kepada aspek interaksi sosial, emosi dan
keinginan melibatkan diri dalam aktiviti pembelajaran.
Interaksi Sosial
Berdasarkan hasil dapatan dari pemerhatian, kekerapan masalah sosial yang wujud dalam
kalangan peserta kajian adalah tidak serius. Namun, penurunan peratus bagi kekerapan masalah
sosial adalah tidak ketara. Hal ini membuktikan peningkatan tahap interaksi sosial terhadap
peserta-peserta kajian adalah sangat sukar jika dibandingkan dengan pembentukan tingkah
laku. Ia memerlukan masa yang panjang dan proses pelaksanaan intervensi yang berterusan.
Jadual 4.2 Perbandingan Skor Kekerapan Masalah Sosial Sebelum dan Selepas Pelaksanaan Intervensi
Kelas Masalah Sosial

Sebelum Selepas
Kekerapan % Kekerapan %
PK 1 24 18.18 14 10.61
PK 2 17 12.88 9 6.82
PK 3 5 7.57 2 3.03
Berdasarkan hasil dapatan kajian dari temu bual mendapati terdapat pengurangan masalah
interaksi sosial antara rakan sebaya dan masalah interaksi sosial dalam aspek kendiri adalah
tidak ketara. Hal ini demikian mungkin disebabkan ia memerlukan jangka masa yang panjang
dan berterusan bagi meningkatkan tahap interaksi sosial murid. Peserta-peserta kajian tidak
berniat dan menunjukkan semangat untuk berinteraksi dalam bilik darjah seperti mana mereka
berinteraksi dengan rakan semasa pelaksanaan intervensi terapi cara kerja. Sementara itu, G4
bersetuju dengan pandangan G1, G2, G3 dan G5 tetapi G4 menyatakan bahawa proses
meningkatkan kemahiran interaksi sosial ini merupakan satu proses yang berterusan.
Pelaksanaan intervensi terapi cara kerja ini hanya dijalankan selama dua bulan. G4 percaya
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bahawa sekiranya intervensi terapi cara kerja ini dijalankan dalam tempoh masa yang lebih
panjang, maka hasil dapatan kajian bagi aspek interaksi sosial ini akan lebih jelas
Emosi
Berdasarkan hasil dapatan kajian dari temu bual dan pemerhatian pengkaji mendapati
pelaksanaan intervensi terapi cara kerja dapat menstabilkan emosi serta menceriakan emosi
peserta kajian. Buktinya selepas pelaksanaan intervensi terapi cara kerja masalah emosi peserta
kajian dapat dikurangkan. Sekiranya emsoi peserta-peserta kajian dalam keadaan yang baik dan
stabil, maka ia mengurangkan tingkah laku yang negatif seperti menghisap jari, menggigit jari
dan tidak berasa takut dan cemas. Selain itu, analisis hasil lukisan murid turut membuktikan
terdapat perubahan yang positif dalam aspek emosi. Panduan digunakan untuk menganalisis
hasil karya peserta kajian dalam kajian ini adalah berdasarkan roda warna dalam kajian Dael
dan rakan-rakan (2015) di mana warna terang (dari putih ke hitam) mempunyai tahap
keseronokkan yang tinggi.
Pengkaji mendapati emosi peserta-peserta kajian selepas pelaksanaan intervensi terapi cara
kerja lebih ceria berbanding dengan emosi sebelum pelaksanaan intervensi terapi cara kerja.
Hal ini dapat dilihat serta dibuktikan dengan pemilihan warna dalam lukisan mereka. Lukisan
PSK1, PSK2, PSK3, PSK5, PSK6, PSK8, PSK9 dan PSK10 jelas terbukti bahawa pemilihan
ton warna lukisan peserta-peserta kajian selepas pelaksanaan intervensi terapi cara kerja lebih
ceria. Hal ini membuktikan pelaksanaan intervensi terapi cara kerja mempengaruhi emosi
murid ke tahap yang lebih positif di mana kebanyakkan murid memilih warna merah jambu
atau merah (gembira, muda, sosial dan emosi positif), kuning (tahap gembira yang tinggi),
hijau (seronok dan tenang) (Dael, Persegues, Cynthia, Philippe, Antinietti & Christine 2015).
Terdapat pengurangan dalam pemilihan warna kelabu atau hitam dalam lukisan masing-masing
selepas pelaksanaan intervensi terapi cara kerja.
Jadual 4.4 Perbandingan Lukisan Sebelum dan Selepas Pelaksanaan Intervensi Terapi Cara Kerja
PSK Sebelum Pelaksanaan Intervensi Selepas Pelaksanaan Intervensi
Pilihan warna: hitam, biru tua, coklat, Pilihan warna: kuning, merah jambu, ungu,
jingga, merah tua dan hijau muda. biru muda dan hijau muda.
Perbandingan:
Secara keseluruhannya lukisan PSK1 selepas pelaksanaan intervensi terapi cara kerja
kelihatan lebih ceria jika dibandingkan dengan lukisan sebelum pelaksanaan intervensi
terapi cara kerja. Lukisan selepas pelaksanaan intervensi kelihatan lebih kemas dan
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penggunaan warna lebih harmoni berbanding dengan lukisan pertama yang agak huru-
hara. Teknik mewarna selepas intervensi menunjukkan peningkatan yang ketara.
Pilihan warna: biru tua, jingga, merah, Pilihan warna: biru muda, merah, jingga,
hijau, hitam, dan kelabu. coklat dan merah jambu.
Perbandingan:
Secara keseluruhannya, lukisan PSK2 selepas pelaksanaan intervensi cara kerja lebih
sempurna. Warna terang pada badan dinasor seperti jingga, kuning dan biru muda
digunakan jika dibanding dengan lukisan sebelum pelaksanaan intervensi di mana
pilihan warna berkecenderungan ke arah warna gelap. Terdapat peningkatan dalam
teknik mewarna di mana lukisan dinosor lebih kemas dan warna lebih rata. Lukisan
selepas pelaksanaan intervensi terapi cara kerja kelihatan lebih ceria.
3
Pilihan warna: ungu, merah dan Pilihan warna: hijau muda, merah, jingga
kelabu. dan kuning.
Perbandingan:
Secara keseluruhannya, lukisan PSK4 dalam keadaan huru-hara sebelum dan selepas
pelaksanaan intervensi terapi cara kerja. PSK4 ini masih belum menguasai teknik
mewarna. Lukisan PSK4 lebih menjurus ke arah contengan. Walau bagaimanapun,
pilihan warna pada lukisan selepas pelaksanaan intervensi terapi cara kerja kelihatan
lebih ceria dan gembira berbanding dengan lukisan sebelum pelaksanaan intervensi
terapi cara kerja.
4
Pilihan warna: biru muda, coklat dan Pilihan warna: merah, kuning, jingga, hijau
merah. muda dan biru muda.
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Perbandingan:
PSK4 merupakan peserta kajian yang bermasalah sepanjang pelaksanaan intervensi
terapi cara kerja. Tidak terdapat perubahan dari segi teknik mewarna dan lukisan juga
tidak sempurna diwarna sebelum dan selepas intervensi. PSK4 dalam keadaan marah
apabila guru memberi tugas mewarna pada awal pagi. Oleh itu, PSK4 mewarna dengan
sangat kuat dengan menggunakan warna merah dan jingga pada bahagian badan
dinasor.
5
Pilihan warna: kelabu, merah tua, biru Pilihan warna: merah, jingga, biru muda,
tua dan hijau tua. kuning, hijau muda dan ungu.
Perbandingan:
Secara keseluruhannya, lukisan selepas pelaksanaan intervensi terapi cara kerja PSK5
lebih ceria dan terang. Terdapat campuran warna pada badan dinasor. Lukisan selepas
pelaksanaan intervensi kelihatan sempurna. Teknik mewarna PSK4 meningkat di mana
warna keseluruhan lukisan sangat rata dibandingkan dengan lukisan sebelum
pelaksanaan intervensi terapi cara kerja.
6
Pilihan warna: hitam, kelabu, biru tua, Pilihan warna: biru, hijau muda, kuning,
hijau tua, hijau muda, merah dan hitam. merah, coklat, biru muda dan ungu.
Perbandingan:
Secara keseluruhannya, lukisan PSK6 lebih terang dan ceria. Dari segi pemilihan
warna, lukisan sebelum intervensi terapi cara kerja lebih gelap manakala pemilihan
warna selepas intervensi terapi cara kerja cenderung ke arah warna terang. Justeru,
dengan penggunaan warna terang, lukisan selepas intervensi terapi cara kerja memberi
gambaran ceria dan gembira kepada pembaca. Dari aspek teknik mewarna, terdapat
campuran warna di bahagian-bahagian badan dinasor.
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Pilihan warna: ungu, biru dan merah. Pilihan warna: merah, jingga dan hijau
muda.
Perbandingan:
Secara keseluruhannya, teknik mewarna PSK7 tidak terdapat perubahan. Dari segi
pemilihan warna, lukisan sebelum intervensi terapi cara kerja lebih cenderung kepada
pemilihan warna gelap dengan hanya tertumpu kepada pilihan warna ungu manakala
lukisan selepas intervensi terapi cara kerja lebih cenderung kepada pemilihan warna
terang dengan hanya tertumpu kepada warna merah dan jingga. Walau bagaimanapun,
lukisan sebelum pelaksanaan intervensi terapi cara kerja kelihatan lebih murung
sementara itu lukisan selepas intervensi menunjukkan PSK7 dalam keadaan marah dan
agresif.
8
Pilihan warna: merah, ungu, kelabu, Pilihan warna: kuning, hijau muda, jingga
jingga, hijau dan biru. dan merah.
Perbandingan:
Secara keseluruhannya, lukisan sebelum atau selepas pelaksanaan intervensi terapi cara
kerja bagi PSK8 sentiasa dalam keadaan ceria. Terdapat peningkatan dalam teknik
mewarna di mana warna pada bahagian badan dinasor lebih rata. Kesempurnaan lukisan
PSK8 selepas intervensi terapi cara kerja ditingkatkan. Latar belakang lukisan dapat
dipenuhkan.
9
Pilihan warna: jingga, hijau muda, Pilihan warna: jingga, hijau muda, merah
merah dan biru muda. dan biru muda.
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Perbandingan:
Secara keseluruhannya, lukisan PSK9 selepas pelaksanaan intervensi terapi cara kerja
kelihatan lehih sempurna. Dari segi pemilihan warna, warna jingga dan hijau muda
dapat dilihat. Warna jingga terang mewakili perasaan gembira dalam diri manakala
warna hijau menandakan PSK9 dan keadaan seronok dan tenang. Dari segi teknik
mewarna lukisan selepas pelaksanaan intervensi terapi cara kerja telah meningkat jika
berbanding dengan lukisan sebelum pelaksanaan intervensi terapi cara kerja.
10
Pilihan warna: ungu, kelabu, merah, Pilihan warna: kuning, biru, hijau, hitam,
hijau, jingga dan biru muda. biru muda, kelabu dan merah.
Perbandingan:
Secara keseluruhannya, lukisan PSK10 sebelum dan selepas pelaksanaan intervensi
terapi cara kerja sentiasa kelihatan ceria dan gembira. Dari segi teknik mewarna lukisan
selepas intervensi terapi cara kerja jelas menunjukkan peningkatan di mana warna-
warna pada bahagian badan dinasor lebih rata.
Keinginan Penglibatan Diri Dalam Aktiviti Pembelajaran

Berdasarkan hasil temu bual, pengkaji mendapati aspek paling utama yang menunjukkan
peserta-peserta kajian menunjukkan tahap penglibatan yang tinggi dalam bilik darjah adalah
kebolehan menumpukan perhatian semasa aktiviti pembelajaran dilaksanakan, kebolehan
mengikut arahan serta keinginan menjalankan aktiviti atau keinginan menyiapkan tugasan.
Walau bagaimanapun ketiga-tiga asperk tersebut mempunyai hubungan yang rapat antara satu
sama lain. Pengkaji mendapati sekiranya peserta kajian dapat memberi perhatian dalam aktiviti
pembelajaran maka peserta kajian tersebut mampu mengikut arahan dan seterusnya
menyiapkan tugasan yang diberikan oleh guru. Terdapat perubahan dari segi tahap perhatian
murid dalam pembelajaran selepas pelaksanaan intervensi terapi cara kerja terhadap peserta-
peserta kajian. Pengkaji mendapati daya tumpuan, kebolehan mengikuti dan memahami arahan,
kebolehan menjalankan tugasan yang diberikan dan kebolehan bertindak terhadap arahan guru
dapat ditingkatkan. Secara tidak langsung, tahap penglibatan murid dalam pdpc dapat
ditingkatkan. Justeru, pengkaji mendapati bagi manarik perhatian peserta-peserta kajian aktiviti
pembelajaran yang menarik dan seronok perlu dirancang dan dijalankan bagi meningkatkan
penglibatan murid dalam akitviti pembelajaran.
Di samping itu, dari segi dapatan pemerhatian skor kekerapan masalah pembelajaran yang
paling tinggi adalah kelas PK1 dengan skor kekerapan 118. Selepas menjalankan intervensi
tersebut terdapat sedikit penurunan skor kekerapan bagi masalah pembelajaran peserta-peserta
kajian. Rumusnya, berdasarkan analisis dapatan kajian, terdapat penurunan skor masalah
pembelajaran bagi peserta-peserta kajian dalam kajian ini. (Elemen Jenis Tingkah Laku
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Masalah Emosi boleh dirujuk dalam Lampiran A). Selain itu, berdasarkan analisis dokumen
terhadap lembaran kerja peserta-peserta kajian sebelum dan selepas intervensi terapi cara kerja
menunjukkan terdapat perubahan yang positif dari segi kekemasan, kebersihan dan teknik
mewarna dan menulis peserta kajian. Hal ini secara tidak langsung menunjukkan peserta-
peserta kajian mempunyai keinginan yang lebih tinggi untuk melibatkan diri dalam akitivit
pembelajaran selepas pelaksanaan intervensi terapi cara kerja.
Jadual 4.5 Perbandingan Skor Kekerapan Masalah Pembelajaran Sebelum dan Selepas Pelaksanaan
Intervensi
Kelas Masalah Pembelajaran

Sebelum Selepas
Kekerapan % Kekerapan %
PK 1 118 65.56 89 49.44
PK 2 67 37.22 46 25.56
PK 3 30 33.33 7 7.78
Jadual 4.6 Perbandingan Lembaran Kerja Sebelum dan Selepas Pelaksanaan Intervensi Terapi Cara Kerja
PSK Sebelum Pelaksanaan Intervensi Selepas Pelaksanaan Intervensi
Perbandingan:
Selepas pelaksanaan intervensi terapi cara, pengkaji mendapati PSK1 dapat melakukan
aktiviti mewarna dengan lebih sempurna. Teknik dan kemahiran mewarna PSK1
menunjukkan peningkatan.
2
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Perbandingan:
Selepas pelaksanaan intervensi terapi cara, pengkaji mendapati hasil kerja PSK2 lebih
kemas dan bersih. PSK2 dapat menyiapkan lembaran kerja tanpa bimbingan guru
dengan teliti.
3
Perbandingan:
Selepas pelaksanaan intervensi terapi cara, pengkaji mendapati hasil kerja PSK3 lebih
kemas dan bersih. Kemahiran mewarna PSK3 menunjukkan sedikit peningkatan
dibandingkan dengan hasil kerja sebelum pelaksanaan intervensi terapi cara kerja di
mana PSK3 hanya menconteng lembaran kerjanya.
4
Perbandingan:
Selepas pelaksanaan intervensi terapi cara, pengkaji mendapati hasil kerja PSK4 juga
kelihatan lebih kemas dan bersih. Namun, PSK4 memerlukan bimbingan guru
sepenuhnya bagi memastikan PSK4 menyiapkan lembaran kerja dan tidak berkhayal
atau bercakap bukan-bukan semasa pdpc dijalankan.
5
Perbandingan:
Selepas pelaksanaan intervensi terapi cara kerja tulisan PSK5 lebih:
a) kemas
b) mudah dibaca
c) tulisan kelihatan lebih bertenaga
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Perbandingan:
Selepas pelaksanaan intervensi terapi cara kerja, pengkaji mendapati PSK6
a) memahami arahan guru
b) menyiapkan latihan yang diberikan dengan sempurna
c) tidak menconteng lembaran kerja
7
Perbandingan:
Selepas pelaksanaan intervensi terapi cara, pengkaji mendapati PSK7:
a) masih memerlukan bimbingan guru sepenuhnya dalam aktiviti menulis
b) tidak memahami arahan guru
c) kemahiran pra-tulisan (sambung titik) tidak menunjukkan peningkatan
8
Perbandingan:
Selepas pelaksanaan intervensi terapi cara kerja, pengkaji mendapati PSK8:
a) hasil kerja PSK8 lebih kemas
b) memahami kehendak dan arahan guru
c) mengikut arahan guru bagi menyiapkan lembaran kerja
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Perbandingan:
Selepas pelaksanaan intervensi terapi cara kerja, pengkaji mendapati tulisan PSK9:
a) lebih kemas
b) mudah dibaca
c) mudah difahami
10
Perbandingan:
Selepas pelaksanaan intervensi terapi cara kerja, pengkaji mendapati tulisan PSK10:
a) lebih kemas
b) mudah dibaca
c) mudah difahami
Kesimpulannya, dapatan kajian menunjukkan interaksi sosial, emosi dan keinginan melibatkan
diri peserta kajian dalam aktiviti pembelajaran selepas pelaksanaan intervensi terapi cara kerja
menunjukkan petingkatan yang positif. Pengkaji mendapati pelaksanaan intervensi terapi cara
kerja adalah suatu proses yang berterusan dan bersistematik. Guru perlulah berkolaborasi
dengan ahli-ahli terapi yang berprofesional bagi merancang aktiviti-aktiviti intervensi terapi
cara kerja yang sesuai dengan tahap kemampuan peserta-peserta kajian bagi meningkatkan
penglibatan peserta-peserta kajian dalam pdpc secara tidak langsung dari semasa ke semasa.

Bahagian ini membincangkan dapatan kajian bagi persoalan kajian yang pertama dan yang
kedua iaitu “Bagaimanakah tingkah laku murid bermasalah pembelajaran dipengaruhi selepas
intervensi terapi cara kerja berasaskan aktiviti main dilaksanakan?” serta “Bagaimanakah
penglibatan murid bermasalah pembelajaran dipengaruhi selepas intervensi terapi cara kerja
berasaskan aktiviti main dijalankan?”.
Pelaksanaan intervensi terapi cara kerja bukan sahaja memberi impak kepada tingkah laku
murid-murid pendidikan khas bermasalah pembelajaran malahan ia turut mempengaruhi
perubahan tahap penglibatan murid-murid bermasalah pembelajaran dalam aktiviti
pembelajaran di dalam bilik darjah ke arah yang lebih positif. Kajian yang dijalankan ini dapat
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memberikan gambaran secara terperinci terhadap proses pelaksanaan intervensi terapi cara
kerja dan kesannya terhadap tingkah laku dan tahap penglibatan murid-murid bermasalah
pembelajaran dalam bilik darjah. Namun, batasan-batasan kajian yang didapati adalah
kekangan masa, lokasi pelaksanaan kajian serta kajian haaya tertumpu kepada satu jenis terapi
sahaja.
Kajian ini juga memberi implikasi terhadap Kementerian Pendidikan Malaysia (KPM) di mana
pengkaji mendapati kelemahan yang kritikal dalam sistem pendidikan khas di Malaysia adalah
guru tidak mengetahui cara dan alternatif dalam merancang bagi melaksanakan terapi-terapi
yang bersesuaian dengan murid-murid bermasalah pembelajaran. Hal ini demikian kerana
KPM tidak menyediakan panduan dan menjelaskan prosedur pelaksanaan terapi dalam
pendidikan seharian. Walaupun guru-guru pendidikan khas sedar tentang kepentingan terapi-
terapi dalam kehidupan seharian murid-murid bermasalah pembelajaran tetapi guru-guru
pendidikan khas tidak mengetahui cara untuk mendapatkan perkhidmatan daripada ahli-ahli
yang berprofesional. Malahan guru-guru pendidikan khas turut mengalami kekangan masa bagi
mendapatkan konsultansi daripada pihak berprofesional.
Sehubungan dengan perkara tersebut, sekiranya KPM berjaya menyediakan modul pelaksanaan
yang jelas maka pelaksanaan intervensi terapi-terapi cara kerja akan lebih berkesan. Guru-guru
pendidikan khas dapat mengintegrasikan ilmu-ilmu tentang pelaksanaan intervensi terapi dalam
bilik darjah dan mengaplikasikan ilmu-ilmu tersebut dengan lebih berkesan. Hal ini demikian
kerana, sekiranya guru-guru tidak menerima latihan, keberkesanan buku panduan atau modul
yang dikeluarkan oleh KPM akan terbatas kerana guru-guru pendidikan khas tidak mempunyai
ilmu dan kemahiran dalam melaksanakan terapi dalam bilik darjah.
Sehubungan dengan itu, ibu bapa kepada murid-murid bermasalah pembelajaran perlu
mengambil inisiatif untuk melaksanakan perancangan aktiviti-aktiviti intervensi yang
dicadangkan oleh guru pendidikan khas. Hal ini demikian untuk memastikan terdapat
kesinambungan terhadap intervensi-intervensi yang dijalankan di sekolah dan rumah bagi
mengoptimumkan keberkesanan pelaksanaan sesauatu intervensi. Ibu bapa perlulahh
menjalinkan hubungan yang baik dengan guru-guru pendididikan khas dan sentiasa memberi
maklum balas kepada guru-guru pendidikan khas. Maklum balas daripada ibu bapa murid-
murid bermasalah pembelajaran ini sangat penting untuk memudahkan guru dalam membuat
perancangan dan penambahbaikan intervensi-intervensi yang baru dan sesuai dengan keperluan
dan kemampuan murid-murid bermasalah pembelajaran.
Dalam kajian ini, pengkaji bermtlamat untuk mengkaji pelaksanaan intervensi terapi cara kerja
terhadap perubahan tingkah laku dan tahap penglibatan murid-murid bermasalah pembelajaran.
Kajian ini merupakan kajian kes yang menggunakan teknik pengumpulan data kualitatif.
Kajian ini melibatkan 15 peserta kajian di mana 10 peserta kajian primer terdiri daripada murid
bermasalah pembelajaran manakala 5 orang peserta kajian sekunder terdiri daripada guru-guru
pendidikan khas. Data dikumpul melalui temu bual, pemerhatian dan analisis dokumen. Teknik
triangulasi digunakan bagi mencapai keesahan dan kebolehpercayaan data yang telah
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dikumpul. Selain itu, aktiviti pelaksanaan soalan temu bual dan hasil dapatan pemerhatian
disemak oleh guru-guru pendidikan khas sebelum ditafsirkan dalam dapatan kajian.
Rumusnya, kajian ini telah menjawab persoalan kajian tentang pelaksanaan intervensi terapi
cara kerja berasaskan aktiviti main dalam perubahan tingkah laku murid-murid bermasalah
pembelajaran dan tahap penglibatan murid-murid bermasalah pembelajaran dalam bilik darjah.
Beberapa cadangan telah dikemukakan untuk pengkaji-pengkaji yang bakal melaksanakan
kajian yang berkaitan intervensi terapi cara kerja dari segi pemilihan peserta kajian,
pelbagaikan konstruk pelaksanana kajian dengan pemilihan teori yang berbeza serta melibatkan
ibu bapa bermasalah pembelajaran dalam kajian bagi mengatasi masalah kekangan masa dan
tenaga kerja. Cadangan kajian lanjutan tersebut berhasrat untuk menambahbaik dan
mengembangkan ilmu pengetahuan tentang pelaksanaan intervensi terapi samada terapi cara
kerja ataupun diadaptasikan dalam jenis terapi yang lain selaras dengan era globalisasi tuntutan
masa kini.
Rujukan
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Education (acote) standards and interpretive guide. Diakses daripada
http://www.aota.org/Practice/ChildrenYouth/~/media/FC64E770C03D4DE1A7E1F43D
482FC4C5.ashx
American Occupational Therapy Association. (2014). Frequently asked questions (faq):
transforming caseload to workload in school-based occupational therapy services.
Bethesda, MD: American Occupational Therapy Association.
Bahirah & Jasmy. (2018). Tingkah Laku Disruptif Dalam Kalangan Pelajar Prosiding
Seminar Kebangsaan Majlis Dekan Pendidikan Universiti Awam, 563-570.
Barnes & Turner. (2001). Team collaborative practices between teachers and occupational
therapists. Am J Occup Ther, 55(1), 83-89.
Fairuz. (2016). Kajian penghargaan kendiri dan kepuasan hidup pelajar. Jurnal Psikologi
Malaysia, 30(2), 22-31.
Friend, M. and Cook, L. (2013). Interactions: collaboration skills for school professionals.
Upper Saddle River: Pearson.
Dael, Persegues, Cynthia, Philippe, Antinietti & Christine. (2015). Put on that colour, it fits
your emotion: Colour appropriateness as a function of expressed emotion. The
Quarterly Journal Of Experimental Psychology,
http://dx.doi.org/10.1080/17470218.2015.1090462
IDEA. (2004). Individuals with Disabilities Education Improvement Act of 2004 (Pub. L.
108- 446), 20 U.S.C. 1400–1482. New York: United Nations.
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based interventions on cooperative behavior in elementary school aged children with
autism spectrum disorder. Pediatrics (10):
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Kerry, Catherine, Cathy, Jennifer, Rachel & Carmen. (2012). School-based occupational
therapists: an exploration role in cape metropole full service school. Sounth African
Journal Of Occupational Therapy, 42(1).
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Lee, L. W. and Low, H. M. (2014). The evolution of special education in Malaysia. British
Journal of Special Education, 41(1), 42-58.
Leong H.M., Jeniffer S. & Mark C. (2014). The use of sensory integration therapy in
Malaysia and Singapore by special education teachers in early intervention settings.
Journal of Intellectual And Developmental Disability, 39(1), 10-23.
Madhya Z. (2016). The effects of occupational therapy module on language and cognitive
acquisition among down syndrome children. International Journal Of Science Arts And
Commerce, 1(9), 59-78.
Margo, Elizabeth, Laura. (2015). Preparing special education teachers to collaborate with
families. School Community Journal, 25(1), 117-136.
Masne K., Rachael M. & Primrose L. (2015). Malaysian occupational therapists’ practices
with children and adolescents with autism spectrum disorder. The British Journal of
Occupational Therapy, 78(1), 33-41.
Moore A. & Lynch H. (2015). Accessibility And Usability Of Play- Ground Environments
For Children Under 12: A Scoping Review. Scandinavian Journal Of Occupational
Therapy, 22(5), 331–344.
Pajares. (2007). Sources of writing self-efficacy beliefs of high school students. Research In
The Teaching Of English, 42 (1), 104-121.
Stevens, E. C. (2006). Evaluation Of A Social Cognitive Theory-Based Adolescent Physical
Activity Intervention: Plan For Exercise, Plan For Health. Columbus: The Ohio State
University.
Therese M. (2018). Teachers’ Perspectives On Handwriting And Collaborative Intervention
For Children With Autistic Spectrum, Disorder. Journal Of Occupational Therapy,
46(1), 46-58.
Watson R., Swartz L. (2004). Transformation through occupation. London: Whurr Publishers
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PENERAPAN IDENTITI NASIONAL DALAM MATA

PELAJARAN BAHASA MELAYU BAGI MURID TAHUN
ENAM SEKOLAH RENDAH
Ormilla Anne Anak Beraoh1, Ruhizan Mohammad Yasin2
1
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Malaysia
2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Malaysia
_________________________________________________________________________________________
Abstrak: Negara Malaysia merupakan negara yang mempunyai pelbagai kaum dan budaya.
Setiap kaum mempunyai budayanya yang tersendiri. Identiti nasional seringkali dikaitkan
dengan kepelbagaian budaya di Malaysia. Maka, kajian ini bertujuan untuk mengetahui sejauh
mana penerapan mengenai identiti nasional dalam mata pelajaran Bahasa Melayu dan mengkaji
keberkesanan penggunaan didik hibur dalam menerapkan identiti nasional dalam kalangan
murid. Ketirisan pengetahuan mengenai identiti nasional dalam kalangan murid sekolah rendah
adalah pada tahap yang rendah. Justeru, kertas ini akan membincangkan mengenai identiti
nasional, tahap pengetahuan identiti nasional dalam kalangan murid serta cadangan
penyelesaian yang dapat menerapkan identiti nasional dalam diri murid. Seramai tujuh orang
peserta kajian yang terdiri daripada murid tahun enam. Kajian ini menggunakan kaedah
kualitatif dengan rekabentuk kajian kes. Temu bual terbuka dan berstruktur digunakan bagi
mengetahui secara bersemuka mengenai kefahaman identiti nasional dalam diri murid. Kaedah
dokumentasi juga dijalankan pada akhir kajian agar kajian ini dapat dilihat dengan lebih
terperinci. Hasil daripada temubual terbuka bersama murid didapati bahawa pengetahuan murid
mengenai identiti nasional masih lemah.
Kata kunci: Identiti nasional, Bahasa Melayu, didik hibur

_________________________________________________________________________
1. Pengenalan
Sesebuah negara sudah pastinya mempunyai kepelbagaian budaya serta agama. Setiap budaya
mempunyai bahasanya yang tersendiri serta unik. Bahasa Melayu merupakan bahasa
kebangsaan negara Malaysia yang sememangnya telah termaktub dalam Perlembagaan
Persekutuan Perkara 152. Justeru, rata-rata penduduk di Malaysia memahami dan
menggunakan bahasa Melayu sebagai bahasa komunikasi kerana senang difahami oleh hampir
semua lapisan masyarakat di Malaysia.
Menurut Dayang dan Muna (2017), Bahasa Melayu merupakan bahasa yang mempunyai
pelbagai peranan dalam masyarakat sama ada dalam bidang pendidikan atau pun dalam bidang
yang lain antara sebagai bahasa kebangsaan, bahasa pengantar dan bahasa rasmi. Maka, kajian
ini dijalankan untuk mewujudkan atau mempertingkatkan lagi pengetahuan tentang identiti
nasional dalam kalangan murid dengan menggunakan mata pelajaran Bahasa Melayu.
Rodzi (2009) berpendapat bahawa pendidikan merupakan saluran yang terpenting dalam
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pembentukan negara bangsa walaupun terdapat banyak saluran lain yang boleh digunakan
dalam membina bangsa Malaysia mengikut acuan sendiri. Tambah beliau lagi, pendidikan
merupakan alat untuk mencapai tujuan dalam menerapkan pembentukan negara bangsa seperti
yang terkandung dalam Dasar Pendidikan Negara.
Pendidikan berkaitan dengan nilai-nilai patriotisme sangat penting dalam memastikan generasi
akan datang dapat menyemai perasaan cinta akan negara. Kebanyakan berpendapat bahawa
pendidikan yang diberikan haruslah menekankan elemen-elemen patriotik yang seharusnya
dimulakan seawal Prasekolah, sekolah rendah sehingga peringkat Universiti. Kefahaman serta
penghayatan cinta akan negara dapat meningkatkan perpaduan negara di Malaysia seterusnya
mengelakkan kejadian yang tidak diingini berlaku seperti peristiwa pertumpahan darah yang
pernah terjadi suatu ketika dahulu iaitu pada 13 Mei 1969 (Mahat Jamal, 2015).
Perasaan cinta akan negara dalam kalangan rakyat di Malaysia pada masa kini dikatakan masih
pada tahap yang rendah jika melihat kepada pelbagai kejadian semasa yang telah berlaku
namun sukar untuk menyatakan tahap patriotik rakyat secara ilmiah kerana ketiadaan bukti
konkrit. Tambahan pula, pelbagai kejadian yang negatif yang berlaku kepada masyarakat saban
hari baik melalui media massa, mengikut budaya barat, kebebasan bersuara, hak asasi serta
implikasi negatif yang lain. Hal ini kerana masyarakat telah terdedah dengan pelbagai perkara
buruk dan telah menyebabkan kewujudan pelbagai isu yang negatif kepada pembinaan negara
bangsa yang berdaulat (Tuan, Shamsul dan Zaheruddin, 2016).
Dalam sistem pendidikan di Malaysia pada masa kini mempunyai Elemen Merentas Kurikulum
(EMK) yang berfungsi sebagai penerapan pelbagai mata pelajaran dalam satu mata pelajaran
yang diajar agar mewujudkan pemikiran yang pelbagai dalam diri murid. Oleh itu, kajian ini
memilih untuk menilai penerapan identiti nasional dalam kalangan murid tahun enam bagi
mata pelajaran Bahasa Melayu. Penerapan identiti nasional ini akan menjadikan murid
menanamkan semangat patriotik dalam diri mereka. Menurut Rodzi (2009), Akta Pendidikan
1995 sememangnya menekankan pendidikan sebagai saluran dalam menentukan arah tuju
negara dan menyelamatkan bangsa.
1.1 Pernyataan Masalah

a. Murid Tidak Mengetahui Makna Identiti Nasional
Banyak istilah-istilah yang masih tidak difahami oleh murid-murid. Apabila ditanya mengenai
makna identiti nasional, sudah pasti murid akan mengangguk kepala sebagai tanda tidak tahu.
b. Pemikiran Murid Pedalaman Terhad

Kapit merupakan salah satu daerah yang mempunyai banyak sekolah pedalaman. Daerah Kapit
mempunyai 45 buah sekolah rendah dan empat buah sekolah menengah. Perjalanan ke sekolah-
sekolah pedalaman ini adalah antaranya melalui jalan yang berbatu serta melalui sungai. Oleh
itu, murid di kawasan pedalaman kurang terdedah dengan kehidupan di bandar kerana
mempunyai masalah pengangkutan. Hal ini kerana, kebanyakan murid di pedalaman adalah
terdiri dari keluarga petani dan menyebabkan golongan ini lebih selesa untuk berada di dalam
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kampung dalam jangka masa yang lama. Mereka cuma pergi ke pekan Kapit jika ada urusan
yang hendak dibuat.
Memandangkan murid di pedalaman kurang terdedah dengan kehidupan di bandar, maka ilmu
pengetahuan mereka juga terhad dan jika dibandingkan dengan murid yang belajar di bandar
lebih terdedah dengan persekitaran luar yang memberi peluang kepada mereka untuk
mempelajari banyak benda. Maka, faktor persekitaran ini merupakan sebab murid di kawasan
pedalaman mempunyai pemikiran yang terhad.
c. Kurang Pendedahan Mengenai Identiti Nasional

Cara berfikir murid di pedalaman kebanyakkannya adalah lebih lambat. Oleh itu, guru juga
memerlukan masa yang panjang untuk membuatkan murid memahami sesuatu topik. Selain itu,
murid juga seringkali tidak hadir ke sekolah dan menyebabkan mereka lemah dalam membaca.
Oleh sebab guru terlalu fokus kepada pencapaian murid dalam sesuatu topik, maka penerapan
nilai identiti nasional kurang dititikberatkan.
1.2 Tujuan Kajian

Tujuan kajian ini dijalankan adalah untuk mengetahui sejauh mana tahap pengetahuan murid
mengenai identiti nasional serta menggunakan teknik didik hibur dalam menerapkan identiti
nasional dalam kalangan murid tahun enam di salah sebuah sekolah rendah yang terletak di
pedalaman.
1.3 Kepentingan Kajian

Kajian ini dijalankan kerana bagi menyempurnakan lima prinsip Rukun Negara yang
mementingkan kedaulatan negara. Maka, penerapan mengenai identiti nasional adalah penting.
Kepelbagaian kaum di Malaysia ini telah menggambarkan kepelbagaian identiti bagi setiap
etnik. Kepelbagaian ini seterusnya mewujudkan perbezaan dalam sesebuah masyarakat yang
dapat menjadi cabaran dalam membina identiti kebangsaan serta perpaduan nasional (Aziz,
Farrah, Aimi dan Nurliana, 2017). Justeru, kajian ini memberikan pengetahuan kepada murid
tentang identiti nasional agar murid dapat berhadapan dengan kepelbagaian dan perbezaan
bangsa dan budaya pada masa hadapan dengan perspektif yang positif.
Selain itu, dalam meniti arus kemodenan pada masa kini, sistem pendidikan di Malaysia juga
turut bergerak seiringan dengan perkembangan permodenan negara. Dasar-dasar pendidikan
sentiasa berubah demi mewujudkan pelajar-pelajar minda kelas pertama. Oleh itu, pelbagai
penerapan dalam mata pelajaran telah dibuat dan kepelbagaian teknik, strategi serta kaedah
pengajaran dan pembelajaran turut diwujudkan. Contohnya dalam pengajaran Bahasa Melayu
perlu menggunakan kaedah didik hibur agar murid lebih seronok dan tertarik dalam sesi
pengajaran dan pembelajaran.
Apabila dasar-dasar dalam sistem pendidikan sentiasa berubah, murid-murid juga perlu
menerima perubahan demi pembangunan modal insan kelas pertama. Namun, bukan hanya
murid-murid sahaja yang perlu menerima dasar-dasar ini, tetapi ibu bapa juga perlu
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menyokong dasar-dasar negara yang telah digubal sebagai tanda menyokong sistem pendidikan
negara yang akan membawa kepada peningkatan akademik anak mereka. Menurut Norazlinda
(2003) peranan ibu bapa juga sangat penting dan perlu menyedari dan menerima serta
berfikiran terbuka terhadap dasar-dasar yang telah ditetapkan.
Usaha dalam membina negara bangsa terletak pada sistem pendidikan negara dalam
melahirkan masyarakat yang mempunyai semangat patriotisme serta semangat integrasi wajar
dilaksanakan di sekolah menengah kerana di sekolah menengah, pelajar akan berhadapan
dengan pelbagai kaum seterusnya menjadikan sekolah menengah sebagai platform dalam
menerapkan nilai perpaduan di dalam jiwa masyarakat Malaysia. Sekolah menengah juga dapat
berfungsi menjadi pentas pembangunan semangat patriotisme (Hussein dan Haneza, 2015).
Justeru, sebelum murid sekolah rendah melonjakkan kaki ke alam sekolah menengah, mereka
perlu diberi persediaan yang lebih awal agar dapat berhadapan dengan pelajar yang terdiri
daripada pelbagai kaum.
Kajian ini dapat menerapkan jati diri serta nilai dalam kalangan murid. Umi Saidatul
Arryennah Madsah dan Abdul Razaq Ahmad (2018) menjelaskan jati diri merupakan
komitmen seseorang dalam kemenjadian individu secara berperingkat kerana melibatkan
tujuan, nilai serta kepercayaan yang dipegang agar dapat memberi hala tuju kehidupan yang
bermakna. Tambahan pula, jati diri sering berkait rapat dengan sifat atau ciri yang istimewa
serta keutamaan dalam keperibadian individu dan sesuatu bangsa. Generasi muda masa kini
perlulah berpendirian tetap agar dapat menempuhi apa yang akan terjadi pada masa hadapan.
Sesungguhnya golongan remaja tidak diberi sekatan untuk mempelajari budaya semua kaum.
Begitu juga dengan budaya luar negara yang akan membuka persepektif baharu kepada
golongan remaja.
Pernyataan itu seiring dengan kehendak kajian ini yang menginginkan penerapan identiti
bangsa kepada murid-murid seawal di peringkat sekolah rendah kerana negara memerlukan
generasi yang berdisiplin serta produktif dalam membentuk sebuah negara yang mempunyai
identiti yang tersendiri. Penerapan pengetahuan tentang identiti nasional ini mampu
mewujudkan jati diri serta nilai-nilai dalam diri murid.
Dayang dan Wan Muna (2017), berpendapat bahawa penggunaan bahasa ibunda dalam
seharian menyebabkan murid di pedalaman ini kurang fasih menggunakan Bahasa Melayu.
Justeru, melalui kajian ini bukan sahaja dapat memberi pengetahuan kepada murid mengenai
identiti nasional, tetapi kajian ini juga mampu membaiki penggunaan Bahasa Melayu murid.

Hussein & Haneza (2015) menyatakan bahawa Rukun Negara merupakan kaedah dalam
melahirkan perasaan hormat terhadap dasar dan polisi negara. Namun, walaupun terdapat
pelbagai usaha kerajaan dalam melahirkan insan yang tinggi patriotisme, kemungkinan
semangat patriotisme dalam kalangan pelajar masih pada tahap rendah jika penekanan yang
tegas terhadap matlamat perpaduan kaum dan integrasi nasional kurang diberi perhatian oleh
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kebanyakan pihak pengurusan sekolah.
Soo Ying, Swee Heng dan Ain (2015) menyatakan bahawa bahasa sangat penting agar dapat
mengekalkan identiti negara. Penggunaan bahasa, penguasaan serta mengutamakan bahasa
mempunyai sifatnya dengan identiti kebangsaan.
Identiti merupakan satu simbol yang dapat ditakrifkan sebagai sesuatu unsur yang dilihat dalam
seseorang individu ataupun perilaku. Bandar juga merupakan salah satu cerminan kepada
identiti sesebuah bangsa yang perlu diketahui perkembangannya dari segi politik, ekonomi dan
sifat dalam bandar tersebut (Shamsulamri & Fauzi, 2007).
Manakala Nidzam, Noraini, Mazlini, Marzita dan Hairy (2016) pula berpendapat bahawa
persekitaran bilik darjah dapat mempengaruhi keselesaan murid dalam sesi pengajaran dan
pembelajaran. Sekolah di pedalaman banyak kekurangannya dari segi infrastruktur. Justeru,
murid tidak mempunyai kemudahan-kemudahan yang lengkap seperti mana murid di bandar.
Hal ini seterusnya membawa kepada pengetahuan murid menjadi terhad.
Wan Abdul Kadir (2005) menerangkan bahawa semakin hari negara semakin pesat
membangun dan dikelilingi oleh bangunan yang banyak berubah dan berlaku pada peringkat
antarabangsa atau secara global. Hal ini lantas menyebabkan terjadinya konsep ‘global village’
yang bermaksud batasan budaya semakin pada tahap yang rendah. Melalui pengertian yang
dikemukakan di atas bermakna bahawa tahap kebudayaan rakyat adalah semakin pada tahap
yang lemah.
Khairi dan Asmawati (2010) menyatakan bahawa berdasarkan Falsafah Pendidikan Negara,
terdapat nilai-nilai yang menyentuh kepada pembangunan insan yang mempunyai akhlak
mulia. Oleh itu, penekanan nilai-nilai murni dalam pendidikan perlu dititikberatkan dan
seharusnya tidak terhad kepada mata pelajaran. Misalnya penerapan identiti nasional bukan
hanya dalam mata pelajaran Sejarah sahaja, tetapi boleh diterapkan ke dalam semua mata
pelajaran termasuk Bahasa Melayu.
Selain itu, Chua (2007) berpendapat bahawa Falsafah Pendidikan Negara sangat menekankan
perkembangan yang seimbang dan bersepadu dari segi lima aspek iaitu intelek, rohani, emosi,
jasmani dan sosial. Justeru, pendidikan sejarah merupakan usaha kerajaan dalam memupuk
penghayatan nilai-nilai dalam diri pelajar.
Menurut Juliyah (2014), penerapan nilai merupakan elemen yang penting dalam pengajaran
dan pembelajaran Bahasa Melayu. Berdasarkan kurikulum Bahasa Melayu, penerapan nilai dan
budaya semasa sesi pengajaran dan pembelajaran Bahasa Melayu dapat melahirkan insan yang
mempunyai ilmu pengetahuan dan berhemah tinggi. Justeru, penerapan nilai-nilai akan dapat
membawa murid kepada memahami mengenai identiti bangsa.
Guru yang kreatif sudah pasti dapat menarik minat murid dalam sesi pengajaran dan
pembelajaran. Pembelajaran yang menyeronokan dan berkesan dapat dinilai melalui
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kepelbagaian bahan dan teknik yang digunakan semasa mengajar (Tay, 2015). Oleh itu, dalam
kajian ini, didik hibur adalah teknik yang digunakan untuk menyampaikan dan menerapkan
kepada peserta tentang identiti nasional.

3.1 Reka Bentuk Kajian
Kajian mengenai penerapan identiti nasional bagi mata pelajaran Bahasa Melayu ini adalah
kajian kes.
3.2 Peserta Kajian

kajian ini telah dijalankan di salah sebuah sekolah rendah pedalaman di daerah Kapit, Sarawak.
Berikut merupakan jadual bilangan murid di salah sebuah sekolah rendah di kawasan
pedalaman Kapit, Sarawak. Seramai tujuh orang murid tahun enam telah dipilih dalam kajian
ini. Pemilihan peserta adalah berdasarkan keperluan untuk mengkaji tahap pengertian identiti
nasional kepada murid memandangkan pada tahun hadapan murid ini bakal memasuki sekolah
menengah. Seperti mana yang kita ketahui, sekolah menengah mempunyai pelajar yang
berbilang bangsa dan murid perlulah menyediakan diri untuk bergaul dengan kepelbagaian
budaya agar dapat meningkatkan nilai identiti nasional dalam diri mereka.
Seperti mana kita ketahui, kawasan pedalaman merupakan kawasan yang tidak mempunyai
rangkaian internet, terletak di kawasan yang jauh dari bandar serta perjalanan ke tempat
tersebut juga amat sukar kerana perjalanannya sama ada menggunakan pengangkutan air iaitu
perahu dan juga pengangkutan darat iaitu melalui tanah merah dan bukan jalan tar. Menurut
Ilangko, Noorulafiza dan Hamahida (2014), kawasan pedalaman yang penduduknya adalah
seratus peratus terdiri daripada masyarakat peribumi Iban dan hidup dalam keadaan tiada
kemudahan asas iaitu tiada aliran elektrik, kanak-kanak hanya terdedah pada bahasa ibunda
mereka iaitu bahasa Iban dalam pertuturan seharian.
Akan tetapi, walaupun banyak menggunakan bahasa ibunda, kanak-kanak di kawasan

pedalaman sangat bermotivasi untuk mempelajari Bahasa Melayu. (Jerie dan Zamri, 2011).
3.3 Kaedah Pengumpulan Data

Kajian ini menggunakan tiga kaedah pengumpulan data iaitu temu bual serta dokumentasi.
Temu bual merupakan kaedah mengumpul data secara bersemuka. Temu bual juga merupakan
salah satu kaedah mengumpul data yang mempunyai kesahan yang tinggi kerana pengkaji
memperoleh maklumat terus daripada peserta. Seperti mana yang kita ketahui bahawa dalam
penyelidikan kualitatif, pengkaji adalah terlibat sama sepanjang kajian dijalankan. Menurut
Jasmi (2012), temu bual dijalankan secara terperinci dan mengikut garis panduan yang telah
ditetapkan.
Dalam kajian ini, temu bual yang digunakan adalah temu bual terbuka dan temu bual
berstruktur. Seperti mana yang kita ketahui, dalam temu bual memerlukan pengkaji membuka
soalan bersifat rappo agar responden berasa selesa. Soalan berkaitan kajian juga adalah
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mengikut tahap pengetahuan peserta pada mulanya dan kemudian secara perlahan-lahan soalan
lebih kepada membuka pemikiran peserta berdasarkan tajuk kajian iaitu mengenai identiti
nasional. Rakaman temu bual adalah dibuat sepanjang temu bual agar pengkaji dapat
menumpukan perhatian sepanjang menjalankan temu bual bersama peserta. Manakala
dokumentasi pula adalah untuk mengukuhkan lagi kajian ini dan pengkaji menyediakan
rujukan yang digunakan sepanjang kajian ini.
Kesimpulan
Pembentukan negara yang sejahtera adalah bermula dari penerapan identiti nasional dalam diri.
Rakyat dapat hidup dengan aman dan saling mengetahui serta dapat bertolak ansur sesama diri
walaupun terdapat perbezaan dari segi bahasa, agama, ilmu, nilai serta budaya dalam setiap
kaum. Sikap bertolak ansur dalam diri rakyat sangat penting demi kesejahteraan negara. Kajian
ini dapat menyediakan generasi akan datang untuk tidak terkejut dengan kepelbagaian budaya
yang akan mereka lalui terutamanya ketika masuk ke alam sekolah menengah lebih-lebih lagi
bagi generasi yang tinggal di pedalaman. Oleh itu, kajian ini mendedahkan generasi akan
datang tentang identiti nasional dan memupuk sikap toleransi dalam diri untuk bergaul dengan
kepelbagaian kaum. Sesungguhnya hidup dalam aman damai adalah amalan negara Malaysia
sejak dahulu kala.
Rujukan
Abd Aziz A’zmi, Farrah Wahida Mustafar, Aimi Khairunnisa Abdul Karim & Nurliana Suhaini
(2017). Reality Kepelbagaian Kaum Ke arah Perpaduan Nasional Pasca Merdeka. Jurnal
Sains Sosial. Jilid 2: 1-24
Che Nidzam Che Ahmad, Noraini Mohamed Noh, Mazlini Adnan, Marzita Putih & Mohd
Hairy Ibrahim (2014). Pengaruh Persekitaran Fizikal Bilik Darjah Terhadap Tahap
Keselesaan Pengajaran Dan Pembelajaran. Universiti Pendidikan Sultan Idris.
Chua Kheng Hoe (2007). Pembangunan Patriotisme Dalam Pengajaran Dan Pembelajaran
Mata Pelajaran Sejarah Tingkatan Dua: Perbandingan Antara Empat Jenis Sekolah.
Fakulti Pendidikan Universiti Teknologi Malaysia.
Dayang Sufilkawany & Wan Muna. 2017. Pengarhu Faktor Sosial Dalam Pembelajaran Bahasa
Melayu Dalam Kalangan Murid Iban. Bil (Mei 2017) : 75 – 78
How Soo Ying, Chan Swee Heng & Ain Nadzimah Abdullah (2015). Language Vitality Of
Malaysian Languages And Its Relation To Identity. Journal Of Language Studies.
Volume 15(2). Universiti Putra Malaysia.
Hussein Haji Ahmad & Haneza Ab. Hamid (2015). Pengurusan Pembangunan Konsep
Perpaduan Dalam Kalangan Pelajar Sekolah Menengah Kebangsaan: Satu Kajian Di
Klang, Selangor. Jurnal Kepimpinan Pendidikan. Bil. 2, Isu 4. Fakulti Pendidikan
Universiti Malaya.
Ilangko Subramaniam, Noorulafiza Abdul Muthalib & Siti Nor Hamahida Zainal (2014).
Penggunaan Bahasa Ibunda Dalam Pengajaran Bahasa Melayu Dalam Kalangan Murid
Pribumi Di Sekolah Pedalaman Sarawak. Jurnal Pendidikan Bahasa Melayu, 4 (1): 65-
74.
Jasmi, K. A. (2012). Metodologi Pengumpulan Data dalam Penyelidikan Kualitatitif in Kursus
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Penyelidikan Kualitatif Siri 1 2012 at Puteri Resort Melaka on 28-29 Mac 2012.
Organized by Institut Pendidikan Guru Malaysia Kampus Temenggong Ibrahim, Jalan
Datin Halimah, 80350 Johor Bahru, Negeri Johor Darul Ta'zim. Kamus Dewan Pelajar
Edisi Ke-2. Dewan Bahasa Dan Pustaka.
Jerie Peter Langan & Zamri Mahamod, (2011). Sikap Dan Motivasi Murid Iban Dalam
Mempelajari Bahasa Melayu Sebagai Bahasa Kedua. Jurnal Pendidikan Bahasa Melayu,
1 (1): 13-25.
Juliyah (2014). Penerapan Nilai Berbudi Bahasa Dalam Pengajaran Bahasa Melayu Dari
Perspektif Murid-Murid Darjah Lima. Proceeding Of The Global Summit On Education.
Organized by WorldConferences.net
Mahat Jamal (2015). Semangat Patriotisme Melalui Lagu-Lagu Patriotik: Kajian Persepsi
Beberapa Orang Belia Di Kota Kinabalu, Sabah. Jurnal Komunikasi Borneo. Vol. 4
Mohamad Khairi Othman & Asmawati Suhid (2010). Peranan Sekolah Dan Guru Dalam
Pembangunan Nilai Pelajar Menerusi Penerapan Nilai Murni: Satu Sorotan. SEA Journal
Of General Studies 11.
Mohamad Rodzi Abd Razak (2009). Pembinaan Negara Bangsa: Peranan Pendidik Sejarah Dan
Dasar Pendidikan Kebangsaan.
Norazlinda Bt Saad, (2003). Faktor Sosioekonomi Dan Peluang Pendidikan Tinggi. Universiti
Utara Malaysia. JEBAT 36. 90-106
Shamsulamri Baharuddin & Mohamad Fauzi B. Sukimi (2007). City As A Reflection Of
National Identities: Early Comparison Between Jakarta And Kuala Lumpur. Akademika
70: 3-19
Tay Meng Guat (2015). Pembelajaran Menyeronokan Dalam Pengajaran Dan Pembelajaran
Bahasa Melayu. Jurnal Penyelidikan IPG KBL, Jilid 12.
Tuan Pah Rokiah Syed Hussain, Shamsul Anuar Nazarah & Zaheruddin Othman (2016).
Pembinaan Bangsa Malaysia (1): Kajian Empirical Tahap Patriotisme Belia. Malaysian
Journal Of Society And Space. Issue 10 (159 – 170). Universiti Utara Malaysia.
Umi Saidatul Arryennah Madsah Dan Abdul Razaq Ahmad (2018). Jati Diri: Konsep Dan
Pelaksanaannya Di Malaysia. Proceedings International Conference On Social Studies
& Humanities. Fakulti Pendidikan. University Kebangsaan Malaysia.
Wan Abdul Kadir Wan Yusoff (2005). Globalisasi, Internasionalisasi Dan Nasionalisme Dalam
Mempertahankan Identiti Melayu. Jurnal Pengajian Melayu, Jilid 16.
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PENGALAMAN PROSES PEMULIHAN TERHADAP

PERUBAHAN TINGKAH LAKU PENGHUNI DI BAITUL
EHSAN DAN DAR AS-SA’ADAH
Nurul Husna Mansor1*, Khairul Hamimah Mohd. Jodi 2
1
Akademi Pengajian Islam, Universiti Malaya,
2
Kluster Pendidikan dan Sains Sosial, Open University, Malaysia.
*Pengarang Koresponden: nurulhusna@um.edu.my

_________________________________________________________________________________________
Abstrak:Setiap institusi pemulihan yang diwujudkan mempunyai pendekatan yang tersendiri
dalam proses pemulihan penghuni. Proses pemulihan secara jelasnya telah memberikan
pelbagai pengalaman baru kepada penghuni yang mungkin tidak diperoleh di luar institusi.
Secara umumnya, setiap penghuni yang ditempatkan di pusat pemulihan terbabit dengan
pelbagai masalah keruntuhan akhlak yang memberi kesan kepada perkembangan emosi, sosial
dan kerohanian mereka. Justeru, artikel ini akan meneroka dan menganalisis sejauh mana
pengalaman yang dilalui oleh penghuni sepanjang menjalani proses pemulihan dapat
membantu mereka dalam konteks perubahan tingkah laku. Secara khususnya, kajian yang
dijalankan berbentuk kualitatif dengan menggunakan dua teknik utama dalam pengumpulan
data iaitu temu bual serta pemerhatian. Sebanyak empat (4) orang informan telah dipilih dari
dua institusi pemulihan yang berbeza iaitu Baitul Ehsan dan Kompleks Dar Assaadah. Semua
informan yang dipilih menggunakan kaedah pensampelan bertujuan telah ditemu bual
berpandukan soalan yang dibina secara separa berstruktur. Soalan temu bual dibahagikan
kepada empat tema iaitu kerohanian, emosi, intelek dan akhlak yang diukur berdasarkan tiga
indikator utama dalam proses pemulihan iaitu penanaman, pengukuhan dan penghayatan.
Kajian mendapati proses pemulihan di kedua-dua institusi telah memberikan pelbagai
pengalaman positif kepada penghuni serta membantu mereka terutamanya dalam aspek
perubahan tingkah laku ke arah menjadi manusia yang lebih baik.
Kata kunci: Pengalaman, Kerohanian, Emosi, Intelek, Pemulihan, Akhlak
Abstract: Each rehabilitation institution has its own approach and process to their resident.
The rehabilitation process provided a new experience for residents who may not be available
outside. Generally, every resident in a rehabilitation center is affected by a range of moral
dilemmas that affect their emotional, social and spiritual development. Therefore, this article
will explore and analyze the experienced by residents during the recovery process can help
them in the context of behavioural change. Specifically, the study was conducted qualitatively
using two main techniques in data collection, interview and observation. Four (4) informants
were selected from two different rehabilitation institutions, Baitul Ehsan and Kompleks Dar
Assaadah. All informants selected using the purposive sampling were interviewed based on a
semi structured questionnaire. The questions are divided into four themes, spiritual, emotional,
intellectual and moral that are based on three key indicators of the healing process; cultivation,
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strengthening and appreciation. Studies show that the recovery process at both institutions has
provided many positive experiences for residents and helped them especially in terms of
changing behaviours towards becoming better human.
Keywords: Experience, Spirituality, Emotion, Intelligence, Recovery, Akhlak

_________________________________________________________________________
1. Pengenalan
Secara umumnya, keruntuhan moral memberikan kesan negatif dalam kehidupan individu yang
terlibat dari pelbagai aspek termasuk emosi, kesihatan tubuh badan, sosial, pendidikan,
ekonomi dan lain-lain. Dari segi emosi, individu yang terlibat berhadapan dengan pelbagai
masalah kecelaruan emosi seperti murung, malu, rasa bersalah (Martina Corry: 1991; Nor Jana
Saim: 2013), takut, sedih dan tertekan (Su Xu Vin et al: 2014; Azmawaty Mohamad Nor et al:
2013). Dari aspek sosial pula, pelaku biasanya akan berhadapan dengan masalah penyisihan
sosial di mana masyarakat akan mula memberikan stigma atau label-label yang negatif (Siti
Hajar Abu Bakar et al: 2012). Dari sudut ekonomi, akibat daripada label yang diberikan oleh
masyarakat, mereka sukar mendapat tempat dalam bidang pekerjaan (Brown Sarah, S. dan
Eisenberg Leon: 1995). Semua implikasi yang dinyatakan bukan sahaja menjadikan kehidupan
pelaku berada dalam situasi yang lebih sukar dan terasing malah boleh meningkatkan
kecenderungan mereka untuk terus hanyut dalam keadaan sedia ada iaitu berterusan melakukan
kesilapan. Agama Islam sangat memberikan perhatian dalam konteks pemulihan salah laku.
Justeru, dalam al-Quran banyak ditekankan tentang konsep taubat serta pembersihan jiwa
(Nabih Abdul Rahman: 1990; Al-Ghazali: 2010) yang menjadi bukti bahawa manusia sentiasa
diberi peluang untuk memperbaiki diri lantaran sifat manusia yang dijadikan tidak sempurna.
Kewujudan institusi pemulihan pada hari ini khususnya di Malaysia dilihat memberikan
peluang dan ruang yang terbaik bagi individu yang pernah terjebak dengan masalah sosial
untuk memperbaiki diri. Secara khususnya tujuan penubuhan institusi pemulihan adalah untuk
melengkapkan dan menyokong usaha pemulihan di institusi. Kajian memperlihatkan program
pemulihan di institusi pemulihan yang menggunakan pelbagai pendekatan seperti agama,
kaunseling, psikoterapi Islam telah memberikan kesan yang positif kepada penghuni. Justeru,
kajian ini dijalankan bagi meneroka dengan lebih dekat pengalaman pelatih di institusi
pemulihan. Sejauh mana institusi pemulihan memberikan pengalaman bermakna kepada
penghuni? Kajian ini juga dijalankan bagi menganalisis dan meneroka realiti pengalaman
penghuni sepanjang menjalani proses pemulihan dalam konteks perubahan tingkah laku dan
membuat keputusan.
Kajian ini menggunakan pendekatan kualitatif dengan reka bentuk kajian kes. Dua teknik
utama dalam pengumpulan data telah diguna pakai iaitu temu bual serta pemerhatian. Sebanyak
empat (4) orang informan telah dipilih dari dua institusi pemulihan yang berbeza iaitu Baitul
Ehsan dan Kompleks Dar As-Saadah. Semua informan yang dipilih menggunakan kaedah
pensampelan bertujuan ditemu bual berpandukan soalan yang dibina secara separa berstruktur.
Manakala, soalan temu bual dibahagikan kepada empat tema iaitu kerohanian, emosi, intelek
dan akhlak yang diukur berdasarkan tiga indikator utama dalam proses pemulihan iaitu
penanaman, pengukuhan dan penghayatan.
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2. Proses Pemulihan dan Perubahan Tingkah Laku Menurut Islam

Pemulihan membawa maksud hal atau perbuatan memulihkan sesuatu kembali seperti biasa
(keadaan semula), pengembalian kepada keadaan semula (Kamus Dewan Edisi Keempat
(2005: 1245,1246). Istilah pemulihan tidak dinyatakan secara khusus di dalam al-Quran.
Namun, jika dirujuk dalam bahasa Arab perkataan Islah adalah paling dekat yang
menggambarkan tentang maksud pemulihan iaitu memperbaiki atau memulihkan. Ibn Manzur
di dalam kitabnya Lisan Al-Arab mengatakan Islah berlawanan kepada kerosakan (‫ )فساد‬yang
bermaksud membasmi kerosakan atau mendirikan sesuatu yang telah runtuh atau rosak (Ibn
Manzur, 1990). Manakala, perkataan islah di dalam kitab Mu’jam Muyassar membawa
pengertian memperbaiki kerosakan atau menghilangkan permusuhan dan perpecahan dalam
kalangan manusia atau mengindahkan sesuatu perkara (Al-Nahwiy A, 1991). Konsep islah
turut diperdebatkan oleh sarjana Islam seperti Ibn Khaldun dan Rasyid Rida sebagai satu
pendekatan yang relevan dalam pembangunan masyarakat (Norahida Mohamed dan Mohamad
Zaidin Mat@Mohamad, 2017) dan pembinaan semula tamadun (Muhammad Zaid Ismail,
2017). Al-Zarqani (1971) dalam buku Manahil al-‘Irfan fi ‘Ulum al-Quran membicarakan
tentang beberapa bentuk peng’islah’an:
i. Islah al-‘Aqa’id (Islah dalam aspek keyakinan) bermaksud membimbing manusia
kepada hakikat sebenar kehidupan iaitu permulaan dan pengakhiran kedua-duanya
adalah di bawah ruang lingkup keimanan kepada Allah, Malaikat-Nya, Rasul-Nya dan
hari akhirat.
ii. Islah al-‘Ibadat (Islah dalam hal peribadatan) bermaksud membimbing manusia kepada
penyucian jiwa, meluruskan keinginan dan memberi manfaat kepada orang lain baik
secara individu mahupun berkumpulan.
iii. Islah al-Akhlaq (Islah akhlak) bermaksud membimbing manusia kepada kebaikan diri
sendiri dan menjauhkan mereka daripada perkara yang membawa kepada kehinaan diri
mereka.
iv. Islah al-ijtima’ (Islah kemasyarakatan) bertujuan membimbing manusia kepada
penyatuan ummah dan penghapusan sifat ta’asub serta menghilangkan perbezaan-
perbezaan yang menjauhkan umat Islam.
v. Islah al-Siyasah (Islah politik) bertujuan menegakkan keadilan secara mutlak,
mengutamakan kebajikan rakyat, adil, boleh dipercayai, menepati janji, tidak pilih
kasih, menjauhi kezaliman, pengkhianatan dan pembohongan.
Berdasarkan kepada pendefinisian di atas, islah adalah perkataan yang tepat bagi menghuraikan
maksud pemulihan di dalam Islam kerana ia melibatkan proses pemulihan kehidupan manusia
secara menyeluruh merangkumi aspek yang kerohanian, intelek, emosi dan Akhlak. Dalam
konteks kajian ini konsep pemulihan merujuk kepada pemulihan akhlak dalam kalangan
pelatih. Usaha pemulihan biasanya dikaitkan dengan usaha untuk memperbaiki sesuatu
kekurangan atau memperbetulkan sesuatu.
Al-Ghazali (1988) mencadangkan tiga fasa bagi melengkapkan proses pemulihan iaitu fasa
penanaman, diikuti fasa pengukuhan dan fasa penghayatan. Fasa 1; Penanaman bermaksud
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proses menyemai dan membiasakan pelaku dengan akidah Islam secara dalam bentuk hafalan,
dijelaskan secara beransur-ansur bersesuaian dengan tahap pemikiran serta diyakinkan tentang
akidah tersebut. Pada fasa ini, jiwa pelaku perlu ditanamkan dengan akidah agar dibiasakan
hati mereka meyakini Allah. Pada peringkat ini mereka akan dibiasakan dengan kaedah
menghafal perkara-perkara asas seperti menghafal rukun iman, rukun Islam, bacaan dalam
solat dan sebagainya. Kemudian apabila hafalan dan bacaan mereka semakin lancar, mereka
akan dijelaskan maksud kandungan rukun iman, rukun Islam, kepentingan meyakini rukun-
rukun tersebut dengan bahasa yang mudah bersesuaian dengan umur serta gaya pemikiran
mereka. Seterusnya pelaku akan diyakinkan dengan agama yang dianuti kini. Segala tindakan
akan dikaitkan dengan Allah, larangan atau suruhan Allah.
Fasa 2: Pengukuhan. Pada fasa ini pelaku akan diberi pendedahan secara komprehensif kelas
tadarus al-Quran, tajwid dan hadis. Tafsir al-Quran dan hadis turut dihuraikan bagi menambah
kefahaman dan pengukuhan akidah seterusnya diterjemahkan dalam tingkah laku seharian.
Menurut al-Ghazali pelaku pada fasa ini perlu dibiasakan bergaul dengan orang yang salih,
baik dan berada dalam persekitaran yang kondusif. Ini bertujuan untuk membiasakan
kehidupan mereka sentiasa dilingkungi oleh persekitaran yang baik dan menyokong perubahan
yang dilakukan oleh mereka.
Fasa 3: Penghayatan. Setelah pelaku di ajar menghafaz, memahami kandungan ilmu yang
dipelajari, mereka diminta menghayati pula ilmu tersebut. Sebagai contoh menghayati isi
kandungan al-Quran dan hadis dengan mengaitkan dengan pengalaman peribadi pelaku. Selain
itu fasa ini juga akan menumpukan kepada aplikasi dan praktikal berdasarkan teori-teori yang
mereka pelajari pada fasa 1 dan 2. Jika pada fasa 2 mereka mempelajari tentang alam
persekitaran, fasa ini mereka akan mengaitkan kejadian alam dengan kewujudan Allah, ajaran
nabi dan hari akhirat. Al-Ghazali turut memberi penekanan kepada amalan berterusan dengan
melakukan sesuatu perkara secara bersungguh-sungguh sehingga kebiasaan ini membentuk
keyakinan yang mantap dalam diri pelaku.
Kerohanian :
Dalam konteks pemulihan, tunjang paling penting dalam konteks kerohanian Islam adalah
berpandukan akidah yang sahih yang didasarkan kepada keimanan. Al-Mawdudi (1977)
menegaskan kewujudan iman dikatakan menjadi syarat utama yang akan melahirkan gaya fikir
seseorang individu seterusnya menghasilkan tingkah laku yang bukan sahaja baik malah
menolak dan menghakis keluar nilai-nilai negatif yang telah bersarang dalam hati manusia. Hal
ini kerana nilai-nilai kebaikan yang terhasil dari keimanan sama sekali tidak akan bersatu
dengan keburukan (Al-Mawdudi, 1977).
Maksudnya: "Daripada Abu Hurairah katanya, Rasulullah SAW bersabda : "Mukmin

yang paling sempurna imannnya ialah orang yang paling baik akhlaknya”. (Abadi,
1995)
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Hadis ini menjelaskan tahap keimanan merupakan asas yang paling penting dalam konsep
keagamaan akan menentukan keadaan akhlak seseorang Muslim sama ada menjadi semakin
baik atau sebaliknya. Seseorang Muslim akan meletakkan agama berbanding kepentingan-
kepentingan yang lain serta mampu mendorong mereka untuk melakukan pertimbangan antara
dosa dan pahala, syurga dan neraka, serta reda dan murka Allah (Ab. Aziz Yusof, 2012).
Justeru, seseorang yang mempunyai kekuatan rohani, memiliki keimanan yang mantap dan
memiliki kefahaman yang jitu akan memiliki jati diri sebagai umat yang kuat dan tidak dapat
digugat oleh sebarang hasutan serta keinginan nafsu yang jahat (Rokiah Ahmad, 2007).
Konsep Taubat dalam Pemulihan

Islam memberikan tumpuan kepada proses taubat sebagai langkah permulaan untuk pulih dari
masalah kebejatan akhlak. Taubat memberi peluang kepada pesalah mengubah diri menjadi
lebih baik. Saranan bertaubat ada dinyatakan di dalam surah al-Baqarah (2): 222:
Terjemahan: “Sesungguhnya Allah mengasihi orang-orang yang banyak bertaubat, dan
mengasihi orang-orang yang sentiasa menyucikan diri.”
Dalam tradisi tasawuf Islam, taubat merupakan satu kaedah yang disebut sebagai “tazkiyat al-
nafs” atau penyucian jiwa. Gesaan penyucian jiwa juga telah dinyatakan di dalam al-Quran:
Terjemahan: Demi diri manusia dan yang menyempurnakan kejadiannya (dengan

kelengkapan yang sesuai dengan keadaannya); serta mengilhamkannya (untuk
mengenal) jalan yang membawanya kepada kejahatan, dan yang membawanya kepada
bertakwa. Sesungguhnya berjaya lah orang yang menjadikan dirinya yang sedia bersih-
bertambah-tambah bersih (dengan iman dan amal kebajikan), dan Sesungguhnya
rugilah orang yang menjadikan dirinya-yang sedia bersih-itu susut dan terbenam
kebersihannya (dengan sebab kekotoran maksiat). (Al-Shams 91: 7-10)
Ayat ini menjelaskan bahawa dalam diri manusia telah tertanam potensi baik dan buruk. Walau
bagaimanapun, manusia mempunyai pilihan untuk mengembangkan mana-mana potensi
tersebut. Sehubungan itu, perspektif Islam melihat penyucian jiwa sebagai satu proses yang
amat penting bagi memastikan potensi baik yang ada dalam diri manusia sentiasa mengatasi
potensi buruk (Zakaria Stapa, 2001).
Secara khususnya, taubat menerusi kaedah tazkiyat al-nafs perlu bermula dengan perlakuan
mengosongkan jiwa dari sifat tercela terlebih dahulu kemudian diisi dengan sifat terpuji
(Nabih Abdul Rahman, 1990). Al-Ghazali menamakan dua proses ini sebagai al-Takhalli
(pengosongan dari sifat tercela) dan al-Tahalli (menghiasi diri dengan sifat terpuji). Menurut
al-Ghazali, proses pembuangan sifat tercela perlu dilakukan dengan cara memaksa diri
melakukan sesuatu yang bertentangan dengan sifat sedia ada (al-Ghazali, 2010). Kaedah yang
sama digunakan oleh Nabi Muhammad SAW dalam mengalihkan kaum jahiliah dari
meneruskan adat kebiasaan mereka yang sesat dan meninggalkan dosa. Umpamanya ayat al-
Quran berhubung pengharaman arak dimulakan dengan menceritakan tentang keburukan arak
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berbanding manfaat. Titik permulaan pembentukan individu bermula dengan mengubah

keadaan sekelilingnya dari percampuran dengan kawan-kawan yang jahat (Nasih ‘Ulwan,
1976). Walau bagaimanapun, al-Qaradawi menjelaskan bahawa pendekatan beransur-ansur
diperlukan dalam proses mengubah akhlak manusia supaya mereka dapat berubah dengan
kesedaran sendiri berbanding secara terpaksa dan terbeban (Yusuf al-Qaradawi, 2009). Dalam
proses pemulihan, tidak mungkin sifat buruk seseorang dapat diubah secara tiba-tiba. Maka,
program pemulihan perlu bermula dengan pembinaan kefahaman dan kepercayaan dalam
kalangan sasaran kepada sesuatu asas dalam masalah yang dihadapi. Setelah kefahaman dan
kepercayaan terbina, barulah langkah-langkah membuang sifat-sifat buruk yang ada pada
sasaran dilakukan sedikit demi sedikit. Setiap tanggungjawab memerlukan suatu proses latihan
dan pendedahan supaya menjadi kebiasaan (Ab. Aziz Mohd. Zin, 1999) .
Pendekatan beransur-ansur bukan sahaja diaplikasikan dalam tradisi pemulihan berteraskan

Islam, bahkan ia juga sinonim dalam kalangan ahli sosialis di sebelah Barat. Sebagai contoh;
James O. Prochaska (2013) melalui Model Perubahan Tingkah Laku menjelaskan beberapa
peringkat yang harus dilalui oleh individu dalam melakukan proses perubahan sikap
(Prochaska, 2013). Pada peringkat pertama, seseorang individu dikatakan belum menyedari
keperluan untuk melakukan pada diri, sehingga kadangkala menafikan perubahan. Di peringkat
kedua, perasaan untuk berubah sudah mula tercetus. Namun, individu sebenarnya masih belum
cukup kuat untuk melakukannya. Di peringkat ketiga pula, individu akan membuat persediaan
untuk berubah. Justeru, mereka perlu diberi pilihan mengenai apa yang perlu dilakukan.
Peringkat seterusnya merupakan peringkat berlakunya proses perubahan dan individu sentiasa
perlu diberikan galakan, pujian, dorongan dan seumpamanya. Akhirnya peringkat seterusnya
ialah memastikan perubahan yang dilakukan kekal. Kesemua proses yang dilalui memerlukan
tempoh masa minimum selama enam bulan (Prochaska, 2013). Berdasarkan realiti yang telah
dijelaskan, proses pemulihan sememangnya memerlukan suatu tempoh masa dan pendekatan
yang bersesuaian.
Keimanan dimanifestasikan dalam bentuk ibadah. Kesempurnaan ibadah di dalam Islam akan
tercapai apabila ia dilakukan dengan mengikut peraturan atau kaedah Islam yang disebut
sebagai syariat (Muhammad Syukri Salleh, 2007). Syariat merupakan peraturan yang
menyusun kehidupan seseorang Islam terutamanya dalam hubungannya dengan orang lain
termasuk suruhan-suruhan yang mesti dilakukan dan larangan-larangan yang mesti
ditinggalkan (Ab. Aziz Mohd. Zin, 2005). Syariat bukan sahaja dimanifestasikan melalui
aktiviti berbentuk ibadah khusus, malah ibadah umum seperti muamalat yang melibatkan
urusan sosial, ekonomi dan politik (Seyyed Hossein Nasr, 1994). Menurut Zaydan (1968)
antara tujuan syariat agama Islam adalah untuk memelihara kemaslahatan manusia dan
menyingkirkan manusia daripada kerosakan atau kebinasaan baik di dunia mahupun di akhirat.
Syariat dalam konteks ibadah umpamanya solat, puasa telah terbukti berfungsi dengan cukup
efektif dalam pembentukan akhlak individu. Sebagai contoh:
a. Solat: Merupakan ibadah paling utama yang diberikan perhatian. Dari aspek lahiriah,
solat dipercayai memberikan kesan terhadap kesihatan serta kecerdasan fizikal melalui
bentuk-bentuk gerakan solat (Muhammad Wasfi, 1995), memberikan kesan terhadap
kesejahteraan rohani kerana ia merupakan tunggak keyakinan dan merupakan jalan
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utama mendekatkan diri kepada Tuhan (Al-Ghazali, 1993), membina Islam dan Iman di
dalam diri termasuklah merawat penyakit jiwa manusia (Ahmad Hisham Azizan dan
Zarrina Che Sa’ari, 2009). Al-Ghazali juga menegaskan solat yang meliputi empat
perkara iaitu dimulai dengan ilmu, didirikan dengan perasaan malu, ditunaikan dengan
pengagungan dan penghormatan serta disudahi dengan rasa takut (Al-Ghazali, 2003)
Berupaya mencegah seseorang dari perbuatan keji dan mungkar (Al-‘Ankabut 29:45).
Ini disokong oleh Ibn Kathir yang menjelaskan solat mampu mendorong diri
meninggalkan perbuatan keji dan mungkar (Imam al-Jalil al-Hafiz 2000). Kajian Che
Zarrina Sa’ari mendapati, pelaksanaan solat secara bersungguh-sungguh, ikhlas dan
khusyuk mampu merawat penyakit kegelisahan jiwa (Che Zarrina Sa’ari, 2001).
b. Puasa: Menurut Said Hawa, ibadah puasa mempunyai pengaruh yang besar dan
berkesan terutamanya dalam merawat masalah akhlak khususnya melibatkan dua jenis
syahwat iaitu yang berpunca dari kemaluan dan perut agar dibiasakan dengan sabar
dan tunduk patuh (Sa’id Hawwa, 1981). Berhubung perkara ini, al-Ghazali (2003)
menyifatkan puasa sebagai benteng pencegah dari gangguan hawa nafsu
memandangkan perut yang kosong semasa berpuasa berupaya menguatkan jiwa kepada
ketakwaan, mengukuhkan kerohanian serta menenteramkan jiwa yang secara tidak
langsung membawa kepada hancurnya keinginan hawa nafsu. Uthman El-
Muhammady (1976) turut memperakui puasa menjadi kunci kepada kejayaan
terlaksananya ibadah lain seperti sembahyang, zikrullah dan sebagainya kerana dengan
berpuasa manusia akan mudah tertewas dengan syaitan serta kehendak-kehendak diri
yang membawa kepada kerosakan, sebagaimana di jelaskan oleh hadis berikut:
Terjemahan: Wahai sekalian para pemuda, barang siapa di antara kalian telah
mampu menikah, hendaklah dia menikah, kerana menikah lebih menundukkan
pandangan, dan lebih menjaga kehormatan. Barang siapa yang belum mampu
menikah, hendaklah berpuasa kerana berpuasa merupakan pemutus syahwat
baginya (Sahih Muslim, 2000, no. Hadith 3398).
Ibadah puasa bukan sahaja berfungsi sebagai perisai bagi mempertahankan diri dari
kejahatan dan fitnah, bahkan menghasilkan mujahadah terhadap keinginan nafsu dan
jasad serta menguatkan kemahuan Muslim selain menghasilkan kesabaran, sifat ikhlas,
membentuk budi pekerti, mendidik roh, menjernihkan hati (Mustafa Mashhur, 2003).
c. Membaca al-Quran: Membaca al-Quran juga diperakui sebagai ibadah yang mampu
meningkatkan penghayatan keagamaan serta menyembuhkan penyakit jiwa
sebagaimana yang dijelaskan dalam firman Allah SWT yang bermaksud:
Wahai umat manusia! Sesungguhnya telah datang kepada kamu Al-Quran yang
menjadi nasihat pengajaran dari Tuhan kamu, dan yang menjadi penawar bagi
penyakit-penyakit batin yang ada di dalam dada kamu, dan juga menjadi hidayah
petunjuk untuk keselamatan, serta membawa rahmat bagi orang-orang yang
beriman (Yunus 10:57).
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Membaca al-Quran merupakan satu ibadah yang mengandungi segala jenis zikir kepada
Allah kerana ia mengingatkan seseorang kepada Allah dan terkandung banyak doa
(Muhammad al-Mubarak, t.t). Nilai-nilai yang terkandung dalam al-Quran mampu
merangsang personaliti yang lebih baik, menambahkan keimanan dan bertawakal kepada
Allah (Hasan Langgulung, 1991) sehingga dijadikan asas dalam kesemua dasar-dasar
pembelajaran di dalam sejarah penubuhan negara Islam pada zaman Ibn Khaldun (Ibn
Khaldun, 1879).
Intelek:
Intelek bermula dari minda. Minda merupakan proses yang unik dan dinamik di dalam otak
manusia yang terbahagi kepada tiga fungsi iaitu fikir, perasaan dan kemahuan. Daya intelek
mampu membantu dalam perubahan tingkah laku individu melalui penjanaan mindanya iaitu
menggunakan intelektual dalam otaknya melalui berbagai teknik dan pendekatan untuk
menghasilkan satu pilihan dan keputusan terbaik untuk semua (Ismail Alias, 2006). Melalui
minda seseorang itu boleh mentafsir, menilai, melihat sesuatu, menganalisa, menjelaskan dan
menentukan. Ini bermaksud melalui cara berfikir mampu mengubah sikap seseorang membuat
keputusan dan membentuk sikap (Ravi A/L Nagarathanam , 2015).
Islam amat mementingkan usaha pembangunan aspek intelek melalui proses pendidikan yang
membolehkan individu meningkatkan ilmu pengetahuan lantaran ilmu yang akan memuliakan
individu. Gesaan tentang keutamaan menuntut ilmu boleh difahami dari firman Allah dalam
Surah al-Mujadalah ayat 11 yang bermaksud: “Supaya Allah SWT meninggikan darjat orang-
orang yang beriman di antara kamu, dan orang-orang yang diberi ilmu pengetahuan Agama
(daripada kalangan kamu) dengan beberapa darjat”.
Oleh sebab itu, al-Qaradawi (1977) menegaskan sekiranya sekolah-sekolah dan institusi-
institusi pendidikan yang tidak menanamkan keimanan ke dalam jiwa pelajarnya, tidak lain
kecuali ia menghasilkan pelajar yang hanya bingung, penuh pertentangan dalam dirinya.
Kajian mendapati individu yang terlibat dengan salah laku moral dikaitkan dengan tahap
intelektual yang rendah kerana tercicir dari alam persekolahan, tidak terlibat dengan sebarang
aktiviti kokurikulum di sekolah, bahkan terlibat dengan aktiviti tidak terkawal bersama rakan
sebaya selepas waktu sekolah selain terlibat dengan penyalahgunaan bahan terlarang (Khairani
Omar et al: 2010).
Justeru, dalam konteks pemulihan, intelek merujuk kepada kebolehan proses pendidikan yang
membantu pelatih mengoptimumkan potensi akal seterusnya mengubah cara berfikir daripada
negatif kepada gaya fikir yang lebih positif.
Emosi:
Kajian menunjukkan masalah utama yang dialami oleh majoriti remaja bermasalah akhlak ialah
gangguan emosi yang mengakibatkan mereka mengalami gangguan tidur yang kronik sehingga
menjejaskan perkembangan kognitif mereka (Su Xu Vin et al. 2014). Contohnya, pelatih yang
ditemui di pusat perlindungan wanita mengakui mengalami pelbagai pergolakan emosi antara
perasaan sedih dan takut, rasa tersisih setelah ditempatkan oleh ibu bapa di pusat perlindungan
wanita (Azmawaty Mohamad Nor, et al, 2014), keliru, takut, serta perlu berhadapan dengan
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persekitaran baru, menyesuaikan fizikal diri yang di dadapati telah hamil serta berisiko untuk
menghadapi kemurungan ( Nor Jana Saim dan Fatimah Abdullah, 2010).
Kecelaruan emosi yang dihadapi tersebut menunjukkan bahawa remaja sedang berhadapan
dengan masalah dalam perkembangan emosi serta perlu diberikan pertolongan yang sewajarnya
sama ada sokongan dari keluarga atau mewujudkan persekitaran yang baik (Nurul Azmi:
2015).
Akhlak:
Ibn Manzur mendefinisikan akhlak sebagai fitrah, tabiat, agama atau ringkasnya adalah
gambaran batin (Ibn Manzur, t.t). Al-Ghazali dan Ibn Miskawayh pula sependapat
menggambarkan akhlak dengan keadaan jiwa yang mendorong seseorang untuk melakukan
perbuatan secara spontan tanpa memerlukan pertimbangan dan pemikiran sama ada ia diwarisi
sejak lahir atau diperoleh melalui latihan dan pembiasaan (Miskawayh, t.t).
Akhlak juga memberi maksud sebagai tabiat, budi pekerti atau perlakuan yang diamalkan oleh
manusia sama ada baik ataupun buruk yang tidak dapat dinilai dengan akal semata-mata tetapi
melalui pertimbangan al-Quran dan al-Sunah. Islam mengklasifikasikan akhlak kepada dua
iaitu akhlak yang terpuji dan akhlak yang tercela (Al-Midani, 1999). Manakala Al-Attas
memperincikan akhlak kepada dua bentuk iaitu i.akhlak keagamaan yang bermaksud akhlak
zahir merangkumi amalan-amalan yang dilakukan bagi memenuhi perintah Ilahi seperti
melaksanakan tuntutan yang difardukan dan amalan sesama insan serta mengamalkan rukun
Islam dalam segenap bidang kehidupan, ii. Akhlak batin iaitu amalan hati yang diasaskan
kepada mengenal Allah dan mengenal diri (Syed Muhammad Naquib al-Attas, 2002).
Cara memperbaiki akhlak yang tidak baik ialah dengan melakukan sesuatu yang bertentangan
dengan akhlak tersebut dan berusaha menjadikannya sebagai bentuk kebiasaan. Manusia yang
mempunyai akal fikiran perlu mengawalnya sama ada memilih menjadi baik atau buruk (Ibn
Hazm, 1978). Hasil daripada pemilihan tersebut akan membentuk akhlak seseorang (Mohd
Nasir Ripin dan Nur Izzatul Afifah Che Ab. Rahim, 2010). Dalam proses pemulihan akhlak,
perlu bermula dengan pengisian hati dengan menanam ayat-ayat Allah ke dalam diri individu
melalui beberapa bentuk ibadah seperti solat, puasa, zikir, hafalan al-Quran diikuti dengan
doa-doa yang berkaitan dengan kehidupan seharian (Abdul Halim El-Muhammady, 1976).
Seterusnya mendidik diri dengan perasaan malu dan takut untuk melakukan perkara yang keji
untuk membantu remaja mengawal diri mereka (Nasih ‘Ulwan, 1976).
Akhlak boleh dipelajari dan berubah-ubah berdasarkan dua faktor iaitu keturunan dan
persekitaran (Hasan Langgulung, 1991). Berdasarkan dua faktor ini, persekitaran merupakan
faktor penting yang membantu kesuburan, kecenderungan dan penghayatan nilai-nilai akhlak.
Pesekitaran yang baik seseorang bersama keluarga, masyarakat, di sekolah dan di rumah
memberi kesan besar terhadap pertumbuhan dan penghayatan nilai akhlak Islam mereka
(Abdul Halim El-Muhammady, 1976).
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3. Dapatan dan Perbincangan
Kompleks Dar Assaadah (KDS) mula beroperasi pada November 1989 di Taman Bukit
Anggerik Cheras, Kuala Lumpur dikenali sebagai Pusat Perlindungan Wanita Islam. Pada
tahun 1996 sehingga 2008 institusi ini berpindah sebanyak tiga kali bermula di Datuk Keramat,
Batu Caves dan terakhir di Jalan Ipoh, Kuala Lumpur di bawah seliaan Majlis Agama Wilayah
Persekutuan (MAWIP) menggunakan nama Dar Saadah. (Majlis Agama Islam Wilayah
Persekutuan, 2009). KDS menawarkan program rawatan dan pemulihan berdasarkan tiga
objektif, i) memberi perlindungan tempat tinggal sementara kepada penghuni kategori wanita,
keluarga dan saudara baru, ii) memberi didikan agama dan bimbingan kerohanian kepada
penghuni Dar Assaadah, iii) memberi latihan kemahiran vokasional kepada pelatih. Pelatih
diwajibkan mengikuti program rawatan dan pemulihan di sini selama dua tahun. Sepanjang
tempoh tersebut, Kompleks ini memberi pendidikan berbentuk pembentukan sahsiah sebanyak
tiga tahap iaitu tahap pertama, tahap kedua dan tahap ketiga (Majlis Agama Islam Wilayah
Persekutuan, t.t).
Manakala, Pusat Perlindungan Wanita Baitul Ehsan (BES) merupakan sebuah pusat
perlindungan wanita yang ditubuhkan di bawah bahagian pemulihan ar-Riqab, Majlis Agama
Islam Selangor (MAIS) melalui peruntukan di bawah Seksyen 53 dan Seksyen 54 (2)
Enakmen Jenayah Syariah Selangor No. 9 Tahun 1995 (EJSS 2003). BES diwartakan pada
13 September 2001 di daerah Sabak Bernam. Melalui peruntukan yang sama, satu kaedah telah
digubal dan telah diluluskan pada 28hb September 2001 melalui Mesyuarat Majlis Agama
Islam Selangor (MAIS) yang membolehkan BES mentadbir, memulihkan, dan memberikan
perlindungan kepada golongan wanita yang memerlukan bimbingan di Negeri Selangor
(MAIS, 2017). Mempunyai empat objektif penubuhan iaitu; i) melaksanakan kehendak
maksud Seksyen 53 dan 54 (2) Enakmen Jenayah Syariah Selangor No.9 Tahun 1995. ii)
memberi perlindungan dan pemulihan kepada wanita dan gadis yang terdedah kepada bahaya
moral. iii) memberi latihan dan bimbingan dalam segenap aspek iaitu rohani dan jasmani
melalui pendidikan agama dan sosial dan iv) menyediakan kemahiran bersepadu dan
kemudahan latihan vokasional. Misi BES ialah memberikan perkhidmatan perlindungan,
pemulihan, latihan, bimbingan, kaunseling, kemahiran bersepadu dan kemudahan latihan
vokasional yang terbaik kepada kumpulan wanita dan gadis yang terlibat dengan gejala sosial
selaras dengan kehendak maksud seksyen 53 dan 54 (2) Enakmen Jenayah Syariah Selangor
No.9 (1995). Manakala, visi Baitul Ehsan pula ialah menerapkan amalan-amalan murni bagi
membentuk peribadi ummah yang thiqah dan solehah berlandaskan al-Quran dan al-
Sunnah serta berpegang kepada Motto "Iltizam Membimbing Sahsiah Ummah"(MAIS,
2012).
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Jadual 1: Demografi pelatih
Pelatih Umur Institusi Jenis kesalahan Tempoh
Pelatih 1 15 KDS Lari dari rumah 1 tahun 1 bulan
Pelatih 2 16 Sumbang mahram 1 tahun 3 bulan
Pelatih 3 20 BES Hamil luar nikah 6 bulan
Pelatih 4 22 Hamil luar nikah 8 bulan
Jadual 1 menunjukkan pelatih di KDS dan BES dalam lingkungan umur 15-22 tahun. Jenis
kesalahan yang dilakukan mereka ialah melibatkan seksual dan bukan seksual. Tempoh pelatih
berada di KDS melebihi satu tahun dan pelatih yang menghuni BES dalam lingkungan 6
sehingga 8 bulan.
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Jadual 2: Program Pemulihan di Baitul Ehsan dan Kompleks Dar As-Saadah
Proses Indikator Program Pemulihan di Baitul Program Pemulihan di KDS Tingkah Laku Sebelum Tingkah Laku
Pemulihan Ehsan Mengikuti Program Setelah Mengikuti
Pemulihan di Baitul Program Pemulihan
Ehsan dan KDS di Baitul Ehsan dan
KDS
Fasa 1 Pembelajaran Teori dan Amali Pembelajaran Teori dan Amali
Penanaman i. Kelas Pengajian agama i. Kelas Pengajian agama  Kurang pengetahuan  Rajin solat
(Akidah, Ibadah) (Akidah, Ibadah, akhlak, agama  Faham fungsi
ii. Kelas Fardu Ain tasawuf)  Tahu tapi malas ibadah
iii. Solat Fardu ii. Kelas Fardu Ain  Malas ibadah  Melaksanakan
iv. Solat Sunat (Dhuha, iii. Solat Fardu  Meremehkan tuntutan ibadah tanpa
qiamullail) iv. Solat Sunat (Dhuha, agama disuruh
v. Praktikal solat (Smart qiamullail)  Tidak tahu perkara
Solat) v. Iqra dan Al-Quran (Kelas asas fardu Ain dan
vi. Al-Quran (Kelas Tilawah, Tilawah dan Kelas Hafazan) Fardu Kifayah
Kerohanian Tahsin dan Kelas Hafazan) vi. Bacaan Ma’thurat dan zikir
vii. Bacaan Ma’thurat pagi.
viii. Bacaan Al-Mulk dan Yasin vii. Bacaan Al-Mulk dan Yasin
ix. Kuliah Tafsir viii. Kuliah Maghrib
x. Tazkirah Zuhur ix. Tazkirah mingguan dan
xi. Pengajian Umum bulanan
Fasa 2
Pengukuhan Slot Bimbingan dan Kaunseling Slot Bimbingan dan Kaunseling  Tidak stabil  Lebih tenang
(Individu dan Kelompok) (Individu)  Memberontak  Optimis
Emosi  Mudah marah  Tahu mengawal
Amalan nasihat menasihati Amalan nasihat menasihati  Benci orang di emosi
sekeliling  Terima
 Takut dan kecewa kekurangan dan
dengan diri sendiri sejarah lampau
539
Copyright © 2019 ASIAN SCHOLARS NETWORKKelas Pengajian
- All rights reservedagama dan Kelas Pengajian agama dan akademik  Tercicir dari alam  Minat belajar
akademik (formal) (formal) persekolahan makin meningkat
Intelek  Menganggap  Fokus dalam
i. Kelas Tambahan i. Kemudahan bahan bacaan pendidikan tidak menuntut ilmu
ii. Kemudahan bahan bacaan ilmiah penting, sebaliknya
Fasa 3 ilmiah ii. Kelas kemahiran (Jahitan, utamakan
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Penghayatan iii. Kelas kemahiran (Jahitan, Kraf Kraf Tangan, memasak) keseronokan dan
Tangan, memasak) iii. Aktiviti Keusahawanan hiburan
iv. Aktiviti Keusahawanan iv. Aktiviti Keceriaan
v. Smart Agro (Pertanian)
i. Kelas Pengajian Agama i. Kelas Pengajian Agama

(Akhlak) (Akhlak, tasawuf, dakwah)  Degil  Lebih menjaga tutur
ii. Penguatkuasaan Peraturan ii. Penguatkuasaan Peraturan  Kasar kata dan perilaku.
iii. Sistem Merit (Hukuman dan iii. Sukan  Sering menggunakan  Beradab
Akhlak Ganjaran) iv. Kawad dan perbarisan bahasa kesat  Malu untuk
iv. Kawad dan perbarisan iv. Senamrobik  Tidak berasa malu berkelakuan tidak
v. Senamrobik melakukan kesalahan baik
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4. Perbincangan
Berdasarkan Jadual 1, kedua-dua institusi iaitu KDS dan BES menjalankan program pemulihan
berdasarkan tiga fasa yang dicadangkan oleh al-Ghazali iaitu Penanaman, Pengukuhan dan
Penghayatan. Proses pemulihan di kedua-dua institusi turut menumpukan kepada empat aspek
pembangunan secara khusus iaitu kerohanian, emosi, intelek dan akhlak.
a. Kerohanian
Di KDS dan BES, informan mengakui sebelum memasuki pusat perlindungan, mereka
sememangnya telah didedahkan oleh ibu bapa dengan pendidikan agama. Namun, penglibatan
dengan kegiatan salah laku adalah berpunca daripada diri sendiri yang tidak menghiraukan
aspek dosa dan pahala, tidak malu melakukan maksiat, degil, lalai serta leka. Informan juga
mengakui mengakui meskipun memiliki latar belakang pendidikan agama serta keluarga yang
menekankan tentang ibadah namun mereka sering mengabaikannya meskipun telah ditegur.
“kak.. saya rasa ok..dulu susah sembahyang sampai mak bising, kat sini saya boleh
sembahyang tanpa suruh-suruh pun..” (Pelatih 1, KDS, temu bual, 5 Januari 2014)
“Sebelum masuk sini saya solat sekali hingga dua kali sahaja dalam sehari. Kadang-kadang
langsung tak buat. Biasa solat waktu Asar dan Maghrib. Ermm.. ikut waktu-waktu lah,
sebab lupa dan kadang-kadang sebab ada buat benda lain yang melekakan saya macam
layan internet atau keluar” (Pelatih 3, BES, temu bual, 25 Ogos 2014)
Pelatih 3 berkongsi pengalaman berada di BES bukan sahaja mendidik beliau melakukan
amalan wajib, tetapi juga amalan sunat yang tidak pernah dipedulikan. Ujar beliau:
“Kat sini memang akan ada qiamullail. Tapi kalau minggu takda pun saya dah terbiasa
bangun sendiri dalam pukul 3 pagi” (Pelatih 3, temu bual, 25 Ogos 2014)
Tambah beliau lagi: “Nak ikutkan macam solat sunat duha saya pernah buat di luar tapi tak
sekerap di sini la, adik saya kat luar tu sampai cemburu tengok jadual saya di sini full sebab dia
memang minat agama pun.” (Pelatih 3, temu bual, 25 Ogos 2014)
Selain solat, kelas pengajian al-Quran yang dijalankan di KDS dan juga telah membantu pelatih
mendekatkan diri semula dengan al-Quran. Pelatih 3 dan 2 mengakui meskipun pernah
mempelajari al-Quran, namun mereka sama sekali tidak menjadikannya sebagai amalan rutin
bahkan tidak mengaplikasikannya sebagai bacaan dalam solat memandangkan ibadah tersebut
juga jarang ditunaikan.
“Saya tahu je baca Quran sebab mak ayah memang hantar mengaji pun. Tapi mak cakap
selalu cakaplah “engkau tak guna puasa dan baca Quran tapi kantoi solat tak buat… tapi
saya diam je lah sebab memang tak buat pun..” “Saya ada hafal surah lazim, dari darjah 1
hingga 6 memang dihantar kenal al-Quran sebab tu bila masuk menengah mak ayah
terkejutlah sikap saya berubah” (Pelatih 3, temu bual, 25 Ogos 2014).
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Pelatih 2 mempunyai pengalaman berbeza: “ya saya kalau takde kelas suka duduk
surau..saya nak khatam, saya suka mengaji. Saya tak kisah kalau tak makan pun..saya nak
habis kan 30 juzuk ni kak..” (Pelatih 2, KDS, temu bual, 4 Januari 2014)
Begitu juga dengan ibadah puasa, berdasarkan pengakuan pelatih menunjukkan bahawa beliau
memahami manfaat daripada ibadah puasa, dengan nada yakin beliau berkongsi: “Hari ni
puasa sebab exam, nak bagi kawal sikit emosi ni tak nak marah-marah dan stress” (Pelatih 3,
temu bual, 25 Ogos 2014)1, “Puasa ni bagus kak..saya dah habis ganti semua puasa yang
ponteng sebelum ni..rasa tenang jiwa sekarang..” (Pelatih 1, KDS, temu bual, 5 Januari 2014).
Berhubung keperluan zikir, pelatih yang ditemu bual berkongsi sebagaimana berikut:
Menurut pengakuan Pelatih 1 di KDS, “sebelum ni jangan harap saya nak duk baca
zikir…maaf kak saya tak tahu pun, bila dah masuk sini ada zikir pagi, malam, baca surah-
surah tertentu..damai hati saya..jiwa saya lebih tenteram..” (Pelatih 1, KDS, temu bual, 5
Januari 2014).
Pelatih 3 di BES pula berkongsi: “Saya pernah dapatkan kaunseling, dan kaunselor cakap
bagus amalkan wirid dan zikir tertentu untuk keselamatan dan pelihara kehormatan diri
sebagai wanita ni.. lepas tu saya mintak dari ustazah, alhamdulillah dapat, dia lebih kurang al-
Ma’thurat jugakla”. Sambil menitiskan air mata, pelatih 3 meluahkan kekesalan beliau dengan
berkata: “Saya tak salahkan mak ayah dalam hal ni. Saya memang bersalah. Mak ayah dah
hantar saya pergi mengaji agama, cuma saya je degil, orang nampak saya macam happy tapi
dalam hati ni Allah je yang tahu, setiap malam saya menangis kenang dosa saya dan sikap saya
dengan mak ayah. Bila kat sini saya asyik terkenang balik pesan-pesan mak saya dulu. Saya
malu.” Pelatih mengakui bahawa semenjak berada di BES, beliau sendiri terdetik dan
mempunyai kemahuan untuk berubah. Justeru, beliau berharap agar nasihat dan bimbingan
dapat diberikan secara berterusan. (Pelatih 3, temu bual, 25 Ogos 2014, Pelatih 2, KDS, temu
bual, 4 Januari 2014).
Ringkasnya, modul khusus yang digunakan di kedua-dua institusi telah menjadikan rutin
harian pelatih benar-benar terisi dengan aktiviti bermanfaat. Kebiasaan tersebut secara tidak
langsung menjadikan mereka lebih dekat dengan Allah dan mengenal Islam secara lebih dekat.
Berdasarkan dapatan di kedua-dua buat institusi, pelbagai kegiatan keagamaan yang dijalankan
akan mendorong pelatih terbiasa dengan suasana saling ingat memperingati, nasihat menasihati
serta dalam keadaan yang tidak lalai dari mengingati Allah. Tidak keterlaluan jika dikatakan
pendekatan pembiasaan begitu dekat dengan kehidupan harian pelatih di institusi ini.
Pendekatan pembiasaan ini dilihat menjadi proses latihan kepada pelatih ke arah pembentukan
sikap yang baik. Melalui pembiasaan ini, segala ibadah wajib dan sunat dilihat sudah pasti
akan memberi ruang kepada pelatih untuk mendekatkan diri kepada Allah SWT. Sekurang-
kurangnya masa lapang mereka tidak dihabiskan dengan kegiatan yang tidak sihat seperti
mana yang dilakukan sebelum menghuni BES dan KDS. Dapatan ini memperlihatkan bahawa
pendekatan pembiasaan yang telah diimplementasikan sejajar dengan apa yang disarankan
oleh Islam bahawa setiap individu yang sedang dalam proses mendekatkan diri dengan Allah
1
Pelatih 3, temu bual, 25 Ogos 2014.
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khususnya dalam aspek memperbaiki akhlak perlu melalui aktiviti-aktiviti pembiasaan secara
berulang. Al-Ghazali (2010) menyebut sekiranya individu tidak disibukkan dengan hal-hal
yang mengingatkan mereka pada Allah nescaya pemikiran dan hati mereka hanya terdorong
kepada hal-hal yang melalaikan dan melayan keinginan nafsu yang merosakkan syahwat. Oleh
itu, pendekatan pembiasaan dilihat masih relevan dan wajar dalam konteks pengisian remaja
yang bermasalah di BES dan KDS.
Kajian lepas mendedahkan remaja lebih memilih untuk menghabiskan banyak masa dengan
kegiatan tidak bermanfaat di kafe siber berbanding di rumah. (Afi Roshezry Abu Bakar, 2011).
Masa yang terlalu lama di kafe siber membolehkan mengakses laman web pornografi sehinnga
membawa kepada aktiviti seksual dan kes rogol (Zaizul Ab. Rahman, 2012). Justeru, bentuk-
bentuk dan aktiviti kebiasaan yang diwujudkan di BES dan KDS berupaya memberikan
pengalaman bermakna kepada pelatih bagi mengubah kebiasaan buruk mereka dengan
menggantikan kebiasaan yang lebih baik. Dalam konteks psikologi juga, perlakuan ketaatan
dalam beragama yang membawa kepada penghayatan tidak akan dapat diwujudkan tanpa
melalui pembiasaan dan dilakukan secara berulang-ulang. (Jalaluddin Rakhmat, 2003). Justeru,
dapatan kajian menunjukkan bahawa pendekatan pembiasaan ini berpotensi membantu pelatih
untuk mengisi masa lapang dengan kegiatan berfaedah yang lebih mendekatkan mereka dengan
Tuhan. Situasi ini secara tidak langsung akan menjauhkan mereka dari berkelakuan dan berfikir
tentang perkara yang sia-sia.
b. Akhlak
Secara ringkasnya, KDS dan BES telah menguatkuasakan peraturan yang wajib dipatuhi oleh
penghuni. Antara bentuk peraturan adalah mewajibkan pelatih berpakaian sopan dan menutup
aurat, larangan menggunakan gajet serta jadual keluar masuk pusat perlindungan yang agak
ketat (Modul Transformasi Ehsan 1957; Modul KDS). Kajian mendapati pematuhan pelatih
terhadap peraturan sepanjang berada di kedua-dua institusi telah membantu membentuk sikap,
dan disiplin diri.
Berdasarkan temu bual, informan mengakui sebelum memasuki KDS dan BES mereka
merupakan seorang yang liar, sukar dikawal dan banyak menghabiskan masa dengan melepak
bersama kawan-kawan berlainan jantina. Walau bagaimanapun, mereka mengakui rasa lebih
selamat dan terlindung semenjak menghuni institusi tersebut meskipun padat dengan aktiviti.
(Pelatih 3, temu bual, 25 Ogos 2014, Pelatih 1, KDS, temu bual, 5 Januari 2014). Selain itu,
penggunaan teknologi termasuk telefon pintar secara tidak bijak sebelumnya telah memberi
kesan terhadap kehidupan mereka sehingga leka untuk melaksanakan solat dan mula terlibat
dengan pergaulan bebas. (Pelatih 3, temu bual, 25 Ogos 2014, Pelatih 2, KDS, temu bual, 4
Januari 2014).
Di samping itu, pendekatan denda dan hukuman yang telah dijalankan di kedua-dua institusi
diakui turut memberikan kebaikan kepada diri mereka, “Masa mula-mula masuk dulu memang
rasa stress jugalah, sebab macam-macam kena buat, peraturan ketat, tapi lama-lama bila fikir
balik ada bagusnya jugak, sebenarnya untuk kebaikan kitorang” (Pelatih 4, temu bual, 25 Ogos
2014). “Saya ni..degil..keras kepala. Mak nasihat dan hukum macam mana pun saya tak heran.
Sekarang baru tahu kenapa mak buat macam tu..kat KDS ni kalau kena denda ustazah jelaskan
kenapa..barula faham..hmm untuk jadikan diri baik kan..” (Pelatih 2, KDS, temu bual, 4
Januari 2014).
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Berdasarkan perkongsian pelatih sebelum menghuni KDS dan BES, mereka sememangnya
tidak menitikberatkan aspek kewajipan menutup aurat meskipun telah diingatkan oleh ibu
bapa. Perkara ini dapat dilihat berdasarkan pengakuan berikut:
“Sebelum ni pakai tudung on off, pakai ikut mood, mak tanya bila nak start bertudung,
tapi saya cakap nantilah”( Pelatih 3, BES, temu bual, 25 Ogos 2014)
“oh..saya tak suka pakai tudung..benci..panas..rimas..sekarang dah biasa dan faham kena
tutup aurat rambut kita ni..” (Pelatih 1, KDS, temu bual, 5 Januari 2014)
Sebagaimana yang telah dibincangkan, usaha memperbaiki akhlak yang buruk boleh dilakukan
dengan mengubah kebiasaan dan melakukan sesuatu yang bertentangan dengan akhlak
tersebut. (Ibn Hazm, 1978). Hal ini kerana, akhlak boleh dipelajari dan berubah-ubah
berdasarkan dua faktor iaitu keturunan dan persekitaran (Hasan Langgulung, 1991). Abdul
Halim El-Muhammady (1976) menjelaskan persekitaran merupakan faktor penting yang
membantu kesuburan, kecenderungan dan penghayatan nilai-nilai akhlak. Persekitaran yang
baik akan memberi kesan besar terhadap pertumbuhan dan penghayatan nilai akhlak Islam.
Dalam proses tersebut, pengisian hati amat penting untuk dilakukan dengan melazimi beberapa
bentuk ibadah seperti solat, puasa, zikir, hafalan al-Quran diikuti dengan doa-doa yang
berkaitan dengan kehidupan seharian (Abdul Halim El-Muhammady, 1976). Ia secara tidak
langsung akan mendidik diri dengan perasaan malu dan takut untuk melakukan perkara yang
keji seterusnya membantu remaja mengawal diri mereka (Nasih ‘Ulwan, 1976).
Berdasarkan perkongsian pelatih, secara jelas menunjukkan pengalaman berada dalam
persekitaran di kedua-dua institusi yang dibiasakan dengan aktiviti bermanfaat telah berupaya
membentuk tingkah laku mereka menjadi lebih baik dari sebelumnya. Hal ini menunjukkan
modul yang digunakan oleh KDS dan BES selaras dengan saranan Islam.
c. Emosi
Kajian mendapati kedua-dua institusi telah membantu pelatih menjalani kehidupan yang lebih
terurus dan tenang. Di BES, pelatih 3 mengakui: “masa awal-awal masuk sini memang stress
sebab nak kena sesuaikan diri dengan suasana baru, tapi bila dah lama dapat kawan tu ok dah”
(Pelatih 3, temu bual, 25 Ogos 2014). Manakala di KDS pula pelatih 1 sentiasa muhasabah diri,
sabar dan tidak mudah marah apabila berhadapan dengan satu kesukaran: “oo saya sebelum ni
memang degil, keras kepala dan cepat mengamukla kak..kat sini ok dah..takde degil dan cepat
marah-marah lagi..” (Pelatih 1, temu bual, 5 Januari 2014).
Pengisian di BES dan KDS menjadikan pelatih lebih faham dengan hakikat kehidupan, mula
berlapang dada, reda dan optimis bahawa setiap apa yang berlaku adalah ketentuan Tuhan.
Justeru, apa yang mereka boleh lakukan adalah menginsafi kesilapan diri dan lakukan
perubahan menjadi insan yang lebih baik.
“mulanya saya sedih la dan selalu persoal kenapa kena masuk sini? Saya selalu rasa
bersalah jugak bila buat mak ayah kecewa, rasa macam family dah tak sayangkan saya
ke? tapi bila fikir balik untuk kebaikan diri jugak kan” (Pelatih 4, BES, temu bual, 25
Ogos 2014)
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“mula-mula masuk saya memang tak puas hati..nape letak saya kat sini..sekarang dah ok.
Ustazah selalu beri nasihat, saya reda kak..” (Pelatih 1, temu bual, 5 Januari 2014)
Berdasarkan pengakuan yang dikongsi pelatih, ternyata pengalaman mengikuti rutin harian
secara seimbang antara tuntutan duniawi dan ukhrawi sepanjang berada di KDS dan BES telah
berupaya membantu pelatih dalam perjalanan emosi mereka dari keadaan yang penuh dengan
konflik dan kecelaruan menjadi lebih tenang dan stabil.
Keupayaan individu mengenal pasti tahap kecerdasan emosi mampu meningkatkan
pencapaian dan berupaya membawa individu ke tahap yang lebih baik. Ini disebabkan
gangguan dan ketegangan emosi yang berterusan mempengaruhi tingkah laku, sikap,
kebolehan dan keadaan psikologi seseorang (Alifah Bt Saring, 2012.) Perkembangan emosi
dipengaruhi oleh ibu bapa, persekitaran rakan sebaya, sekolah, guru, media massa, gajet,
teknologi maklumat serta idola seseorang. Kajian menunjukkan bahawa terdapat hubungan
yang signifikan penglibatan ibu bapa dalam aktiviti anak-anak penting dalam membantu
perkembangan sosio-emosi mereka (Zakaria Stapa, Ahmad Munawar Ismail, Noranizah
Yusuf, 2012). Justeru, emosi yang baik mempengaruhi semangat dan perasaan kekitaan
kanak-kank atau individu bersama mereka yang berada di sekelilingnya (Nor Yuzie Yusuf,
Rosini Abu, Aida Suraya Md Yunus, 2014). Kajian psikologi menunjukkan kecerdasan emosi
(EQ) menjadi asas kepada individu dalam kerjaya berbanding kecerdasan intelek (IQ).
Namun, keupayaan individu menggunakan EQ dan IQ tersebut dengan berkesan adalah
penting dalam menentukan kemampuannya menyesuaikan diri apabila berhadapan dengan
sebarang ujian serta rintangan dalam hidupnya (Mohd Azhar Yahaya. 2004). Emosi yang
harus diberi penekanan khusus dalam diri individu kerana ia dapat memberi kesejahteraan
kepada semua lapisan ahli masyarakat bermula dari kanak-kanak hinggalah dewasa. Ini
disebabkan kekuatan individu menghadapi semua cabaran dalam kehidupan datang daripada
kekuatan emosi yang mengawal tekanan yang berlaku pada diri sehingga mamppu
menyesuaikan diri dengan keadaan yang berlaku (Suzyliana Mamat, 2016). Sehubungan
dengan itu, pembangunan emosi yang diterapkan oleh BES dan KDS ini dilihat berupaya
membentuk kecerdasan emosi pelatih-pelatih di sana serta menjadi asas kepada pembentukan
tingkah laku yang lebih baik.
d. Intelek
Kajian menunjukkan kedua-dua institusi memberikan pengalaman kepada penghuni dalam
konteks pembangunan intelek melalui penerokaan ilmu pengetahuan serta pembangunan
kemahiran dan potensi diri. Berdasarkan Jadual 1, KDS dan BES dikenalpasti menyediakan
proses pengajaran dan pembelajaran yang dijalankan secara formal dan informal bagi
membantu pelatih meningkatkan pengetahuan. Pelbagai kemudahan, aktiviti dan juga kelas
pembangunan kemahiran seperti memasak, menjahit, membuat kraftangan, berkebun dan
sebagainya telah membantu pelatih mengasah potensi dan kemahiran yang ada pada diri
mereka. Berdasarkan laporan dari institusi, pelatih sememangnya terdiri dari kelompok remaja
yang telah tercicir dari alam persekolahan serta kurang menekankan tentang pendidikan.
“Banyak benda baru saya dapat kat sini, sebelum ni saya tak tahu pun, macam dosa pahala,
haa…dapat belajar menjahit lagi, buat kraf tangan..suka” (Pelatih 4, BES, temu bual, 25
Ogos 2014)
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“Saya suka pergi perpustakaan kak..boleh baca novel, surat khabar, buku ke apa ke..otak
kembang sikit..kalau dalam kelas sepanjang masa buntu gak..” (Pelatih 1, KDS, temu bual,
5 Januari 2014)
Kajian mendapati, pengalaman tersebut juga telah mendorong pelatih lebih optimis dalam
merancang pendidikan mereka setelah meninggalkan institusi kelak.
“Insha Allah lepasni saya nak sambung belajar dan dapatkan kerja yang bagus untuk ubah
kehidupan, tolong keluarga saya” (Pelatih 3, BES, temu bual, 25 Ogos 2014)
“Saya nak buka kedai jahit bila dah keluar. Saya ni tingkatan 3 pun tak habis.. duk sini 2
tahun. Kalau dapat ambil SPM lagi bagus. (Pelatih 2, KDS, temu bual, 4 Januari 2014).
Intelek ialah gaya dan amalan berfikir yang betul serta berpandukan syariat mampu membawa
manusia kepada Allah SWT. Namun, gaya berfikir yang tidak menepati syarak akan
membawa kepada kecelaruan tindakan yang memberi kesan buruk kepada keharmonian sosial
sejagat (Mohd Nasir Ayub, Muhammad Azizan Sabjan & Mohd Marbawi Taha, 2014). Ini
ditegaskan dalam Surah Sad (38) ayat 26 yang meminta manusia tidak mengutamakan nafsu
apabila membuat keputusan. Berfikir yang berlandaskan syariat mampu memberi kesan
kepada jiwa (Abd Rahman Tajudin, 2017). Selain itu, daya intelek yang dimiliki oleh manusia
berupaya untuk menilai atau memilih sesuatu perkara melalui timbangan yang dimiliki oleh
akal fikiran. Hal ini membuktikan bahawa manusia sentiasa terdorong untuk mencari
kebenaran sehingga mereka dapat mencapai hakikat keyakinan terhadap sesuatu kebenaran
(Muhammad Rashidi & Mohd Faizul, 2013). Manusia yang diberikan akal untuk berfikir dan
kudrat yang dianugerahkan oleh Allah SWT bertanggungjawab menentukan kemajuan mereka
dengan berusaha mencorak masa depan mereka sendiri (Wan Hashim Wan Teh, 1997)
sehingga manusia mampu membina sebuah peradaban agung (Norazlan Hadi Yaacob, Aiza
Maslan @ Baharudin, 2014) hasil daripada intelek yang mematuhi syariat dan wahyu.
Penekanan intelek di dua buah institusi ini ditekankan kepada mengubah cara berfikir dengan
memberi ilmu secara formal dan tidak formal kepada pelatih. Melalui ilmu pengetahuan yang
diberikan dilihat berupaya menambahkan ilmu mereka serta mampu membeza dan membuat
perbandingan sebelum melakukan tindakan dalam kehidupan seharian. Berdasarkan
pengalaman yang dikongsi pelatih, ternyata KDS dan BES telah menjalankan tanggungjawab
mereka dengan baik selari dengan konsep pemulihan yang menekankan tentang kepentingan
pendidikan bagi tujuan pemulihan akhlak.
5. Kesimpulan
Kesimpulannya, kajian secara jelas menunjukkan bahawa proses pemulihan di kedua-dua
institusi telah memberikan pengalaman baru yang lebih bermakna kepada pelatih. Pengalaman
yang dilalui telah menjadikan kehidupan pelatih berubah dari keadaan yang kurang baik kepada
keadaan yang lebih baik dari semasa ke semasa. Aspek pembangunan diri pelatih juga semakin
positif dan berkembang secara seimbang merangkumi kerohanian, intelektual, emosi dan
akhlak. Ringkasnya, kedua-dua institusi telah menyediakan pelatih dengan pengalaman yang
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bukan sahaja sarat dengan ilmu malah pengajaran. Pengalaman di KDS dan BES juga telah
berupaya membantu memulihkan semangat dan keyakinan diri mereka untuk kembali ke dalam
masyarakat. Justeru, pelatih menjadi lebih optimis dan bersedia untuk terus berusaha
memperbaiki diri menjadi insan yang lebih baik. Maka, proses pemulihan seumpama ini wajar
diteruskan dengan membuat penambah baikan dari semasa ke semasa. Hal ini kerana, proses
pemulihan bukan sahaja dapat membantu pelatih mengenalpasti kelemahan diri, tetapi
memanfaatkan kekuatan yang ada pada diri untuk kebaikan masyarakat.
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PENGARUH PEMBELAJARAN ABAD KE-21 (PAK21)

TERHADAP MINAT MURID DALAM PENGAJARAN DAN
PEMBELAJARAN MATEMATIK: SATU TINJAUAN
SISTEMATIK
Sylviana Mantihal1*, Siti Mistima Maat2
1
fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia
2
*Pengarang Koresponden: sitimistima@ukm.edu.my

_________________________________________________________________________________________
Abstrak: Pembelajaran abad ke-21 sememangnya tidak asing lagi dalam sistem pendidikan di
Malaysia, namun masih kurang diaplikasikan. Kajian literatur menunjukkan bahawa strategi
pengajaran yang tepat dalam pengajaran dan pembelajaran matematik mampu meningkatkan
minat pelajar dalam sesi pengajaran dan pembelajaran. Namun, tinjauan menunjukkan masih
ramai guru menggunakan kaedah pembelajaran konvensional. Hal ini menyebabkan murid-
murid berasa bosan semasa belajar kerana proses pembelajaran yang berlaku hanya sehala.
Dalam tinjauan ini, pembelajaran abad ke-21 boleh meningkatkan minat murid terhadap mata
pelajaran matematik serta membantu meningkatkan kefahaman murid dalam mempelajari topik
yang lebih kompleks. Artikel telah diakses dari tahun 2015 hingga 2019 melalui dua pangkalan
data ERIC dan Google Scholar. Sebelum menjalankan tinjauan ini, beberapa kriteria telah
ditetapkan. Daripada tinjauan ini, kebanyakan kajian mendapati bahawa terdapat hubungan
yang positif antara pembelajaran abad ke-21 dengan minat pelajar dalam pengajaran dan
pembelajaran matematik.
Kata kunci: pembelajaran abad ke-21, minat, pembelajaran konvensional

________________________________________________________________________
1. Pengenalan
Isu murid tidak meminati mata pelajaran matematik sememangnya tidak dinafikan. Isu ini
bukan sahaja hangat diperkatakan di dalam negara Malaysia, bahkan di luar negara. Menurut
(Mbugua, Kibet, Muthaa, & Nkonke, 2012), faktor-faktor yang menyumbang kepada
pencapaian rendah dalam mata pelajaran matematik termasuklah strategi pengajaran yang tidak
sesuai, bahan pengajaran yang tidak mencukupi, kurang motivasi serta sikap guru dan murid
sendiri. Manakala, menurut (Amat Ujali Lan & Affero, 2017), faktor-faktor yang menyumbang
kepada minat murid terhadap subjek matematik ialah guru, persekitaran serta kemudahan yang
disediakan. Dalam abad ke-21 ini, manusia lebih cenderung untung menggunakan teknologi
dalam kehidupan seharian. Oleh itu, salah satu cara untuk mengintegrasikan teknologi ini
adalah melalui pendidikan di sekolah. Guru-guru memainkan peranan penting dalam
mewujudkan pengajaran dan pembelajaran yang berkesan di dalam bilik darjah dengan
menyediakan aktiviti pembelajaran selaras dengan perkembangan teknologi.
Berdasarkan laporan Trends in Mathematics Science Study (TIMSS) 2015, Malaysia telah
mencatat pencapaian terbaik pada penyertaan pertama TIMSS pada tahun 1999 iaitu mendapat
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519 mata. Namun, pencapaian mulai menurun tiga kali berturut-turut iaitu pada tahun 2003,
2007 dan 2011. TIMSS 2011 mencatatkan pencapaian yang paling rendah sepanjang
penyertaan TIMSS. Namun, pencapaian TIMSS sedikit meningkat pada tahun 2015 iaitu 465
mata, yang mana telah meningkat sebanyak 25 mata daripada tahun 2011. Setelah melakukan
penelitian, didapati amalan pengajaran guru di sekolah masih terikat dengan kaedah
konvensional (Saracho, 2012). Oleh itu, Kementerian Pendidikan Malaysia (KPM) menyeru
para pendidik khususnya para guru agar mempelbagaikan kaedah serta strategi pengajaran di
dalam bilik darjah seperti mengaplikasikan pembelajaran abad ke-21 bagi meningkatkan
pencapaian murid dalam pelajaran. Hal ini selaras dengan hasrat Falsafah Pendidikan
Kebangsaan iaitu untuk mewujudkan individu yang seimbang dalam semua aspek jasmani,
emosi, rohani, intelek dan sosial (JERIS). Tujuan kajian ini dijalankan adalah untuk mensistesis
hasil dapatan kajian-kajian lepas tentang hubungan antara pengajaran dan pembelajaran abad
ke-21 dengan minat dan pencapaian matematik pelajar.
Pembelajaran abad ke-21 telah bermula di Malaysia pada tahun 2014. Pembelajaran abad ke-21
adalah pembelajaran yang berpusatkan lima standard asas dan kemahiran kreativiti (Creativity),
komunikasi (Communication), kolaborasi (Collaboration) dan pemikiran kritikal (Critical
Thinking). Kementerian Pendidikan Malaysia (KPM) berhasrat melalui pembelajaran abad ke-
21 ini pelajar mampu memiliki kemahiran untuk kehidupan masa hadapan. Selain itu, murid
bersedia untuk menghadapi pentaksiran dan peperiksaan. Tan Sri Dr.Khair Mohamad Yusof,
KPPM “Pembelajaran Abad ke-21 bukan hanya merujuk kepada penggunaan gajet, perisian
teknologi TMK dalam bilik darjah. Malah, PAK-21 turut bermaksud guru menggunakan
strategi pengajaran dan pembelajaran berpusatkan murid dan menekankan Kemahiran Berfikir
Aras Tinggi dalam diri murid.” Pembelajaran abad ke-21 juga sering dikaitkan dengan
perkembangan teknologi dalam pengajaran dan pembelajaran di sekolah. Penggunaan teknologi
yang optimum dalam pengajaran dan pembelajaran mampu memberikan impak yang besar
kepada hasil pembelajaran murid (Kumar, 2016). Oleh itu, guru bukan sahaja perlu mahir
dalam bidang teknologi, tetapi juga menggunakan semua infrastruktur serta kemudahan
pendidikan secara maksimum seperti aplikasi FROG V.L.E, projek School-Net, komputer riba
yang dibekalkan, makmal komputer dan pelbagai kemudahan lain yang telah disediakan.

Berdasarkan analisis artikel jurnal yang dipilih, kesemua artikel memenuhi skop perbincangan
dan persoalan kajian tinjauan sistematik ini. Namun, terdapat satu artikel yang berfokuskan
tentang kajian teoritikal yang bertujuan untuk membentangkan satu kaedah bersama dengan
sokongan teknologi yang untuk meningkatkan kreativiti dan kolaborasi dalam proses
pembelajaran. Walaubagaimanapun, artikel jurnal tersebut masih berada dalam skop tinjauan
siatematik ini. Secara keseluruhannya, artikel-artikel yang dipilih membincangkan kemahiran
pembelajaran abad ke-21 dengan mengaplikasikan komponen 4C (creativity, communication,
collaboration, critical thingking), aplikasi digital dan teknologi, pembelajaran berasaskan
model pembelajaran, pembelajaran berasaskan permainan dan projek dan mengkaji persepsi
guru dalam pelaksanaan pembelajaran abad ke-21.
Komponen 4C kreativiti (Creativity), Komunikasi (Communication), Kolaborasi
(Collaboration) dan Pemikiran Kritikal (Critical Thinking) merupakan komponen asas yang
paling penting dalam pelaksanaan pembelajaran abad ke-21 dalam bilik darjah. Hasil daripada
analisis artikel, (Sipayung, Sani, & Bunawan, 2018) menegaskan bahawa pengaplikasian
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komponen 4C dalam bilik darjah dapat menghasilkan prestasi pelajar yang lebih baik
berbanding pengajaran secara konvensional. Manakala menurut (Rusdin, 2018) menyatakan
bahawa komponen 4C mampu memberikan solusi terbaik dalam meningkatkan kemahiran guru
sebagai seorang pendidik dalam abad ke-21 yang efektif.
Aplikasi teknologi dalam pembelajaran abad ke-21 sememangnya tidak asing lagi. Namun,
masih ramai guru yang kurang berkemahiran dan mengambil mudah tentang kepentingan
penggunaan teknologi dalam pembelajaran abad ke-21. Menurut (Fatimah & Santiana, 2017),
aplikasi teknologi dapat mempengaruhi tingkah laku pelajar ke arah lebih berminat dalam
pengajaran guru. Selain itu, penggunaan alat-alat digital juga semakin popular digunakan.
Antara bahan digital yang sering diaplikasikan ialah Digital Storytelling. Kebanyakan guru
menggunakan bahan digital untuk mengajar topik penyelesaian masalah dalam matematik.
Menurut (Niemi, Niu, Vivitsou, & Li, 2018), bahan digital dapat menyokong peningkatan
prestasi murid. Manakala menurut (Alismail, 2015), bahan digital merupakan alat yang sangat
berkesan dalam pembelajaran murid khususnya dalam meningkatkan motivasi murid.
Dalam kajian artikel-artikel lepas, didapati bahawa pembelajaran berasaskan model

pembelajaran turut mempengaruhi pembelajaran murid di dalam bilik darjah. Antara model
pembelajaran yang popular dalam kalangan warga pendidik termasuklah model pembelajaran
koperatif, model pembelajaran simulasi dan model pembelajaran kontekstual. Menurut (Warner
& Kaur, 2017), model pengajaran yang tepat dengan rancangan pengajaran mampu
merangsang kreativiti pelajar lantas meningkatkan kefahaman dan pencapaian pelajar. Menurut
(Viro & Joutsenlahti, 2018), pembelajaran berasaskan model pembelajaran mempengaruhi
kemahiran penyelesaian masalah, pemikiran kritikal, kerjasama, komunikasi dan kreativiti
pelajar.
Berdasarkan penelitian artikel yang dipilih, pembelajaran berasaskan permainan dan projek
turut memberi kesan positif dalam pengajaran dan pembelajaran Matematik di dalam bilik
darjah. Menurut (Ucus, 2015), pembelajaran berasaskan permainan mampu merangsang minat
dan motivasi pelajar serta meningkatkan pencapaian pelajaran dalam mata pelajaran
matematik. Manakala menurut (Stoica, 2015), pembelajaran berasaskan projek mampu
mempengaruhi pembelajaran aktif para pelajar. Pelajar lebih aktif melibatkan diri dalam
aktiviti pengajaran dan pembelajaran.
3. Metodologi
Menurut (Pandey, P., & Pandey, 2015), penyelidikan sangat penting dalam memimpin manusia
ke arah kehidupan yang lebih maju. Tanpa penyelidikan yang sistematik, kemajuan hanya
berlaku sedikit sahaja. Dalam tinjauan sistematik ini, dua pangkalan data iaitu ERIC dan
Google Scholar telah digunakan untuk memilih artikel jurnal yang berkaitan dengan tujuan
tinjauan sistematik ini. Untuk mendapatkan data yang diperlukan dalam kajian sistematik ini,
beberapa kriteria telah diambil kira supaya data yang diperolehi berada dalam skop kajian.
Tinjauan literatur adalah daripada artikel jurnal yang diterbitkan sekitar tahun 2015 hingga
tahun 2019. Artikel jurnal tersebut haruslah berkaitan dengan Pendidikan matematik. Dalam
melaksanakan tinjauan sistematik ini, pengkaji merujuk kepada fasa tinjauan sistematik yang
diadangkan oleh (Khan, Kunz, Kleijnen, & Antes, 2003).Terdapat lima fasa yang digunakan
dan diilustrasikan dalam Rajah 1.
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Rajah 1: Fasa Tinjauan Literatur Sistematik
4. Dapatan Kajian
Berdasarkan proses pemilihan artikel daripada dua pangkalan data yang berbeza, terdapat
sejumlah 54,027 artikel yang diperoleh. Terdapat 51,865 daripada pangkalan data ERIC dan
sejumlah 2162 artikel dari Google scholar. Setelah mengenal pasti skop artikel yang
dikeluarkan pada tahun 2015 hingga 2019, sejumlah 11,039 artikel yang dipilih. Bagi
pangkalan data ERIC, jumlah artikel yang dikeluarkan dalam lingkungan tahun 2015 hingga
2019 ialah 10269. Manakala daripada pangkalan data Google Scholar terdapat 770 artikel yang
diterbitkan pada tahun 2015 hingga 2019. Seterusnya, 1450 artikel jurnal telah dipilih yang
berkaitan dengan pendidikan matematik. Iaitu, 958 artikel daripada ERIC dan 492 artikel dari
Google Scholar. Seterusnya, sejumlah 368 artikel jurnal yang dipilih kerana mempunyai teks
penuh. 241 artikel daripada ERIC dan 127 artikel daripada Google Scholar. Seterusnya,
penelitian keatas tajuk kajian dan abstrak bagi 368 artikel yang tinggal disaring berdasarkan
fokus serta persoalan kajian yang telah ditetapkan dalam tinjauan sistematik ini. Hanya 16
artikel sahaja yang dipilih. Iaitu 8 artikel dari pangkalan data ERIC dan 8 artikel dari pangkalan
data Google Scholar. Huraian proses pemilihan artikel untuk tinjauan sistematik ini
diringkaskan dalam rajah 2.
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Kajian yang berpotensi dipilih berdasarkan

pangkalan data
Berdasarkan kata kunci:
Eric: 51,865
42,988 artikel tidak Google Scholar: 2162
dipilih kerana bukan
kajian dari tahun 2015-
2019
Artikel jurnal yang berpotensi dipilih daripada
tahun 2015-2019
9589 artikel tidak dipilih Eric: 10,269
kerana tidak berkaitan Google Scholar : 770
dengan Pendidikan
matematik
kajian yang berkaitan dengan pendidikan
matematik
Eric: 958
1082 artikel yang ditolak Google Scholar : 492
kerana tidak mempunyai
teks penuh
Rajah 2 : Carta Alir
Artikel Pemilihan
jurnal Artikel Jurnal
yang mempunyai teks penuh
Eric: 241
Penelitian keatas tajuk Google Scholar : 127
dan abstrak:
352 artikel tidak dipilih
kerana dapatan kajian Artikel yang dipilih dalam tinjauan sistematik
tidak berkaitan dengan Eric: 8
tujuan tinjauan Google Scholar : 8
Peserta kajian
Semua kajian daripada 16 artikel yang telah dipilih mengambil sampel daripada golongan guru
berpengalaman, guru novis, pelajar sekolah menengah dan pelajar sekolah rendah. Jadual 1
menunjukkan rumusan sampel kajian yang terdapat dalam 16 artikel yang diplih.
Jadual 1 Ringkasan Sampel Kajian

Sampel kajian Bilangan artikel jurnal ,N Pengkaji
Sengul S. Anagun (2018)
Sucran Ucus (2015)
Guru 5 Warner,s & Kaur,A. (2017)
Norazlin Mohd Rusdin (2018)
Sanabria. J.C, Aramburo,J (2017)
Tican. C & Deniz.S. (2018)
Guru pelatih 2
Asri Siti Fatimah (2017)
Hossain. M.A, Ariffin, M.R.K. (2015)
Pelajar
Bray.A, Tangney.B (2018)
sekolah 4
Stoica, A (2015)
menengah
Abdul Fatah, et.al (2016)
Viro.E & Joutsenlahti.J (2018)
Pelajar Halah Ahmed Alismail (2015)
sekolah 5 Niemi.Hannele, et.al (2018)
rendah Lam,T, et.al (2017)
Ponniah,K, et.al (2019)
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Berdasarkan jadual 1, kebanyakan kajian tentang pembelajaran Abad ke-21 dijalankan terhadap
guru. Daripada tinjauan ini, didapati bahawa 7 daripada 15 artikel merupakan kajian ke atas
guru, tidak kira guru berpengalaman mahupun guru novis. Manakala, kajian pembelajaran abad
ke-21 yang dijalankan ke atas pelajar sekolah menengah hanya 4 kajian dan sekolah rendah 5
artikel. Berdasarkan rumusan ini, didapati bahawa kajian terhadap sekolah rendah dan sekolah
menengah seharusnya ditambah agar pembaca dapat lebih mengesan dan mengetahui tahap
kefahaman dan minat pelajar dalam mengikuti pembelajaran abad ke-21 ini.
5. Hubungan Antara Pembelajaran Abad Ke-21 Dengan Minat Pelajar Dalam Mata
pelajaran Matematik
Kajian-kajian lepas yang berkaitan dengan hubungan antara pembelajaran abad ke-21 dengan
minat pelajar diuji dalam bahagian ini. Bagi persoalan ini, kajian-kajian lepas telah dibahagikan
kepada tiga kategori metodologi: a) kajian kuantitatif, b) kajian kualitatif dan c) kajian kaedah
campuran. Senarai lengkap kajian lepas berdasarkan ketiga-tiga kategori metodologi
ditunjukkan dalam jadual 2.
Jadual 2. Senarai kajian-kajian lepas berdasarkan kategori metodologi
Metodologi Penulis (Tahun)

Kajian Kuantitatif, n=5 Hossain. M.A, Ariffin, M.R.K. (2015)
Adrian Stoica (2015)
Abdul Fatah, et.al (2016)
Norazlin Mohd Rusdin (2018)
Sipayung,D, et.al (2018)
Kajian Kualitatif , n=9 Tican. C & Deniz.S (2018)
Sengul S. Anagun (2018)
Halah Ahmed Alismail (2015)
Bray.A, Tangney.B (2016)
Sucran Ucus (2015)
Warner,s & Kaur,A. (2017)
Asri Siti Fatimah (2017)
Lam,T, et.al (2017)
Ponniah,K, et.al (2019)
Sanabria. J.C, Aramburo,J (2017)
Kaedah Campuran , n=2 Viro.E & Joutsenlahti.J (2018)
Niemi.Hannele, et.al (2018)
Secara keseluruhannya, untuk mengkaji hubungan antara pembelajaran abad ke-21 dengan
minat pelajar dalam mata pelajaran matematik, kebanyakan kajian lepas menggunakan kaedah
kualitatif sebagai kaedah untuk mengutip data. 9 daripada 16 kajian menggunakan kaedah
kualitatif. Menurut (Jasmi, 2001), apabila menjalankan kajian kualitatif, pengkaji akan lebih
dekat dengan individu yang dikaji sehingga memungkinkan kefahaman yang lebih mendalam
tentang perkara yang hendak dikaji. Menurut (Farr, 2008), satu kelebihan kaedah kualitatif
dalam penyelidikan ialah penggunaan soalan terbuka dan meneliti serta memberi peluang
kepada peserta kajian untuk menjawab soalan berdasarkan kemahuan sendiri dan bukannya
memaksa mereka untuk memilih tanggapan tetap seperti kaedah kuantitatif. Kajian kualitatif
juga memainkan peranan penting untuk menjelaskan kemungkinan hubungan, sebab, kesan dan
proses dinamik (Mohajan, 2018). Oleh yang demikian, dapat disimpulkan bahawa, kajian
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kualitatif sesuai digunakan untuk mengkaji hubungan antara pembelajaran abad ke-21 dengan
minat pelajar dalam mata pelajaran matematik.

Tinjauan sistematik yang dijalankan bertujuan untuk melihat pengaruh pembelajaran abad ke-
21 (PAK-21) ke atas motivasi dan pencapaian murid dalam pengajaran dan pembelajaran
Matematik. Oleh yang demikian, tinjauan sistematik ini berfokus untuk menjawab dua
persoalan tinjauan sistematik ini iaitu (1) adakah terdapat hubungan antara pengajaran dan
pembelajaran abad ke-21 dengan pencapaian pelajar? Dan (2) adakah terdapat hubungan antara
pengajaran dan pembelajaran abad ke-21 dengan minat pelajar?. Pengkaji telah menggunakan
dua pangkalan data ERIC dan Google Scholar bagi mendapatkan artikel berkenaan. Terdapat
16 artikel jurnal yang menepati kriteria dan telah dianalisis.
Bagi soalan kajian pertama, terdapat 8 artikel yang menunjukkan dapatan peningkatan
pencapaian matematik dalam pembelajaran abad ke-21. Hasil penelitian ke atas pengaruh
pembelajaran abad ke-21 ke atas pencapaian pelajar, guru-guru bersetuju bahawa pembelajaran
dan inovasi kemahiran abad ke-21 mempengaruhi kemahiran penyelesaian masalah, pemikiran
kritikal, kerjasama, komunikasi dan kreativiti. Mereka mungkin akan memberikan pelajar
mereka dengan persekitaran pembelajaran yang lebih terbuka kepada inkuiri dan lantas
pembelajaran adalah lebih kondusif dan membawa kepada peningkatan pencapaian pelajar.
(Hossain & Rezal, 2018) menyatakan bahawa strategi pembelajaran abad ke-21 yang tepat
dengan hasil pembelajaran, mampu meningkatkan pencapaian murid dalam mata pelajaran
matematik.Berdasarkan soalan kajian kedua, 14 daripada 16 artikel menunjukkan pembelajaran
abad ke-21 dalam bilik darjah mampu meningkatkan motivasi serta minat murid dalam
pengajaran guru.
Berdasarkan hasil analisis keseluruhan artikel yang dipilih, kemahiran pembelajaran abad ke-
21 dengan komponen 4C kreativiti (Creativity), Komunikasi (Communication), Kolaborasi
(Collaboration) dan Pemikiran Kritikal (Critical Thinking) sangat efektif dalam merangsang
murid untuk melibatkan diri secara aktif dalam sesi pengajaran dan pembelajaran matematik.
Murid-murid turut lebih yakin dan bermotivasi dalam menjalankan aktiviti pembelajaran
disamping meningkatkan kemahiran sosial mereka. Menurut (Toh Tin Lam, Cheng Lu Pien,
Ho Siew Yin iang Heng, 2013), kemahiran pembelajaran abad ke-21 dapat membuatkan
mereka melibatkan diri secara aktif, lebih yakin dan bermotivasi dalam menjalankan aktiviti
pembelajaran matematik. Kesimpulannya, pembelajaran abad ke-21 mampu mempengaruhi
minat serta pencapaian pelajar dalam pengajaran dan pembelajaran Matematik.
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PENGETAHUAN PEDAGOGI DAN ISI KANDUNGAN GURU

OPSYEN MATEMATIK DALAM PENGAJARAN TOPIK
PECAHAN
Nurmelda Patric1*, Roslinda Rosli1
1
*Pengarang Koresponden: nurmeldapatric@gmail.com
_________________________________________________________________________________________
Abstrak: Seseorang pendidik perlu menguasai pengetahuan isi kandungan pelajaran serta
pengetahuan pedagogi mengajar dalam menghadapi dunia pendidikan yang sentiasa melalui
perubahan. Kajian ini bertujuan untuk mengenalpasti kefahaman guru opsyen Matematik
terhadap konsep pecahan di samping meneroka cara mereka melaksanakan pengajaran konsep
pecahan kepada murid. Reka bentuk kajian yang digunakan ialah kajian kes dengan pendekatan
kualitatif. Kajian ini melibatkan dua orang guru opsyen Matematik daripada sebuah sekolah
rendah kebangsaan dalam daerah Semporna, Sabah. Instrumen yang digunakan untuk
pengumpulan data ialah soalan bertulis, pemerhatian dan temu bual. Hasil kajian menunjukkan
kefahaman peserta terhadap topik pecahan adalah di peringkat sederhana. Mereka mampu
menerangkan pecahan sebagai “sebahagian daripada satu keseluruhan” dan “pecahan adalah
pembahagian”, namun tidak menjelaskan pecahan sebagai “sebahagian daripada satu kumpulan
benda”. Pengetahuan guru dalam konsep pecahan ini mempengaruhi pengajaran guru dan dapat
dilihat menerusi pengajarannya di mana guru hanya menerangkan konsep “sebahagian daripada
satu keseluruhan” dan “pecahan ialah pembahagian” melalui aktiviti melipat dan melorek
kertas.
Kata kunci: guru opsyen, topik pecahan, pengetahuan pedagogi isi kandungan
_________________________________________________________________________
1.Pengenalan
Kejayaan dalam pendidikan abad ke-21 ini bergantung kepada kemahiran pendidik untuk
memiliki empat kompetensi iaitu pedagogi, profesional, keperibadian dan sosial (Ma’rufi, Ilyas
& Salwah, 2018). Kompetensi ini menunjukkan bahawa guru sepatutnya mengenali pelajar
dengan baik, menguasai mata pelajaran dan bahan pengajaran, berupaya mengendalikan
pembelajaran, menilai proses dan hasil dalam menambahbaik pengajaran serta membangunkan
personaliti dan profesionalisme keguruan yang mantap (Ma’rufi, Ilyas & Salwah, 2018). Oleh
yang demikian, pengajaran Matematik yang bermakna memerlukan guru menguasai
pengetahuan yang mendalam dalam bidang yang diajar (Aini et al. 2011) dan berdedikasi
dalam mengukuhkan dan mengembangkan kefahaman murid (Noor Shah, 2006).
Guru perlu bersikap proaktif dengan sentiasa berada selangkah ke hadapan mempersiapkan diri
dengan penguasaan isi kandungan mata pelajaran yang diajar serta memanfaatkan pelbagai
teknik dan pendekatan dalam pengajaran dan pembelajaran (Nurul, Noor Hasimah & Nur Aida,
2015). Pengetahuan kandungan guru dalam pengajarannya perlu terlebih dahulu mendahului
kehendak pendidikan yang semakin mencabar (Naquiah & Jimaain, 2018). Bukan hanya pada
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penguasaan pengetahuan kandungan guru, bahkan guru juga perlu juga pengetahuan pedagogi
guru juga perlu mantap dalam menyampaikan pengajaran dalam bilik darjah.
Istilah yang digunapakai untuk keupayaan guru dalam menguasai kandungan dan
penyampaiannya kepada murid ialah pengetahuan pedagogi dan isi kandungan atau
akronimnya PPIK yang telah diperkenalkan oleh Shulman pada tahun 1986 dan 1987
(Norashilah et al., 2013). Menurut Shulman (1987), pengetahuan pedagogi isi kandungan atau
PPIK ialah sejenis pengetahuan yang unik bagi seseorang guru yang mana guru perlu
mengaitkan pengetahuan pedagogi (pengetahuan mengenai cara mengajar) yang ada pada
dirinya dengan pengetahuan isi kandungan (apa yang perlu diajar) kepada muridnya.
Shulman (1987) juga menyatakan PPIK adalah sangat unik sehingga ianya dapat membezakan
antara guru pakar dengan pakar dalam bidang yang tidak mempunyai pengalaman mengajar.
Pengetahuan pedagogi dan isi kandungan (PPIK) juga mementingkan kefahaman guru terhadap
pengetahuan isi kandungan yang disampaikan kepada murid, keupayaan guru dalam
mempelbagaikan kaedah pengajaran agar mudah difahami murid serta kefahaman terhadap ciri-
ciri dan kebolehan murid (Shulman, 1987). Hal ini bermakna PPIK penting agar guru dapat
menterjemahkan kandungan pelajaran dengan mengubahsuaikannya mengikut pengetahuan
sedia ada, minat dan kebolehan murid agar isi pelajaran mudah dikuasai murid.
Tuntasnya, pengetahuan isi kandungan dan pedagogi (PPIK) adalah teras kepada keberkesanan
seseorang guru dan perlu diperkukuhkan dalam menghadapi dunia pendidikan yang sentiasa
melalui perubahan. Perubahan-perubahan yang berlaku dari aspek kandungan sukatan
pelajaran, peruntukan masa pengajaran, pentaksiran, pedagogi, pengurusan bilik darjah serta
organisasi kurikulum sangat menuntut kesediaan dan komitmen guru (Tay, Kirar & Litat,
2015).

Kajian ini dilaksanakan adalah untuk menjawab persoalan-persoalan kajian seperti berikut:
2.1 Apakah tahap kefahaman guru opsyen Matematik dalam konsep pecahan?
2.2 Bagaimanakah pelaksanaan pengajaran guru opsyen Matematik terhadap konsep pecahan
kepada murid?
3.Kajian Literatur
Mata pelajaran Matematik telah diterima sebagai komponen penting dalam pendidikan negara
dan menjadi mata pelajaran teras di sekolah rendah dan menengah. Namun, mata pelajaran ini
menjadi satu kesukaran kepada murid menyebabkan ramai murid tidak dapat menguasai
kemahiran matematik dengan baik (Bed, 2017; NCTM, 2007). Ramai murid tidak menguasai
kemahiran asas yang diperlukan dalam Matematik (Berch & Mazzocco, 2007) dan antaranya
adalah kemahiran dalam topik pecahan.
Muncul kebimbangan bahawa guru matematik sekolah rendah mungkin tidak mempunyai
pengetahuan yang kukuh terhadap mata pelajaran (Mupa & Chuanoeka, 2015; Van et al.,
2014). Kajian menunjukkan bahawa sesetengah guru menghadapi miskonsepsi mengenai
operasi asas pecahan dan dan hanya dapat bekerja dengan dorongan luar (Van et al., 2014). Hal
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yang lebih membimbangkan adalah apabila guru sudah terbiasa dengan konsep yang salah,
menyebabkan mereka mengajarkan konsep salah ini kepada murid (Ubah & Bansilal, 2018).
Kefahaman yang salah ini akan diwariskan berterusan daripada guru kepada murid dan
berkemungkinan kepada generasi yang seterusnya.
Dapatan kajian-kajian lain juga menunjukkan pengetahuan konseptual guru perlu diberi
perhatian serius dan salah satunya adalah kajian oleh Basturk (2016) yang mendapati guru
mempunyai tahap kefahaman yang terhad terhadap konsep pecahan. Perkara utama yang
dikaitkan oleh guru ialah konsep pecahan sebagai “sebahagian daripada keseluruhan”. Konsep
ini sahaja tidak cukup untuk mengajar konsep asas di sekolah dan memberikan kefahaman
yang baik mengenai pecahan dalam kalangan murid.
Charalambous dan Pitta-Pantai (2007) juga menyokong dengan mengatakan bahawa

pengajaran pecahan “sebahagian daripada keseluruhan” adalah perlu tetapi bukan ini sahaja
cara untuk menerangkan pecahan kepada murid. Mereka mencadangkan agar guru
mengembangkan pemahaman yang mendalam tentang pelbagai konsep pecahan. Terdapat
banyak perwakilan dan interpretasi pecahan yang berbeza. Oleh yang demikian, penting bagi
guru terlebih dahulu mengetahui dan memahami interpretasi ini agar mereka dalam
menyampaikannya kepada murid dengan cara yang bermakna (Hansen et al., 2017).
Dapatan yang sama juga diperoleh oleh Olanoff, Lo dan Tobias (2014) yang membincangkan
mengenai 43 artikel jurnal yang berfokus kepada pengetahuan guru sekolah rendah dalam topik
pecahan yang mana mereka mendapati bahawa guru mempunyai pengetahuan prosedural yang
sangat baik tetapi kurang dalam pengetahuan konseptual. Guru hanya menguasai algoritma
iaitu bagaimana untuk mendapatkan jawapan, tetapi lemah dalam memahami mengapa rumus
tersebut digunakan dalam menyelesaikan soalan pecahan. Guru juga gagal mengenalpasti
miskonsepsi dalam pemikiran murid.
Menurut kajian oleh Basturk (2016) mendapati kefahaman guru yang terhad terhadap konsep
pecahan sebagai “sebahagian daripada keseluruhan” menyebabkan guru lebih suka membuat
aktiviti seperti membahagikan kek dan roti kepada bahagian yang sama serta melorek kawasan
sebagai set induksi pengenalan pecahan. Selain daripada aktiviti tersebut, guru juga cenderung
menggunakan bentuk segi empat tepat kerana beranggapan segi empat banyak digunakan
sebagai model perwakilan pecahan dalam buku teks dan murid lebih faham dengan bentuk ini
berbanding model atau perwakilan yang lain (Alajmi, 2012). Terdapat pula guru yang
menggunakan bahan yang kurang sesuai seperti bentuk yang tidak simetri semasa menerangkan
konsep pecahan menyebabkan pembentukan konsep yang salah dalam diri murid (Ismiati,
Poerwanti & Djaelani, 2013).
Dalam konteks di Malaysia, kajian Tengku Zawawi et. al. (2009) yang mengkaji tentang PPIK
guru matematik bagi tajuk pecahan pula telah mendapati bahawa kebanyakan guru Matematik
yang baru mengajar menyampaikan konsep dan operasi pecahan secara prosedural dan
berpusatkan guru dengan menggunakan simbol dan istilah yang abstrak. Bagi guru Matematik
yang berpengalaman mengajar, sebahagian daripada mereka menjalankan pengajaran
berdasarkan pendekatan konseptual manakala sebahagian lagi menyampaikan pengajaran
secara prosedural dengan simbol dan istilah yang abstrak. Kaedah pembelajaran sebegini rupa
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akan murid menyebabkan murid percaya bahawa merekea hanya perlu menghafal langkah
pengiraan tanpa perlu memahami konsep pecahan.
4.Metodologi Kajian
Reka bentuk kajian yang digunakan ialah kajian kes yang dijalankan di sebuah sekolah rendah
jenis kebangsaan di sebuah daerah negeri Sabah. Peserta dipilih melalui teknik persampelan
bertujuan. Kriteria pemilihan peserta dalam kajian ini adalah guru opsyen Matematik yang
mengajar mata pelajaran Matematik di sekolah. Oleh itu, pengkaji telah memilih dua orang
guru sekolah yang dikaji sebagai peserta kajian dan diberikan kod sebagai GM1 dan GM2.
Kedua-dua peserta kajian ini memiliki Ijazah Sarjana Muda Perguruan dan berjawatan gred DG
41. Dari aspek pengalaman mengajar pula, GM1 telah mengajar selama 5 tahun manakala GM2
telah mengajar selama 3 tahun.
Data dalam kajian ini diperoleh melalui tiga cara iaitu melalui soalan bertulis, pemerhatian
langsung dan protokol temu bual. Soalan bertulis mengandungi empat soalan yang bertujuan
untuk mengetahui pengetahuan guru dalam konsep asas pecahan dan dibina dengan
berpandukan kepada instrumen Concept Mapping oleh Mthethwa-Kunene (2014) dan
diubahsuai mengikut kesesuaian objektif dan topik yang dikaji. Pemerhatian pula dilakukan
dengan menulis maklumat atau data yang didapati secara langsung semasa memerhatikan
pengajaran peserta kajian dalam senarai semak yang dibina dan diubahsuai berdasarkan Wang
(2016). Seterusnya, temu bual yang dijalankan dalam kajian ini adalah temu bual separa
berstruktur yang berfokus kepada maklumat yang lebih terperinci dalam kefahaman guru dalam
konsep topik pecahan.
5. Dapatan Kajian
5.1 Kefahaman Terhadap Konsep Pecahan
Peserta 1 (Gm1)
Dalam soalan bertulis, guru diminta menyatakan kefahaman mereka mengenai pecahan
GM1 menyatakan pecahan tersebut mewakili satu daripada dua bahagian. Dia juga
mengaitkan pecahan tersebut dengan konsep pembahagian iaitu satu dibahagi dua (1 2)
menjadikan nilai pecahan ialah separuh atau setengah.
“Memang penting bagi murid menguasai kemahiran pecahan ini. Saya akan pastikan
murid dapat menguasai pecahan ini. Kalau murid tidak faham pecahan, mereka akan
menghadapi masalah untuk menukarkan pecahan kepada perpuluhan dan peratus dan
sebaliknya” (GM1)
GM1 juga menyatakan kefahaman konsep adalah lebih penting berbanding pengetahuan
prosedural dan algortima kerana murid dapat menjelaskan sesuatu soalan dengan
pelbagai cara pengiraan jika telah memahami konsep.
“Saya akan menerangkan kepada murid konsep pecahan terlebih dahulu sebelum
mengajar algoritma. Murid yang tidak hadir ketika saya ajar konsep akan menghadapi
masalah dalam algoritma. Jadi, terpaksa la saya terangkan semula konsep pecahan kepada
mereka.” (GM1)
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Bagi mengajar topik pecahan kepada murid, beliau mengatakan bahawa buah-buahan
sesuai sebagai bahan atau sumber pengajaran. Kefahaman murid dan miskonsepsi murid
dalam topik pecahan dinilai melalui pemerhatian dalam kelas, soal jawab dalam bilik
darjah dan melalui hasil kerja murid.
Rajah 1: Jawapan soalan bertulis bagi peserta kajian GM1
GM1 menyatakan murid penting bagi menguasai topik pecahan dengan baik ialah kerana
topik ini banyak membantu semasa menyelesaikan sesuatu soalan Matematik kerana
kebanyakan tajuk ada perkaitan dengan pecahan, misalnya perpuluhan dan peratus.
“Memang penting bagi murid menguasai kemahiran pecahan ini. Saya akan pastikan
murid dapat menguasai pecahan ini. Kalau murid tidak faham pecahan, mereka akan
menghadapi masalah untuk menukarkan pecahan kepada perpuluhan dan peratus dan
sebaliknya” (GM1)
GM1 juga menyatakan kefahaman konsep adalah lebih penting berbanding pengetahuan
prosedural dan algortima kerana murid dapat menjelaskan sesuatu soalan dengan
pelbagai cara pengiraan jika telah memahami konsep.
“Saya akan menerangkan kepada murid konsep pecahan terlebih dahulu sebelum
mengajar algoritma. Murid yang tidak hadir ketika saya ajar konsep akan menghadapi
masalah dalam algoritma. Jadi, terpaksa la saya terangkan semula konsep pecahan kepada
mereka.” (GM1)
Bagi mengajar topik pecahan kepada murid, beliau mengatakan bahawa buah-buahan
sesuai sebagai bahan atau sumber pengajaran. Kefahaman murid dan miskonsepsi murid
dalam topik pecahan dinilai melalui pemerhatian dalam kelas, soal jawab dalam bilik
darjah dan melalui hasil kerja murid.
Peserta 2 (GM2)
GM2 menyatakan pecahan ialah sebahagian atau separuh daripada sesuatu. Beliau
kemudiannya mengaitkan pecahan tersebut dengan peratus dan perpuluhan, = 50% =
0.5. Walaupun beliau menyebut pecahan adalah “separuh daripada sesuatu”, namun
beliau hanya melukis gambarajah yang menggambarkan “sesuatu” sebagai “satu
keseluruhan”. Konsep lain yang tidak diterangkan oleh GM2 mengenai “sesuatu” ialah
“satu kumpulan objek”.
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Rajah 2: Jawapan soalan bertulis bagi peserta kajian GM2
GM2 akan memastikan murid beliau menguasai topik ini adalah asas kepada pengetahuan
lanjutan Matematik yang lain dan topik lain yang berkait rapat dengan pecahan di
peringkat sekolah rendah ialah topik perpuluhan dan peratus. Guru akan menghadapi
masalah sekiranya murid tidak menguasai pengetahuan pecahan.
“Saya akan menghadapi masalah untuk mengajar perpuluhan dan peratus jika murid tidak
menguasai pecahan. Terutamanya dalam soalan penyelesaian masalah yang memerlukan
murid mahir menukar pecahan kepada perpuluhan atau peratus.”(GM2)
GM2 menyatakan kefahaman konsep lebih bermakna dan penting kerana konsep sebagai
asas kepada kemahiran pengiraan. GM2 mengatakan murid memahami konsep pecahan
apabila guru menggunakan bahan maujud dengan sokongan gambar rajah semasa
mengajar.
“Guru mesti menggunakan bahan maujud dan konkrit untuk mengajar topik ini. Murid
tidak akan faham sekiranya guru hanya bercakap sahaja membuat penerangan kepada
murid. Pelajaran yang abstrak sebegini perlu dimaujudkan oleh guru dalam bentuk
objek.” (GM2)
GM2 mengatakan pecahan diajar dengan menggunakan bahan seperti kertas, kek dan
buah-buahan seperti buah oren. Tetapi kebiasaannya, GM2 menggunakan kad manila
yang dilipat dan dipotong mengikut nilai penyebut 2, 4, 5, 8, 10 dan sebagainya untuk
mengajar pecahan. Namun beliau mengatakan, penggunaan bahan ini sahaja tidak
mencukupi kerana perlu ada kepelbagaian bahan atau contoh supaya murid dapat melihat
perkaitan konsep pecahan dalam kehidupan seharian.
5.2 Pelaksanakan pengajaran konsep pecahan kepada murid
Pemerhatian dilakukan dan didapati gaya pengajaran yang diamalkan oleh kedua-dua
peserta kajian adalah lebih kurang sama bagi pengajaran topik pecahan. Kedua-duanya
menggunakan kertas sebagai bahan pengajaran untuk menerangkan konsep pecahan
kepada murid.
Peserta 1 (GM1)
GM1 menerangkan konsep pecahan dengan melipat sehelai kertas kepada dua bahagian
yang sama besar dan melorek satu bahagian. Guru bersoal jawab dengan murid
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berapakah bahagian yang ada dan berapa bahagian yang dilorek. Berikut merupakan soal
jawab yang dilakukan oleh GM1 kepada murid-murid beliau.
“Lihat kertas yang cikgu pegang ini. Berapakah bahagian yang berlorek? Berapa pula
bahagian yang tidak berlorek? Berapakah bahagian kesemuanya?”
GM1 kemudiannya menulis pecahan di papan tulis dan menyatakan nilai pecahan bagi
bahagian yang berlorek ialah satu bahagian berlorek daripada dua bahagian asal. Setelah
itu, beliau mengaitkan pecahan tersebut dengan separuh kertas yang dilorek. Beliau
menghubungkait pecahan dengan konsep bahagi sepertimana kertas yang dibahagikan
kepada dua bahagian dan menghasilkan separuh atau .
Selepas itu, GM1 menerangkan bahawa dalam penulisan nombor pecahan, nombor yang
berada di atas dikenali sebagai pengangka yang mewakili bahagian kertas yang
dilorekkan manakala nombor yang berada di bawah disebut sebagai penyebut yang
mewakili bilangan keseluruhan bahagian kertas. GM1 kemudiannya berhenti
menggunakan kertas dan beralih kepada melukis gambarajah pecahan , dan di
papan tulis. Murid diminta menyebut pecahan bagi setiap gambarajah. Kemudian, guru
mengedarkan lembaran kerja sebagai aktiviti pengukuhan.
Peserta 2 (GM2)
GM2 juga menggunakan lipatan kertas untuk menerangkan pecahan, namun beliau
melakukan akiviti tersebut bersama-sama dengan murid. GM2 melipat sehelai kertas
kepada dua bahagian yang sama besar dan melorek satu bahagian. Murid juga melakukan
hal yang sama. GM1 menerangkan pecahan bagi kawasan yang berlorek adalah dengan
nilai pengangka mewakili bilangan bahagian yang dilorekkan dan nilai penyebut
mewakili bilangan kesemua bahagian yang ada. Dengan menggunakan kertas yang sama,
GM2 dan murid melipat lagi kertas tersebut dan murid menyebut nilai pecahan ialah .
Guru kemudiannya mengaitkan pembelajaran dengan situasi dalam kehidupan iaitu
memotong buah-buahan di rumah sambil bersoal jawab dengan murid. Beliau melukis
bentuk bulatan yang dibahagikan kepada lapan bahagian. Kemudian beliau memulakan
soal jawab bersama murid.
“Abu ada sebiji oren. Dia memotong oren tersebut kepada 8 bahagian yang sama besar.
Dia kemudiannya memberikan 3 potongan oren tersebut kepada kakaknya. Berapakah
pecahan potongan oren yang diberikan kepada kakak?” (GM2)
“Pecahan bagi potongan oren yang diberikan kepada kakak ialah .” (murid)
“Boleh jelaskan jawapan kamu?”(GM2)
“Tiga potongan daripada lapan potongan oren diberikan kepada kakak”. (murid)
Melalui sesi soal jawab yang diadakan menunjukkan murid memahami pecahan sebagai
sebilangan daripada satu keseluruhan. Selesai sesi tersebut, GM2 meminta murid melukis
bentuk segi empat atau bulatan di dalam buku latihan kemudian membahagikan bentuk
tersebut kepada beberapa bahagian sama besar dan menuliskan nilai pecahan bagi
gambarajah yang dilukis. Murid melukis sebanyak mungkin gambarajah dan nilai
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pecahan secara kendiri. GM1 bergerak dari meja ke meja murid menjadi pembimbing
membetulkan kesilapan yang dilakukan murid.
Hasil daripada kajan ini, didapati guru Matematik di sekolah kajian mempunyai amalan
pengetahuan pedagogi kandungan yang sederhana. Mereka mampu menerangkan konsep
pecahan sebagai “sebahagian daripada satu keseluruhan”. Konsep ini adalah membandingkan
satu atau beberapa bahagian (part) dengan satu unit besar (whole) yang telah dibahagikan
kepada beberapa bahagian kecil yang sama banyak (Lamon, 2008). Mereka juga mengaitkan
pecahan dengan pembahagian yang mana boleh dijelaskan sebagai a ÷ b (Lamon, 2008).
Namun demikian, terdapat sedikit kekurangan iaitu mereka tidak menerangkan konsep pecahan
sebagai sebahagian daripada satu kumpulan benda. Konsep ini adalah membandingkan antara
sebahagian kumpulan dengan kumpulan asal tersebut (KPM, 1998).
Kedua-dua peserta kajian mengetahui akan kepentingan murid menguasai pecahan dengan baik
kerana ianya adalah berkait rapat dengan topik Matematik lain. Mereka juga menerangkan
dengan baik perkaitan antara topik pecahan, perpuluhan dan peratusan dengan persamaan, =
50% = 0.5. Kefahaman guru yang baik dalam perkaitan ini cukup bermakna kerana guru boleh
mengukuhkan lagi konsep Matematik dalam diri murid dan perkaitan antara setiap topik dalam
membina pembelajaran yang bermakna.
Pengetahuan guru dalam kandungan Matematik mempengaruhi amalan pengajaran mereka

(Sally, 2016). Hal ini dapat dilihat dalam kajian kerana kefahaman guru terhadap konsep
pecahan sebagai “sebahagian daripada satu keseluruhan” menyebabkan guru lebih suka
membuat aktiviti melipat kertas dan melorek bahagian kertas sebagai pengenalan kepada
pecahan. Kedua-dua peserta kajian iaitu GM1 dan GM2 menggunakan kertas untuk
menerangkan konsep pecahan kepada murid.
Peserta GM1 menggunakan kaedah penerangan kepada mruid dalam memperkenalkan pecahan
sambil bersoal jawab. Kemudiannya, beliau memberikan lembaran kerja kepada murid. Pada
pembelajaran ini, guru sebenarnya tidak menyediakan suasana pembelajaran aktif kerana murid
hanya melihat guru melakukan aktiviti melipat kertas di hadapan kelas sambil mendengar
penerangan yang diberikan guru. Pembelajaran yang efektif dalam proses pengajaran dan
pembelajaran terjadi bukan hanya dengan guru menyampaikan konsep kepada murid semata-
mata, tetapi juga guru menyediakan persekitaran aktiviti yang boleh membina konseptual
pelajar secara aktif (Hackathorn, 2011). Sekiranya guru yang banyak bercakap semasa proses
pengajaran dan pengajaran, maka murid sukar untuk mengingat konsep yang disampaikan (Ab.
Halim & Siti, 2015).
Justeru itu, guru perlu menggalakkan murid mengembangkan pengetahuan matematik melalui
penerokaan, penyelesaian masalah dan perkongsian idea bagi mengukuhkan konseptual murid.
Hal ini kerana asas kemahiran matematik perlu kukuh sedari peringkat sekolah rendah agar
murid berupaya menyelesaikan masalah dan tugasan Matematik (Kashim, 2016). Hal ini
dilaksanakan oleh peserta kajian GM2 yang mana beliau melakukan aktiviti melipat dan
melorek kertas bersama-sama murid. Pembelajaran menjadi lebih bermakna dengan murid
membina kefahaman melalui aktiviti hands-on yang dilakukan bersama guru.
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Selain itu, jika dinilai dari aspek penggunaan bahan pengajaran pula, guru perlu
mempelbagaikan bahan yang digunakan dalam menyampaikan pengetahuan kepada murid.
Selain daripada lipatan kertas, guru boleh menggunakan kaedah perwakilan yang berbeza iaitu
elemen visual, contoh, analogi, persamaan dan sebagainya dalam pengajaran topik pecahan
bagi membantu membina kefahaman murid yang mendalam dalam pecahan (Taylan & da
Ponte, 2016).
Kesimpulannya, tahap pengetahuan guru perlu diluaskan lagi dan amalan pedagogi
diperkasakan lagi kerana ianya mempengaruhi pembelajaran murid. Oleh itu, guru perlu
sentiasa berusaha menambah pengetahuan dan kemahiran pedagogi untuk pengajaran yang
berkesan agar kefahaman murid dalam mata pelajaran Matematik khususnya topik pecahan
dapat ditingkatkan.
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570
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PENGGUNAAN KAEDAH ‘SLASH BOX’ DALAM MEMBANTU

MURID TAHUN 3 MENYELESAIKAN OPERASI TOLAK
DENGAN MENGUMPUL SEMULA
Lilian Yap, Mohd Yusoff Bin Daud

Fakulti Pendidikan, Uiversiti Kebangsaan Malaysia, Bangi, Malaysia
Fakulti Pendidikan, Uiversiti Kebangsaan Malaysia, Bangi, Malaysia
*Pengarang Koresponden: memory_1218@hotmail.com
Abstrak: Kajian ini dijalankan dengan tujuan untuk mengkaji cara kaedah ‘slash box’
membantu murid Tahun 3 menyelesaikan soalan penolakan yang melibatkan pengumpulan
semula. Kajian ini juga bertujuan untuk meningkatkan amalan pengajaran dan pembelajaran
pengkaji dalam membantu murid menyelesaikan operasi tolak dengan mengumpul semula.
Peserta kajian bagi kajian ini terdiri daripada enam orang murid Tahun 3 dari sebuah sekolah di
daerah Penampang. Kaedah ‘slash box’ yang diperkenalkan ini adalah berlandaskan
pendekatan manipulasi bahan bantu mengajar dan seterusnya kepada pendekatan semi konkrit
yang melibatkan lukisan petak pada atas bentuk lazim soalan operasi tolak. Data kajian ini
dikumpul melalui analisis dokumen, pemerhatian, temu bual dan ujian. Data-data ini dianalisis
secara analisis kandungan dan kuantitatif. Analisis kandungan dilakukan dengan menganalisis
hasil kerja peserta kajian, transkrip temu bual dan senarai semak pemerhatian. Bagi analisis
kuantitatif pula adalah dengan perbandingan markah dan peratusan ujian. Hasil analisis kajian
mendapati penggunaan kaedah ‘slash box’ berjaya membantu murid Tahun 3 menguasai
konsep mengumpul semula dengan mengurangkan kesilapan murid dalam mengumpul semula
dan meningkatkan pencapaian markah dari 16.7% kepada 83%. Kajian ini juga menunjukkan
amalan pengajaran dan pembelajaran pengkaji dalam mengajar operasi tolak dengan
mengumpul semula dapat ditingkatkan melalui penggunaan kaedah ‘slash box’. Kajian lanjutan
kaedah ‘slash box’ dapat dilakukan pada tajuk matematik yang lain seperi penambahan yang
melibatkan pengumpulan semula.
Kata kunci: operasi tolak dengan mengumpul semula, kaedah ‘slash box’ murid Tahun 3,
bentuk lazim, amalan pengajaran dan pembelajaran
_________________________________________________________________________
1. Pengenalan
Berdasarkan Dokumen Standard Kurikulum Standard Sekolah Rendah (2011), operasi tolak
merupakan salah satu tajuk yang terkandung dalam bidang Nombor dan Operasi. Kemahiran
yang sering sukar dikuasai oleh murid dalam tajuk ini adalah kemahiran menolak dengan
mengumpul semula. Dalam kajian Ngan (2011), penguasaan kemahiran fakta asas penolakan
murid Tahun 2 dapat dibantu dengan kaedah jari manakala dalam kajian Aruna
Badhakrishnnan (2013), alat “carta 100” telah meningkatkan kemahiran murid dalam operasi
tolak dengan mengumpul semula. Kajian-kajian ini menunjukkan peningkatkan kemahiran
menolak dalam kalangan murid sekolah dapat direalisasikan dengan kepelbagaian intervensi
melalui kaedah anggota badan ataupun alat bantu konkrit.
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Pengalaman sebenar diri sendiri

Semasa pengkaji mengajar di sebuah sekolah di daerah Penampang, pengkaji mendapati murid
menghadapi masalah dalam menyelesaikan operasi tolak yang melibatkan pengumpulan
semula. Murid dapat menyelesaikan operasi tolak tanpa mengumpul semula dengan cara yang
betul tetapi menggunakan cara yang salah untuk mendapatkan jawapan dalam penyelesaian
yang melibatkan pengumpulan semula.
Sekiranya keadaan ini tidak dibetulkan dengan segera, kumpulan pelajar yang lemah ini akan
ketinggalan dalam pembelajaran matematik. Hal ini adalah kerana aras kesukaran soalan
matematik akan semakin meningkat apabila murid mencapai ke tahap yang lebih tinggi
(O’Connell dan Giovanni, 2011). Pada tahap yang tinggi, murid-murid memerlukan
penguasaan asas matematik yang kukuh. Perkara ini menjadi pendorong untuk pengkaji
membantu murid-murid menguasai kaedah penolakan dengan mengumpul semul untuk
membuat penyelidikan yang boleh mengelakkan kesilapan melakukan operasi tolak melibatkan
pemgumpulan semula dengan menggunakan ‘slash box’.
Pengumpulan Data Awal

Pengumpulan data awal dilakukan dengan menemu bual murid untuk mengetahui minat murid
terhadap mata pelajaran Matematik dan mengenal pasti masalah yang sering dilakukan oleh
murid dalam penyelesaian Matematik.
Pemeriksaan buku aktiviti dan buku latihan murid untuk mengenalpasti kesilapan yang
dilakukan oleh murid dalam menolak nombor yang melibatkan pengumpulan semula.
Kesilapan pertama adalah menggunakan digit yang besar untuk menolak digit yang kecil tidak
kira digit tersebut adalah digit yang menolak ataupun ditolak. Manakala kesilapan kedua adalah
tidak mengurangkan satu pada digit yang dikumpul semula.
Kesilapan :
menolak dari
bawah ke atas
Rajah 1 . Kesilapan menolak dari bawah ke atas

Kesilapan:
Tidak
mengurangkan satu
pada digit yang
dikumpul
Rajah 2 . Tidak mengurangkan satu pada digit yang semula
dikumpul semula
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1. Fokus Kajian
Kajian ini memberi fokus kepada cara menyelesaikan operasi tolak yang melibatkan
pengumpulan semula. Pemahaman nilai tempat dan penguasaan fakta asas tolak merupakan
aspek yang penting dalam menyelesaikan operasi tolak dalam bentuk lazim. Berfokuskan
keperluan ini, pengkaji menggunakan kaedah ‘slash box’ yang menekankan nilai tempat
semasa penyelesaian untuk membantu murid menguasai konsep pengumpulan semula.
Menurut Heddens (1986), bahan manipulatif dapat membantu guru dalam menyampaikan
sesuatu konsep yang sukar untuk dikuasai oleh murid dengan lebih mudah. Maka dalam kajian
ini, bahan bantu disediakan pada mulanya untuk membantu murid menguasai langkah-langkah
menggunakan kaedah ‘slash box’ dan seterusnya mengaplikasikan kaedah ‘slash box’ dengan
tanpa bahan bantu. Kaedah ini dilaksanakan dengan harapan dapat membantu murid melihat
dengan jelas proses pengumpulan semula dalam operasi tolak dan mengelakkan kekeliruan
semasa proses pengumpulan semula dilakukan.
3. Objektif dan Soalan Kajian

Objektif Kajian
1. Meningkatkan kemahiran murid menyelesaikan soalan penolakan yang melibatkan
pengumpulan semula dengan kaedah ‘slash box’.
2. Menambah baik amalan pengajaran ke arah membantu murid dalam menyelesaikan operasi
tolak dengan mengumpul semula dengan kaedah ‘slash box’.
Soalan Kajian
1. Bagaimana kaedah ‘slash box’ dapat membantu murid dalam menyelesaikan operasi tolak
dengan mengumpul semula?
2. Bagaimanakah kaedah ‘slash box’ dapat menambah baik amalan pengkaji dalam mengajar
operasi tolak dengan mengumpul semula?
4. Peserta Kajian
Peserta kajian dalam kajian ini terdiri daripada 6 orang daripada 33 orang secara
keseluruhannya.Peserta kajian ini tergolong dalam kumpulan murid yang hanya dapat
menjawab kurang daripada 2 soalan dengan betul daripada 6 soalan yang diberikan dalam ujian
diagnostik.
5. Tindakan Yang Dijalankan

Pengkaji mengambil tindakan dengan memperkenalkan kaedah ‘slash box’ kepada murid
secara berperingkat bagi membantu murid menguasai kaedah ini dan seterusnya dapat
menguasai penolakan yang melibatkan pengumpulan semula dengan mudah
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Merancang
- Mengenal pasti masalah
yang dihadapi oleh murid
(ujian )
- Menemu bual
- Menjalankan Ujian Pra
Mereflek - Menyediakan alat bantu
‘slash box’ Bertindak
- Imbas kembali
- Menerangkan cara
kelemahan dan
menggunakan alat
kekuatan
Gelung 1 bantu ‘slash box’
- 3 latihan berkala
Menganalisis - Pemerhatian
- Item pemerhatian - Menjalankan ujian pos
- kesilapan hasil kerja 1
- Perbandingan markah
ujian pra dan ujian pos 1
Bertindak
- Menerangkan cara
Merancang semula
menggunakan kaedah
- Temu bual
‘slash box’ tanpa
- Menyediakan kaedah
bahan bantu
‘slash box’ tanpa
- 3 latihan berkala
Mereflek bahan bantu
- Pemerhatian
- Membuat refleksi
- Menjalankan ujian pos
berdasarkan analisis Gelung 2 2
Menganalisis
- Item pemerhatian
- kesilapan hasil kerja
- Perbandingan markah
3 ujian
Rajah 3. Kitaran model kajian tindakan yang diubahsuai daripada Model Kemmis dan McTaggart (1988)
Rajah 3 merupakan model kajian yang diubahsuai daripada Model Kemmis dan McTaggart
yang melibatkan 4 proses iaitu merancang, bertindak, menganalisis dan mereflek.
Gelung 1: Menggunakan kaedah ‘slash box’ dengan alat bantu

Pengkaji memperkenalkan murid dengan alat bantu ‘slash box’ yang lengkap dengan nombor 0
hingga 9 bagi setiap nilai tempat dari sa hingga ribu. Nombor-nombor ini terikat dengan ‘slash
box’ di atas dengan gelungan kad kecil secara serong. Alat bantu digunakan di atas papan putih
kecil yang disediakan.
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Jadual 1 Langkah Menggunakan alat bantu ‘slash box’
Langkah 1 Langkah 2 Langkah 3
Mengenal pasti digit yang Digit ‘4’ yang dikumpul - Digit ‘4’ di nilai tempat ‘sa’
perlu dikumpul semula semula dialihkan dengan dituliskan pada ruang ‘slash
membalikkan nombor box’ dan baki ‘4’ iaitu ‘3’ di
tersebut ke ‘slash box’ di nilai tempat puluh juga
atas sebelah kanan. dituliskan pada ruang‘slash
box’
- Penyelesaian diteruskan
pada nilai tempat yang lain
Dengan pembalikan nombor semasa proses mengumpul semula, secara automatiknya nombor
yang dikumpul semula akan dipotong dan ‘slash box’ yang pada asalnya kosong ditulis dengan
angka 1. Angka 1 tersebut mewakili puluh yang dipinjam kepada sa untuk melakukan
penolakan.
Gelung 2: Menggunakan Kaedah ‘slash box’ tanpa alat bantu

Pada peringkat 2 ini, murid dikehendaki melukis sendiri ‘slash box’ bagi setiap nilai tempat
untuk mengumpul semula. Hal ini bagi membantu murid menguasai kaedah mengumpul
semula dengan teratur untuk menyelesaikan operasi tolak tanpa berlakunya kekeliruan.
Rajah 4. Kaedah ‘slash box’ Tanpa Bahan Bantu
Kaedah Mengumpul Data

Dalam kajian ini, pengkaji menggunakan empat kaedah dalam mengumpul data iaitu kaedah
analisis dokumen, temu bual, pemerhatian dan ujian bertulis.
Pemerhatian dijalankan dengan menggunakan senarai semak semasa peserta kajian

menyelesaikan operasi tolak yang melibatkan pengumpulan semula dengan kaedah ‘slash box’.
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Ujian bertulis berbentuk ujian pra dijalankan sebelum kaedah ‘slash box’ diperkenalkan dan
dua kali ujian pos dijalankan selepas kaedah diperkenalkan. Kaedah analisis dokumen
digunakan untuk mengenal pasti kesilapan dilakukan oleh peserta kajian dalam ujian pra dan
ujian pos.
Temu bual dijalankan untuk mengetahui pandangan peserta kajian sebelum dan selepas
menggunakan kaedah ‘slash box’.
Cara menganalisis data

Analisis kandungan digunakan dalam menganalisis data pemerhatian, temu bual dan hasil kerja
peserta kajian. Data kaedah pemerhatian dianalisis dengan membuat perbandingan sebelum dan
selepas kaedah diperkenalkan. Data temu bual dianalisis dengan transkripsi dialog perbualan
antara pengkaji dan peserta kajian manakala hasil kerja peserta kajian dianalisis dengan
mencari pola kesilapan peserta kajian.
Analisis kuantitatif digunakan dalam menganalisis data ujian pra dan ujian pos kajian yang
melibatkan pencarian peratus dan min. Seterusnya dipersembahkan dalam bentuk jadual dan
graf.
6. Dapatan Kajian
Selepas pengumpulan data dilaksanakan dalam Gelung 1 dan Gelung 2 kajian, data yang
dianalisis diintepretasikan berdasarkan soalan kajian.
Bagaimana kaedah ‘slash box’ dapat membantu murid dalam menyelesaikan operasi
tolak dengan mengumpul semula?
Kaedah ‘slash box’ dibuktikan dapat membantu murid dalam menyelesaikan operasi tolak
dengan mengumpul semula dengan:
i. Peningkatan markah ujian yang ditadbir sepanjang kajian
ii. Pengurangan kesilapan mengumpul semula dalam menyelesaikan operasi tolak
i.Peningkatan markah ujian yang ditadbir sepanjang kajian

Jadual 2 Perbandingan Markah Ujian Pra dan Ujian Pos
Ujian Pra Ujian Pos Ujian Pos Peningkatan (%)

Peserta (%) Gelungan 1 Gelungan 2
Kajian (%) (%)
P1 33 66.7 83 50
P2 33 66.7 100 67
P3 16.7 100 100 83.3
P4 16.7 50 83 66.3
P5 16.7 66.7 83 66.3
P6 16.7 66.7 83 66.3
Min Markah 22.1 69.5 88.7 66.6
B
Berdasarkan Jadual 2, peningkatan bagi semua peserta kajian adalah melebihi 50%. Markah
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Ujian Pra dalam Jadual 2 menunjukkan semua peserta kajian hanya dapat menjawab 1 hingga 2
soalan sahaja daripada 6 soalan yang diberikan iaitu 16.7% dan 33%. Namun begitu, selepas
kaedah ‘slash box’ diperkenalkan kepada peserta kajian, peningkatan penguasaan peserta
kajian dapat dilihat menerusi penambahan bilangan soalan yang dapat dijawab dengan betul
iaitu 5 hingga 6 soalan dengan pencapaian 83% dan 100%. Ini menunjukkan peserta kajian
daripada tidak menguasai kemahiran menyelesaikan operasi tolak dengan mengumpul semula
hingga menguasai kemahiran tersebut dengan baik kerana dapat menjawab lebih banyak soalan
penolakan dengan betul.
ii. Pengurangan kesilapan mengumpul semula dalam menyelesaikan operasi tolak

Daripada analisis hasil kerja peserta kajian, kesilapan yang dikenalpasti dalam penyelesaian
diberikan kod seperti dalam Jadual 3.
Jadual 3 Pengekodan Kesilapan Hasil kerja peserta kajian

Kesilapan Kod Kesilapan (KK)
Menolak dari bawah ke atas K1
Tidak menolak satu dari digit yang telah K2
dikumpul semula
Kecuaian Pengiraan K3
Menyalin soalan dengan salah K4
Jadual 4 Perbandingan Analisis Kesilapan Peserta kajian dalam Ujian Pra, Ujian
Pos Gelung 1 dan Ujian Pos Gelung 2
Ujian Bilangan Peserta Yang Melakukan Kesilapan
Kesilapan Mengumpul Semula Kesilapan Lain
K1 K2 K3 K4
Pra 6 6 5 2
Pos Gelung 1 0 2 3 1
Pos Gelung 2 0 1 3 0
Hasil perbandingan dalam Jadual 4 melihatkan kesilapan mengumpul semula kurang dilakukan
oleh peserta kajian setelah kaedah ‘slash box’ diperkenalkan. Pada ujian akhir kajian, hanya
seorang peserta yang melakukan K2 dan 3 peserta melakukan kesilapan cuai iaitu K3. Ini
menunjukkan kemahiran peserta kajian dalam menyelesaikan operasi tolak dengan mengumpul
semula meningkat. Peningkatan kemahiran mengumpul semula dapat dilihat pada analisis hasil
kerja dalam Jadual 5.
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Jadual 5 Perbandingan Analisis Hasil Kerja Peserta Kajian Dalam Ujian Pra,
Gelungan 1 dan Gelungan 2
KK Hasil kerja Peserta Hasil kerja Peserta Hasil kerja Peserta

Kajian dalam Ujian Pra Kajian dalam Latihan Kajian dalam Latihan
Gelung 1 Gelung 2
K1
Menolak dari bawah ke Pengumpulan semula Pengumpulan semula

atas pada nilai tempat pada nilai tempat
‘puluh’ dilakukan ‘puluh’ dan ‘ratus’
dengan betul dilakukan dengan betul
K2
Tidak menolak satu dari Penolakan 1 daripada Penolakan 1 daripada

digit yang telah digit yang dikumpul digit yang dikumpul
dikumpul semula semula di nilai tempat
semula di nilai tempat
‘puluh’, ‘ratus’ dan
‘puluh’ dilakukan
‘ribu’ dilakukan
Berdasarkan penambahbaikan cara penyelesaian peserta kajian, kaedah ‘slash box’ membantu
peserta kajian untuk menguasai konsep mengumpul semula dan membolehkan mereka
menyelesaikan operasi tolak yang melibatkan pengumpulan semula dengan betul.
Bagaimanakah pengenalan kaedah ‘slash box’ dapat menambah baik amalan saya dalam
mengajar operasi tolak dengan mengumpul semula?
Pengenalan kaedah ‘slash box’ dapat menambah baik amalan pengkaji dalam mengajar operasi
tolak dengan mengumpul semula dapat dilihat dalam
i. Peningkatan minat peserta kajian dalam menyelesaikan soalan operasi tolak dengan
mengumpul semula
ii. Menjadi pemudahcara peserta kajian dalam memahami dan menyelesaikan soalan operasi
tolak yang melibatkan pengumpulan semula dengan lebih baik
i. Peningkatan minat peserta kajian dalam menyelesaikan soalan operasi tolak dengan
mengumpul semula
Perbandingan transkrip temu bual sebelum dan selepas kaedah ‘slash box’ diperkenalkan
dilakukan berdasarkan kod tema temu bual dalam Jadual 7.
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Jadual 6 Pengekodan Tema-tema Transkrip Temu Bual

Tema Subkategori Kod Tema
Perasaan suka Alat yang menarik
Seronok belajar T1
Boleh Faham
Unik
Boleh buat
Demotivasi Tidak faham cara menolak

Susah T2
Keliru
Dapat menyelesaikan soalan Langkah demi langkah
dengan lebih mudah dengan Senang faham T3
menggunakan kaedah Boleh lihat dengan jelas
Cepat menyelesaikan soalan
Jadual 7 Analisis Transkrip Temu Bual Perasaan Peserta Kajian terhadap Operasi
Tolak
Bilangan peserta
Soalan Sebelum Tindakan Selepas Tindakan
T1 T2 T1 T2
Apakah perasaan kamu
dengan topik operasi 1 5 6 0
tolak?
Berdasarkan Jadual 7, semua peserta kajian memberi jawapan yang bertumpu kepada T1
melihatkan minat peserta kajian untuk mempelajari operasi tolak meningkat selepas mengenali
kaedah ‘slash box’.
Peningkatan minat juga dapat dilihat pada Jadual 8 yang menunjukkan semua peserta kajian
menyukai alat bantu ‘slash box’ yang disediakan oleh pengkaji.
Jadual 8 Analisis Transkrip Temu Bual Perasaan Peserta Kajian terhadap Alat
Bantu‘slash box’
Bilangan Peserta
Soalan T1 T2
Adakah kamu suka menggunakan 6 0

alat bantu ‘slash box’? Kenapa?
Peningkatan minat peserta kajian membuktikan kaedah ‘slash box’ membantu dalam
menambahbaik amalan pengajaran pengkaji dalam operasi tolak dengan mengumpul semula.
Hal ini adalah kerana menurut McCartthy (2014), minat pelajar dalam mempelajari sesuatu
merupakan faktor yang terpenting dalam penerimaan sesuatu ilmu. Sekiranya pelajar menaruh
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minat pada sesi pengajaran yang dijalankan oleh guru di dalam kelas, maka mereka dapat
mempelajari ilmu dengan mudah dan baik.
ii.Menjadi pemudahcara peserta kajian dalam memahami dan menyelesaikan soalan

operasi tolak yang melibatkan pengumpulan semula dengan lebih baik
Jadual 9 Analisis Transkrip Temu Bual Perasaan Peserta Kajian terhadap kaedah
‘slash box’ tanpa bahan bantu
Bilangan Peserta
Soalan T2 T3
Apa yang kamu rasa semasa 0 6

menggunaan kaedah ‘slash box’
tanpa alat bantu?
Analisis temu bual Jadual 9 adalah berdasarkan T2 dan T3 dalam Jadual 6. Berdasarkan Jadual
9, mengumpul semula. Kaedah ‘slash box’ membantu peserta kajian mengingati pengumpulan
semula yang telah dilakukan dan lebih memudahkan mereka faham apa yang dilakukan dalam
prosedur penyelesaian dan seterusnya mencari jawapan yang betul bagi operasi tolak yang
diselesaikan. Perubahan ini selaras dengan peningkatan kualiti pengajaran pengkaji dalam
memudahkan kefahaman peserta kajian dalam konsep mengumpul semula operasi tolak.
Di samping itu, peningkatan bilangan peserta kajian menyelesaikan soalan yang diberikan
tanpa meminta bantuan rakan atau guru dapat menunjukkan amalan mengajar pengkaji
bertambah baik kerana item pemerhatian ini membuktikan keyakinan dan kebolehan peserta
kajian dalam menjawab soalan operasi tolak dengan mengumpul semula meningkat apabila
menggunakan kaedah ‘slash box’. Peningkatan ini dapat dilihat pada Jadual 10.
Jadual 10 Perbandingan Analisis Item Senarai Semak Pemerhatian Pada Peringkat

Awal dan Peringkat Akhir tindakan
Item-item Bilangan peserta Peningkatan
Kod
Borang Senarai Semak Peringkat Peringka Bilangan
Item
Pemerhatian Awal t Akhir Peserta
S1 Menumpukan perhatian semasa
3 6 3
menjawab soalan
S2 Menyelesaikan soalan yang
diberikan tanpa meminta bantuan 2 6 4
rakan atau guru
S3 Menyelesaikan soalan ujian dalam
2 6 4
masa kurang daripada 30 minit
Merujuk kepada Jadual 10, peningkatan sebanyak empat orang peserta kajian juga berlaku pada
S3 iaitu kesemua peserta kajian dapat menyelesaikan soalan yang diberikan dalam masa kurang
daripada 30 minit selepas mengetahui cara menggunakan kaedah ‘slash box’. Penyingkatan
masa yang berlaku menunjukkan kaedah ‘slash box’ memudahkan penyelesaian dilakukan. Ini
dapat membantu murid mengurangkan masa untuk menjawab soalan penolakan dalam
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peperiksaan dan memberikan masa lebih untuk menjawab soalan yang mempunyai tahap
kesukaran yang lebih tinggi.
Penggunaan kaedah ‘slash box’ menunjukkan impak yang positif dalam menambah baik
amalan pengajaran dan pembelajaran saya dan membantu peserta kajian menjawab soalan
operasi tolak yang melibatkan pengumpulan semula. Kaedah ‘slash box’ yang digunakan telah
berjaya membantu peserta kajian memahami dengan penyelesaikan bentuk lazim operasi tolak.
Kekuatan ‘slash box’ ialah memotivasi dan memberi keseronokan kepada peserta kajian
semasa sesi pengajaran dan pembelajaran berlangsung. Kaedah ‘slash box’ yang berasaskan
bahan bantu mengajar pada peringkat awal membantu mengukuhkan ingatan peserta kajian
terhadap langkah yang perlu dilakukan dalam menyelesaikan operasi tolak. Kaedah ‘slash box’
memupuk keyakinan diri peserta kajian semasa menjawab soalan operasi tolak dengan
mengumpul semula secara individu. Mereka tidak mengalami kekeliruan dalam penyelesaian
operasi tolak yang melibatkan pengumpulan semula apabila ‘slash box’ dilukis pada bahagian
atas setiap nilai tempat bentuk lazim. Selain itu, kaedah ‘slash box’ dapat meningkatkan
kebolehan peserta kajian dalam menolak nombor secara fleksibel.
8. Cadangan Tindakan Susulan
Walaupun kajian yang dijalankan dapat mencapai objektif yang ditetapkan, namun beberapa
penambahbaikan boleh dilakukan. Antara cadangan lanjutan yang boleh dilaksanakan dalam
kajian masa hadapan adalah pengubahsuaian kaedah “slash box” yang dapat menyelesaikan
penolakan nombor daripada nombor 10000, 1000 dan 100. Di samping itu juga, penggunaan
kaedah “slash box” juga boleh diperkembangkan ke atas penyelesaian operasi yang lain seperti
operasi tambah dalam Matematik.
Rujukan
Aruna Radhakrishnnan. (2013). Meningkatkan kemahiran operasi penolakan melalui

penggunaan alat “Carta 100”. Prosiding Seminar Penyelidikan Tindakan 2013
anjuran murid PISMP Matematik ambilan Januari 2010 IPG Kampus Raja Melewar
Heddens, J. (1986). Bridging the gap between the concrete and the abstract. Arithmetic
Teacher, 33(6), 14-17.
Kementerian Pelajaran Malaysia (2011). Dokumen Standard KSSR Matematik Tahun 3.
Putrajaya: Bahagian Pembangunan Kurikulum
Ngan J.L. 2011. Penggunaan kaedah jari dalam penguasaan kemahiran penolakan fakta asas
murid Tahun Dua. Koleksi Artikel Penyelidikan
Tindakan PISMP MT amb. Januari 2008, Seminar Penyelidikan Tindakan IPG KBL Tahun
2011, 123-136.
McCarthy, J. ( 2014, August 25). Learner Interest Matters: Strategies for Empowering Student
Choice. Retrieved from http://www.edutopia.org/blog/differentiated-instruction-
learner-interest-matters-john-mccarthy
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O’Connell, S. & Giovanni, J.S. (2011). Mastering the Basic Math Facts in Multiplication and
Division Strategies, Activities & Interventions to Move Students Beyond Memorization.
Portsmouth, Nh : Heinamann.
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PENGGUNAAN KAEDAH “GENG 10” TERHADAP

KEMAHIRAN MENOLAK MELIBATKAN PENGUMPULAN
SEMULA MURID TAHUN 1
Aini Fadhilah Zainal1*, Effandi Zakaria2
1,2
*Pengarang Koresponden: gp06588@siswa.ukm.edu.my, effandizakaria@ukm.edu.my

____________________________________________________________________________
Abstrak: Operasi asas merupakan satu konsep terpenting dalam Matematik yang seharusnya
dikuasai oleh semua murid kerana konsep ini akan diaplikasikan sepanjang hayat pembelajaran
mereka. Kegagalan menguasai kemahiran operasi asas khususnya operasi tolak merupakan satu
masalah global dalam dunia pendidikan Matematik terutamanya dalam kalangan murid sekolah
rendah. Kajian ini bertujuan untuk meningkatkan kemahiran menolak yang melibatkan
pengumpulan semula murid Tahun 1 dengan menggunakan kaedah “Geng 10”. Kajian tindakan
ini melibatkan empat orang murid Tahun 1 di sebuah sekoalh di daerah Seremban. Ujian pra
dan ujian pasca digunakan sebagai instrumen untuk menguji kemahiran murid dalam operasi
tolak dengan pengumpulan semula. Dapatan kajian mendapati terdapat perbezaan dan impak
yang positif terhadap kemahiran menolak murid serta sikap mereka terhadap pembelajaran
Matematik setelah intervensi ini dijalankan. Justeru, diharapkan intervensi ini boleh
diperluaskan lagi kepada semua guru Matematik di sekolah rendah di Malaysia.
Kata kunci: operasi tolak, sekolah rendah, tolak dengan pengumpulan semula
_________________________________________________________________________
1. Pengenalan
Operasi asas iaitu tambah, tolak, darab dan bahagi merupakan konsep terpenting dalam
pembelajaran Matematik. Operasi asas merupakan akar kepada kepelbagaian subjek lain yang
akan murid temui di sepanjang hayat pembelajaran mereka (Yorulmaz & Önal, 2017). Di setiap
sekolah di seluruh dunia, pembelajaran operasi asas dalam Matematik telah mula dipelajari
oleh murid di tahun pertama persekolahan mereka. Malah, ada juga murid yang telah
mempelajari tajuk ini ketika di pra sekolah lagi. Namun, kegagalan murid sekolah rendah
dalam menyelesaikan masalah operasi asas merupakan satu masalah global dalam dunia
pendidikan Matematik terutamanya yang melibatkan operasi tolak (Beckett, McIntosh, Byrd, &
McKinney, 2011; Wilmot, 2018). Sekiranya permasalahan ini tidak diatasi sedari awal
pembelajaran murid, mereka akan mengalami kesukaran untuk memahami konsep Matematik
yang lebih kompleks di peringkat pendidikan yang lebih tinggi.
Dalam sesi pengajaran dan pembelajaran Matematik di kebanyakan sekolah, guru cenderung
memfokuskan murid untuk memperoleh jawapan yang betul tanpa memahami rasionalnya
jawapan tersebut terhadap masalah yang dikemukakan. Kesannya, murid terdorong untuk
menghafal penyelesaian masalah berbanding memahami konsep Matematik itu sendiri
(Parwines & Noornia, 2019; Somasundram, Sharifah Norul Akmar, & Leong, 2018; Tarzimah
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& Thamby Subahan, 2010). Oleh itu, kejayaan murid dalam menyelesaikan soalan operasi asas
dengan betul tidak menjamin kefahaman mereka terhadap konsep operasi tersebut. Pernyataan
ini disokong oleh Chinnappan dan Munirah (2018) dalam kajian mereka. Maka, guru perlu
memainkan peranan yang penting dalam memastikan sesi pengajaran dan pembelajaran
Matematik dapat membantu murid memahami konsep dan kemahiran Matematik secara
serentak seterusnya, dapat menyelesaikan masalah Matematik dengan lebih bermakna.
Menurut teori kognitif oleh Jean Piaget, matlamat guru adalah untuk membantu murid
membina pengetahuan melalui pengetahuan sedia ada yang telah dipelajari oleh murid (Mensah
& Somuah, 2014). Hal ini menekankan bahawa sesi pengajaran dan pembelajaran yang efektif
dapat dijalankan sekiranya keperluan kognitif murid telah dipenuhi oleh guru. Teori ini
membantu guru untuk memahami gaya pemikiran murid sebelum merancang strategi
pengajaran dan pembelajaran yang bersesuaian di dalam bilik darjah. Manakala, Huiitt dalam
Blake dan Pope (2008) pula menyatakan perkara terpenting dalam teori kognitif oleh Lev
Vygotsky ialah Zon Perkembangan Proksimal (Zone of Proximal Development, ZPD) dimana
pengetahuan murid dibina secara tidak langsung melalui interaksi sosial dengan individu yang
lebih mahir dan berpengalaman. Maka dalam konteks ini, guru perlu mengenal pasti kesukaran
yang dialami oleh murid dalam kemahiran menolak, merancang sesi intervensi yang
bersesuaian dengan tahap kognitif murid serta memberi penerangan, tunjuk ajar dan asimilasi
yang bersesuaian dalam membantu murid memahami strategi penyelesaian masalah yang
dikemukakan. Langkah-langkah ini bertujuan untuk memastikan intervensi kajian ini
memberikan impak yang positif kepada murid.
Kaedah “Geng 10” merupakan satu strategi dalam menyelesaikan masalah tolak yang
melibatkan pengumpulan semula dengan lebih mudah. Kaedah ini mengadaptasi strategi
penambahan asas sepuluh dan diberi nama baharu yang bersesuaian untuk menarik minat
murid. Murid dikehendaki mengenalpasti pelengkap kepada sesuatu nombor agar nombor
tersebut menjadi sepuluh tanpa memerlukan murid untuk melakukan pengumpulan semula
nombor setelah “pinjam sebelah” dilakukan. Kaedah ini sesuai dilakukan kerana murid
seringkali gagal dalam menyelesaikan operasi tolak dengan betul lebih-lebih lagi apabila ianya
melibatkan pengumpulan semula. Pernyataan ini disokong oleh Law dan Effandi, (2017) dalam
kajian mereka yang turut menghadapi permasalahan yang sama. Oleh itu, pengkaji berpendapat
bahawa penggunaan kaedah Geng 10 adalah satu strategi berkesan yang boleh dilakukan untuk
meningkatkan kemahiran menolak murid yang melibatkan pengumpulan semula.

Terdapat satu kajian lepas yang telah berjaya membuktikan keberkesanan kaedah Geng 10
terhadap penyelesaian masalah operasi tolak yang melibatkan pengumpulan semula. Manakala
dua kajian lagi telah menggunakan konsep yang sama seperti Geng 10 iaitu penambahan asas
sepuluh sebagai langkah intervensi yang efektif dalam membantu murid menyelesaikan
masalah operasi tolak dengan pengumpulan semula. Jadual 1 di bawah menunjukkan secara
ringkas mengenai ketiga-tiga kajian tersebut.
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Jadual 1: Kajian Intervensi Terhadap Masalah Penolakan Melibatkan Pengumpulan Semula.

Bil. Penulis (Tahun) Lokasi Responden
1. Nazatul Akma & Siti Mistima (2017) Sabah 3 orang murid tahun 3
2. Syahrul Izwan & Effandi (2016) Kuala Lumpur 5 orang murid tahun 1
3. Wilmot (2018) Ghana 96 orang murid tahun 2
Dapatan kajian oleh Nazatul Akma dan Siti Mistima (2017) menunjukkan bahawa kaedah
Geng 10 didapati berkesan dalam meningkatkan kemahiran murid tahun 3 untuk menolak
dengan pengumpulan semula. Sebelum kaedah ini dijalankan, responden didapati tidak boleh
melakukan operasi tolak melibatkan angkat sifar dan sering melakukan kecuaian dalam
menyelesaikan masalah operasi tolak. Namun, setelah intervensi kaedah Geng 10 dijalankan,
kesilapan dan kecuaian murid dalam menyelesaikan masalah penolakan didapati berkurang
serta pencapaian ketiga-tiga orang murid turut meningkat walaupun setelah empat minggu
kajian dijalankan.
Sementara Syahrul Izwan dan Effandi (2016) dalam kajian mereka telah menggunakan strategi
penambahan asas sepuluh sebagai intervensi terhadap kemahiran menolak murid. Kaedah ini
mempunyai konsep yang sama dengan kaedah Geng 10 dimana murid tidak perlu melakukan
langkah “pinjam sebelah” tetapi hanya perlu melengkapkan nombor kepada asas 10. Dapatan
kajian ini mendapati bahawa strategi ini satu alternatif yang baik untuk pengajaran dan
pembelajaran operasi tolak dengan pengumpulan semula. Hal ini terbukti setelah intervensi
yang dilaksana menunjukkan peningkatan terhadap pencapaian kelima-lima responden dalam
ujian pasca berbanding ujian pra sebelumnya.
Strategi penambahan asas sepuluh ini turut dijalankan oleh Wilmot (2018) dalam kajiannya
terhadap 96 orang murid tahun 2 di Ghana. Dalam kajian ini teknik penambahan asas sepuluh
dan pengumpulan semula telah dibanding beza untuk melihat kesan keduanya ke atas
kebolehan murid menyelesaikan masalah operasi tolak yang melibatkan pengumpulan semula.
Dapatan kajian menunjukkan bahawa murid yang mengaplikasi penambahan asas sepuluh
dapat menyelesaikan soalan operasi tolak dengan lebih baik dan berkesan berbanding dengan
strategi konvensional iaitu pengumpulan semula.
Kesimpulannya, strategi penambahan asas sepuluh merupakan satu kaedah yang memberi
impak positif terhadap kemahiran menolak murid yang melibatkan pengumpulan semula.
Strategi ini sesuai dijalankan untuk membantu murid meningkatkan kemahiran menolak
mereka dengan lebih berkesan. Justeru, kajian Geng 10 ini amat wajar dilaksanakan di sekolah
rendah khususnya ke atas murid Tahap 1.
3. Metodologi
Kajian ini merupakan satu kajian tindakan iaitu refleksi oleh pengamal (guru) tentang
pengajarannya yang dilakukan dalam satu putaran perubahan di mana fokus utama
penyelidikan adalah untuk memperbaiki amalan kendiri (McBride dan Schostak 1994). Oleh
yang demikian, kajian tindakan ini dijalankan setelah pengkaji mengenalpasti kesukaran yang
dialami oleh muridnya dalam menguasai kemahiran menolak melibatkan pengumpulan semula.
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Ini bertujuan untuk membantu murid mengatasi masalah tersebut dengan menjalankan satu
intervensi yang bersesuaian iaitu kaedah Geng 10.
3.1 Responden Kajian

Responden dalam kajian ini terdiri daripada murid tahun 1 di sebuah sekolah kebangsaan di
daerah Seremban, Negeri Sembilan. Responden seramai 4 orang ini dari kelas yang sama iaitu
kelas X. Kaedah persampelan bertujuan (purposive sampling) dilaksana berdasarkan
pemerhatian pengkaji ke atas buku latihan Matematik murid semasa pembelajaran operasi
tolak.

Kajian ini melibatkan satu instrumen sahaja di mana instrumen ini digunakan dalam ujian pra
dan ujian pasca. Instrumen ini dibina oleh pengkaji dan mengandungi 8 soalan. Kelapan-lapan
soalan ini menguji kemahiran yang sama iaitu kemahiran murid dalam operasi tolak yang
melibatkan pengumpulan semula. Instrumen ini kemudian diberikan kepada ketua panitia
Matematik dan guru yang berpengalaman mengajar Matematik melebihi 10 tahun untuk
memastikannya mempunyai kesahan dan kebolehpercayaan yang tinggi.
3.3 Pelaksanaan Kajian

Pelaksanaan kajian ini telah menggunakan model kajian tindakan Kemmis dan McTaggart
(1988) yang merangkumi empat langkah utama iaitu tinjauan awal, merancang tindakan,
melaksanakan tindakan dan memerhati serta mereflek. Kajian ini telah dirancang dan
dijalankan selama 6 minggu setelah masalah yang dihadapi oleh murid dalam operasi tolak
melibatkan pengumpulan semula dikenal pasti. Jadual 2 di bawah menunjukkan ringkasan
perancangan kajian tindakan yang telah dijalankan.
Jadual 2: Perancangan Pelaksanaan Kajian

Bulan Minggu Aktiviti
Jun 2019 1 Tinjauan awal:
i) Mengenal pasti masalah dan responden kajian
ii) Mengenal pasti kelemahan murid dalam masalah yang
dihadapi
Jun 2019 2 Merancang tindakan:
i) Mereka bentuk soalan ujian pra
ii) Menjalankan ujian pra (15 minit)
iii) Menganalisis, merekod dan melaporkan dapatan ujian pra
Julai 2019 3 iv) Merancang pelaksanaan kaedah Geng 10 kepada responden
terpilih
Julai 2019 4-6 Melaksana tindakan dan memerhati:
i) Menjalankan sesi pengajaran dan pembelajaran Geng 10.
ii) Menjalankan ujian pasca pada hari terakhir sesi pengajaran.
iii) Menganalisis, merekod dan melaporkan dapatan ujian
pasca
Ogos – Oktober 2019 - Mereflek:
i) Membuat perbandingan dapatan ujian pra dan ujian pasca
ii) Menulis refleksi kajian dan cadangan
iii) Menyediakan laporan
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3.3.1 Tinjauan Awal

Dalam tinjauan awal kajian ini, pengkaji telah mereflek sesi pengajaran dan pembelajarannya
di dalam kelas Matematik. Pengkaji mendapati murid sukar untuk menyelesaikan masalah
operasi tolak melibatkan pengumpulan semula setelah konsep itu diperkenalkan kepada murid.
Masalah ini dikenal pasti melalui soalan-soalan kuiz yang dikemukakan di dalam kelas serta
permerhatian ke atas buku latihan murid.
3.3.2 Merancang Tindakan

Langkah seterusnya ialah merancang tindakan bagi mengatasi masalah yang telah dikenal pasti.
Ujian pra dijalankan sebagai langkah untuk mengesahkan permasalahan yang dikenal pasti
semasa tinjauan awal. Ujian pra dijalankan selama 15 minit dan dapatan daripada ujian pra
tersebut direkodkan dan dianalisis. Seterusnya, pelaksanaan intervensi kaedah Geng 10 ke atas
murid yang terpilih dirancang.
3.3.3 Melaksana Tindakan

Hasil analisis daripada ujian pra yang telah dijalankan mendapati murid tidak boleh
menyelesaikan masalah operasi tolak dengan pengumpulan semula atau “pinjam sebelah”.
Justeru, kaedah Geng 10 diperkenalkan kepada murid sebagai satu intervensi untuk
memudahkan murid menyelesaikan masalah tolak yang melibatkan pengumpulan semula
dengan lebih baik. Sesi pengajaran dan pembelajaran kaedah Geng 10 ini dijalankan selama 3
minggu di mana setiap minggu mempunyai 3 kali perjumpaan. Setiap sesi perjumpaan
dijalankan selama satu jam.
Kaedah Geng 10 merupakan satu strategi dalam menyelesaikan masalah tolak melibatkan
pengumpulan semula. Ianya berbeza dengan pengiraan algoritma standard yang sering
dipelajari oleh murid di dalam kelas di mana pengumpulan semula perlu diaplikasi. Kaedah ini
tidak menggunakan sebarang bahan manipulatif tetapi murid akan diperkenalkan dengan Geng
10 dan menggunakannya untuk melengkapkan nombor subtrahend yang diberi kepada asas
sepuluh sebelum menambahkannya dengan nombor minuend.
23 4 Minuend
- 8 Subtrahend
Berdasarkan contoh di atas, nombor pelengkap asas sepuluh bagi subtrahend 8 ialah 2. Ini juga
bermaksud, geng bagi nombor 8 ialah 2. Seterusnya, murid perlu menambahkan nombor 2
tersebut dengan minuend iaitu 4. Maka, jawapan yang akan diperolehi oleh murid ialah 6.
Murid diingatkan untuk menolak satu daripada nombor minuend di nilai tempat puluh setelah
Geng 10 diaplikasi ke atas nilai tempat sa.
Di permulaan sesi pengajaran dan pembelajaran intervensi, murid diperkenalkan dengan Geng
10. Pengkaji menjelaskan kepada murid maksud Geng 10 iaitu;
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Jadual 3: Senarai Geng 10
Geng… sama dengan…

1 9 1 + 9 = 10
2 8 2 + 8 = 10
3 7 3 + 7 = 10
4 6 4 + 6 = 10
5 5 5 + 5 = 10
6 4 6 + 4 = 10
7 3 7 + 3 = 10
8 2 8 + 2 = 10
9 1 9 + 1 = 10
Murid diberikan beberapa soalan kuiz secara lisan dan bertulis untuk membantu mereka
mengingati Geng 10. Seterusnya, murid diberikan soalan operasi tolak yang melibatkan
pengumpulan semula. Pengkaji menerangkan kepada murid langkah-langkah untuk
mengaplikasikan Geng 10 dalam menyelesaikan soalan tersebut. Kemudian, beberapa soalan
yang menguji kemahiran yang sama diberikan kepada murid pada setiap kali perjumpaan.
Murid dikehendaki untuk menyelesaikan soalan-soalan tersebut menggunakan kaedah Geng 10.
Soal jawab ringkas untuk setiap jawapan yang diberikan oleh murid juga diadakan untuk
menguji tahap kefahaman murid. Pada hari terakhir perjumpaan bersama murid, kemahiran
murid dalam operasi tolak dengan pengumpulan semula diuji melalui ujian pasca.
3.3.4 Mereflek
Dapatan yang diperoleh melalui ujian pasca dibandingkan dengan dapatan ujian pra. Pengkaji
menganalisis perbezaan tersebut, merekodkan dan membuat refleksi mengenai semua tindakan
yang telah dijalankan.
Dapatan Kajian
Kajian ini menggunakan dapatan daripada ujian pra dan ujian pasca untuk mengenal pasti
adakah terdapat peningkatan ke atas kemahiran murid dalam menyelesaikan masalah tolak
melibatkan pengumpulan semula setelah kaedah Geng 10 dipelajari oleh murid. Perbandingan
pencapaian kedua-dua ujian ditunjukkan mengikut bilangan soalan yang boleh dijawab oleh
murid seperti dalam Jadual 4 di bawah.
Jadual 4: Bilangan Soalan yang Berjaya Dijawab oleh Murid

Responden Ujian Pra Ujian Pasca
M1 0 8
M2 0 7
M3 0 7
M4 0 7
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Berdasarkan Jadual 4 tersebut dapat dilihat kemahiran murid semakin meningkat kerana murid
berjaya menyelesaikan soalan ujian pasca lebih banyak berbanding ujian pra. Daripada empat
orang murid sebagai responden, hanya seorang sahaja yang berjaya menjawab kesemua soalan
dengan betul. Manakala bagi tiga orang murid lagi, cuai semasa membuat pengiraan operasi
tolak. Oleh yang demikian, mereka diberi peluang sekali lagi untuk menyelesaikan soalan
tersebut setelah mereka berjaya mengenalpasti kesalahan yang dilakukan. Ketiga-tiga orang
murid akhirnya berjaya menyelesaikan soalan dengan betul.
Ujian Pra Ujian Pasca
Rajah 1: Perbandingan jawapan responden dalam ujian pra dan ujian pasca
Merujuk kepada Rajah 1, semasa ujia pra dijalankan, murid tahu bahawa mereka perlu
membuat pengumpulan semula sekiranya minuend di rumah sa lebih kecil daripada subtrahend
di rumah sa. Namun, murid tersebut masih juga gagal menyelesaikan soalan tersebut. Justeru,
kaedah Geng 10 diperkenalkan kepada murid dan semasa menjawab ujian pasca didapati murid
telah berjaya menyelesaikan soalan yang sama dengan betul. Dalam rajah tersebut juga dapat
dilihat murid membina kotak kecil untuk menulis Geng 10 untuk rujukan diri sendiri. Maka,
dapat disimpulkan bahawa kemahiran menolak dengan pengumpulan semula murid dapat
ditingkatkan setelah mempelajari dan mengaplikasikan kaedah Geng 10.
Selain itu, berdasarkan pemerhatian yang dilakukan secara tidak langsung sepanjang intervensi
ini dijalankan mendapati terdapat perubahan yang positif terhadap sikap murid selepas kaedah
Geng 10 diperkenalkan. Ketika menjawab ujian pra, murid didapati tidak bersemangat setelah
gagal menyelesaikan soalan pertama dalam ujian pra. Murid kelihatan sedih dan tidak mahu
menyelesaikan soalan tersebut walaupun telah diberikan suntikan motivasi dan kata-kata
semangat. Akan tetapi, sikap ini berbeza semasa sesi pengajaran intervensi dan juga semasa
mereka menyelesaikan ujian pasca. Murid kelihatan lebih yakin dan teruja untuk menyiapkan
kesemua soalan yang diberikan. Mereka juga dapat menyelesaikan kesemua soalan dalam
tempoh masa yang lebih singkat.

Terdapat beberapa kajian lepas membuktikan bahawa murid sekolah rendah sering mengalami
masalah untuk memahami konsep penolakan yang melibatkan pengumpulan semula. Antaranya
ialah kajian oleh Erzuah, Assan-Donkoh, Baah, dan Kofi Nkum, (2018), Margalef-Ciurana dan
García-Tamarit, (2016), Masidar dan Roslinda, (2016); Parwines & Noornia, (2019) serta Ven,
Segers, Takashima, dan Verhoeven, (2017). Kesemua kajian ini telah melakukan pelbagai
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intervensi manipulatif dan juga intervensi berbentuk digital dalam usaha untuk membantu
murid menguasai kemahiran menolak dengan pengumpulan semula. Namun menurut Clark,
Tanner-Smith, dan Killingsworth, (2016), kemahiran murid akan berkurang sekiranya sumber
digital tidak diaplikasikan secara berterusan. Oleh yang demikian, intervensi kaedah Geng 10
amat efektif dan boleh diaplikasikan di dalam sesi pengajaran dan pembelajaran operasi tolak.
Kaedah Geng 10 merupakan satu kaedah yang memudahkan murid untuk menyelesaikan
masalah operasi tolak dengan pengumpulan semula. Dengan aplikasi kaedah ini, murid tidak
perlu melakukan pengumpulan semula dan kesalahan dalam mengira juga dapat dikurangkan.
Hal ini kerana, murid tidak perlu lagi menolak nombor melebihi angka 10. Strategi pengiraan
Geng 10 ini amat menarik walaupun strategi ini merupakan satu latihan Matematik sahaja.
Murid didapati sangat teruja apabila mereka dapat menyelesaikan masalah operasi tolak
menggunakan strategi yang berbeza daripada algoritma standard yang dipelajari di dalam kelas.
Selain itu, murid lebih bersemangat dan berasa yakin untuk menyelesaikan soalan operasi
tolak. Secara tidak langsung, pembelajaran kaedah Geng 10 telah menggalakkan keseronokan
murid untuk mempelajari Matematik.
Melalui kajian ini diharapkan dapat memberi pengetahuan dan idea baru kepada guru dalam
menyampaikan ilmu yang mampu memenuhi keperluan setiap murid. Kepelbagaian strategi
dalam pengajaran Matematik sekolah rendah boleh membantu meningkatkan tahap
pengetahuan dan kefahaman murid dalam konsep Matematik (Chinnappan & Munirah, 2018;
Torbeyns, Peters, De Smedt, Ghesquière, & Verschaffel, 2018). Maka kaedah “Geng 10” ini
boleh diaplikasikan bagi tujuan tersebut. Selain itu, guru-guru perlu sedar tentang kepentingan
memahami konsep dan kemahiran Matematik di permulaan pembelajaran Matematik murid. Ini
bagi memastikan murid tidak hanya menghafal algoritma Matematik kerana sering ditakutkan
dengan kegagalan menyelesaikan masalah Matematik seperti yang dinyatakan oleh
Somasundram et al., (2018) dalam kajiannya. Sesi pengajaran dan pembelajaran Matematik
seharusnya dijalankan dengan memperkenalkan konsep dan kemahiran Matematik secara
serentak agar murid lebih fleksibel dan mampu menggunakan pelbagai strategi dalam
menyelesaikan masalah Matematik. Secara tidak langsung, murid turut dapat meningkatkan
kemahiran dan pencapaian mereka dalam mata pelajaran Matematik.
Kesimpulannya, penggunaan kaedah Geng 10 dapat meningkatkan kemahiran murid dalam

operasi tolak dengan pengumpulan semula. Sekali gus, kaedah ini turut membantu murid
mengurangkan kesalahan dalam pengiraan operasi tolak. Melalui kaedah ini, murid juga secara
tidak langsung diberi peluang untuk meneroka kepelbagaian strategi dalam menyelesaikan
sesuatu masalah Matematik. Kaedah Geng 10 juga sesuai digunakan untuk pelbagai topik
Matematik yang lain dan ini akan menjadikan sesi pengajaran dan pembelajaran lebih menarik.
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Rujukan
Beckett, P., McIntosh, D., Byrd, L.-A., & McKinney, S. E. (2011, March). Action Research
Improves Math Instruction. (March), 398–401. Retrieved from www.nctm.org
Blake, B., & Pope, T. (2008). Developmental Psychology: Incorporating Piaget’s and
Vygotsky’s Theories in Classrooms. Writing, 1(1), 59–67.
Chinnappan, M., & Munirah, G. (2018). Solution Of Word Problems By Malaysian Students :
Insights From Analysis Of Representations. Proceedings of the 41st Annual Conference of
the Mathematics Education Research Group of Australasia, 226–233.
Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital Games, Design, And
Learning: A Systematic Review And Meta-Analysis. Review of Educational Research,
86(1), 79–122. https://doi.org/10.3102/0034654315582065
Erzuah, E., Assan-Donkoh, I., Baah, D., & Kofi Nkum, D. (2018). Exploratory Research On
Pupils’ Ability To Add And Subtract Numbers Using Abacus: A Case Study Of Papueso
Presby Primary School In The Western Region Of Ghana. International Journal of
Multidisciplinary Research and Studies, 01(3), 48–55.
Francis, A. (2010). A Comparison of Two Methods of Teaching Compound Ssubtraction :
Decomposition Versus Base-Complement Addition. 210.
Law, U. H., & Effandi, Z. (2017). Penggunaan “Abakus Segitiga” Dalam Membantu Murid
Tahun Satu Menguasai Operasi Tolak Lingkungan Lapan Belas. Seminar Penyelidikan
Pendidikan 2017, 6, 1300–1312.
Margalef-Ciurana, I., & García-Tamarit, C. (2016). The Application Of A Digital Educational
Resource To The Learning Disability Of Subtraction: A Case Study. Revista Electrónica
Educare, 20(1), 1–22.
Masidar, S., & Roslinda, R. (2016). Penggunaan Kotak Rumah Dalam Penolakan Nombor Dua
Digit Dan Satu Digit. International Conference on Education 2016 (ICE 2016), 394–402.
Mensah, F., & Somuah, B. A. (2014). Rapprochement between Piagetian and Vygotskian
Theories: Application to Instruction. Academic Journal of Interdisciplinary Studies, 3(1),
167–172. https://doi.org/10.5901/ajis.2014.v3n1p167
Nazatul Akma, M. N., & Siti Mistima, M. (2017). Keberkesanan Kaedah Geng 10 Terhadap
Kemahiran Penolakan Mengumpul Semula Dalam Kalangan Murid Tahun 3. Simposium
Pendidikan DiPeribadikan: Perspektif Risale-I Nur (SPRiN2017), 503–508.
Parwines, Z., & Noornia, A. (2019). Is It Required To Remove Borrowing Techniques In
Clearly Subtraction Operations In Elementary School? Journal of Physics: Conference
Series, 1157. https://doi.org/10.1088/1742-6596/1157/4/042076
Somasundram, P., Sharifah Norul Akmar, S. Z., & Leong, K. E. (2018). Year Five Pupils’
Understanding of Relationship Between Addition and Subtraction. Journal of Research in
Science Mathematics and Technology Education, 1(2), 169–180.
https://doi.org/10.31756/jrsmte.123
Syahrul Izwan, M. N., & Effandi, Z. (2016). Meningkatkan Kemahiran Penolakan Dengan
Mengumpul Semula Murid LINUS: Satu Kajian Tindakan. SEMINAR ANTARABANGSA
PENDIDIKAN GLOBAL IV, 1, 278–286. https://doi.org/10.1088/1751-8113/44/8/085201
Tarzimah, T., & Thamby Subahan, M. M. (2010). Students’ Difficulties in Mathematics
Problem-Solving: What Do They Say? Procedia - Social and Behavioral Sciences, 8(5),
142–151. https://doi.org/10.1016/j.sbspro.2010.12.020
Torbeyns, J., Peters, G., De Smedt, B., Ghesquière, P., & Verschaffel, L. (2018). Subtraction
By Addition Strategy Use In Children Of Varying Mathematical Achievement Level: A
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Choice/No-Choice Study. Journal of Numerical Cognition, 4(1), 215–234.

https://doi.org/10.5964/jnc.v4i1.77
Ven, F. van der, Segers, E., Takashima, A., & Verhoeven, L. (2017). Effects Of A Tablet Game
Intervention On Simple Addition And Subtraction Fluency In First Graders. Computers in
Human Behavior, 72, 200–207. https://doi.org/10.1016/j.chb.2017.02.031
Watson, S. M. R., Lopes, J., Oliveira, C., & Judge, S. (2018). Error Patterns In Portuguese
Students’ Addition And Subtraction Calculation Tasks: Implications For Teaching.
Journal for Multicultural Education, 12(1), 67–82. https://doi.org/10.1108/JME-01-2017-
0002
Wilmot, E. M. (2018). A Comparative Study Of The Effect Of The Methods Of Decomposition
And Base Complement Addition On Ghanaian Children’s Performance On Compound
Subtraction. The Oguaa Educator, 12(1), 28–52.
Yorulmaz, A., & Önal, H. (2017). Examination Of The Views Of Class Teachers Regarding
The Errors Primary School Students Make In Four Operations. Universal Journal of
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PENGGUNAAN KAEDAH BELAH PERUT DALAM

MENENTUKAN KEUPAYAAN MEMBINA SIFIR DUA DIGIT
MURID TAHUN 6
Nazatul Azila Md. Najib1*, Effandi Zakaria2*, Mohd Effendi@Ewan Mohd Matore3*
1, 2, 3
*Pengarang Koresponden: nazatulazila29@gmail.com

____________________________________________________________________________
Abstrak: Sifir merupakan salah satu kemahiran yang penting dalam matematik kerana ia
sering digunakan khususnya dalam soalan yang melibatkan pendaraban dan pembahagian.
Kemahiran membina sifir dua digit sering dianggap sukar oleh murid kerana ia melibatkan nilai
yang besar berbeza dengan sifir asas yang dipelajari iaitu sifir 1 sehingga 12. Kajian tindakan
ini bertujuan untuk menentukan keupayaan membina sifir dua digit dalam kalangan murid
Tahun 6 menggunakan Kaedah Belah Perut. Pelaksanaan kajian ini adalah berdasarkan kepada
Model Kajian Tindakan Kemmis & McTaggart (1988) yang melibatkan 10 orang peserta
kajian. Kaedah pengumpulan data yang digunakan adalah ujian pra dan ujian pos, pemerhatian,
temu bual berstruktur dan soal selidik yang mana dianalisis secara deskriptif. Dapatan kajjian
menunjukkan peningkatan dalam min skor pencapaian murid yang mana min skor ujian pra =
83.4% manakala min skor ujian pos = 97.9%. Secara keseluruhannya, perbezaan min antara
ujian pra dan ujian pos adalah 14.5%. Dapatan kajian melalui pemerhatian terhadap tingkah
laku murid, temu bual berstruktur bersama murid dan guru mata pelajaran serta pentadbiran
soal selidik selepas Kaedah Belah Perut diperkenalkan menunjukkan bahawa murid
memberikan maklum balas yang positif terhadap kaedah ini. Kesimpulan daripada kajian ini
adalah penggunaan Kaedah Belah Perut dapat menentukan keupayaan dalam membina sifir dua
digit dalam kalangan murid.
Kata kunci: matematik, sifir dua digit

_________________________________________________________________________
1. Pengenalan
Darab merupakan salah satu daripada empat operasi asas dalam Matematik iaitu tambah, tolak,
darab dan bahagi. Fakta asas tambah dan tolak kebiasaannya adalah mudah untuk dikuasai oleh
murid manakala sebaliknya berlaku apabila melibatkan operasi darab dan bahagi (Abu Bakar,
& Mat Jalil 2007). Wingard-Nelson (2014) mendefinisikan operasi darab sebagai alternatif
kepada penambahan berulang. Pada peringkat sekolah rendah, murid didedahkan dengan sifir
asas 1 sehingga 12. Walau bagaimanapun, sukatan mata pelajaran memerlukan murid untuk
menyelesaikan masalah yang melibatkan sifir yang lebih besar daripada 12. Kurangnya
penekanan terhadap sifir yang melebihi 12 mengakibatkan murid mengalami kesukaran semasa
menjawab soalan yang melibatkan sifir tersebut bukan sahaja untuk operasi darab malahan
kesan yang sama akan dialami dalam menyelesaikan permasalahan melibatkan operasi bahagi.
Antara inisiatif yang diambil untuk meningkatkan penguasaan sifir dalam kalangan murid-
murid adalah dengan mengaplikasikan kreativiti dalam kaedah yang digunakan. (Yasin et al.
2015) menjelaskan bahawa guru-guru khususnya guru mata pelajaran Matematik perlu lebih
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kreatif dan berinovasi dalam sesi Pengajaran dan Pembelajaran (PDP) yang dilaksanakan
kerana mata pelajaran ini dianggap sukar oleh kebanyakan murid. Tambahan pula, murid-
murid sekolah rendah lebih cenderung untuk melibatkan diri dalam sesi PDP sekiranya ia
melibatkan aktiviti nyanyian atau aktiviti-aktiviti menarik yang lain. (Abu Bakar, & Mat Jalil
2007) menjelaskan bahawa kaedah pembelajaran yang bersifat ‘hands-on’ memberi impak
yang positif terhadap tahap penguasaan murid kerana murid dapat mengalami dan merasai
sendiri proses untuk menghasilkan sifir-sifir tersebut.
Tan (2010) menyatakan bahawa Teori Perkembangan Kognitif Jean Piaget menjelaskan
bahawa tahap perkembangan kognitif kanak-kanak dipecahkan kepada empat peringkat iaitu
sensori motor (0 sehingga 2 tahun), pra operasi (3 sehingga 6 tahun), operasi konkrit (7
sehingga 11 tahun) dan operasi formal (11 tahun ke atas). Berdasarkan kepada teori tersebut,
dapat dilihat bahawa murid-murid sekolah rendah berada pada peringkat perkembangan operasi
konkrit yang mana mereka menyelesaikan masalah berpandukan kepada sesuatu yang konkrit
dan mula berfikir secara logik. Oleh hal yang demikian, penggunaan Bahan Bantu Belajar
(BBB) yang berbentuk maujud atau melibatkan aktiviti ‘hands-on’ adalah sangat penting dalam
sesi PDP bagi membantu murid menguasai sesuatu kemahiran.
Objektif kajian ini dijalankan adalah untuk:

1. Menentukan keupayaan membina sifir dua digit murid Tahun 6 menggunakan Kaedah Belah
Perut.
2. Menentukan amalan pedagogi guru dalam pengajaran sifir dua digit.
Metodologi
Kajian ini merupakan kajian tindakan berdasarkan kepada Model Kajian Tindakan Kemmis &
McTaggart (1988) dan menggunakan pendekatan kuantitatif dengan sokongan data daripada
pendekatan kualitatif. Kajian ini dilaksanakan di sebuah sekolah rendah di daerah Telupid,
Sabah dan melibatkan 10 orang murid Tahun 6 sebagai peserta kajian yang dipilih secara
rawak.
Instrumen yang digunakan dalam kajian ini adalah ujian pra dan pos, pemerhatian, temu bual
dan soal selidik yang mana dianalisis secara deskriptif. Instrumen ujian pra dan pos digunakan
untuk mendapatkan data perbandingan keupayaan murid membina sifir dua digit sebelum dan
selepas menggunakan Kaedah Belah Perut manakala instrumen pemerhatian, temu bual dan
soal selidik digunakan untuk melihat maklum balas murid terhadap kaedah ini sekali gus
mengukuhkan lagi dapatan kajian.

Analisis literatur mendapati bahawa kajian berkaitan dengan kesukaran murid menguasai sifir
dua digit. Dalam pembelajaran sifir yang melibatkan operasi darab, murid tidak seharusnya
dikongkong oleh satu kaedah penyelesaian yang biasa digunakan oleh guru sebaliknya pelbagai
alternatif penyelesaian perlu didedahkan kepada murid sesuai dengan tahap perkembangan
kognitif semasa mereka (Siti Hajar Aishah, & Md Yusoff 2017). Ia bertepatan dengan Teori
Perkembangan Kognitif Piaget yang menjelaskan bahawa kanak-kanak berusia 7 sehingga 11
tahun berada pada Peringkat Operasi Konkrit. Pada peringkat ini, kanak-kanak hanya dapat
menyelesaikan masalah berpandukan kepada sesuatu yang konkrit serta telah mula berfikir
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secara konkrit (Tan, 2010). Oleh hal yang demikian, aplikasi bahan manipulatif atau kaedah-
kaedah pembelajaran adalah sangat sesuai dilakukan dalam PDP Matematik bertepatan dengan
perigkat perkembangan kognitif mereka pada masa ini.
Majoriti guru bertanggapan bahawa murid hanya boleh menguasai sifir melalui kaedah hafalan.
Walau bagaimanapun, daya hafalan bagi setiap murid adalah berbeza yang mana ada antaranya
memiliki daya hafalan yang tinggi dan juga sebaliknya. (Yucetoker 2016) menjelaskan bahawa
murid yang memiliki daya hafalan yang rendah boleh dibantu dengan menggunakan visualisasi
terhadap topik yang ingin dipelajari. Aplikasi visualisasi dalam pembelajaran mampu
meningkatkan penghayatan dan kefahaman murid secara keseluruhan.
Tahap penguasaan yang rendah dalam sifir turut berpunca daripada tiada kepelbagaian dalam
kaedah pengajaran guru melalui aplikasi bahan bantu mengajar atau kaedah-kaedah kreatif.
Amalan PDP tradisional iaitu yang bersifat ‘chalk and talk’ menyebabkan suasana bilik darjah
menjadi suram dan seterusnya merencatkan keinginan murid untuk melibatkan diri dalam
aktiviti PDP yang dijalankan. Bahan bantu mengajar yang bersifat manipulatif atau berbentuk
kaedah kreatif dapat meningkatkan kefahaman murid dalam topik yang dipelajari (Mohd
Shuhaimi, Noor Shah & Mohd. Uzi 2017).
Dapatan Kajian
Jadual 1: Perbandingan tahap pencapaian murid bagi ujian pra dan ujian pos
Ujian Pra Ujian Pos
Perbezaan
Tahap Julat Markah Bil. Bil.
Peratus Peratus (+ / -)
Murid Murid
Cemerlang 80 – 100 7 70% 10 100% +30%
Baik 65 – 79 2 20% 0 0% -20%
Kurang Memuaskan 41 – 64 1 10% 0 0% -10%
Lemah 0 – 40 0 0% 0 0%
Jumlah 10 100% 10 100%
Min Keseluruhan
0% - 100% 10 83.4% 10 97.9% +14.5%
Markah Murid
Jadual 1 menunjukkan dapatan daripada ujian pra dan ujian pos yang dianalisis secara
deskriptif iaitu dengan menggunakan peratusan. Didapati bahawa terdapat peningkatan dari
segi bilangan murid yang dikategorikan sebagai cemerlang yang mana seramai 7 orang dalam
ujian pra berbanding dengan 10 orang dalam ujian pos.
Dapatan pemerhatian menunjukkan bahawa murid memberikan maklum balas yang positif
terhadap penggunaan Kaedah Belah Perut dalam membantu membina sifir dua digit yang mana
mereka berasa kagum, seronok serta teruja untuk membina sifir dua digit yang lain
menggunakan kaedah ini. Walau bagaimanapun, terdapat juga murid yang menunjukkan sikap
sebaliknya iaitu menggaru kepala semasa menjawab soalan, melihat jawapan rakan yang lain
serta tidak memahami cara menggunakan Kaedah Belah Perut dengan betul.
Berdasarkan kepada temu bual berstruktur yang dijalankan bersama murid, didapati bahawa
kesemua murid bertanggapan bahawa kemahiran membina sifir dua digit merupakan kemahiran
yang sukar untuk dikuasai. Penggunaan Kaedah Belah Perut dilihat sebagai kaedah yang
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menyeronokkan dan menjadikan murid berasa yakin untuk mengaplikasikannya dalam

menjawab soalan pendaraban dan pembahagian nombor dengan nombor dua digit. Secara
keseluruhannya, murid merasakan bahawa wujud peningkatan pada diri mereka selepas
menggunakan Kaedah Belah Perut untuk membina sifir dua digit.
Akhir sekali, berdasarkan kepada Jadual 2 di bawah yang memaparkan hasil analisis soal
selidik yang ditadbir, didapati bahawa Kaedah Belah Perut membantu murid untuk membina
sifir dua digit sekali gus meningkatkan keyakinan mereka untuk menyelesaikan masalah
melibatkan pendaraban antara nombor satu digit dengan nombor dua digit serta pembahagian
antara sebarang nombor dengan nombor dua digit. Lebih daripada separuh murid bertanggapan
bahawa Kadah Belah Perut merupakan kaedah yang menyeronokkan, penggunaannya
menjadikan tempoh masa menjawab soalan melibatkan sifir dua digit menjadi lebih singkat
serta merasakan bahawa guru perlu meneruskan penggunaan kaedah ini di dalam kelas.
Jadual 2: Analisis soal selidik penggunaan Kaedah Belah Perut dalam menentukan keupayaan murid
membina sifir dua digit
Setuju Tidak Pasti Tidak Setuju
Soalan Pernyataan
F % F % F %
1 Saya mahir dalam matematik. 4 40 6 60 0 0
2 Kaedah Belah Perut membantu saya untuk 10 100 0 0 0 0
membina sifir dua digit.
3 Kaedah Belah Perut membantu saya memahami 9 90 1 10 0 0
kepentingan untuk mempelajari matematik.
4 Kaedah Belah Perut adalah menyeronokkan. 6 60 3 30 1 10
5 Kaedah Belah Perut membantu saya 9 90 1 10 0 0
menyelesaikan masalah melibatkan pendaraban
antara nombor satu digit dengan nombor dua
digit.
6 Kaedah Belah Perut membantu saya 8 80 2 20 0 0
menyelesaikan masalah melibatkan
pembahagian antara sebarang nombor dengan
nombor dua digit.
7 Kaedah Belah Perut akan membantu saya 5 50 5 50 0 0
melakukan yang terbaik dalam ujian.
8 Kaedah Belah Perut membantu meningkatkan 5 50 5 50 0 0
kefahaman saya dalam matematik semenjak ia
digunakan di kelas.
9 Tempoh menjawab soalan menjadi lebih singkat 6 60 2 20 2 20
menggunakan Kaedah Belah Perut.
10 Guru perlu meneruskan penggunaan Kaedah 6 60 3 30 1 10
Belah Perut di dalam kelas.

Tahap penguasaan sifir dua digit murid mempengaruhi keupayaan mereka menyelesaikan
soalan melibatkan kemahiran pendaraban atau pembahagian nombor dengan nombor dua digit.
Pengenalan Kaedah Belah Perut bagi membantu murid membina sifir dua digit membenarkan
murid meneroka pelbagai kaedah alternatif selain daripada kaedah tradisional untuk menguasai
kemahiran ini. Dapatan yang diperoleh daripada pelaksanaan ujian pra dan ujian pos,
pemerhatian terhadap tingkah laku murid, soal selidik bersama murid dan guru mata pelajaran
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serta pentadbiran soal selidik menunjukkan bahawa kaedah ini berupaya menarik minat murid
terhadap matematik, menjadikan tempoh masa menjawab soalan semakin singkat serta
meningkatkan keyakinan murid untuk menjawab soalan melibatkan aplikasi sifir dua digit.
Kajian ini akan memberi manfaat kepada pelbagai pihak seperti murid, guru dan sistem
pendidikan khususnya dalam pendidikan matematik. Selepas kajian ini dilaksanakan, murid
semakin berupaya membina sifir dua digit berdasarkan kepada perbandingan pencapaian dalam
ujian pra dan ujian pos serta peningkatan kadar penglibatan murid dalam sesi PDP yang
dijalankan. Di samping itu, amalan pedagogi guru yang merangkumi kualiti pengajaran dan
kreativiti guru dalam pengajaran sifir dua digit turut meningkat melalui cadangan kaedah
alternatif bagi mengatasi isu melibatkan pembinaan sifir dua digit selain daripada
menggunakan kaedah tradisional seperti hafalan dan bentuk lazim.
Kesimpulannya, pengkaji mendapati bahawa penggunaan Kaedah Belah Perut membantu

mengubah tanggapan murid terhadap sifir dua digit yang dilihat sebagai kemahiran yang sukar
kepada yang mudah dikuasai oleh murid. Pengkaji berpendapat bahawa penggunaan Kaedah
Belah Perut sesuai dijadikan sebagai salah satu kaedah alternatif dalam membantu menentukan
keupayaan murid membina sifir dua digit kerana kemahiran ini akan digunapakai dalam
pelbagai topik matematik di samping menjadikan PDP yang dilaksanakan lebih menarik.
Rujukan
Abu Bakar, Z. & Mat Jalil, M. R. 2007. Kaedah Petak Sifir: Kajian Perbandingan Matematik
Tahun 4 Dalam Penguasaan Fakta Asas Darab. Jurnal Pendidikan Universiti Teknologi
Malaysia,.
Mohd Shuhaimi, O., Noor Shah, S. & Mohd. Uzi, D. 2017. Penggunaan Bahan Bantu Mengajar
Guru Matematik Sekolah Rendah. Jurnal Pendidikan Sains & Matematik Malaysia, 7(1),
32–46.
Siti Hajar Aishah, R. & Md Yusoff, D. 2017. Penggunaan Kaedah Petak Bijak Dalam
Mengatasi Masalah Mencari Hasil Darab Dan Bahagi : Satu Kajian Tindakan. Simposium
Pendidikan diPeribadikan: Perspektif Risalah An-Nur, (2017), 65–76.
Tan, A. I. 2010. Panduan Kerja Kursus Ilmu Pendidikan: Idea, Contoh dan Aplikasi Teori.
Selangor Darul Ehsan. Oxford Fajar Sdn. Bhd.
Wingard-Nelson, R. 2014. Ready for Multiplication. Amerika Syarikat: Enslow Publishers, Inc.
Yasin, A. A., Mustapha, R., Sahandri, M. & Hamzah, G. 2015. Keberkesanan Magic Maths
Terhadap Penguasaan Sifir Dalam Kalangan Pelajar Tahun 2 4, 1–21.
Yucetoker, I. 2016. The Visual Memory-Based Memorization Techniques in Piano Education.

Eurasian Journal of Educational Research,. doi:10.14689/ejer.2016.65.07
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PENGGUNAAN MODEL BAR DALAM KEMAHIRAN

PENYELESAIAN MASALAH PECAHAN TAHUN 6
Augustine Anak Singga1*, Effandi Bin Zakaria2
1
Fakulti Pendidikan, Universit Kebangsaan Malaysia, Bangi, Malaysia
*Corresponding Author: augustinesingga@gmail.com ,effandi@ukm.edu.my

____________________________________________________________________________
Abstrak: Kajian ini untuk mengkaji penggunaan model bar dalam menyelesaikan matematik
masalah berayat pecahan. Responden yang terlibat dalam kajian ini seramai 8 orang murid
tahun 6 di sebuah sekolah kebangsaan kategori pendalaman 1 di sebuah daerah negeri Sarawak.
Kajian ini menggunakan reka bentuk kajian tindakan. Pemilihan sampel kajian ini
menggunakan persempelan rawak mudah. Responden kajian menggunakan kaedah model bar
untuk menyelesaikan permasalah kajian iaitu masalah berayat topik pecahan. Kajian ini
merupakan kajian kuantitatif menggunakan set ujian pra dan ujian pos. Ujian dibuat
berdasarkan Model Polya yang melibatkan empat peringkat iaitu memahami masalah,
merancang strategi,melaksanakan strategi dan menyemak semula penyelesaian. Data dianalisis
menggunakan perisian Microsoft excel. Kaedah menganalisis data menggunakan peratus dan
kekerapan. Hasil analisis data mendapati lapan orang responden kajian ini menguasai masalah
berayat topik pecahan iaitu daripada perbandingan penguasaan dalam ujian pra dan ujian pos.
Kata kunci: Model Bar, Penyelesaian Masalah, Masalah Matematik berayat, Pecahan,
Model Polya
_________________________________________________________________________
1. Pengenalan
Kementerian Pendidikan Malaysia (KPM) melakukan satu anjakan dalam Dokumen Standard
Sekolah Rendah (DSKP) yang telah mengintegrasikan Kemahiran Berfikir Aras Tinggi
(KBAT) dalam setiap mata pelajaran termasuklah matematik. Maka, topik pecahan yang
menjadi topik panas dalam Ujian Pencapaian Sekolah Randah (UPSR) dan memerlukan teknik
visualisasi bagi menterjemah penyelesaian masalah berayat topik pecahan. Berdasarkan
penilaian TIMSS pada tahun 2011, Abdul Halim et al. (2017) menggambarkan pelajar
Malaysia tidak cekap memahami fakta, perhubungan dan menggunakannya untuk
menyelesaikan masalah dalam menghadapi kesukaran untuk mengaplikasi KBAT dalam
matematik. Abdul Halim et al. (2015) dalam kajian beliau membuat kesimpulan murid tidak
berupaya menyelesaikan soalan berbentuk KBAT kerana murid tidak biasa menyelesaikan
soalan berbentuk KBAT. Walau bagaimanapun, Christine (2018) membuktikan elemen KBAT
telah diterapkan dalam pengajaran dan pembelajaran matematik sekolah rendah luar bandar di
Sarawak.
Kawasan kajian yang dipilih oleh pengkaji ialah sebuah sekolah pendalaman satu daerah di
negeri Sarawak. Murid di kawasan pendalaman kurang terdedah kepada media elektronik dan
aktiviti harian mereka banyak terdedah kepada kawasan persekitaran iaitu hutan. Topik
pecahan masalah berayat sukar untuk fahami oleh murid kerana mereka tidak dapat gambaran
visual tentang situasi yang dinyatakan dalam masalah berayat pecahan. Perbezaan jurang
pendidikan luar bandar dan bandar masih jelas di kawasan kajian kerana pendudukan kawasan
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persekitaran kajian kurang terdedah dengan aktiviti-aktiviti luar selain daripada aktiviti rutin
harian mereka. Pencapaian UPSR peringkat daerah kajian pada tahun 2016, 2017 dan 2018
menunjukkan prestasi matematik di daerah ini merundum berimpak daripada penaiktarafan
format UPSR bermula tahun 2016. Peperiksaan UPSR telah berubah dimana fokus soalan lebih
kepada soalan berbentuk subjektif dan berelemen KBAT. Penurunan Gred Purata Mata
Pelajaran (GPMP) matematik pada tahun 2016 (3.66) berbanding 2017 (3.67) menyebabkan
subjek matematik antara subjek yang dianggap susah di daerah ini. Tambahan pula, GPMP
matematik dan peratusan lulus dilihat tersisih dibelakang mata pelajaran lain yang diuji dalam
peperiksaan UPSR.
Bagaimana pula prestasi matematik di sekolah yang dikaji? Data peperiksaan UPSR 2016
penunjuk prestasi kemajuan murid dari segi kemahiran berfikir dan kemajuan dalam matematik
di peringkat rendah selari dengan DSKP matematik rendah. Peratusan lulus pada tahun 2016
(44.8 %) rendah berbanding pada tahun 2017 (65.7) meningkat sebanyak 20.9% dan tahun
2018 (53.57) menurun sebanyak 12.13%. Sepanjang 3 tahun berturut-turut ini prestasi UPSR
menunjukkan tiada kualiti gred A. Hal ini menunjukkan prestasi matematik di sekolah kajian
berada dalam paras yang tidak memuaskan iaitu diatas paras GPMP gred 4 pada tiga tahun
berturut-turut. Oleh itu, penelitian kajian ini bagi mengetahuai permasalahan yang berlaku di
sekolah kajian serta melakukan perubahan untuk mengatasi masalah yang berlaku.
Bagi maksud kajian ini, pengkaji fokus kepada penyelesaian masalah berayat pecahan dalam
kalangan murid tahun 6. Kajian ini mengambil beberapa sampel daripada murid tahun 6 di
sekolah pendalaman. Pengkaji mendapati penyelesaian masalah berayat matematik pecahan
sukar untuk difahami oleh murid ekoran daripada situasi atau masalah pecahan dinyatakan
dalam bentuk ayat menggunakan perkataan Bahasa melayu. Penyelesaian masalah adalah
kaedah untuk mencari jalan dalam menyelesaikan sesuatu kesukaran dan mengatasi kesukaran
itu dengan matlamat yang tercapai dan tidak dapat diatasi secara langsung (Polya, 1945). Punca
murid kurang meminati mata pelajaran matematik di sekolah ialah kerana murid beranggapan
mata pelajaran matematik susah (Baharudin Omar et al., 2002). Anggapan ini memberi
persepsi yang negatif kepada murid kerana bertitik tolak dari itu murid mempunyai satu tabiat
terlazim iaitu matematik susah dan membosankan. Menurut Kamal Ariffin (2002), majoriti
murid di Malaysia ini lemah dalam menguasai mata pelajaran matematik.
Samsudin dan Fatimah (2003) menyatakan bagi mengatasi masalah matematik berayat, satu
cara yang sesuai haruslah dikenal pasti untuk membantu murid. Bagi penyelesaian masalah
berayat matematik pecahan dalam kalangan murid tahun 6, pengkaji menawarkan kaedah
Model Bar. Model Bar ditakrifkan sebagai petak-petak yang digabungkan dan dilorekkan bagi
mewakili pecahan tersebut yang mana kawasan berlorek mewakili pengangka dan kesemua
semua petak mewakili penyebut. Model Bar ini bukan sahaja petak-petak yang digabungkan
sebaris dari kiri ke kanan malah dapat digabungkan berbentuk bar dari atas ke bawah secara
bercantum untuk melihat perbandingan antara perwakilan bar. Keberkesanan Model Bar ini
dapat dibaca daripada kajian yang dibuat oleh Krongthong Khairiree (2012) yang telah menguji
Model Bar di sekolah rendah di Thailand. Hasil kajian beliau mendapati sikap murid positif
terhadap penggunaan Model Bar kerana murid dapat membuat perwakilan.
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Model bar merupakan model pembelajaran matematik hasil rintis daripada negara Singapura.
Menurut Eugenia Koleza (2015), model bar bersifar dapat menyokong visualisasi dan
penerokaan baru dan berperanan sebagai struktur model matematik. Model bar sebagai
pemudahcara dalam menentukan proses visualisasi yang dibuat menjadi output.
Contohnya,
Manda mempunyai 20 biji guli manakala Ahmad ada 30 biji guli. Berapakah jumlah guli
mereka?
50 biji
20 30
Manda Ahmad
Terdapat empat jenis model bar yang mewakili empat operasi asas dalam matematik sekolah
rendah iaitu tambah tolak darab dan bahagi.
Sebahagian-keseluruhan Keseluruhan
Penambahan Penolakan
A B
Perbandingan
Operasi tolak perbezaan
keseluruhan
Sebahagian –keseluruhan
Pendaraban / pembahagian pecahan A B B B
sebahagian
Perbandingan
Pendaraban B B B B
Pembahagian A Kuantiti kecil
Rajah 1 Empat Model Bar Asas (diadaptasi daripada Eric2 Math, 2012)
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2.1 Kamahiran Penyelesaian Masalah
Sebagai seorang guru yang berkecimpung dalam dunia pendidikan, pengkaji sering
menghadapi situasi dimana matematik masalah berayat sukar untuk difahami oleh murid
termasuk topik pecahan. Bagi menjayakan proses pengajaran dan pembelajaran dalam bilik
darjah pengukur utama kejayaannya ialah berdasarkan pelajar dalam menyelesaikan masalah
(Nik Nur Fadhlillah et al. 2014). Rohani & Effendi (2016) berpendapat penekanan dalam
merumuskan soalan dalam pendekatan pembelajaran penjanaan masalah merupakan
pendekatan yang memberi pelajar idea menyelesaikan masalah berdasarkan situasi pelajar.
Menurut polya (Rohani, & Effandi 2016) dua aspek dalam penjanaan masalah iaitu
penyelesaian masalah dan merumuskan masalah selepas menyelesaikannya. Hal ini
menambahbaik pemahaman pelajar terhadap topik dalam pengajaran dan pembelajaran. Ansur
maju dalam penyelesaian masalah dicadangkan menggunakan masalah yang terbuka iaitu
daripada generalisasi dan asbtrak berstruktur kepada masalah matematik yang lebih mencabar.
Kefahaman pelajar menjadi kayu pengukur dalam proses penjanaan masalah kerana mengenal
ciri-ciri utama dalam masalah matematik.Menurut Ng & Lee (2005) tidak bermakna masalah
berayat matematik tidak dapat diselesaikan menggunakan makna matematik itu sendiri. Oleh
itu, semakin kurang maklumat yang terkandung dalam teks dalam penjanaan masalah adalah
lebih baik daripada masalah baru yang ada maklumat tambahan (Rohani, & Effandi 2016).
Norulbiah & Effandi (2016) menambah, berdasarkan sikap terhadap penyelesaian masalah
beliau mendapati tiga dimensi yang utama pelajar dalam penyelesaian masalah iaitu
kesanggupan, ketabahan dan keyakinan. Walau bagaimanapun, apabila pelajar terbiasa dengan
kaedah pengajaran dan pembelajaran berdasarkan masalah matematik pelajar didapati bebas
menjana masalah matematik yang lebih kompleks (Norulbiah, & Effandi 2016). Beliau
berpendapat penting bagi guru menanam sikap positif dalam penyelesaian masalah terutamanya
sikap yakin diri. Selain itu, guru sebagai berpengaruh dalam mengembangkan kemahiran
berfikir pelajar supaya pelajar menjurus kepada fikiran menyelesaikan masalah matematik
(Norulbiah, & Effandi 2016).
Nik Nur Fadhlillah et al. (2014) mengatakan pelajar memahami kehendak soalan tetapi belum
tentu pelajar dapat merancang jalan penyelesaian masalah menggunakan strategi yang sesuai.
Ini bermakna kaedah penyelesaian masalah tidak terhad kepada satu strategi sahaja kerana
matlamat utamanya dapat membuat penyelesaian masalah menggunakan pelbagai strategi yang
sesuai. Terdapat unsur-unsur komunikasi yang terlibat dalam penyelesaian matematik berayat
untuk menerangkan idea dengan jelas dan bukannya alat berfikir semata-mata (Farizan Bin
Ismail 2012). Kajian Nik Fadhlillah et al. (2014) juga mendapati pelajar berupaya memahami
kehendak soalan tetapi dari segi perancangan strategi, pelaksanaan strategi dan menulis
jawapan pelajar didapati lemah. Beliau juga menyatakan pelajar tidak menjawab soalan yang
diberikan walaupun faham kehendak soalan. Ini menunjukkan pelajar lemah dalam melakukan
penyelesaian masalah bagi topik-topik matematik jika hanya bergantung kepada tahap
kefahaman terhadap penyataan dalam masalah berayat matematik.
Shara Nor Raifana et al. (2016) mendapati murid cenderung untuk melakukan kesilapan dari
aspek kefahaman, transformasi dan kesilapan kemahiran proses kerana murid tiada asas yang
kukuh dalam matematik. Hal ini disokong oleh Donny & Siti Mistima (2017) yang menyatakan
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murid sering membuat kesilapan dalam membuat transformasi. Tuan Siti Humairah &
Mohamad Amir Shah (2016) menambah kesilapan yang sering dilakukan oleh murid juga
melibatkan aspek membaca dan pengkodan. Norazlin & Mohd Uzi (2018) mendapati kesilapan
yang pali tinggi dalam proses penyelesaian masalah matematik ialah kecuaian dan beliau
memberi cadangan mengurangkan kecuaian dengan menyemak semula strategi penyelesaian
masalah. Bagi masalah berayat yang menggunakan perkataan pecahan berbeza-beza
mengelirukan murid (Lee et al. 2013). Oleh itu, masalah-masalah ini haruslah dititik berat
dalam setiap langah pengiraan untuk mengurangkan kesilapan.
2.2 Penggunaan Model Bar
Model Bar terkenal di Singapura sebagai pemudahcara visualisasi murid memindahkan

maklumat daripada masalah matematik berayat tajuk pecahan kepada bentuk perwakilan yang
senang untuk dilihat oleh murid. Terdapat kajian-kajian dalam negara yang mengkaji tentang
model bar tetapi kajiannya terhad kepada topik-topik lain dan hanya sedikit sahaja kajian dalam
negara mengkaji kesan model bar dalam membantu meningkatkan kemahiran menyelesaikan
masalah matematik berayat pecahan. Hasil kajian Nor Ezah & Nurulwahida (2016)
menunjukkan kaedah model bar telah menarik minat murid dalam menyelesaikan masalah
matematik berayat pecahan. Farizan bin Ismail (2012) pendekatan model bar lebih berkesan
dalam meningkatkan kemahiran penyelesaian topik pecahan. Ragu & Marzitah (2018) pula
mendapati model bar sesuai digunakan dalam menyelesaikan masalah berimpak KBAT kerana
menterjemahkan soalan kepada perwakilan bar yang memberi gambaran kepada murid untuk
mencari jalan penyelesaian. Kesan positif model bar memberi impak lebih baik melalui kajian
yang dijalankan oleh Sharifah Osman et al. (2018) yang menggunakan kaedah model bar
sebagai satu kemahiran dalam menyelesaikan masalah matematik. Beliau mendapati kaedah
model bar lebih baik dalam membantu murid memahami dan menyelesaikan masalah kerana
memotivasikan murid menjawab soalan.
Negara Singapura ialah pencetus revolusi bagi perkembangan model bar. Pada tahun 1990,
penggubahan buku teks oleh Kementerian Pendidikan Singapura telah memasukkan model bar
sebagai strategi pengajaran yang wajib diajar (Kevin 2012). Istilah kaedah Model
diperkenalkan di Singapura yang dikenali sebagai model bar manakala di Amerika Syarikat
pula dikenali sebagai “Model Lukisan”. Kajian luar negara juga menunjukkan model bar
membantu murid mempelajari matematik khususnya dalam topik pecahan. Menurut M.
Thirunavukkarasu & S. Senthilnathan (2016) iaitu seorang pengkaji dari India menyatakan
model bar lebih efektif digunakan dalam menyelesaikan masalah matematik serta
membandingkannya dengan kaedah konvensional yang tidak menunjukkan kesan ketara.
Bukan sahaja memudahkan jalan penyelesaian, model bar juga menunjukkan jalan kerja yang
ringkas untuk mendapatkan jawapan berbanding penyelesaian dalam bentuk lazim yang
dianggap serabut dan tidak kemas (Yan 2002)
Terdapat penyelidik Malaysia juga mengkaji tentang keberkesanan model bar dalam membantu
penyelesaian masalah matematik berayat pecahan. Nor Ezah & Nurulwahida (2016)
membuktikan keberkesanan model bar dalam membantu menyelesaikan masalah pecahan
tetapi kajian beliau terhad kepada soalan pecahan yang terdapat dalam buku teks matematik
tahun 6, tahun 5 dan tahun 4 sekolah kebangsaan. Berlainan pula dengan Marzita et.al (2018)
yang mendapati kaedah mode bar berkesan digunakan dalam soalan-soalan berbentuk KBAT
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kerana memecahkan maklumat kepada bentuk yang senang difahami. Selain itu, kajian Farizan
bin Ismail (2013) juga menunjukkan penerimaan model bar dalam alam pengajaran dan
pembelajaran Malaysia tetapi kajian beliau terhad kepada Sekolah Jenis Kebangsaan Cina
(SJKC) yang menggunakan pendekatan reka bentuk kumpulan eksperimen dan kumpulan
kawalan. Berinderjeet (2015) berpendapat masalah kemampuan murid alam topik pecahan
melibatkan masalah berayat dapat diatasi jika murid berhati-hati dalam membina model bar. Ini
menunjukkan peranan model bar tidak boleh dipandang ringan walaupun jalan pengiraan telah
diringkaskan melalui maklumat dalam model bar. Tong Kok Juh (2008) juga mendapati murid
lebih mudah memahami penambahan pecahan dengan menggunakan model bar.
Tidak dapat dinafikan terdapat masalah yang dihadapi dalam menggunakan model bar masalah
mengeksperitasi semula model bar menggunakan bahasa asal kerana maklumat dalam model
bar telah diertikan dalam term yang difahami oleh orang yang menjawab soalan dan masalah
model bar bersifat segi empat tanpa ukuran yang ditetapkan mengelirukan kerana tidak
menggambarkan perwakilan data mengikut unit sebenar (Eugenia 2015). Sebenarnya, model
bar ini seharusnya diperkenalkan pada peringkat awal perkembangan persekolah murid supaya
kognitif murid akan berkembang sesuai dengan peringkat umur. Claire Hofer (2015) menguji
kaedah model bar kepada murid tahun 1 di United Kingdom dan menunjukkan keputusan yang
positif apabila murid tahun 1 dapat melakukan perwakilan menggunakan model bar tetapi
kajian beliau terhad kepada topik penambahan dan topik penolakan. Berbeza pula denga negara
Singapura yang selalu meningkatkan keupayaan berfikir murid menggunakan model bar
dengan menambahbaik buku teks matematik. Pemikiran murid dikembangkan melalui panduan
buku teks menggunakan kaedah model bar iaitu murid belajar melukis, berfikir, meneliti
maklumat, merefleksi diri dan berbicang tentang model serta menentukan sendiri pembelajaran
mereka (Tek, Shu & Fan 2014)
Bagi maksud kajian ini, pengkaji menghadkan kajian yang berfokus kepada penyelesaian
masalah matematik berayat pecahan bagi murid tahun 6 dan tidak menggambarkan keseluruhan
topik matematik sekolah rendah. Selain itu, peserta kajian juga terhad daripada murid
pendalaman dan tidak memberi perwakilan kepada murid-murid di sekolah kampung, luar
bandar dan bandar. Kesimpulannya, model ini dipilih oleh pengkaji kerana pengkaji mendapati
kejayaan negara-negara maju menggunakan model bar dalam sistem pendidikan mereka malah
Singapura telah memasukkan kaedah model bar dalam setiap topik matematik di dalam buku
teks matematik.
3.0 Metodologi
Kajian ini menggunakan reka bentuk kajian tindakan bagi mengetahui keberkesanan
penggunaan model bar dalam membaiki kemahiran penyelesaian masalah pecahan murid tahun
6 serta meningkatkan amalan pengajaran dan pembelajaran murid. Kajian ini menggunakan
model McBride dan Schostak (1994). Namun demikian, penekanan terhadap aspek pemahaman
serta amalan pengajaran berimpak tinggi perlulah dinamik.
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3.1 Peserta kajian

Responden bagi maksud kajian ini terdiri daripada 8 orang murid iaitu 4 orang lelaki dan 4
orang perempuan Kelas Tahun 6. Responden yang dipilih dalam kajian ini adalah disebabkan
murid ini mempunyai pencapaian rendah dalam pembelajaran matematik dimana mereka gagal
dalam peperiksaan matematik penggal 1 tahun 2019 (AR1). Walau bagaimanapun, responden
kajian ini bukanlah dalam kalangan murid yang terlalu lemah. Responden-responden ini terdiri
daripada murid GALUS (gagal dan lulus) yang bermaksud murid yang kadangkala gagal dapat
diselamatkan dan dibantu untuk lulus. Persempelan kajian ini menggunakan persampelan
rawak mudah kerana mempunyai ciri-ciri yang sama dengan fokus kajian ini.
3.2 Perancangan
Intervensi kajian ini dijalankan sepanjang bulan julai 2019. Bulan julai 2019 terdiri daripada 5
minggu. Oleh itu, terdapat lima siri tindakan dalam kajian ini. Berikut merupakan jadual waktu
pelaksanaan kajian :
Jadual 1 : Jadual Pelaksanaan Intervensi
Tindakan Masa Pelaksanaan
Ujian pra 2.30 – 3.00 petang 30 minit
Sesi pertama 2.30 – 4.00 petang 1 jam 30 minit
Sesi kedua 2.30 – 4.00 petang 1 jam 30 minit
Sesi ketiga 2.30 – 3.00 petang 30 minit
Ujia pos 2.30 – 3.00 petang 30 minit
Sebelum intervensi dijalankan, pengkaji melaksanakan ujia pra untuk mengesan masalah murid
dan melihat perbezaan. Sesi pertama, pengkaji melaksanakan pengajaran secara berkumpulan
kepada semua responden yang terlibat. Pengajaran secara kumpulan ini berlangsung selama
satu jam. Dalam langkah ini juga pengkaji memperkenalkan model bar dalam menyelesaikan
masalah pecahan berayat. Sesi kedua pula, pengkaji menjalankan pengajaran secara individu
bertujuan untuk mengikuti perkembangan responden menggunakan model bar dalam
menyelesaikan pecahan. Sesi ketiga, pengkaji memberi lembaran kerja kepada responden untuk
diselesaikan menggunakan model bar. Bagi memastikan keberkesanan intervensi ini, ujian pos
dibuat sebaik sahaja intervensi dilaksanakan.
3.3 Instrument kajian

Bagi maksud kajian ini, pengkaji menggunakan dua set ujian pra dan ujian pos. Ujian pra
digunakan bertujuan untuk mendapatkan gambaran tahap penguasaan kemahiran penyelesaian
masalah murid tahun 6. Melalui ujian ini pengkaji mengetahui masalah kritikal yang dihadapi
oleh murid. Ujian pos pula bertujuan mengetahui penguasaan responden terhadap penyelesaian
masalah yang dikaji semasa dan setelah intervensi diperkenalkan. Kajian ini menggunakan
model bar dalam menyelesaikan masalah pecahan tahun 6. Murid menduduki ujian 8 soalan
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ujian pra dan 8 soalan ujian pos. Kemahiran yang diuji dalam ujian pra dan pos adalah seperti
berikut :
Jadual 2 : Kemahiran Yang Diuji Dalam Soalan Pecahan Berayat
Soalan Kemahiran pecahan
Soalan 1 Pendaraban pecahan
Soalan 2 Penambahan pecahan
Soalan 3 Penambahan dan pendaraban pecahan
Soalan 4 Penolakan pecahan
Soalan 7 Penambahan dan pendaran pecahan
Soalan 8 Penambahan dan pendaraban pecahan
Item soalan dalam Jadual 2 telah disemak oleh dua orang guru yang berpengalaman dalam
bidang matematik masing-masing sudah mengajar selama 15 tahun dan 20 tahun.
3.4 Pelaksanaan
Langkah pelaksanaan model bar dalam pengajaran dan pembelajaran termasuk dalam sesi
ketiga-tiga sesi tindakan. Selepas penerangan diberikan kepada responden. Responden bebas
menjawab soalan-soalan yang disediakan dengan menggunakan model bar dalam
menyelesaikan masalah berayat pecahan. Langkah penyelesaian dengan menggunakan model
polya diaplikasi dalam bahagian pelaksanaan termasuklah ujian pos.
Contoh soalan pecahan: Bella membeli 24 kuntum bunga. daripadanya ialah berwarna putih.
Berapakah kuntum bunga berwarna putih?
24 kuntum bunga
Bunga berwarna putih

Rajah 2 : Penggunaan Model Bar
Rajah 2 menunjukkan penggunaan model bar dalam menyelesaikan pecahan. Permulaan, murid
memahami soalan, makna, perkataan atau istilah yang digunakan dalam masalah tersebut.
Kemudian, responden merangka strategi untuk menyelesaikan masalah dengan guna model
iaitu lukis model bar berdasarkan pengangka dan penyebut yang ada dalam pecahan tersebut.
Lorek model bar berdasarkan nilai penangka. Daripada lorekkan ini barulah membina ayat
matematik dan melakukan jalan pengiraan. Setelah itu, semak kembali jawapan dan jalan
pengiraan.
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4. Dapatan Kajian
Bagi menjawab persoalan kajian ini iaitu adakah model bar dapat meningkatkan penguasaan
kemahiran penyelesaian masalah pecahan tahun 6, pengkaji menggunakan ujian pra dan ujian
pos. Ujian pra dan ujian pos adalah untuk menguji tahap penguasaan murid dalam kemahiran
penyelesaian masalah pecahan sebelum dan selepas model bar diperkenalkan. Oleh itu,
perbandingan penguasaan kemahiran penyelesaian masalah pecahan ditunjukkan dalam jadual
3 seperti berikut:
Jadual 3 : Perbandingan Ujian Pra dan Ujian Pos

Ujian pra Ujia pos Perbezaan
Kekerapan Peratusan (%) Kekerapan Peratusan pra dan
(%) pos
Soalan 1 3/8 37.5% 8/8 100% 62.5%
Soalan 2 2/8 25% 8/8 100% 75%
Soalan 3 0/8 0% 8/8 100% 100%
Soalan 4 0/8 0% 6/8 75% 75%
Soalan 5 1/8 12.5% 8/8 100% 87.5%
Soalan 6 0/8 0% 6/8 75% 75%
Soalan 7 0/8 0% 5/8 62.5% 62.5%
Soalan 8 0/8 0% 8/8 100% 100%
Purata 9.375% 89.063% 79.688%
Dalam jadual 3 diatas, didapati item soalan 1 (37.5%), items soalan 2 (25%) dan item soalan
5(12.5%) dapat dijawab oleh murid pada ujia pra iaitu sebelum intervensi dijalankan. Item
soalan 3, soalan 4, soalan 6 soalan 7 dan soalan 8 tidak dapat dijawab oleh responden iaitu
peratusan sebanyak 0%. Walau bagaimanapun, kesemua responden belum menguasai
kemahiran penyelesaian masalah berayat pecahan berdasarkan kajian ini. Selepas intervensi
dijalankan, penguasaan kemahiran penyelesaian masalah pecahan didapati meningkat. Pada
ujian pos, soalan 1, soalan 2, soalan 3, soalan 5 dan soalan 8 masing-masing dapat dijawab oleh
responden dimana soalan-soalan ini menunjukkan peratusan sebanyak 100%. Item soalan 4
(75%), soalan 6 (75%), dan soalan 7 (62.5%) pula didapati responden tidak mencapai tahap
penguasaan maksimum. Walaupun begitu, responden ini masih dalam keluk menguasai
kemahiran penyelesaian masalah berayat pecahan kerana peratusan menguasai ditafsirkan 50%
dan ke atas.
Selain itu, perbezaan antara ujian pra dan ujian pos juga didapati ketara iaitu menunjukkan
peningkatan yang positif. Didapati soalan 3 dan soalan 4 mengalami perbezaan yang tinggi
antara ujian para dengan ujian pos iaitu masing-masing sebanyak 100% dimana. Daripada 8
item soalan, soalan 1 dan soalan 7 mendapat perbezaan yang paling rendah iaitu masing-
masing sebanyak 62.5%. Kemudian, item soalan 2 (75%), soalan 4 (75%), soalan 5 (87.5%)
dan soalan 6 (75%) didapati mengalami perbezaan ujian pra dan ujian pos yang banyak
walaupun bukan maksimum. Jadual 2 menunjukkan sebelum intervensi dijalankan responden
belum menguasai kemahiran penyelesaian masalah berayat pecahan dalam keseluruhan item
soalan yang ditunjukkan oleh purata ujian pra (9.375%) berbanding selepas intervensi
dijalankan responden menguasai kemahiran yang diuji (89.063%) dan juga purata perbezaan
ujian pra dan ujian pos juga menyokong keseluruhan tahap penguasaan murid iaitu 79.688%.
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Oleh itu, pengkaji merumuskan responden menguasai kemahiran penyelesaian masalah berayat
pecahan.
Melalui kajian ini, kita dapat membuat perbandingan penguasaan murid dalam penyelesaian
masalah berayat matematik sebelum dan selepas menggunakan model bar. Sebelum intervensi
diperkenalkan, responden tidak dapat melakukan jalan pengiraan, mengeluarkan isi-isi penting
dan merancang strategi dengan berkesan. Hal ini menunjukkan terdapat juga responden kurang
berkemampuan pengetahuan aritmetik dan prosedur akibat daripada pemahaman konseptual
yang lemah (Latha 2007) sehingga tidak dapat membawa makna kepada masalah dan tidak
tahu bagaimana untuk merancang dan melaksanakan strategi penyelesaian masalah. Punca
utama responden tidak dapat melakukan jalan pengiraan yang betul ialah kerana respoden sukar
memahami penyelesaian masalah berayat yang bukan rutin.
Selepas model bar diperkenalkan sebagai intervensi kajian ini, terdapat perubahan tahap
penguasaan murid dalam penyelesaian masalah berayat pecahan. Respoden dapat menjawab
kemahiran yang diuji dalam ujian pos seperti kemahiran penambahan pecahan, kemahiran
penolakan pecahan dan kemahiran pendaraban pecahan. Ini menunjukkan penggunaan model
bar dapat membantu murid menguasai kemahiran penyelesaian masalah berayat pecahan
dengan baik. Model Polya membantu murid mengatur merancang langkah pengiraan dengan
tertib supaya murid tidak melakukan kesilapan. Pemerhatian pengkaji mendapati respoden
dapat memahami masalah dengan mengeluarkan isi tersirat dan isi tersurat dalam penyataan
masalah. Kemudian, respoden menjana idea dan menguasai kemahiran yang diuji dengan
mengikuti langkah model bar sebagai visualisasi kepada masalah harian bukan rutin. Pengkaji
mendapati, responden dapat menjana visualisasi dengan kreatif melalui penggunaan model bar
ini.
Implikasi daripada kajian ini ialah murid perlu dibiasakan dengan soalan masalah bukan rutin
supaya dapat memupuk kemahiran berfikir di luar kotak. Model bar sebagai panduan untuk
murid membuat imaginasi awal sebelum melakukan pengiraan dan model polya juga
digunakan sebagai panduan untuk murid menyelesaikan masalah langkah demi langkah sekali
gus mengurangkan kecuaian dalam mendapat jawapan yang betul. Selain itu, model bar ini
berfungsi memberi murid strategi yang berkesan dan mudah disesuaikan untuk menyelesaikan
masalah yang semakin sukar (ansur maju). Kemudian, pengkaji juga berpendapat kajian ini
membantu murid memahami pemeringkatan konseptual tentang masalah yang berlaku apabila
menggunakan formula yang rumit. Seterusnya, respons yang diberikan responden terhadap
penggunaan model bar dalam menyelesaikan masalah berayat pecahan adalah positif yang
dapat diperhatikan melalui peningkatan tahap menguasai daripada ujian pra dan ujian pos. Ia
juga melahirkan perasaan gembira, seronok, yakin dan aktif dalam kalangan responden semasa
menjalankan pengajaran dan pembelajaran kemahiran menyelesaikan masalah berayat pecahan.
Kesimpulannya, penggunaan model bar dapat meningkatkan penguasaan kemahiran

penyelesaian masalah pecahan tahun 6. Hasilnya, peningkatan tahap penguasaan masalah
berayat pecahan dapat dilihat apabila kesemua responden menguasai kemahiran di peringkat
akhir kajian ini. Pengkaji mula sedar bahawa tidak semua murid mempunyai tahap pemikiran
yang sama. Sebagai seorang guru, pengkaji harus mencari inisiatif bagi membantu murid-murid
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lemah seperti responden kajian ini supaya dapat menguasai pembelajaran. Selain itu, berlaku
juga perubahan sikap diri pengkaji terutamanya dari aspek keperihatinan iaitu memahami
masalah yang dihadapi oleh murid terutamanya murid yang lemah. Cadangan pengkaji agar
model bar ini diperkenalkan pada bidang sukatan dan geometri sekolah rendah.
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usage and understanding of graphical representations of algebraic problems. Frontline Learning
Research 1, 1, 81–96.
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Skills Questions in Mathematics for Dual Language Program Pupils. International Journal of
Academic Research in Business and Social Sciences, 8(9), 1456–1462. doi:10.6007/IJARBSS/v8-
i9/4855
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1–13.
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Pendahuluan Kemahiran Penyelesaian Masalah, 74–85.
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Mathematics for Dual Language Program Pupils Bar Model Method for Higher Order Thinking
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i9/4855
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PENGGUNAAN TEKNIK JUBIN ALGEBRA DALAM

PENGUASAAN KEMAHIRAN PENDARABAN UNGKAPAN
ALGEBRA BAGI PELAJAR TINGKATAN 2
Nur Zila Binti Muhamad Jubri1, Effandi Bin Zakaria2 , Mohd Effendi @ Ewan Bin
Mohd Matore3
1, 2, 3
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Selangor, Malaysia
*Corresponding Author: gp06599@siswa.ukm.edu.my , effendi@ukm.edu.my

____________________________________________________________________________
Abstrak: Penguasaan kemahiran pengembangan atau pendaraban ungkapan algebra merupakan
salah satu elemen yang penting dan perlu dikuasai oleh pelajar tingkatan dua dan seterusnya
ketika di tingkatan tiga. Kajian ini dilaksanakan untuk melihat keberkesanan penggunaan
kaedah Jubin Algebra di kalangan pelajar tingkatan dua dalam meningkatkan tahap
penguasaan kemahiran pendaraban ungkapan algebra. Pelaksanaan kajian ini adalah
berdasarkan Model Kemmis dan Taggart yang melibatkan 13 orang pelajar yang terdiri
daripada 5 orang pelajar lelaki dan 8 orang pelajar perempuan. Kaedah pengumpulan data yang
digunakan adalah menggunakan ujian bertulis manakala instrumen yang terlibat pula adalah
ujian pra dan ujian pasca. Keseluruhannya peratus penguasaan pelajar dalam ujian pasca adalah
meningkat sebanyak 100 % daripada 0 % dalam ujian pra. Dapatan kajian menunjukkan
penggunaan kaedah Jubin Algebra dapat memberikan impak yang positif di mana ia dapat
membantu dan mengurangkan kesilapan pelajar seterusnya meningkatkan penguasaan
kemahiran pendaraban ungkapan algebra.
Kata kunci: Ungkapan Algebra, Jubin Algebra, manipulatif

_________________________________________________________________________
1. Pengenalan
Pengetahuan terhadap mata pelajaran Matematik sering dirujuk kepada sistem nombor dan
operasi asas khususnya dalam penyelesaian masalah. Ia merangkumi bentuk simbol dan juga
ruang yang dibahagikan kepada beberapa komponen yang lain iaitu aritmetik, kalkulus,
geometri dan yang paling utama ialah algebra. Sehubungan itu, topik berkaitan algebra yang
diajar dalam tingkatan dua khususnya terdapat dua topik seperti pemfaktoran, pecahan algebra
dan juga rumus algebra. Di mana pengembangan dua ungkapan algebra dalam dua tanda
kurungan merupakan satu sub topik di dalam tajuk pemfaktoran dan pecahan algebra. Seperti
yang dinyatakan oleh Nor’ain et al. (2015) dalam kajiannya bahawa algebra merupakan salah
satu cabang dalam Matematik yang menggunakan huruf, tanda atau simbol sebagai wakil
kepada angka dan juga kuantiti. Manakala ungkapan algebra pula ialah ungkapan yang
menggabungkan nombor, pemboleh ubah atau simbol Matematik lain dengan operasi (Bahariah
et al., 2017).
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Dalam kajian ini, tumpuan kemahiran algebra adalah tertumpu pada pendaraban atau
kembangan ungkapan algebra yang diajar semasa di tingkatan dua. Di mana kajian ini hanya
memberikan tumpuan kepada dua ungkapan algebra dalam dua tanda kurungan sahaja dan
bukan satu ungkapan. Sebelum ini pelajar menjawab soalan berkaitan pendaraban dua
ungkapan algebra menggunakan kaedah konvensional iaitu setiap sebutan dalam tanda
kurungan pertama mesti didarabkan dengan setiap sebutan dalam tanda kurungan kedua. Walau
bagaimanapun, tidak semua pelajar mampu untuk menguasai cara tersebut terutamanya di
kalangan pelajar di tahap sederhana dan lemah.
Reese (2007) ada menyatakan hal yang sama dalam kajiannya iaitu masalah dalam
pembelajaran algebra sering dialami oleh pelajar sama ada di peringkat rendah mahupun tinggi.
Manakala kesilapan atau miskonsepsi yang sering dilakukan dalam menyelesaikan algebra pula
adalah hampir sama di setiap peringkat umur (Lerch, 2002). Jika diteliti dengan lebih
mendalam, dapat dilihat masalah ini terjadi kerana penguasaan pelajar terhadap kemahiran
pengembangan ungkapan algebra itu sendiri sangat lemah terutamanya yang melibatkan
penolakan sebutan yang mempunyai tanda negatif. Selain itu, pelajar menganggap kaedah
darab ke dalam dua kurungan agak sukar untuk dikuasai kerana pelajar lemah dalam kemahiran
mendarab dan sering keliru untuk membuat proses mendarab khususnya yang melibatkan dua
kurungan dan proses penambahan atau penolakan yang melibatkan tanda negatif (Rusita &
Effandi, 2016). Kebiasaannya pelajar sering berpendapat bahawa ungkapan algebra bukan
sahaja sukar malah ia juga merupakan satu topik yang tidak menarik serta membosankan. Ini
kerana kebanyakan konsep bagi ungkapan algebra banyak melibatkan konsep-konsep yang
abstrak.
Sehubungan dengan itu, kaedah pengajaran yang bersifat tradisional tidak lagi sesuai
digunakan dalam pembelajaran Matematik pada abad ke-21 ini. Untuk menyelesaikan masalah
ini guru perlu bersifat lebih kreatif dan inovatif dalam menambah baik kaedah pengajaran
dengan menghasilkan bahan bantu mengajar (BBM) atau bahan manipulatif yang sesuai.
Seperti mana buku yang ditulis oleh Smaldino, Lowther, dan Mims (2018) bertajuk
Instructional Technology And Media For Learning ada mengatakan bahawa bahan manipulatif
adalah seperti objek yang boleh dilihat yang dikendalikan dalam sesi pembelajaran. Seiring
dengan pembelajaran abad ke-21, kaedah pengajaran seperti kaedah visualisasi banyak
dilaksanakan menggunakan bahan-bahan pengajaran manipulatif. Kajian yang dilaksanakan
oleh Garderen (2006) ada mengatakan bahawa pembelajaran menggunakan visualisasi adalah
merujuk kepada keupayaan kognitif pelajar dengan menggambarkan secara mental tentang
proses dalam soalan dengan menggunakan imej visual yang wujud dalam bentuk model,
gambar rajah atau sebarang bentuk konkrit. Menurut kajian Kribbs dan Rogowsky (2016)
pelajar mampu meningkatkan keupayaan dalam menyelesaikan masalah atau sebarang soalan
Matematik dengan hanya menggunakan kaedah visualisasi.
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Jubin Algebra merupakan salah satu kaedah visualisasi yang merupakan bahan manipulatif dan
kaedah alternatif dalam proses pembelajaran bagi semua mata pelajaran khususnya Matematik
(Novita & Putra, 2016). Jubin Algebra ini lebih praktikal atau hands-on kerana ia merupakan
bahan bantu mengajar (BBM) berbentuk model, bongkah atau blok untuk meneroka konsep
dan menyelesaikan masalah. Kaedah ini merupakan suatu proses kognitif atau dalam erti kata
lain ialah tindakan seseorang yang menghubungkan konstruk dalaman dengan situasi di
sekelilingnya (Kanapathy 2016). Ia boleh ditakrifkan sebagai suatu proses memahami soalan
secara spontan dengan membuat gambaran atau perwakilan mental (Maslinah & Effandi,
2017). Dalam konteks ini, satu intervensi bagi teknik pengajaran yang lebih mudah dan kreatif
perlu diperkenalkan untuk membantu pelajar untuk menguasai kemahiran mendarab bagi
ungkapan algebra.
Melalui intervensi ini, ia dapat melahirkan pelajar yang serba boleh, kreatif dan kritis supaya
dapat mengelakkan kekeliruan terhadap proses mendarab ungkapan algebra serta mampu
menangani masalah penguasaan ilmu Matematik yang lain. Bukan itu sahaja, malah ia juga
akan dapat membantu pihak guru dalam memperbaiki kaedah pengajaran agar proses
pembelajaran menjadi lebih berkesan, kreatif dan ke arah pembelajaran abad ke-21 di masa
hadapan. Oleh itu, pengkaji berpendapat bahawa penggunaan Jubin Algebra adalah suatu
teknik atau intervensi yang difikirkan memberi kesan yang positif terhadap pelajar dalam
penguasaan kemahiran pendaraban dalam ungkapan algebra.

Terdapat empat kajian lepas yang telah mengkaji tentang keberkesanan menggunakan Jubin
Algebra terhadap pembelajaran Matematik di dalam topik Algebra. Merujuk Jadual 1 di bawah
menunjukkan maklumat terperinci tentang kajian lepas terhadap kaedah jubin algebra yang
telah dijalankan.
Jadual 1 Bilangan responden dan lokasi kajian Jubin Algebra yang dipilih
RESPONDEN LOKASI PENULIS (TAHUN)

32 Pelajar sekolah menengah Indonesia Saraswati, Putri & Somakim (2016)
56 Pelajar sekolah menengah Ghana Larbi & Mavis (2016)
36 Pelajar sekolah menengah Amerika Syarikat (USA) Castro (2017)
40 Pelajar Universiti Colombia Garzón & Bautista (2018)
Melalui dapatan kajian yang dijalankan oleh Saraswati, Putri dan Somakim (2016) ke atas 32
orang pelajar sekolah menengah di Indonesia ada menyatakan bahawa penggunaan kaedah
Jubin Algebra mampu mengurangkan kesilapan biasa yang sering dilakukan oleh pelajar
apabila menyelesaikan persamaan linear dengan satu pembolehubah. Selain itu, dapat juga
dibuktikan bahawa penggunaan Jubin Algebra adalah merupakan pendekatan yang sangat
berkesan dan dapat memperbaiki proses pemikiran terhadap penyelesaian masalah dalam
Algebra di kalangan 56 orang pelajar sekolah menengah di Ghana (Larbi & Mavis, 2016).
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Kaedah Jubin Algebra ini bukan sahaja dapat memberi impak positif kepada pelajar sekolah
menengah malah ia juga turut memberi kesan yang baik kepada pelajar di universiti. Menurut
hasil dapatan kajian Garzón dan Bautista (2018) kaedah Jubin Algebra secara maya yang
dijalankan ke atas 40 orang pelajar universiti di Colombia merupakan suatu alat pedagogi
alternatif yang sangat sesuai untuk belajar dengan lebih jelas tentang Algebra khususnya di
sekolah menengah dan universiti kerana ia membolehkan pelajar untuk melibatkan diri secara
aktif di dalam kelas serta mampu untuk membina pengetahuan Matematik. Walau
bagaimanapun, kajian terhadap 36 orang pelajar sekolah menengah di Amerika Syarikat yang
dijalankan oleh Castro (2017) mendapati penggunaan kaedah Jubin Algebra ini tidak
memberikan kesan langsung kepada pelajar kurang upaya terhadap pengetahuan mereka
tentang konsep Algebra. Ini kerana pemahaman dan pemikiran pelajar kurang upaya yang
sangat terhad terhadap konsep Algebra serta teks atau ujian yang digunakan untuk kajian ini
tidak direka khusus untuk penggunaan Jubin Algebra.
Secara keseluruhan daripada penerangan di atas jelaslah bahawa semua kaedah Jubin Algebra
yang dibincangkan dapat memberikan kesan positif yang baik terhadap pengetahuan,
kefahaman, kemahiran dan juga pencapaian pelajar dalam pembelajaran Matematik khususnya
terhadap pelajar normal yang berada di tahap sederhana dan lemah.
3. Metodologi
Kajian ini merupakan kajian tindakan yang diaplikasikan daripada model kajian tindakan
Stephen Kemmis dan Robin McTaggart pada tahun 1988. Mengikut model ini, kajian tindakan
dilaksanakan mengikut urutan sebanyak empat proses dalam setiap gelung (cycle) yang
berterusan (Kemmis & McTaggart, 1988). Menurut beliau kaedah dalam kajian tindakan secara
keseluruhannya adalah untuk menghasilkan dan mengumpul bukti mengenai amalan.
Sehubungan dengan itu, kajian ini perlulah memastikan berlakunya penambahbaikan terhadap
kefahaman guru dan pelajar berdasarkan perubahan yang berlaku serta amalan yang memberi
impak positif kepada perubahan tersebut. Kajian tindakan ini hanya melibatkan gelung pertama
sahaja (pusingan 1).
Responden Kajian
Responden kajian terdiri daripada pelajar tingkatan 2 daripada sebuah Sekolah Menengah
Agama di daerah Sepang, Selangor seramai 13 orang pelajar yang terdiri daripada 5 orang
pelajar lelaki dan 8 orang pelajar perempuan. Responden kajian ini dipilih secara pensampelan
bertujuan (purposive sampling). Pensampelan bertujuan ialah memilih responden yang terbaik
yang dapat memberi sumber maklumat bagi membantu pengkaji memahami isu yang dikaji
(Creswell, 2012). 13 orang pelajar tersebut dipilih berdasarkan keputusan peperiksaan
pertengahan tahun pada bulan Mei iaitu hanya pelajar yang mencapai keputusan yang
sederhana (gred C dan D) dan rendah (gred E dan F).
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Perancangan
Kajian ini melibatkan pengkaji sebagai guru mata pelajaran Matematik tingkatan dua dan 13
orang pelajar sebagai responden kajian. Jadual 2 menunjukkan perancangan kajian tindakan
dalam tempoh masa yang ditentukan.
Jadual 2 Perancangan Pelaksanaan Kajian

Bulan Minggu Aktiviti
Tinjauan awal:
Julai 2019 1 i. Pengkaji mengenal pasti masalah dan kumpulan
sasaran.
ii. Mengenal pasti kelemahan pelajar dalam topik
Ungkapan Algebra
i. Mereka bentuk soalan ujian pra bagi mengenal
Julai 2019 2 pasti masalah pelajar.
ii. Menjalankan ujian pra selama satu jam
Analisis dan tinjauan awal:
Julai 2019 3 i. Menganalisis, merekodkan dan melaporkan
keputusan ujian pra, bilangan dan peratus bagi
item soalan yang berjaya dijawab.
ii. Melaporkan dapatan kajian.
i. Merancang dan menjalankan aktiviti Jubin
Julai 2019 4 Algebra kepada pelajar selama 10 jam bagi 5 hari
di mana setiap hari ialah 2 jam.
ii. Menjalankan ujian pasca untuk menilai tahap
keberkesanan Jubin Algebra.
i. Menganalisis, merekodkan dan melaporkan
Ogos – Oktober 1-3 keputusan ujian pasca serta membuat
2019 perbandingan antara ujian pra dan ujian pasca bagi
setiap pelajar.
ii. Menulis refleksi kajian dan membuat cadangan.
iii. Menyediakan laporan.
Instrumen Kajian
Instrumen kajian yang dibina adalah untuk mengukur dan melihat kemahiran pelajar dalam
menjawab soalan berkaitan pendaraban ungkapan algebra sebelum dan selepas intervensi
kaedah Jubin Algebra dijalankan di dalam kelas. Pengkaji menggunakan kaedah semakan Ujian
Pra serta Ujian Pasca. Ujian ini mengandungi 9 soalan subjektif merangkumi dua ungkapan
dalam dua kurungan. Di mana soalan-soalan ini melibatkan kemahiran pendaraban
(pengembangan) yang melibatkan pendaraban berulang, sebutan negatif dan juga positif. Jadual
3 di bawah menunjukkan taburan soalan mengikut kemahiran yang diuji.
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Jadual 3 Taburan soalan mengikut kemahiran yang diuji

NOMBOR
SOALAN KEMAHIRAN
1, 2, 6, 7,  Kemahiran pendaraban (kembangan) melibatkan sebutan positif dan
8, 9 (b) negatif bagi ungkapan algebra [(
3, 4  Kemahiran pendaraban (kembangan) melibatkan sebutan negatif bagi
ungkapan algebra [(
5, 9 (a)  Kemahiran pendaraban (kembangan) berulang melibatkan sebutan negatif
bagi ungkapan algebra [(
Soalan-soalan di dalam jadual 3 ini dibina berdasarkan sukatan pelajaran Matematik tingkatan
2 dan telah disemak oleh guru cemerlang Matematik (Subject-matter expert, SME) dan seorang
guru Matematik yang berpengalaman mengajar lebih dari 10 tahun. Pengkaji juga memastikan
ujian pra dan ujian pasca menggunakan soalan yang sama serta konstruk yang dibina menjurus
kepada masalah yang hendak diuji. Hal ini adalah untuk membolehkan data yang dikumpul
mempunyai kesahan dan kebolehpercayaan yang tinggi.
4. Pelaksanaan Kajian
Berdasarkan model kajian tindakan yang digunakan iaitu model kajian tindakan Kemmis dan
Tanggart (1988) terdapat empat langkah yang diguna iaitu mereflek (reflect), merancang
(plan), bertindak (action) dan memerhati (observe).
Tinjauan Awal
Pada langkah pertama iaitu mereflek, pengkaji telah mengenal pasti masalah berdasarkan
pemerhatian ke atas hasil buku kerja pelajar di dalam kelas dan juga keputusan peperiksaan
pertengahan tahun.
Ujian Pra
Langkah kedua pula ialah merancang. Bagi mengesahkan pemerhatian tersebut pengkaji
menjalankan satu ujian pra yang mengambil masa selama 1 jam. Ia dilaksanakan bagi
mengenal pasti tahap kemahiran pelajar dalam mendarab atau membuat pengembangan
terhadap ungkapan algebra. Ujian ini terdiri daripada 9 soalan yang melibatkan dua ungkapan
algebra dalam dua tanda kurungan dan ia telah diubahsuai dari koleksi soalan akhir tahun yang
telah lepas. Bagi memastikan soalan tersebut menepati keperluan silibus maka pengkaji telah
merujuk kepada guru cemerlang Matematik (Subject-matter expert, SME) dan seorang guru
Matematik yang berpengalaman mengajar lebih dari 10 tahun untuk membuat semakan.
Langkah Pelaksanaan Jubin Algebra

Seterusnya langkah ketiga ialah bertindak. Sehubungan dengan itu, berdasarkan pemerhatian
dan hasil semakan ujian pra yang kurang memuaskan, maka satu intervensi kaedah visualisasi
telah dipilih iaitu Jubin Algebra. Jubin Algebra ini menggunakan bahan manipulatif fizikal
yang mudah, menarik dan lebih praktikal untuk digunakan sebagai aktiviti dan Bahan Bantu
Mengajar (BBM) semasa sesi pembelajaran dan pemudahcaraan (PdPc) di dalam kelas.
Bongkah Jubin Algebra ini dibina secara konkrit atau 3 dimensi dengan menggunakan empat
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warna yang berbeza dan tiga saiz yang berbeza. Berikut adalah Rajah 1 iaitu contoh Jubin
Algebra yang digunakan dalam kajian ini.
Rajah 1 Contoh Jubin Algebra yang akan digunakan dalam kajian ini.
Berikut ialah langkah atau proses bagaimana menggunakan Jubin Algebra dalam
membuat pengembangan ungkapan algebra seperti yang ditunjukkan di dalam Jadual 4 di
bawah. Sebelum memulakan aktiviti pelajar diberi panduan bagaimana untuk menggunakan
Jubin Algebra serta satu set jubin dan beberapa soalan juga diberikan.
Jadual 4 Langkah-langkah menggunakan Jubin Algebra
Contoh :
x x x
Langkah 1: Pilih 3 jubin x (hijau) dan 5
jubin 1 (kuning)
(jubin merah mewakili nilai negatif)
1 1 1 1 1
1 1 1𝟐𝒙 1 𝟑
Langkah 2: Susun jubin secara mendatar x x 1 1 1
dan mencancang 1
Mendatar : 1
𝟐
x
Mencancang :
𝒙
1
1
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Langkah 3: Jubin mencancang x 𝟐𝒙 𝟑

yang pertama didarabkan dengan setiap x x 1 1 1
jubin yang mendatar.
𝒙𝟐 𝒙𝟐 𝒙𝟐
𝟐
x x
x
x
x
X =
𝒙
x X 1 = x 1
1
1 𝟐𝒙 𝟑
Langkah 4: Jubin mencancang
yang kedua didarabkan dengan setiap jubin x x 1 1 1
yang mendatar.
1 X x = x 𝒙𝟐 𝒙𝟐
𝟐
x
x
x
x
𝒙
1 X 1 = 1
1 x x 1 1 1
1
𝟐𝒙 𝟑
Langkah 5 : Ulang langkah 4
x x 1 1 1
𝒙𝟐 𝒙𝟐
𝟐
x
x
x
x
𝒙
1 x x 1 1 1
1 x x 1 1 1
𝟐𝒙 𝟑
Langkah 6: Hitung jumlah jubin
x x 1 1 1
x 1
𝒙𝟐 𝒙𝟐
𝟐
x
x
x
7 jubin 6 jubin
2 jubin
𝒙
1 x x 1 1 1
Jawapannya:
1 x x 1 1 1
Bagi melancarkan aktiviti, berikut ialah langkah-langkah pelaksanaan aktiviti Jubin Algebra
yang pengkaji jalankan:
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Langkah 1: Pengkaji menjelaskan kepada pelajar tentang aktiviti pembelajaran

menggunakan Jubin Algebra. Kemudian, pelajar dibahagikan kepada 3 kumpulan kecil di mana
setiap satu kumpulan terdiri daripada 4 orang pelajar.
Langkah 2: Setiap pelajar akan diberikan 1 set Jubin Algebra yang mengandungi jubin 1, -1
(18 keping), jubin (8 keping) dan jubin (4 keping).
Langkah 3: Pengkaji memberikan panduan kepada pelajar bagaimana untuk menggunakan

Jubin Algebra dan menyelesaikan beberapa contoh soalan pengembangan dengan membuat
pendaraban ungkapan algebra menggunakan Jubin Algebra.
Langkah 4: Pelajar dikehendaki untuk menyelesaikan 10 soalan pengembangan ungkapan

algebra dengan menggunakan Jubin Algebra. Pelajar menyusun jubin-jubin tersebut mengikut
panduan yang telah diberikan sebelum ini.
Langkah 5: jawapan akhir bagi pengembangan ditunjukkan sebagai bukti pelajar menguasai
kemahiran mendarab ungkapan algebra. Pelajar yang berjaya menjawab dengan cepat dan betul
diberikan hadiah.
Ujian Pasca
Akhirnya langkah keempat ialah memerhati. Di mana pengkaji telah memilih ujian pasca
dilaksanakan selepas menjalankan aktiviti Jubin Algebra. Ujian pasca ini menggunakan soalan
yang sama seperti di dalam ujian pra sebelum ini. Pelajar diberikan masa sebanyak 1 jam untuk
menjawab 9 soalan yang melibatkan dua ungkapan algebra dalam dua tanda kurungan. Bagi
memastikan soalan dan skema menepati keperluan silibus maka pengkaji telah merujuk kepada
guru cemerlang Matematik (Subject-matter expert, SME) dan seorang guru Matematik yang
berpengalaman mengajar lebih dari 10 tahun untuk membuat kesahan muka dan kandungan.
5. Dapatan Kajian
Penyelidikan ini menggunakan dapatan kajian daripada ujian pra dan ujian pasca untuk
menjawab persoalan kajian iaitu adakah terdapat peningkatan tahap penguasaan 13 orang
pelajar tingkatan dua dalam kemahiran pendaraban ungkapan algebra sebelum dan selepas
menggunakan kaedah Jubin Algebra. Terdapat 3 kemahiran yang diuji di dalam ujian pra dan
ujian pasca. Di mana soalan 1, 2, 6, 7, 8, 9 (b) menguji kemahiran pendaraban ungkapan
algebra yang melibatkan sebutan positif dan negatif iaitu ( . Manakala soalan 3 dan
4 menguji kemahiran pendaraban bagi ungkapan algebra yang melibatkan hanya sebutan
negatif iaitu ( dan yang terakhir bagi soalan 5 dan 9 (a) pula ia menguji kemahiran
pendaraban berulang yang juga melibatkan sebutan negatif iaitu ( . Rajah 2 di
bawah menunjukkan perbandingan terhadap jumlah responden yang berjaya menguasai
kemahiran yang diuji di dalam ujian pra dan ujian pasca.
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Bil. Responden
14
12
10
8
6
4
2
0
S1 S2 S3 S4 S5 S6 S7 S8 S9 (a) S9 (b)
No. Soalan
Rajah 2 Perbandingan ujian pra dan ujian pasca terhadap jumlah responden yang berjaya menguasai
kemahiran yang diuji
Seperti yang ditunjukkan dalam Rajah 2 di atas, di dalam ujian pra hanya 2 soalan sahaja yang
berjaya dijawab dengan betul iaitu soalan 1 (1 responden) dan soalan 2 (1 responden).
Manakala soalan yang selebihnya iaitu soalan 3 sehingga 9 tidak ada yang berjaya menjawab.
Selepas intervensi dilaksanakan, keputusan ujian pasca menunjukkan peningkatan yang lebih
baik berbanding ujian pra. Di mana kesemua 13 responden berjaya menjawab semua soalan
dengan betul atau dalam erti kata lain mereka berjaya menguasai kesemua kemahiran yang
diuji. Sehubungan dengan itu, Jadual 5 di bawah menunjukkan maklumat terperinci tentang
perbandingan peratus penguasaan responden terhadap kemahiran yang diuji di dalam ujian pra
dan ujian pasca.
Jadual 5 Perbandingan ujian pra dan ujian pasca terhadap peratus responden yang berjaya
menguasai kemahiran yang diuji
No. Perbezaan
Kemahiran Pendaraban Bil. Peratus Bil. Peratus
Soalan ( + / -)
Responden Responden
Melibatkan sebutan positif dan 1, 2, 6,
negatif ( 7, 8, 2 15.38 % 13 100 % +84.62 %
9(b)
Melibatkan sebutan negatif sahaja
3, 4 0 0% 13 100 % +100 %
(
Berulang melibatkan sebutan negatif
5, 9(a) 0 0% 13 100 % +100 %
sahaja (
Dapatan ujian pra dan ujian pos ini dianalisis secara deskriptif iaitu dengan menggunakan
peratusan. Berdasarkan Jadual 4, dapat dilihat semua kemahiran yang diuji di dalam ujian
pasca mempunyai peningkatan yang tinggi berbanding dengan ujian pra. Bagi kemahiran yang
pertama iaitu kemahiran pendaraban yang melibatkan sebutan positif dan negatif telah
menunjukkan peningkatan sebanyak 84.62 %. Hanya 2 orang responden iaitu R3 dan R13
mampu mengusai kemahiran tersebut di dalam ujian pra manakala di dalam ujian pasca pula
kesemua 13 orang responden berjaya menguasai kemahiran tersebut dengan baik. Selain itu,
bagi kemahiran pendaraban yang melibatkan sebutan negatif sahaja serta pendaraban berulang
didapati tiada langsung responden yang mampu menjawab ketika diuji dalam ujian pra. Tetapi
619
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selepas kaedah intervensi menggunakan Jubin Algebra diperkenalkan peratus peningkatan

penguasaan kemahiran pendaraban menunjukkan 100 %, di mana kesemua 13 orang responden
mampu menjawab soalan ujian pasca dengan betul.
Merujuk Rajah 3 di bawah menunjukkan contoh hasil kerja responden ketika menjawab ujian
pra dan ujian pasca. Berdasarkan pemerhatian terdapat perbezaan yang ketara di antara dua
ujian tersebut di mana responden tidak merancang strategi penyelesaian secara sistematik dan
teratur dalam membuat pengembangan ketika menjawab soalan ujian pra. Tetapi selepas
intervensi responden menunjukkan hasil kerja yang teratur dan jawapan yang betul dengan
melukis gambar rajah Jubin Algebra. (Soalan nombor 5: )
Ujian pra Ujian pasca
Rajah 3 Hasil kerja responden dalam ujian pra dan ujian pasca
Melalui pemerhatian yang dibuat ke atas ujian pra dan ujian pasca dapat disimpulkan bahawa
kebanyakan pelajar sekolah menengah lemah dalam menguasai kemahiran berkaitan empat
operasi aritmetik khususnya yang melibatkan nombor negatif. Sehubungan dengan itu,
khususnya pelajar yang mempunyai gaya pemikiran yang sederhana dan rendah sesuai
menggunakan alat atau bahan media sebagai medium untuk membantu mereka memahami
konsep Matematik dengan lebih jelas (Muhamad Khoirul Umam, 2019). Oleh itu, objektif dan
persoalan kajian ini tercapai bahawa terdapat perbezaan tahap penguasaan pelajar terhadap
kemahiran pendaraban ungkapan algebra yang melibatkan dua ungkapan dalam dua kurungan
sebelum dan selepas kaedah Jubin Algebra diperkenalkan dalam menyelesaikan soalan
pengembangan.
6.Perbincangan dan Kesimpulan
Pada awalnya terdapat bukti bahawa masih ada pelajar yang kurang mahir dalam pendaraban
ungkapan algebra. Jika dilihat dari hasil pembelajaran dan juga semakan buku latihan didapati
hampir 90% pelajar lemah dalam menguasai kemahiran asas pengembangan ungkapan algebra
terutamanya yang melibatkan dua kurungan. Ini dapat dilihat apabila pelajar tidak dapat
melengkapkan jalan kira untuk mendapatkan jawapan akhir. Kesalahan seperti ini
menunjukkan bahawa pelajar tidak mempunyai pengetahuan terhadap konsep dan prosedur
yang kukuh (Van Der Walt & Maree, 2007). Apabila kemahiran asas bagi pengembangan atau
pendaraban bagi ungkapan algebra berjaya dikuasai, maka cara berfikir seseorang pelajar juga
akan berubah. Ekoran daripada itu, pelajar akan lebih mudah untuk memahami dan mampu
membuat pengembangan atau pendaraban bagi soalan ungkapan algebra dengan baik.
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Justeru, Jubin Algebra sesuai digunakan sebagai bahan bantu mengajar atau latihan
pengetahuan yang dapat membantu pelajar untuk mengingat kembali pembelajaran yang lepas
serta menambah baik kemahiran asas pendaraban atau pengembangan ungkapan algebra.
Pembelajaran akan menjadi lebih berkesan jika maklumat disampaikan dalam konteks yang
pelbagai dan bermakna kepada pelajar. Daripada terus menggunakan kaedah pengajaran
berbentuk tradisional yang bosan, para guru perlu mencuba satu kaedah pengajaran yang lebih
menarik dan praktikal iaitu Jubin Algebra. Aktiviti menggunakan Jubin Algebra ini lebih
menyeronokkan kerana wujudnya kepelbagaian pengalaman pembelajaran di dalam kelas.
Dalam konteks ini, penekanan perlu diberi kepada kepelbagaian persekitaran pembelajaran
untuk menghasilkan pembelajaran yang berkesan. Sejajar dengan pembelajaran abad ke-21
pelajar perlu didedahkan dengan pembelajaran aktif yang menggunakan kaedah pembelajaran
koperatif, kolaboratif dan interaktif. Dalam kajian ini, aktiviti koperatif dan kolaboratif yang
dilaksanakan adalah menggunakan kaedah Jubin Algebra.
Keputusan dapatan kajian yang dijalankan oleh Husenti (2015) mengatakan melalui pendekatan
penggunaan bahan manipulatif ke dalam Pendidikan Matematik dapat membantu pelajar
sekolah menengah untuk memahami konsep matematik dengan lebih baik. Maka ini bermakna
bahawa aktiviti Jubin Algebra boleh dianggap sebagai amalan yang berkesan dan memberi
impak positif dalam pembelajaran Matematik. Aktiviti tersebut bukan lagi hanya berpusatkan
guru tetapi focus kepada pelajar. Di mana penglibatan pelajar menjadi lebih aktif di dalam
kelas dan pelajar mampu menggunakan pengetahuan yang sedia ada sebagai asas untuk
menyelesaikan masalah. Di samping itu, Jubin Algebra juga mampu mewujudkan persekitaran
pembelajaran yang kompetitif yang mana ia mampu menggalakkan keseronokan dan
meningkatkan pembelajaran.
Kajian ini akan memberikan kepentingan kepada pelbagai pihak seperti pelajar, guru dan
sekolah. Selepas kajian ini dilaksanakan, penguasaan terhadap kemahiran pelajar dalam
pendaraban ungkapan algebra meningkat terutama berkaitan dengan konsep asas
pengembangan. Bukan itu sahaja, malah kualiti pengajaran guru juga meningkat kerana kajian
ini dapat membantu guru bagi mengenal pasti kesilapan penguasaan konsep asas
pengembangan ungkapan algebra pelajar serta sesi pembelajaran dan pemudahcaraan (PdPc)
dapat dirancang dan ditambahbaik. Lantaran itu, prestasi peperiksaan dan gred purata sekolah
akan semakin meningkat.
Konklusinya, pengkaji mendapati penggunaan Jubin Algebra telah merangsang pelajar untuk
meneroka dan menguasai topik yang dipelajari dengan cara yang menarik dan menyeronokkan.
Namun begitu, perancangan yang teliti diperlukan terutama dalam memberi arahan semasa
aktiviti dengan jelas supaya aktiviti Jubin Algebra berjalan dengan lancar. Bukan sahaja topik
ungkapan algebra, malah pelbagai topik Matematik yang lain sesuai untuk menggunakan Jubin
Algebra dalam sesi pengajaran. Selain itu, adalah dicadangkan agar satu kajian bagi mengenal
pasti kesilapan pelajar dalam membuat pengembangan dijalankan pada masa akan datang.
Rujukan
Bahariah, B., Baharizah, B., Nurul Jannah, A., Nurazreen, M. T., & Mohd Nazri, M. H. (2017).
Pemfaktoran Dan pecahan Algebra. In Kurikulum Standard Sekolah Menengah Matematik
Tingkatan 2.
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Castro, S. (2017). Algebra Tiles Effect on Mathematical Achievement of Students with

Learning Disabilities. Digital Commons@CSUMB, 1–36.
Creswell, J. W. (2012). Educational Research Planning, Conducting And Evaluating
Quantitative and Qualitative Research (6th Edition). Boston: Pearson Education.
Garderen, D. Van. (2006). Spatial Visualization, Visual Imagery, And Mathematical Problem
Solving Of Students With Varying Abilities. Journal Of Learning Disabilities, 39(6),
496–506.
Garzón, J., & Bautista, J. (2018). Virtual Algebra Tiles: A Pedagogical Tool To Teach And
Learn Algebra Through Geometry. Journal of Computer Assisted Learning, 34(6),
876–883.
Husenti, N. (2015). Penggunaan Grid Untuk Memahamkan Materi Segiempat Melalui
Pendekatan Realistic Mathematics Education (RME) Pada Siswa Kelas VII MTs.
Ma’arif Sidomukti Gresik.
Kanapathy, G. A. (2016). Kemahiran Visualisasi Dalam Mata Pelajaran Matematik Dalam
Kalangan Murid Tahun 5 Di Sebuah SJKT Daerah Kuala Muda Yan, Kedah.
International Seminar on Generating Knowledge Through Research, UUM-UMSIDA,
1(October), 909–916.
Kemmis, S., & McTaggart, R. (1988). The Action Research Planner. Victoria, Deakin
University Press.
Kribbs, E. E., & Rogowsky, B. A. (2016). A Review of the Effects of Visual-Spatial
Representations and Heuristics on Word Problem Solving in Middle School
Mathematics. International Journal of Research in Education and Science (IJRES),
2(1), 65–74.
Larbi, E., & Mavis, O. (2016). The Use of Manipulatives in Mathematics Education. Journal of
Education and Practice, 7(36), 53–61.
Lerch, C. (2002). The Unfossilization Of Concepts In Adult Learning. In 22nd Lilly
Conference on College Teaching. Review of Educational Research (pp. 1–64).
Maslinah, L., & Effandi, Z. (2017). Kaedah Visualisasi Meningkatkan Tahap Pencapaian
Pelajar Dalam Menyelesaikan Masalah Matematik Berayat. In Melaka International
Conference On Social Sciences 2017.
Muhamad Khoirul Umam. (2019). Penggunaan Metode Jaritmatika Dalam Meningkatkan
Motivasi Belajar. Awwaliyah: Jurnal PGMI, 2(1), 45–68.
Nor’ain, M. T., Marzita, P., Mazlini, A., Mohd Faizal Nizam, L. A., & Amalina, I. (2015).
Persepsi Dan Amalan Pengajaran Guru Matematik Dalam Penyelesaian Masalah
Algebra. Jurnal Pendidikan Sains & Matematik Malaysia, 5(2), 12–22.
Novita, R., & Putra, M. (2016). Using Task Like PISA’s Problem To Support Student’s
Creativity In Mathematics. Journal on Mathematics Education, 7(1), 31–42.
Reese, M. S. (2007). What’s So Hard About Algebra?: A Grounded Theory Study of Adult
Algebra Learners. University of San Diego.
Rusita, M. N., & Effandi, Z. (2016). Meningkatkan Kemahiran Pelajar Dalam Pendaraban
Ungkapan Algebra Melalui Penggunaan Teknik ‘Kotak Ajaib Algebra‘. In Seminar
Antarabangsa Pendidikan Global IV (Vol. 3, pp. 525–532).
Saraswati, S., Putri, R. I. I., & Somakim. (2016). Supporting Students’ Understanding of Linear
Equations With One Variable Using Algebra Tiles. Journal on Mathematics
Education, 7(1), 21–32.
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Learning (12th Edition). Boston: Pearson Education Inc.
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Van Der Walt, M., & Maree, K. (2007). Do Mathematics Learning Facilitators Implement
Metacognitive Strategies? South African Journal of Education, 27(2), 223–241.
623
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PENGINTEGRASIAN TEKNOLOGI MAKLUMAT DAN

KOMUNIKASI (TMK) DALAM PROSES PENGAJARAN DAN
PEMUDAHCARAAN (PDPC) MATEMATIK DALAM
KALANGAN PENSYARAH DI KOLEJ-KOLEJ VOKASIONAL
NEGERI SEMBILAN
Kaliammah Krishnan1*, Md. Yusoff Daud2
1
*Pengarang Koresponden: nilajeeiva@gmail.com
____________________________________________________________________________
Abstrak: Era teknologi maklumat telah merangsang tranformasi pendidikan dan teknologi
pendidikan. Dalam bidang pendidikan, usaha mempertingkatkan pengunaan Teknologi
Maklumat dan Komunikasi (TMK) dalam pengajaran dan pemudahcaraan (PdPc) terus
dipertingkatkan bagi merangsang generasi muda. Kajian ini merupakan kajian tinjauan
terhadap tahap pengintegrasian TMK dalam PdPc matematik oleh pensyarah-pensyarah Kolej
Vokasional (KV). Kajian ini dijalankan secara kuantitatif dengan menggunakan borang soal-
selidik sebagai instrumen. Kajian rintis dilaksanakan bagi menentukan nilai kebolehpercayaan
setiap item dalam instrumen. Nilai kebolehpercayaan Alfa Kroanbach bagi instrument berada
pada tahap tertinggi iaitu α> 0.70. Tujuan kajian adalah untuk mengenalpasti tahap
pengintegrasian TMK dengan mengambilkira kekerapan penggunaan, tahap kemahiran,
kelakuan, sikap serta sokongan TMK oleh pengurusan KV. Sampel kajian terdiri daripada 42
orang pensyarah matematik dari 6 buah KV di Negeri Sembilan. Data-data dari dapatan kajian
dianalisa secara statistik deskriptif dan inferensi dengan menggunakan perisian SPSS Version
23. Dapatan kajian menunjukkan bahawa, kekerapan penggunaan TMK berada pada tahap
yang tinggi (min 3.56, S.P 0.4357). Kemahiran TMK pensyarah berada pada tahap mahir (min
3.14, S.P 0.3968). Pensyarah mempunyai kelakuan yang positif terhadap pengintegrasian TMK
(min 3.12, SP 0.3300). Dari segi sikap menunjukkan tahap sederhana positif (min 2.75, SP
0.1198). Sokongan TMK oleh pihak pengurusan KV berada pada tahap sederhana negatif (min
2.39, SP 0.1798). Terdapat hubungan yang signifikan antara tahap kemahiran TMK dengan
kelakuan pensyarah. Sikap pensyarah terhadap pengintegrasian TMK turut mempunyai
hubungan yang signifikan dengan sokongan TMK oleh pengurusan KV. Secara keseluruhanya
pengintegrasian TMK dalam PdPc matematik berada pada tahap yang baik. Pensyarah
matematik KV mempunyai kemahiran dan sikap yang positif terhadap pengintegrasian TMK
dalam PdPc matematik. Kemudahan dan sokongan TMK oleh pengurusan KV masih berada
dalam keadaan sederhana. Tahap pengintegrasian TMK dalam PdPc akan meningkat jika
sokongan dan bantuan berasaskan TMK dapat disediakan di KV.
Kata kunci: teknologi maklumat dan komunikasi (TMK), pengajaran dan pemudahcaraan
(PdPc) matematik, pensyarah KV, pengintegrasian, kemahiran, sokongan, kelakuan, sikap
_________________________________________________________________________
1. Pengenalan
Pendidikan adalah bidang yang dinamik yang perlu berubah sejajar dengan keperluan anjakan
transformasi yang berlaku. Transformasi pendidikan dilakukan dalam sistem pendidikan
Malaysia yang disalurkan melalui Pelan Pembangunan Pendidikan Malaysia (2013 – 2025),
624
(eISBN: 978-967-16859-4-5)
intiupatinya menunjukkan sistem pendidikan negara sentiasa membuat perubahan yang

dinamik bagi menampung keperluan insan yang seimbang yang boleh menyara keperluan
semasa dunia kini. Keperluan insan seimbang termaktub dalam Falsafah Pendidikan
Kebangsaan (FPK). Dalam bidang pendidikan, usaha mempertingkatkan pengunaan TMK
dalam PdPc terus dipertingkatkan bagi merangsang generasi muda yang peka dengan ledakan
teknologi semasa. Teknologi maklumat dan komunikasi (TMK) bererti cara pemerolehan,
penyimpanan, pemprosesan dan penyebaran maklumat melalui peralatan telekomunikasi dan
komputer (Mohamad, 2016). TMK kini menjadi platform pembangunan dalam pelbagai bidang
untuk dinaiktarafkan. Antaranya bidang pendidikan, bidang perubatan, bidang pertanian,
bidang ekonomi dan bidang sosial dan sebagainya. Setiap bidang menggunakan TMK dengan
cara yang berbeza untuk manfaatkanya dengan betul.
Bahagian Teknik & Vokasional KPM telah dipertanggungjawabkan untuk menerajui

Pendidikan dan Latihan Teknik dan Vokasional (TVET). Kurikulum Standard Kolej
Vokasional (KSKV) diselaraskan dengan Standard Kemahiran Pekerjaan Kebangsaan (Akta
652). Beberapa Kolej Vokasional (KV) Rintis telah mula beroperasi pada tahun 2012. Terdapat
8 bidang yang menawarkan 38 jenis kursus kemahiran di Kolej Vokasional yang terletak di
seluruh negara (Nasir, 2018). Sistem Kolej Vokasional bermula dengan mengambil alih 88
sekolah menengah vokasional/ teknik secara beransur – ansur bermula pada tahun 2013
sehingga ke kini.
Pelbagai cabaran harus ditempuhi bagi memperkasakan dan memperkemaskinikan Pendidikan

Vokasional di Kolej Vokasional. Menurut Chuah & Jamil (2011) tranformasi sistem
pendidikan negara telah mengarus perdanakan beberapa paradigma dalam sistem pendidikan,
terutamanya sistem TVET sebagai batu loncatan untuk membuka laluan kepada peluang
kerjaya yang lebih baik. Impak daripada perkembangan industri. Permintaan untuk tenaga
kerha mahir meningkat secara mendadak. Menurut Mohamad (2008) tenaga kerja mahir
bermaksud pekerja yang mempunyai kapasiti, layak, berpengetahuan serta pandai dalam
mengaplikasikan TMK dalam tugas kerja. Satu cabaran penting adalah tenaga pengajar di KV
merupakan individu terpenting di institusi KV kerana mereka sedar dengan perubahan industri
dan sistem KV bagi melahirkan graduan yang berkemahiran dan mampu menepati kehendak
nindustri negara terkini. Pensyarah KV perlu responsif kepada transformasi industri dan
pendidikan kemahiran. Kemahiran TMK perlu diterapkan kepada pelajar-pelajar KV kerana
pelajar KV merupakan generasi pekerja mahir yang akan berkhidmat dalam pelbagai bidang.
Oleh itu silibus KV sentiasa diperkemaskini supaya seiring dan selari dengan kemajuan
teknologi dan kehendak industri terkini. Tenaga pengajar KV ( pensyarah KV) dinaiktaraf
daripada guru sekolah teknik/ vokasional kepada pensyarah KV. Pensyarah KV merupakan
ejen yang perlu fleksibel dalam menyampaikan ilmu kepada para pelajar. Sehubungan dengan
itu, pensyarah KV harus memikirkan mekanisme terbaik dalam menyampaikan ilmu dan
maklumat yang tepat kepada pelajar-pelajar. Adalah wajar untuk mengintegrasikan komponen
TMK dalam sistem pembelajaran matematik untuk mewujudkan suasana belajar yang boleh
menarik minat pelajar serta merangsang pemikiran komputasional. (Kim & Park, 2018).
Keberkesanan pengajaran matematik bergantung kepada kemahiran pensyarah dalam
mengintegrasikan TMK dalam PdPc dan teknik PdPc yang digunakan (Zilinskien, 2015).
Sejajar dengan transformasi sekolah teknik/vokasional kepada sistem Kolej Vokasional dan
keperluan pembelajaran abad ke-21, pengkaji melaksanakan kajian ini untuk mengenalpasti
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pengintegrasian TMK dalam PdPc matematik dalam kalangan pensyarah-pensyarah matematik

di Kolej-Kolej Vokasional Negeri Sembilan. Kajian ini bertujuan untuk mengenalpasti tahap
pengintegrasian TMK dalam PdPc matematik serta sokongan pihak pentadbiran KV dalam
pengintegrasian TMK. Tujuan kajian ini adalah untuk mengenalpasti tahap pengintegrasian
TMK dalam PdPc dalam kalangan pensyarah matematik Kolej Vokasional yang di Negeri
Sembilan. Kajian ini juga mengenalpasti tahap penggunaan, tahap kemahiran, sikap
penggunaan dan sokongan TMK oleh pihak pentadbiran KVdalam pengintegrasian TMK.
Kajian ini sangat penting untuk memberi sumbangan dan idea untuk menaiktarafkan kualiti
PdPc matematik di KV. Selain itu, dapatan kajian juga akan memberi maklumat tentang tahap
pengintegrsisn TMK dalam PdPc matematik oleh pensyarah matematik KV supaya berusaha
untuk meningkatkan penggunaan TMK. Adalah wajar untuk mengintegrasikan komponen
TMK dalam sistem pembelajaran matematik untuk mewujudkan suasana belajar yang boleh
menarik minat pelajar serta merangsang pemikiran komputasional (Kim & Park, 2018).
Keberkesanan pengajaran matematik bergantung kepada kemahiran pensyarah dalam
mengintegrasikan TMK dalam PdPc dan teknik PdPc yang digunakan (Zilinskien,
2015).Sejajar dengan transformasi sekolah teknik/vokasional kepada sistem Kolej Vokasional
dan keperluan pembelajaran abad ke-21, pengkaji memilih kajian mengenai pengintegrasian
TMK dalam PdPc Matematik dalam kalangan pensyarah-pensyarah matematik di Kolej-Kolej
Vokasional Negeri Sembilan.Sejajar dengan transformasi sekolah teknik/vokasional kepada
sistem Kolej Vokasional dan keperluan pembelajaran abad ke-21, pengkaji memilih kajian
mengenai pengintegrasian TMK dalam PdPc Matematik dalam kalangan pensyarah-pensyarah
matematik di Kolej-Kolej Vokasional Negeri Sembilan sebagai cara untuk menginovasikan
PdPc matematik di KV.Adalah wajar untuk pensyarah matematik mengintehgrasikan TMK
dalam PdPc matematik untuk mewujudkan persekitaran pembelajaran yang interaktif.
(Zilinskiene & Demirbilek, 2015). Lanjutan daripadanya, kajian ini mampu memberi maklumat
berguna yang dapat menjawab persoalan kajian tentang pengintegrasian TMK dalam PdPc
matematik oleh pensyarah matematik KV di Negeri Sembilan. Kajian ini juga akan memberi
manfaat kepada pensyarah-pensyarah matematik KV, pengubal silibus matematik KV serta
penggubal Kurikulum Standart Kolej Vokasional (KSKV) bagi subjek matematik.
2. Tinjauan Literatur
Tinjauan literatur merupakan tinjauan ke atas kajian-kajian lepas yang menyerupai skop,
tujuan, kerangka dan objektif kajian untuk idea tentang pembangunan kajian yang sitematik
dan rasional dengan objektif kajian. Kajian-kajian lepas yang berkaitan dengan Pengintegrasian
TMK dalam PdPc daripada pelbagai pangkalan data atas talian telah di ditinjau dengan
sistematik. Kajian-kajian yang berkaitan dengan pengintegrasian TMK dalam pengajaran dan
pembelajaran (PdPc), pembelajaran abad ke-21 (PAK 21), cabaran-cabaran dalam bidang
pendidikan teknik/vokasional telah dikaji sebelum membangunkan kajian saya yang bertajuk
Penggunaan Teknologi Maklumat & Komunikasi Dalam Proses Pengajaran dan Pembelajaran
Matematik Di Kalangan Pensyarah Kolej-Kolej Vokasional Yang Terletak di Negeri
Sembilan.Matapelajaran matematik di ditawarkan pada peringkat Sijil Vokasional Malaysia
(SVM) dan juga pada peringkat Diploma Vokasional Malaysia (DVM). Terdapat dua modul
utama bagi setiap kursus di KV iaitu modul insaniah dan modul vokasional (Yusop,2014).
Matematik merupakan subjek akademik di bawa modul insaniah yang wajib lulus pada
peringkat SVM dan DVM (Yassin, 2011). KV mempunyai silibus matematik mengikut
keperluan kursus kemahiran yang ditawarkan di setiap KV.
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Kajian pertama yang menjadi rujukan ialah kajian Subramaniyam (2015) yang bertajuk
“Penggunaan Teknologi Maklumat Dan Komunikasi (TMK) Dalam Kalangan Guru-guru
Matapelajaran Kemahiran Hidup Di Sekolah-Sekolah Rendah Luar Bandar Di Negeri Johor.
Kajian ini bertujuan untuk mengenalpasti tahap penggunaan, mudah guna, sikap dan tahap
keinginan terhadap TMK. Faktor-faktor luaran yang menghalang penggunaan TMK turut
dikaji. Pengkaji telah menggunakkan model penerimaan teknologi (TAM). Kajian ini menjadi
rujukan utama saya untuk mengetahui cara-cara mengkaji sikap dan tahap keinginan
responden. Hasil dapatan kajian menunjukkan bahawa guru-guru mempunyai refleksi yang
positif terhadap penggunaan TMK dalam PdPc mereka.
Seterusnya kajian yang yang ditinjau bertajuk Model Konsep Permbangunan Profesionalisme
Tenaga Pengajar Kolej Vokasional Malaysia. Pengkaji Johar Bin Bunimin (2016) mengkaji
tentang keperluan Latihan Dalam Perkhidmatan (LDP) dan Analisis Keperluan Latihan (AKL)
bagi tenaga pengajar KV yang dinaiktarafkan kepada pensyarah KV yang mengajar pelajar-
pelajar pada peringkat Sijil Vokasional Malaysia (SVM) dan Diploma Vokasional Malaysia
(DVM). Menurut beliau kajian ini penting untuk mengenalpasti keperluan latihan kepada
pensyarah KV untuk mengemaskinikan dan membekalkan diri mereka dengan sistem
pembelajaran yang baru. Dapatan beliau menunjukkan pensyarah KV memerlukan LDP untuk
menaiktarafkan kaedah pembelajaran yang lebih efektif, Pengkaji mendapat dapatan positif itu
keperluan LDP sangat penting kepada pensyarah KV untuk megaptasikan sistem KV serta
menambahkan ilmu yang berkaiatan dan sesuai dengan konsep kolej. Kajian ini sangat
signifikan kerana kajian ini memberi pendedahan tentang sistem KV serta didapati LDP sangat
diperlukan untuk menambah ilmu serta menyediakan guru-guru dari KV dilatih untuk menjadi
pensyarah KV yang berkaliber.
Beberapa kajian literatur telah melibatkan guru pelatih sebagai responden kajian supaya
mereka didedahkan kepada pengintegrasian TMK dalam PdPc. Tujuanya adalah sebagai
persediaan awal kepada guru pelatih yang akan menjadi guru novis dan guru muda. Kajian
Agyei & Voogt (2016) ke atas 12 orang guru pelatih sebagai responden kajian dari Wilayah
Cape, Ghana mendapati Elektronik Spreedsheet sebagai bahan bantu mengajar, meningkatkan
kefahaman konsep matematik serta mewujudkan persekitaran pembelajaran yang memusatkan
pelajar. Kajian Tasir & Lim (2010) mengkaji tentang “Tahap Pengetahuan, Sikap Dan
Masalah Penggunaan Komputer Di Kalangan guru sekolah menengah yang terletak di daerah
Alor Gajah. Responden kajian terdiri daripada 202 orang guru yang mengajar di lima buah
sekolah menengah di sekitar bandar Alor Gajah. Hasil dapatan ini menunjukkan guru-guru
tidak mengalami masalah yang serius untuk menggunakan komputer dalam pengajaran mereka.
Malahan mereka mempunyai keinginan untuk menggunakkan komputer sebagai medium PdPc
mereka untuk mewujudkan suasana belajar yang kondusif. Mereka juga mempunyai sikap yang
positif untuk mengintegrasikan teknologi maklumat dalam PdPc mereka. Objektif bagi kajian
ini menyerupai objektif kajian saya. Kajian ini banyak memberikan maklumat tentang
Kepentingan teknologi maklumat dalam PdPc. Kajian ini merupakan kajian kuantitatif yang
dijalankan di kalangan guru. Kajian ini juga memberi pendedahan tentang rekabentuk kajian
yang sesuai kepada kajian ini.Pengkaji menggunakan informasi yang berguna daripada tinjauan
literatur sebagai asas dan rujukan awal kajian.
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3. Metodologi
Rekabentuk Kajian
Rekabentuk kajian merupakan set panduan yang perlu diikuti untuk mencapai objektif kajian.
Menurut Utara (2012) kerangka konseptual kajian direka untuk menunjukkan kaitan dan
perhubungan antara pembolehubah-pembolehubah kajian dengan disokong oleh data-data
emprikal, teori dan fakta kajian.Tujuan utama kajian ini adalah untuk meninjau tahap
pengintegrasian TMK oleh pensyarah KV dalam PdPc matematik, pengetahuan dan kemahiran
TMK pensyarah, kelakuan dan sikap pensyarah serta masalah penggunaan TMK. Kajian ini
dijalankan secara deskriptif dengan dengan menggunakan pendekatan kuantitatif. Kajian ini
akan mengenalpasti tahap pengintegrasian TMK oleh pensyarah matematik KV, Kemahiran
TMK, sikap dan kelakuan pensyarah tentang pengintegrasian TMK serta sokongan TMK oleh
pihak pentadbiran di KV Negeri Sembilan seperti yang dapat diramalkan pada awal
kajian.Populasi kajian terdiri daripada 56 orang pensyarah matematik KV yang terletak di
seluruh Negeri Sembilan. Sampel kajian terdiri daripada seramai 52 orang pensyarah
matematik KV di Negeri Sembilan. Penentuan saiz sampel dibuat berasaskan jadual penentuan
saiz sampel Krejcie & Morgan (1970). 42 orang pensyarah menjadi sampel kajian dan 10
responden sebagai sampel kajian rintis.
Pengumpulan Data
Dua jenis sumber telah digunakan dalam prosedur pengumpulan data iaitu sumber data primer
dan sumber data sekunder. Data primer ialah data asal yang dikumpulkan secara khusus untuk
menjawab persoalan kajian dengan menggunakan instrumen (Sabitha, 2005). Data asal bagi
kajian ini adalah data daripada borang soal-selidik. Data sekunder merupakan data yang
dikumpulkan oleh pengkaji lain (Sabitha, 2005). Data sekunder bagi kajian diperolehi melalui
pembacaan dan kajian literatur kajian-kajian lepas seperti jurnal, tesis, sumber data dari
internet, surat khabar, pemerhatian pengkaji tentang isu-isu berkaitan kajian pengumpulan dan
sebagainya. Terdapat dua fasa dalam pengumpulan data iaitu pada fasa pertama pengumpulan
data kajian rintis dilaksanakan. Terdapat 10 responden sebagai sampel kajian rintis. Selepas
nilai kebolehpercayaan dikenalpasti, pengkaji mengubahsuai item-item dalam soal-selidik.
Pada fasa kedua pengumpulan data bagi kajian dilaksanakan. Sebanyak 45 borang soal-selidik
diedarkan dan terdapat 42 maklumbalas daripada responden. Pengkaji mengadaptasikan borang
soal selidik daripada kajian-kajian lepas dan mengubahsuai mengikut sistem pembelajaran
matematik di kolej vokasional. Soal selidik merupakan instrumen kajian yang mudah ditadbir
untuk mendapatkan data kajian seperti demografi pensyarah, tahap penggunaan TMK
pensyarah, pengetahuan dan kemahiran pensyarah, kelakuan dan sikap pensyarah terhadap
pengintegrasian TMK serta sokongan TMK pihak pentadbiran serta maklumat-maklumat lain
mudah didapati. Instrumen soal selidik diagihkan kepada 5 bahagian iaitu Bahagian A untuk
mengenalpasti maklumat demografi responden, Bahagian B untuk manjawab persoalan kajian
berkaitan tahap pengintegrasian dan kekerapan penggunaan TMK dalam PdPc matematik,
Bahagian C menjawab persoalan berkaitan pengetahuan dan kemahiran TMK pensyarah,
Bahagian D menjawab soalan berkaitan kelakuan dan sikap pensyarah KV terhadap
penggunaan TMK dalam PdPc dan Bahagian E menjawab persoalan berkaitan sokongan pihak
pentadbiran dalam penggunaan TMK dalam PdPc. Kompetensi bagi setiap bahagian
ditentukkan mengikut keperluan objektif dan persoalan kajian. Jadual 1 menunjukkan prosedur
pembahagian item dalam instrumen kajian.
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Jadual 1: Menunjukkan prosedur pembahagian instrumen kajian.

Bahagian Konstruk Bilangan Item
A Maklumat latar belakang pensyarah / Demografi 6
B Tahap kekerapan penggunaan TMK oleh pensyarah 12
C Pengetahuan dan kemahiran TMK pensyarah KV 15
D1 Kelakuan pensyarah KV terhadap penggunaan TMK 20
D2 Sikap pensyarah KV terhadap penggunaan TMK 10
E Sokongan TMK oleh pihak pentadbiran KV 20
Kesahan kandungan instrumen soal-selidik dilaksanakan dengan bantuan pakar TMK dari
KV Port Dickson. Dengan merujuk kepada komen dan maklum balas dari pakar, instrumen
soal-selidik sah dan mempunyai kesahan kandungan yang jitu untuk mengukur semua
pembolehubah kajian. Menurut Thabane et al (2010) kajian rintis amat penting dalam suatu
kajian bagi menentukkan kebolehpercayaan item dalam instrumen kajian seperti soal-
selidik. Kajian rintis dilaksanakan bagi menentukan kebolehpercayaan item-item dalam
soal-selidik dengan menentukan nilai Alfa Kroanbach setiap item dalam soal-selidik.
Secara keseluruhan nilai alfa Kroanbach bagi instrumen soal selidik melebih nilai aras
kepercayaan 0.70, menurut Croanbach (1951) nilai ini menunjukkan item-item soal-selidik
mempunyai kebolehpercayaan yang tinggi dan mampu untuk mengukur objektif dan
menjawab persoalan kajian. Selepas nilai kebolehpercayaan instrument kajian dikenalpasti
borang soal-selidik diubahsuai dan diedarkan di setiap KV di Negeri Sembilan selepas
pengkaji mendapatkan kebenaran daripada pihak pengurusan tertinggi setiap KV. Set
borang soal selidik telah diedarkan melalui ketua unit matematik dan penyelaras matematik
KV Negeri Sembilan. Penyeleras matematik bertanggungjawab untuk mengedarkan dan
mengutip maklumbalas daripada responden setiap KV. Prosedur pengutipan data dari
responden mengambil masa tiga minggu dari tarikh 21 haribulan Oktober 2019 hingga 11
haribulan November 2019. Terdapat 42 maklumbalas daripada responden. Pengkaji
mengumpulkan, mengatur dan menapis semua data soal selidik yang diterima dan mula
menganalisis data dengan menggunakan perisian Statiscal Packages for Social Science
(SPSS Version 23).
Analisis Data.
Proses analisis dapatan kajian merupakan peringkat yang sangat penting dalam kajian
kerana pada peringkat ini pengkaji akan menentukan pencapaian objektif kajian. Terdapat
beberapa peringkat dalam proses analisis data. Semua data yang di peroleh daripada borang
soal selidik pensyarah dianalisis dengan kaedah analisis data kuantitatif melalui perisian
SPSS. Data telah dianalisis dengan menggunakan kaedah deskriptif dan inferensi. Analisis
statistik deskriptif merupakan prosedur statistik yang digunakan untuk merumuskan,
mengorganisasikan dan menyimpulkan data kajian (Gravetter, Wallnau & Forzano, 2016).
Data kajian yang dikumpulkan akan dianalisis pada beberapa peringkat yang berbeza dan
output dari analisis akan dibentangkan dalam struktur tertentu supaya menjadi maklumat
berguna yang akan menjawab persoalan kajian. Analisis data daripada borang soal selidik
pensyarah bertujuan untuk mengenalpasti nilai skor min, kekerapan dan peratusan. Analisis
data-data tersebut untuk mengenalpasti tahap penggunaan TMK dalam PdPc matematik,
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kekerapan penggunaan teknologi dalam PdPc, sikap dan kelakuan pensyarah terhadap
pengintegrasian TMK, kekangan-kekangan penggunaan teknologi dan sebagainya. Analisis
statistik deskriptif seperti nilai min, sisihan piawai, kekerapan dan peratusan digunakan
untuk mengenalpasti tahap pengintegrasian TMK dan analisis data demografi seperti
jantina, umur, tahap pendidikan, pengalaman mengajar dan tahap penguasaan TMK
responden kajian. Statistik inferensi merupakan teknik yang membimbing pengkaji untuk
mengkaji sampel yang mewakili populasi dan membuat generalisasi kajian (Gravetter,
Wallnau & Forzano, 2016). Analisis statistik inferensi yang digunakan dalam kajian ialah
Korelasi Pearson untuk megenalpasti hubungan antara dua pemboleubah kajian dan ujian-t
untuk mengenalpasti pola taburan dua pemboleubah kajian. Jadual 2 melaporkan analisis
nilai min, sisihan piawai dan nilai kebolehpercayaan setiap pemboleubah kajian.
Menurut analisis 5 sub-konstruk yang ada dalam instrumen soal-selidik untuk mengukur
objektif pencapaian objektif kajian. Setiap konstruk mempunyai nilai kebolehpercayaan
(Alfa Kroanbach) dalam lingkungan 0.70 hingga 0.93 dan nilai kebolehpercayaan bagi
keseluruhan instrumen soal-selidik ialah 0.79. Menurut aras kebolehpercayaan Croanbach
(1951) instrumen mempunyai kebolehpercayaan yang tinggi dan mampu untuk menjawab
persoalan kajian. Dapatan kajian dianalisa berasakan kepada skala Likert 4 mata dan 5
mata. Kaedah analisis inferensi Korelasi Pearson digunakan untuk mengenalpasti hubungan
antara sikap pensyarah dengan sokongan pihak pentadbiran serta tahap kemahiran
pensyarah dengan kelakuan pensyarah.Skor min kekerapan penggunaan TMK dalam PdPc
matematik oleh pensyarah KV berada pada tahap yang tinggi (skor min 3.56).
Dapatan kajian juga menunjukkan tahap kemahiran TMK pensyarah mencatatkan skor min
yang tinggi iaitu 3.14. Skor min bagi sub konstruk kelakuan pensyarah adalah pada tahap
sederhana positif iaitu 3.12. Min skor sikap pensyarah terhadap pengintegrasian TMK
dalam PdPc matematik berada pada tahap sederhana positif iaitu 2.75. Bagi sub konstruk
sokongan TMK pihak pentadbiran KV dalam membimbing peningkatan pengintegrasian
TMK dalam PdPc berada pada tahap sederhana negetif dengan skor min 2.39.
Jadual 2 : Analisis statistik pemboleubah kajian

Nilai Tahap Tahap Kelakuan Sikap Sokongan
kekerapan Kemahiran pensyarah pensyarah pihak
penggunaan pentadbiran
Skor min 3.56 3.14 3.12 2.75 2.39

Sisihan Piawai 0.4357 0.3968 0.4230 0.3300 0.1798
Kebolehpercayaan 0.703 0.749 0.823 0.926 0.756
(Alfa Kroanbach)
Kaedah analisis inferensi iaitu Ujian Korelasi Pearson digunakan untuk mengenalpasti
hubungan antara sikap pensyarah dengan sokongan TMK pihak pentadbiran serta hubungan
antara tahap kemahiran pensyarah dengan kelakuan pensyarah. Jadual 3 menunjukkan nilai
pekali korelasi r = 0.978. ini bermaksud terdapat nilai korelasi yang positif antara kedua-
kedua pemboleubah kajian dan tahap hubungan tersebut adalah sangat kuat mengikut
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Sugiyono (2005). Aras signifikan 2-Tailed (p) yang digunakan dalam ujian ini mencatatkan
nilai yang kurang daripada 0.01(p<0.01). Menurut Bakar (2007) dibuktikan secara saintifik
bahawa wujud korelasi yang signifikan antara kelakuan pensyarah dengan tahap kemahiran
TMK oleh pensyarah KV.
Jadual 3 : Korelasi antara tahap kemahiran pensyarah dengan kelakuan pensyarah terhadap
pengintegrasian TMK.
Korelasi
Nilai Korelasi Kelakuan Kemahiran
Kelakuan Pearson Correlation 1 .978**
Sig. (2-tailed) .000
N 42 42
**
Kemahiran Pearson Correlation .978 1
N 42 42
Jadual 4 menunjukkan tahap korelasi antara sikap pensyarah terhadap pengintegrasian

TMK dengan sokongan pihak pentadbiran KV dalam pengintegrasian TMK di KV. Nilai
korelasi r = 0.838, dengan ini terbukti bahawa terdapat korelasi yang sangat kuat antara
kedua pemboleubah kajian (Sugiyono, 2005). Bagi tahap signifikan nilai p< 0.01. ini
menunjukkan bahawa terdapat hubungan yang signifikan antara sikap pensyarah terhadap
pengintegrasian TMK dalam PdPc matematik serta sokongan TMK oleh pihak pengurusan
KV.
Jadual 4 : Korelasi antara sikap pensyarah terhadap pengintegrasian TMK dengan sokongan pihak
pentadbiran KV dalam pengintegrasian TMK.
Korelasi
Nilai Korelasi Sikap Sokongan
Sikap Pearson Correlation 1 .838**
N 42 42
**
Sokongan Pearson Correlation .838 1
N 42 42
4.0 Dapatan dan Perbincangan
Sebanyak 52 responden dari KV Negeri Sembilan menjawab soal-selidik. Borang soal-

selidik telah diedarkan secara dua fasa iaitu, pada fasa pertama seramai 10 responden
menjawab soal-selidik kajian rintis. Selepas nilai kebolehpercayaan instrumen dikenalpasti
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dan borang soal-selidik telah dikemaskinikan mengikut keperluan. Pada fasa kedua borang
soal-selidik kajian diedarkan kepada 45 orang responden. Antaranya 42 responden telah
respon kepada borang soal-selidik. Data-data kajian yang yang dikumpulkan melalui
instrumen kajian telah diinputkan ke dalam perisian statistik SPSS. Dapatan kajian
diinterpretasikan secara kaedah analisis deskriptif dan inferensi untuk menjawab persoalan
kajian serta mengenalpasti pencapaian objektif kajian. Berpandukan kepada hasil dapatan
kajian, pensyarah KV di Negeri Sembilan mengintegrasikan TMK dalam PdPC matematik.
Mereka memahami kepentingan PdPc yang interaktif akan meningkatkan tahap
pemahaman pelajar KV. Sejajar dengan hasrat kerajaan untuk menaiktarafkan sistem
pendidikan TVET, pensyarah-pensyarah matematik KV akur dengan tanggungjawab
mereka sebagai pendukung matlamat TVET dan mempunyai peningkatan kendiri dalam
kemahiran TMK yang lebih kompeten. Mereka mengintegrasikan komponen-komponen
TMK dalam PdPc untuk menarik minat pelajar serta membimbing penggunaan TMK oleh
pelajar KV. Sebagai pengajar dan pemudahcara pensyarah KV menunjukkan kelakuan yang
positif terhadap pengintegrasian TMK. Mereka memahami kepentingan dan signifikan
pengetahuan TMK untuk mewujudkan suasana pembelajaran abad ke-21. Pensyarah KV
menjadi model kepada pelajar KV untuk meningkatkan kemahiran TMK melalui
pembelajaran kendiri supaya kompeten dan mampu meningkatkan kebolehpasaran diri
dalam pasaran kerjaya selepas graduasi.
Dari segi sikap pensyarah KV terhadap pengintegrasian TMK berada pada tahap sederhana
baik. Beberapa faktor yang menyumbang kearah sikap sederhana ini, walaupun mereka
mempunyai kemahiran TMK yang baik. Dapatan kajian menunjukkan persepsi pensyarah
terhadap kemudahan TMK yang terdapat di KV tidak mencukupi untuk melaksanakan
PdPc yang dintegrasikan dengan TMK. Faktor kemudahan perisian pembelajaran
matematik yang tidak cukup serta kekurangan kemudahan TMK yang berkaitan dengan
kurikulum matematik KV menjadi dalang dalam pengintegrasian TMK dalam PdPc. Dari
segi sokongan daripada pihak pentadbiran KV dalam merangsang pengintegrasian TMK
berada pada tahap kurang memuaskan. Menurut pensyarah KV kekurangan infrastruktur
TMK di KV menjadi penghalang dalam pengintegrasian TMK. Kekurangan kemudahan
internet, kekurangan makmal komputer, kekurangan perkakasan TMK serta fasiliti
penyelenggaraan perkakasan TMK merupakan antara faktor-faktor menyumbang kepada
persepsi pensyarah KV terhadap sokongan pihak pentadbiran KV. Pihak pentadbiran KV
perlu menyediakan latihan dalam perkhidmatan (LDP) yang berkaitan dengan
pengintegrasian TMK.
Dari segi hubungan antara kelakuan pensyarah dengan tahap kemahiran TMK pensyarah
menunjukkan hubungan positif yang signifikan. Dengan ini terbukti bahawa tahap
kemahiran TMK menyumbang kepada kelakuan pensyarah dalam pengintegrasian TMK.
Pensyarah KV bersedia untuk menaiktarafkan diri sebagai pendidik graduan KV yang
kompeten. Hubungan antara sikap pensyarah KV terhadap pengintegrasian TMK dengan
sokongan TMK oleh pihak pentadbiran KV turut mempunyai hubungan yang signifikan. Ini
menunjukkan pihak pentadbiran KV perlu memandang serius tentang penyediaan
infrastruktur TMK yang mencukupi untuk meningkatkan sikap positif pensyarah dalam
pengaplikasian komponen TMK dalam sistem pembelajaran. Selain itu, keperluan internet
di KV sangat penting bukan untuk pensyarah tetapi bagi para pelajar sekali untuk
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mewujudkan suasana pembelajaran yang berteknologi dan mudah supaya dapat

meningkatkan penglibatan pelajar dalam PdPc matematik.
5.0 Kesimpulan.
Era teknologi merupakan era pembangunan. Peranan teknologi diperluaskan dalam bidang
untuk memartabatkan bidang pendidikan supaya dapat membantu dalam merangsang
pembentukkan modal insan berkualiti dan berkemahiran. Pelbagai kajian tentang
pengaplikasian TMK dalam bidang pendidikan dilaksanakan pada peringkat antarabangsa
oleh pengkaji-pengkaji ilmiah. Penggunaan TMK dalam PdPc dapat membantu untuk
memberi pengalaman pengajaran yang berguna kepada pelajar. (Pappadakis, 2016)
Penggunaan TMK dalam PdPc matematik mampu untuk meningkatkan keberkesanan
pembelajaran. Sistem KV merupakan sistem yang sedang dibangunkan supaya dapat
melaksanakan aspirasi KPM untuk melahirkan pekerja yang mempunyai pelbagai
kemahiran termasuk kemahiran TMK. Adalah wajar untuk pensyarah matematik
mengintegrasikan TMK dalam PdPc matematik untuk mewujudkan persekitaran
pembelajaran yang interaktif. (Zilinskiene & Demirbilek ,2015). Lanjutan daripadanya,
kajian ini mampu memberi maklumat berguna yang dapat menjawab persoalan kajian
tentang pengintegrasian TMK dalam PdPc matematik oleh pensyarah matematik KV di
Negeri Sembilan. Kajian ini juga akan memberi manfaat kepada pensyarah-pensyarah
matematik KV, pengubal silibus matematik KV serta penggubal Kurikulum Standart Kolej
Vokasional (KSKV) bagi subjek matematik.
Rujukan
Agyei, D. D., & Voogt, J. M. (2016). Pre-service mathematics teachers’ learning and teaching
of activity-based lessons supported with spreadsheets. Technology, pedagogy and
education, 25(1), 39-59.
Bakar, B. A. (2007). Kaedah analisis data penyelidikan ilmiah. Utusan Publications.
Bunimin, J. (2016). Model konsep pembangunan profesionalisme tenaga pengajar kolej
vokasional Malaysia (Doctoral dissertation, Universiti Tun Hussein Onn Malaysia).
Bunyamin, Muhammad Abd Hadi. (2015). Pendidikan STEM Bersepadu: Perspektif Global,
Perkembangan Semasa di Malaysia, dan Langkah Kehadapan. Buletin Persatuan
Pendidikan Sains dan Matematik Johor. 25. 1-6.
Creswell, J. W. (2011). Controversies in mixed methods research. The Sage handbook of
qualitative research, 4, 269-284.
Chua, J. H., & Jamil, H. (2014). The Effect of Field Specialization Variation on Technological
Pedagogical Content Knowledge (TPACK) among Malaysian TVET
Instructors. Malaysian Online Journal of Educational Technology, 2(1), 36-44.
Gravetter, F. J., & Wallnau, L. B. (2016). Statistics for the behavioral sciences. Cengage
Learning.
Krejcie, R.V. dan Morgan, D.W. (1970). Education and Psychological Measurement:
Determining Sample Size for Research Activities. November, 2014. Retrieve
http://opa.uprrp.edu/InvInsDocs/KrejcieandMorgan.pdf
Mohamad, A. M., & Skudai, J. (2008). Kelemahan penguasaan kemahiran di kalangan pelajar:
pedagogi dan teknologi sebagai pendekatan penyelesaian. In Seminar Penyelidikan
Pendidikan Pasca Ijazah (pp. 25-27).
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Morgan, D. W., & Krejcie, R. V. (1970). Determining sample size for research
activities. Educational and psychological measurement, 30(3), 607-10.
Nasir, A. N. M., Ahmad, A., Udin, A., Wahid, N. H. A., & Noordin, M. K. (2018).
Competency Level of Technical Knowledge for Electronic Lecturers in Vocational
College, Malaysia. Advanced Science Letters, 24(4), 2796-2798.
Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2016). Comparing tablets and PCs in teaching
mathematics: An attempt to improve mathematics competence in early childhood
education. Preschool and Primary Education, 4(2), 241-253.
Sugiyono, Y. (2005). Analisis Statistika-Korelasi Linier Sederhana.
Supramaniyam, V. (2015). Penggunaan Teknologi Maklumat Dan Komunikasi (TMK) Dalam
Kalangan Guru-Guru Mata Pelajaran Kemahiran Hidup Di Sekolah Rendah Luar
Bandar Negeri Johor (Doctoral dissertation, Universiti Tun Hussein Onn Malaysia).
Tasir, Z., & Lim, B. Y. (2010). Tahap Pengetahuan, Sikap Dan Masalah Penggunaan Komputer
Di Kalangan Guru Di Sekolah Menengah Daerah Alor Gajah. Tahap Pengetahuan,
Sikap Dan Masalah Penggunaan Komputer Di Kalangan Guru Di Sekolah Menengah
Daerah Alor Gajah., 1-10.
Thabane, L., Ma, J., Chu, R., Cheng, J., Ismaila, A., Rios, L. P., ... & Goldsmith, C. H. (2010).
A tutorial on pilot studies: the what, why and how. BMC medical research
methodology, 10(1), 1.
Utara, S. (2012). Pedoman Penulisan Skripsi.
Yassin, M. (2011). Mesyuarat Ketiga Menteri-Menteri Pelajaran Asia Eropah (ASEMME3) di
Axelborg Hall. Dicapai pada November 30, 2013 dari
http://pspbtp.wordpress.com/tag/vokasional/
Zilinskiene, I., & Demirbilek, M. (2015). Use of GeoGebra in Primary Math Education in
Lithuania: An Exploratory Study from Teachers' Perspective. Informatics in
Education, 14(1), 127-142.
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PENYELESAIAN MASALAH DALAM TAJUK PENDARABAN

TAHUN 5 SK SAHABAT II LAHAD DATU SABAH MELALUI
KAEDAH “ATAS GARISAN”
Wan Muhammad Faris Wan Zawawi1*, Roslinda Rosli2
1
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
2
Fakulti Pendidikan, Universiti Kebangsaan Malaysia, Bangi, Malaysia.
*
Pengarang Koresponden: wmfaris1706@gmail.com
____________________________________________________________________________
Abstrak: Kajian ini dijalankan untuk memberi pengetahuan dan kemahiran baru kepada
murid-murid yang lemah dalam pendaraban nombor empat digit dengan dua digit melalui
pengenalan kepada Kaedah “Atas Garisan”. Seramai lima orang peserta kajian yang merupakan
murid-murid daripada kelas Tahun 5 Cerdik, Sekolah Kebangsaan Sahabat II terlibat dalam
kajian yang dijalankan. Peserta kajian dipilih berdasarkan markah pencapaian yang diperoleh
setelah ujian diagnostik dijalankan kepada semua murid kelas yang dipilih. Lima peserta kajian
yang dipilih memperoleh markah yang paling rendah dan masih belum mahir dalam menjawab
soalan pendaraban berbentuk penyelesaian masalah. Ujian Pra, Ujian Pasca dan temu bual
digunakan sebagai instrumen bagi kajian ini. Bagi mengukur perubahan markah murid; Ujian
Pra dan Pasca digunakan, manakala temu bual dan analisis dokumen turut digunakan untuk
melihat penggunaan Kaedah “Atas Garisan” yang digunakan oleh mereka semasa kajian
berlangsung. Data dianalisis menggunakan jadual, graf dan gambar rajah yang bersesuaian.
Dapatan kajian mendapati Kaedah “Atas Garisan” yang digunakan dapat meningkatkan
keupayaan murid dalam menjawab soalan pendaraban dan turut dapat membantu mereka
menjawab soalan penyelesaian masalah dalam tajuk pendaraban dengan betul.
Kata kunci: Kaedah “Atas Garisan”, keupayaan menjawab, penyelesaian masalah, pendaraban
1. Pengenalan
Kajian ini bertujuan untuk membantu menyelesaikan permasalahan murid dalam menjawab
soalan pendaraban nombor empat digit dengan dua digit. Apabila masalah dikenal pasti,
pengkaji akan membina satu kaedah atau cara untuk menangani masalah itu daripada berlaku.
Bentuk kajian yang dipilih ialah kajian tindakan yang dilihat pengkaji bertepatan dengan isu
yang ingin dikaji. Kajian tindakan akan memberikan analisis yang menyeluruh kepada
permasalahan semasa dan sebab yang mendorong berlakunya permasalahan tersebut. Kajian
tindakan juga menekankan kepada keberkesanan cadangan atau kaedah yang berfokus kepada
penyelesaian masalah (Bahadir, 2017).
Kajian yang dijalankan adalah berfokuskan kepada penggunaan Kaedah “Atas Garisan” untuk
menyelesaikan soalan pendaraban. Perkara ini bertujuan untuk memudahkan murid
menyelesaikan soalan disamping dapat mengurangkan kadar kesilapan nilai tempat semasa
menjawab soalan. Kemahiran yang diajar ini dapat diteruskan dan boleh digunakan digunakan
murid semasa mereka menduduki peperiksaan Ujian Penilaian Sekolah Rendah (UPSR)
bertepatan dengan dapatan daripada kajian Jarema dan Learning (2007) bahawa pelajar yang
dapat menguasai fakta asas matematik akan memperoleh asas yang kukuh yang dapat
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membantu mereka dalam pelajaran matematik di sekolah menengah, kolej, dan ke peringkat
seterusnya.
Pengenalan kepada kaedah ini juga, akan membuatkan murid tertarik kepada subjek matematik
sebagaimana yang ditegaskan oleh Bahadir (2017), kaedah pengajaran penggambaran yang
berasakan murid dan yang dapat menarik minat murid akan menjadikan suatu pengajaran itu
lebih bermakna dan lebih berkesan untuk murid. Justeru, murid tidak akan lagi memberi
tanggapan dan pandangan bahawa subjek matematik adalah matapelajaran yang susah bagi
mereka.
Matematik merupakan satu perkara penting dalam kehidupan bukan sahaja untuk pendidikan,
malah ianya diberi perhatian dalam penetuan kerjaya dan juga kehidupan harian manusia
(Stewart & Kluwin, 2001; Norasmah & Shuki, 2009). Kementerian Pendidikan Malaysia
menggariskan pendaraban dalam Kurikulum Bersepadu Sekolah Rendah (KBSR) dan
Kurikulum Standard Sekolah Rendah (KSSR) bahawa ianya adalah satu kemahiran yang perlu
dikuasai untuk murid menguasai matematik itu sendiri dan Kementerian Pendidikan Malaysia
juga menekankan kepada murid memahami konsep dan kemahirannya (Kementerian
Pendidikan Malaysia 2001; 2013). Akan tetapi, walaupun pendaraban sentiasa menjadi fokus
dalam matematik, masih terdapat ramai murid yang masih belum dapat menguasai teknik dan
asas kepada pendaraban (Steel & Funnell 2001; Zainuddin & Mohd. Rashid 2007).
Konsep Pendaraban
Mok Soong Sang dan Siew Fook Cheong (1989) menyatakan pemahaman kepada konsep darab
merupakan perkara asas yang perlu diketahui oleh murid untuk menjawab soalan pendaraban
dengan cekap. Elkins (2002), Howell dan Nolet (2000), Kilpatrick, Swafford dan Findell
(2001) dan Norbury (2002) mengatakan fakta asas darab merupakan asas untuk kemajuan
seterusnya dalam matematik. Ia adalah asas untuk pembelajaran pendaraban pelbagai angka,
pecahan, nisbah, bahagi, dan perpuluhan.
Memahami fakta asas darab merupakan sesuatu yang kritikal dan penting kerana menurut
Ashcraft, Kirk, dan Hopko (1998), Kilpatrick et al. (2001) dan Wu (1999) banyak tugasan
merangkumi kesemua domain dalam matematik dan lain-lain subjek memerlukan pengetahuan
mengenai fakta asas pendaraban sebagai komponen awal bagi keseluruhan tugasan. Untuk
membolehkan pelajar memberikan tumpuan kepada tugasan yang lebih mencabar seperti
penyelesaian masalah, penguasaan fakta asas dan kemahiran adalah satu kelebihan. Kenyataan
ini dikuatkan lagi dengan Westwood (2003) mengatakan jika pelajar tidak boleh melakukan
pengiraan asas ini tanpa bantuan kalkulator atau bantuan lain, menyelesaikan proses yang lebih
tinggi dalam penyelesaian masalah akan terhalang.
Kaedah Hafalan
Kaedah hafalan yang sudah sebati dengan murid masa kini sudah semakin kurang kesannya
kepada murid. Menurut Walker (2000) untuk menjadikan ianya suatu memori yang kekal, masa
yang diambil adalah sangat banyak dan memerlukan tumpuan yang sebenar. Ia juga
memerlukan murid membuat banyak ulangan dan latihan. Hal ini menyebabkan bila murid
tidak mampu menghafal dirumah, guru terpaksa memperuntukkan masa mengajar mereka di
sekolah untuk memenuhi tujuan tersebut. Walker pp. 106 (2000) juga ada menyebut:
“..research has show(n) rote memory to be the least effective way of memorizing.”
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(2000)
Walker (2000) bagaimanapun tidak menyebutkan penyelidikan yang manakah yang disebutkan
itu. Kaedah hafalan juga akan mengakibatkan murid menjadi letih dan kurang bersemangat
kerana ia memakan masa yang lama untuk dilakukan selain ia hanya memerlukan murid
menghafal fakta-fakta yang diberikan sahaja tanpa perlu memahami konsep dan fakta asas
sebenar yang di perlukan untuk menyelesaikan masalah (Sousa, 2006). Akan tetapi kaedah
hafalan tidak boleh terus dipinggirkan kerana terdapat kajian seperti Ball, Thames dan Phelps
(2008); Charalambous (2010); Toluk - Uçar (2011); Baki (2013) yang menyatakan bagi
mempelajari pengetahuan yang berbentuk fakta, kaedah hafalan adalah kaedah yang berkesan
dan sesuai untuk memenuhi tujuan tersebut.
Sudah menjadi satu tanggapan kepada murid yang mana pendaraban ialah suatu perkara yang
susah dan ia sentiasa menjadi masalah kepada mereka untuk terus meningkat maju dalam
pencapaian matematik. Kebanyakan murid melakukan kesilapan dalam menggunakan jadual
sifir seterusnya menghadapi masalah untuk terus menguasai pendaraban, (Geary, 2004:
Kilpatrick et al., 2001: Koscinski & Gast, 1993) dan seterusnya semasa menghadapi operasi
melibatkan nombor tunggal yang besar (Campbell & Graham, 1985: Steel & Funnell, 2001:
Swan & Sparrow, 2000). Murid sekolah rendah ada menyatakan mereka membuat latihan
pendaraban dengan menulis siri nombor memgunakan kaedah ‘melihat nombor’, membaca
nombor dan mendengar melalui pita (Steel & Funnell, 2001). Amatlah dikesalkan jika fakta
asas darab tidak dapat dikuasai semasa sekolah rendah kerana ia tidak akan mungkin diberikan
pendedahan secara berstruktur semasa di sekolah menengah (Steel & Funnell, 2001).
Kaedah Pengajaran
Penggunaan bahan-bahan konkrit, gambar, gambarajah, dan perbincangan meningkatkan
kebiasaan murid dengan proses pendaraban dan membantu dalam pemerhatian corak dan
persamaan. Sebagai contoh, untuk belajar fakta asas darab yang terkandung dalam jadual
pendaraban 0 hingga 9, lebih daripada 100 operasi pendaraban perlu dikuasai. Memahami
secara komutatif – bahawa urutan dua nombor tidak menjejaskan hasil darab (contoh 8 X 5 = 5
X 8) – telah mengurangkan operasi kepada setengah. Pemahaman konsep pendaraban dengan
sifar, satu angka, dan dua angka (yang sama dengan menggandakan bilangan angka)
mengurangkan lagi jumlah operasi yang perlu dipelajari kepada hanya 28 operasi mudah
(Hasselbring, Goin, & Bransford 1988; Kilpatrick et al. 2001; Swan & Sparrow 2000).
Penggunaan kaedah ini juga menunjukkan kesan yang memberangsangkan dari segi prestasi
kognitif dan efektif murid. Penggunaan gambarajah dalam pengajaran matematik peringkat
sekolah rendah akan memberikan gambaran baru kepada murid mengenai matematik serta
dapat meningkatkan semangat, menambahkan fokus pembelajaran dalam memahami konsep
abstrak dan bukan abstrak dalam matematik (Isik & Konyalioglu 2005). Hal ini disokong oleh
dapatan daripada Sidekli, Gokbulut dan Sayar (2013) yang mendapati kadar kesalahan
pengiraan melibatkan pendaraban yang dilakukan oleh responden dalam kajian mereka
semakin berkurang setelah didedahkan dengan pengajaarn menggunakan kaedah gambarajah.
Penglibatan aktif murid juga merupakan satu aspek penting untuk memahami konsep
pendaraban yang diajarkan. Britiney Fife (2003) telah menjalankan satu kajian tindakan ke atas
murid mengenai penilaian pengajaran menggunaan kad imbasan dengan pengajaran melalui
penglibatan aktif. Hasil laporan beliau mendapati tiada kesimpulan yang kukuh yang
menyatakan bahawa penglibatan aktif memberikan keputusan yang lebih baik daripada
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menggunakan kad imbasan. Dibelenggu oleh banyak kebarangkalian semasa menjalankan

kajian, beliau mengakui bahawa responden beliau sedikit dan terdapat kekangan masa.
Disebabkan hal ini, beliau mencadangkan kajian lanjutan untuk mendapatkan jawapan yang
lebih kukuh.
Mengambil kira pelbagai informasi daripada kajian yang lepas, kaedah mendarab yang
menggunakan bahan yang konkrit dan memerlukan penglibatan aktif murid perlu dibangunkan
oleh pengkaji supaya dapat membantu murid menangani masalah pendaraban nombor empat
digit dengan dua digit ini. Pengkaji mengenalkan kaedah pendaraban “Atas Garisan” sebagai
bahan yang akan membantu murid dalam menjawab soalan pendaraban nombor empat digit
dengan nombor dua digit selaras dengan kajian Marshark, Lang dan Albertini pp. 163 (2002)
yang menyebut:
“Tell me, and I will forget; show me, and I will remember; involve me and I will understand”.
(2002)
Jadi kajian ini bertujuan untuk menjawab persoalan-persoalan kajian seperti berikut:
1) Sejauh manakah keupayaan peserta kajian menjawab soalan pendaraban nombor empat digit
dengan nombor dua digit dapat ditingkatkan dengan menggunakan kaedah “Atas Garisan”?
2) Sejauh manakah peserta kajian dapat menyelesaikan soalan melibatkan pendaraban nombor
empat digit dengan nombor dua digit dengan betul menggunakan kaedah “Atas Garisan”?
Analisis Kesilapan Yang Dihadapi Responden
Berikut merupakan dapatan yang diperoleh dan diletakkan dalam bentuk jadual bagi
memudahkan data yang telah didapati dari ujian seperti di bawah:
JADUAL 1: Jadual Kesalahan Responden dalam Ujian Pra
Responden Yang Kekerapan

Kesalahan Nombor Soalan
Terlibat (Penskoran)
R2=2
Kesalahan meletakkan nilai tempat Responden 2, 3,
Soalan 1, 2, dan 6 R3=3
semasa mendarab dan 4
R4=2
Kesalahan membuat penambahan

R1=3
selepas pendaraban Responden 1 dan 3 Soalan 3 dan 6
R3=2
R1=4
R2=5
Kesalahan dalam mendarab Responden 1, 2, 3, Soalan 1, 2, 3, 4, 5,
R3=4
4, dan 5 dan 6
R4=5
R5=5
Selepas ujian pra dijalankan, pengkaji telah mengesan tiga kesalahan-kesalahan yang berlaku
semasa responden menjawab soalan didalam ujian pra. Antara kesalah tersebut ialah kesalahan
meletakkan nilai tempat semasa mendarab, kesalahan membuat penambahan selepas
pendaraban, dan kesalahan dalam mendarab. Daripada kesalahan-kesalahan yang dipaparkan
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dalam jadual dapat dibukitkan bahawa responden mempunyai masalah dalam menjawab soalan
pendaraban melibatkan nombor empat digit dengan nombor dua digit. Hal ni kerana
berdasarkan daripada jadual, setiap responden sekurang-kurangnya telah melakukan tiga
kesalahan semasa menjawab soalan ujian pra tersebut.
Analisis Ujian Pra Dan Ujian Pasca
Peningkatan yang drastik daripada markah ujian pra kepada markah ujian pasca dapat dilihat ke
atas semua responden. Mereka mendapat markah penuh dalam ujian pasca yang telah
direkodkan. Kenaikan yang tertinggi dicatatkan ialah sebanyak 83% iaitu kenaikan bagi
markah responden 2, 4, dan 5. Responden-responden ini hanya dapat menjawab 1 sahaja soalan
dengan betul semasa ujian pra dijalankan seterusnya mendapat markah yang paling minima
iaitu 17% pada waktu tersebut. Kenaikan markah bagi responden 1, dan 3 ialah sebanyak 33%
kenaikan. Pencapaian yang dicatatkan menunjukkan responden dapat menjawab soalan dengan
betul selepas responden diajar dengan kaedah “Atas Garisan”. Hal ini menunjukkan kaedah
yang digunakan iaitu kaedah “Atas Garisan: dapat membantu responden menjawab soalan
pendaraban dengan betul dan responden juga dapat menggunakan kaedah ini dengan baik
kerana telah berupaya menjalankan pengiraan berkaitan. Berikut merupakan representasi data
melalui graf perbandingan kedua-dua ujian yang dijalankan.
RAJAH 1: Graf Perbandingan Markah Ujian Pra dan Ujian Pasca
Untuk mengetahui adakah kaedah “Atas Garisan” dapat membantu responden menjawab soalan
pendaraban dengan betul dan dapat menggunakan kaedah ini dengan baik, pengkaji telah
menggunakan ujian pasca. Dapatan daripada ujian pacsa ini dibandingkan dengan dapatan yang
diperoleh daripada ujian pra. Pengkaji memilih untuk membandingkan dapatan mengikut
responden secara individu supaya kesalahan dan perbezaan dapat dilihat dengan jelas.
Kefahaman responden terhadap kaedah ini juga dapat dilihat melalui perbandingan ini kerana
responden sering melakukan kesilapan semasa menggunakan kaedah bentuk lazim.
Pemerhatian dan analisis dokumen ini dibuat pengkaji selepas ujian pasca dijalankan. Hal ini
adalah untuk melihat sama ada responden dapat mengaplikasikan dan menggunakan kaedah
“Atas Garisan” dengan betul bagi menjawab soalan-soalan pendaraban yang lain melibatkan
nombor empat digit dengan nombor dua digit. Berdasarkan analisis dokumen yang telah
dijalankan terhadap beberapa lembaran kerja responden, pengkaji telah mendapati responden
semakin dapat membiasakan diri mereka dalam menjawab soalan pendaraban nombor empat
digit dengan nombor dua gigit menggunakan kaedah “Atas Garisan”. Responden dapat
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mengaplikasikan kaedah ini dengan baik semasa menjawab soalan pendaraban dan semua
jawapan yang dicari adalah tepat. Bilangan kesalahan yang dilakukan oleh responden menurun
dan peningkatan jawapan yang betul berlaku. Responden juga tidak lagi mengulangi kesalahan-
kesalahan yang pernah mereka lakukan dahulu. Responden juga semakin yakin dalam
menggunakan kaedah ini memandangkan mereka menggunakan kaedah ini untuk
menyelesaikan semua soalan pendaraban melibatkan nombor empat digit dengan nombor dua
digit.
Kesimpulannya, berdasarkan analisis terhadap ujian pra dan pasca, temubual dan pemerhatian
terhadap latihan-latihan responden, terbukti bahawa kaedah “Atas Garisan” telah membantu
responden dalam menyelesaikan soalan melibatkan pendaraban dengan betul. Pencapaian
murid yang rendah semasa ujian pra dapat ditingkatkan secara positif setelah responden
menjalani sesi intervensi dan responden juga dapat menggunakan kaedah yang diajar dengan
betul. Hasilnya dapat dilihat dengan peratusan markah ujian pasca selepas sesi intervensi
selesai dijalankan.
Melihat kepada hasil analisis ujian pra, pengkaji mendapati kesalahan utama yang berlaku ialah
kesalahan mendarab. Disini pengkaji dapat membuat kesimpulan bahawa respoden sangat
lemah dalam mendarab dan tidak mengingati sifir. Hal ini sememangnya akan menjadi masalah
kerana menurut Westwood, (2003) jika pelajar tidak boleh melakukan pengiraan asas ini tanpa
bantuan kalkulator atau bantuan lain, menyelesaikan proses yang lebih tinggi dalam
penyelesaian masalah akan terhalang. Murid-murid sekarang sudah kurang minat untuk
menghafal sifir kerana zaman teknologi moden masa kini telah menemukan mereka dengan
banyak gajet-gajet yang tidak lagi memerlukan mereka untuk menghafal sifir bagi
menyelesaikan soalan pendaraban. Menurut Walker (2000) kelemahan kaedah hafalan ialah ia
memerlukan masa yang lama dan tumpuan kepadanya untuk memberi impak kepada pengguna.
Penyataan ini menyokong kesimpulan yang dibuat pengkaji bahawa murid tidak berminat
untuk mengingati sifir kerana ia memerlukan masa yang lama untuk diingati. Hal ini
menyebabkan terdapat 3 daripada 5 orang responden yang mendapat markah hanya 17% dalam
ujian pra disebabkan mereka melakukan kesalahan mendarab. Setelah kaedah ini diperkenalkan
dan responden menjawab soalan ujian pasca menggunakan kaedah ini, markah kesemua
responden meningkat. Kesemua responden mendapat markah penuh iaitu 100%. Hal ini jelas
menunjukkan terdapat peningkatan dalam prestasi responden sebelum dan selepas kaedah
“Atas Garisan” diperkenalkan. Hasil temubual bersama responden-responden menunjukkan
bahawa mereka telah memahami penggunaan kaedah “Atas Garisan”. Responden juga
menyatakan bahawa mereka berasa gembira kerana berjaya menjawab soalan yang diberikan
dengan betul. Hasil temu bual semasa ujian pra, rata-rata mereka tidak dapat menjawab item
yang diberikan dengan betul kerana tidak tahu sifir dan merasakan soalan yang diberikan
adalah sangat susah. Akan tetapi, semasa ujian pasca mereka telah berjaya membuktikan
bahawa mereka sudah mampu untuk menjawab soalan dengan betul. Hal ini kerana kaedah ini
memerlukan responden mentransformasikan nombor yang diberi kepada garisan-garisan dan
ini dapat menarik minat responden dan meningkatkan fokus responden terhadap soalan.
Penggunaan bahan-bahan konkrit, gambar, gambarajah, dan perbincangan meningkatkan
kebiasaan murid dengan proses pendaraban dan membantu dalam pemerhatian corak dan
persamaan. (Hasselbring, Goin, & Bransford 1988; Kilpatrick et al. 2001; Swan & Sparrow
2000). Sebagai kesimpulannya, kajian tindakan ini berjaya memenuhi objektif dan persoalan
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kajian iaitu kaedah ini dapat membantu responden menyelesaikan soalan melibatkan
pendaraban nombor empat digit dengan nombor dua digit dan responden dapat menggunakan
Kaedah “Atas Garisan” dengan baik dalam menjawab soalan penyelesaian masalah melibatkan
pendaraban nombor empat digit dengan nombor dua digit.
Kesimpulannya, setiap murid mempunyai perbezaan kebolehan mereka terutamanya dalam
proses menjawab soalan yang diberikan kepada mereka. Justeru, para guru dilihat boleh
mengadaptasi apa jua teknik atau kaedah yang bertepatan dengan kesesuaian murid-murid agar
yang lemah boleh dibantu dengan teknik yang lebih mudah difahami berbanding teknik yang
hanya difahami majoriti murid lain di kelas. Murid-murid mempunyai keupayaan dalam
menvisualisasikan permasalahan pendaraban yang dikemukakan dan akhirnya mampu untuk
menjawab soalan dengan betul. Murid-murid perlu diberikan dengan pilihan teknik dan kaedah
yang bersesuaian dengan mereka agar mereka turut boleh dibantu walaupun lemah dan sentiasa
berasa tidak yakin dengan kebolehan mereka. Dengan adanya teknik baru yang diadaptasi oleh
guru dalam pengajaran dan pembelajaran serta bersesuaian pula dengan keupayaan murid
diharap dapat meningatkan rasa yakin dan keberanian mencuba dalam menjawab soalan
pendaraban khususnya seperti kajian yang telah dijalankan.
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PENYELIDIKAN MENGENAI PENDIDIKAN SEKS DI

MALAYSIA: SATU KAJIAN AWAL
Siti Fatimah Abdul Rahman1*
1
Pusat Ekonomi dan Kemasyarakatan, Institut Kefahaman Islam Malaysia, Kuala Lumpur, Malaysia
*Pengarang Koresponden: siti@ikim.gov.my

____________________________________________________________________________
Abstrak: Pertambahan bilangan masalah sosial berkaitan seks dalam kalangan remaja di
negara ini menimbulkan kesedaran bahawa pendidikan seks amat penting untuk diberikan
kepada golongan ini. Cara yang paling berkesan ialah dengan mengajarkan pendidikan seks di
sekolah. Kertas kerja ini bertujuan untuk mengkaji kajian-kajian terdahulu mengenai
pendidikan seks di Malaysia dan dari situ, akan dikenalpasti langkah ke hadapan yang terbaik
berhubung dengan perkara ini. Melalui kajian kepustakaan, penyelidikan-penyelidikan
terdahulu dikumpulkan dan dengan menggunakan analisis kandungan, penemuan-penemuan
dan saranan-saranannya diteliti. Penyelidikan ini mengambilkira 12 kajian awal yang telah
dijalankan di Malaysia mengenai pendidikan seks yang telah diterbitkan dalam jurnal dan
prosiding seminar dalam sedekad yang lalu (2009 - 2018). Didapati bahawa sejak sedekad yang
lalu, telah ada banyak kajian mengenai pendidikan seks yang telah dilakukan di Malaysia dan
ia meliputi pelbagai bidang. Pelbagai saranan juga telah diketengahkan dan kejayaan serta
keberkesanan pendidikan seks ini banyak bergantung kepada perlaksanaan saranan-saranan itu.
Kata kunci: Pendidikan Seksual Reproduktif, masalah sosial, tingkahlaku seksual

_________________________________________________________________________
1. Pengenalan
Pertambahan bilangan masalah sosial berkaitan seks dalam kalangan remaja di negara ini
menimbulkan kesedaran bahawa pendidikan seks amat penting untuk diberikan kepada
golongan ini. Masalah sosial berkaitan seks dalam kalangan remaja ini pula membawa kepada
isu-isu kesihatan seksual seperti zina, penyakit kelamin, kehamilan yang tidak dijangka dan
tidak selamat, pengguguran, kepelbagaian seks, HIV/AIDS dan seks siber (Low, 2009). Bagi
membendung semua masalah ini, salah satu cara yang difikirkan berkesan ialah dengan
memberi pendidikan seks kepada para remaja di sekolah.
United Nation Educational, Scientific and Cultural Organization (UNESCO) mendefinisikan

Pendidikan Kesihatan Seksual dan Reproduksi sebagai satu proses pembelajaran experiential
yang bertujuan untuk membangunkan kapasiti remaja bagi memahami perkara-perkara
berkaitan dengan seksualiti dalam konteks biologi, psikologi, sosio-budaya dan reproduksi
(Ihwani, et al., 2012). Ia juga bertujuan untuk memberi kemahiran dalam membuat keputusan
berkaitan tingkahlaku yang betul dan bertanggungjawab berkaitan seksualiti dan reproduksi
(Ihwani, et al., 2012).
Dalam konteks Malaysia, para ibu bapa keberatan untuk memperkatakan mengenai seksualiti
dengan anak-anak mereka kerana malu. Maka mereka mahu sekolah yang membangunkan
kurikulum yang lengkap mengenai pendidikan seks dan mengajarkannya kepada anak-anak
(Makol-Abdul, Nurullah, Imam, & Abd. Rahman, 2009).
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Di sekolah, pendidikan seksualiti dikenali sebagai Pendidikan Kesihatan Keluarga (PKK) yang
bertujuan untuk mempromosikan gaya hidup sihat dan bertanggungjawab. Unsur-unsur PKK
ini telah diajarkan di sekolah menengah melalui subjek-subjek seperti Pendidikan Jasmani dan
Kesihatan, Sains, Sains Tambahan, Biologi, Moral dan Pendidikan Islam sejak perlaksanaan
Kurikulum Bersepadu Sekolah Menengah pada 1989. Untuk murid-murid Islam pula, aspek
kesihatan seksual dan reproduktif juga diajarkan melalui subjek Pendidikan Islam. Ia
merangkumi penerapan nilai-nilai murni dan akhlak yang baik serta Fardhu Ain (Low, 2009).
Di sekolah rendah pula pendidikan seksualiti diperkenalkan pada 1994 (Jaafar, Siew Lee, &
Mat Zin, 2012).
Pada 2006, Kerajaan Malaysia menyediakan Garis Panduan Pendidikan Kebangsaan Seksualiti
(GPPKS) (Jaafar, Siew Lee, & Mat Zin, 2012). Ia bertujuan untuk menyediakan pengetahuan
dan kemahiran bagi memenuhi fizikal, pertukaran emosi serta mengekalkan perhubungan yang
sihat dengan keluarga dan ahli masyarakat yang lain. GPPKS juga bertujuan untuk
mengelakkan 4M iaitu salah maklumat (misinformation), salah faham konsep (misconception),
salah laku (misconduct) dan salah bimbing (misguided). Walau bagaimanapun, GPPKS hanya
merupakan satu garis panduan dan bukan satu subjek yang diajar secara tersendiri.
Kertas kerja ini bertujuan untuk mengkaji kajian-kajian terdahulu mengenai pendidikan seks di
Malaysia dan dari situ, akan dikenalpasti langkah ke hadapan yang terbaik berhubung dengan
perkara ini.

Beberapa kajian telah dilakukan di Malaysia mengenai seksualiti remaja, khususnya mengenai
pengetahuan seksual mereka. Low (2009) mengkaji isu-isu dan cabaran-cabaran seksualiti
anak muda di Malaysia dan mendapati bahawa antara isu-isu kesihatan seksual yang dialami
oleh anak muda kita ialah hubungan seks di luar nikah, penyakit-penyakit kelamin yang
berjangkit, kehamilan dan penggururan anak yang tidak diingini dan tidak selamat,
kepelbagaian seksual, HIV/AIDS dan seks siber. Oleh itu, dicadangkan agar program dan
perkhidmatan kesihatan seksual dan reproduktif remja dipertingkatkan kapasitinya (Low,
2009).
Y. et al. (2010) mengkaji faktor-faktor yang berkaitan dengan pengetahuan seksual dalam
kalangan remaja Malaysia. Mereka mendapati bahawa pengetahuan seksual dalam kalangan
remaja adalah rendah. Dari segi jantina, didapati bahawa remaja lelaki dan perempuan
memiliki tahap pengetahuan seksual yang sama. Dari segi bangsa pula, didapati bahawa wujud
perbezaan yang ketara dalam pengetahuan seksual antara tiga kaum yang utama di mana
remaja Cina memiliki skor pengetahuan seksual yang lebih tinggi dari remaja Melayu dan
India; manakala remaja Melayu memiliki skor pengetahuan seksual yang lebih tinggi dari
remaja India. Remaja yang memiliki skor pengetahuan seksual yang lebih tinggi adalah
remaja yang: lebih tua; kurang menghayati ajaran agama dalam kehidupan; kurang
menganggap agama sebagai sesuatu yang penting dalam kehidupan; lebih terbuka terhadap
seks; dan, lebih positif terhadap sumber-sumber berkaitan seks. Penemuan ini meningkatkan
lagi kefahaman kita mengenai pengetahuan seksual remaja dan memberi input kepada
pembangunan kesihatan seksual dan reproduktif remaja (Y., et al., 2010).
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Ab Rahman, et al. (2011) juga mengkaji pengetahuan seksual dan kesihatan reproduktif dalam
kalangan remaja dengan focus kepada remaja yang bersekolah di Kelantan. Berbeza dengan
kajian Y., et al. (2010), kajian ini mendapati bahawa remaja perempuan memiliki pengetahuan
seksual yang lebih tinggi berbanding remaja lelaki. Namun, sama seperti Y., et al. (2010),
didapati bahawa remaja yang lebih berusia (Tingkatan 4 dan 5) memiliki pengetahuan seksual
yang lebih tinggi berbanding remaja yang muda (Tingkatan 1 – 3). Disimpulkan bahawa
wujud keperluan yang mendesak untuk meningkatkan tahap pengetahuan seksual dan kesihatan
reproduktif remaja di Kelantan. Pihak ibu bapa, sekolah dan pemberi khidmat penjagaan
kesihatan perlu memainkan peranan ini untuk mempromosikan kesihatan reproduksi dan
seksual yang sihat dalam kalangan remaja (Ab Rahman, et al., 2011).
Abd Manaf, et al. (2013) mengkaji pengetahuan seksualiti dalam kalangan pelajar sekolah
untuk mengenalpasti tahap pengetahuan, sumber dan pengalaman pelajar tentang seksualiti.
Didapati bahawa tahap pengetahuan seksualiti pelajar adalah sederhana dan tiada perbezaan
ketara di antara skor pelajar lelaki berbanding pelajar perempuan. Sumber rujukan utama
pelajar mengenai seksualiti adalah kawan-kawan; televisyen/wayang dan internet manakala
pengalaman seksualiti mereka adalah dengan menonton filem atau video lucah; keluar
temujanji; dan, membaca bahan lucah. Hasil ini dapat menjadi input untuk menambah baik
polisi berkaitan keluarga dan pelaksanaan program-program pendidikan seksualiti serta
program-program pencegahan masalah sosial dalam kalangan pelajar dan remaja (Abd Manaf,
et al., 2013).
Berkaitan dengan sumber informasi mengenai seksualiti ini, Jamaluddin, et. al. (2018)
mendapati bahawa remaja yang hamil luar nikah mendapat maklumat mengenai seksualiti
daripada kawan-kawan, teman lelaki/perempuan, CD dan VCD, internet serta buku dan
majalah. Ibu bapa paling kurang dirujuk berkaitan perkara ini. Oleh itu dicadangkan agar ibu
bapa memantau aktiviti anak-anak mereka agar tidak mendapat maklumat yang salah tentang
seksualiti (Jamaluddin, Abd Manaf, Sayuti, Md Zain, & Ahmad, 2018).
Dalam usaha untuk memperbaiki pengetahuan seksual dan kesihatan reproduktif remaja di
Malaysia, Nik Farid, et al. (2018) telah mengkaji potensi program berasaskan internet untuk
tujuan ini. Didapati bahawa program kesihatan seksual dan reproduktif yang berasaskan
internet lebih berkesan berbanding kaedah konvensional dalam meningkatkan pengetahuan
remaja mengenai kesihatan seksual dan reproduktif. Oleh kerana majoriti remaja memiliki
capaian kepada internet, pembelajaran atas talian boleh dijadikan alternatif dalam mengajar
kesihatan seksual dan reproduktif (Nik Farid, et al., 2018).
Ternyata, sejak lebih kurang sedekad yang lalu, terdapat beberapa kajian yang telah dilakukan
mengenai pengetahuan seks dalam kalangan remaja dan didapati bahawa tahap pengetahuan
seksual mereka adalah rendah atau sederhana. Maka, situasi ini perlu diperbaiki melalui
pengajaran pendidikan seks khususnya di sekolah. Kajian ini akan melihat kajian-kajian
mengenai pendidikan seks di Malaysia serta langkah ke hadapan mengenainya.
3. Metodologi
Kajian ini melibatkan kajian perpustakaan di mana pengkaji mengenalpasti kajian-kajian
mengenai pendidikan seks di Malaysia untuk melihat objektifnya, penemuannya serta
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kesimpulan yang diperolehi. Hanya kajian-kajian yang telah diterbitkan dalam jurnal dan
prosiding seminar sahaja yang digunakan untuk kajian ini. Ia melibatkan kajian-kajian yang
diterbitkan antara 2009 hingga 2018. Sepanjang sedekad itu, didapati 12 kertas kerja dan
prosiding seminar yang memperkatakan tentang pendidikan seks di Malaysia.
4. Dapatan kajian
Dari segi topik, 12 kajian lalu ini boleh dibahagikan kepada 6 kategori: (i) sikap ibu bapa
terhadap pendidikan seks; (ii) sukatan dan kandungan pendidikan seks dalam kurikulum; (iii)
pandangan, persepsi, kesediaan dan sikap guru sekolah terhadap pendidikan seks; (iv) persepsi
dan penerimaan remaja terhadap pendidikan seks; (v) pembinaan perisian pendidikan seks
untuk kegunaan umum; dan, (vi) peranan institusi sosial lain dalam memberikan pendidikan
seks.
(i) sikap ibu bapa terhadap pendidikan seks;

Makol-Abdul, et al. (2009) menilai sikap ibu bapa di kawasan luar bandar terhadap
pendidikan seks di sekolah rendah. Didapati bahawa majoriti ibu bapa dalam kajian ini
(73%) bersetuju jika pendidikan seks diajarkan di sekolah dan 64% bersetuju
matapelajaran ini diajarkan di sekolah rendah.
Mereka juga mahukan agar banyak input Islam dimasukkan ke dalam kurikulum
pendidikan seks itu. Maka, ia hendaklah diajarkan oleh para guru yang memiliki
pengetahuan yang mendalam mengenai perkara ini serta memiliki keperibadian yang
Islamik (Makol-Abdul, Nurullah, Imam, & Abd. Rahman, 2009).
(ii) sukatan dan kandungan pendidikan seks dalam kurikulum;

Talib, et al. (2012) membandingkan kandungan pendidikan seks di Malaysia dengan
kurikulum UNESCO dan sepintas lalu mendapati bahawa keduanya adalah berbeza.
Perbezaannya begitu jauh sehingga responden merasakan seolah-olah pendidikan
seksualiti tidak diajarkan di sekolah-sekolah di Malaysia. Walau bagaimanapun, bila
diteliti jawapan-jawapan yang responden berikan kepada soalan-soalan dari kajian ini,
didapati bahawa 85 peratus respon menerima pendidikan seks, walaupun sifatnya
terhad, diajar dengan buku teks, kurang jelas, kabur dan gagal untuk menjadi panduan
untuk pelajar.
Ujang, Alias & Siraj (2013), menganalisa aspek-aspek Pendidikan Kesihatan

Reproduktif yang terkandung di dalam Kurikulum Alternatif Pendidikan Khas
Bermasalah Pembelajaran (KAPKBP).
Didapati bahawa KAPKBP ada menyediakan aspek-aspek Pendidikan Kesihatan

Reproduktif merentasi keempat-empat bidang kurikulumnya. Bidang Pengurusan
Kehidupan adalah bidang yang paling banyak menonjolkan aspek Pendidikan Kesihatan
Reproduktif (79 kandungan) diikuti dengan Bidang Akademik Berfungsi (31
kandungan), Bidang Kerohanian dan Nilai Murni (21 kandungan) dan Bidang Riadah
dan Kreativiti (12 kandungan) (Ujang, Alias, & Siraj, 2013).
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Dari segi aspek-aspek Pendidikan Kesihatan Reproduktif pula, aspek yang paling
banyak diberi penekanan ialah aspek sensualiti (52 kandungan), diikuti dengan aspek
identiti seksual (36 kandungan), aspek keintiman (23 kandungan), aspek seksualisasi
(18 kandungan), dan aspek kesihatan seksual dan reproduksi (14 kandungan).
Penekanan yang paling kurang kepada aspek kesihatan seksual dan reproduksi ini perlu
diperbaiki dengan menambah topik-topik seperti penderaan seksual dan sumbang
mahram agar para pelajar bermasalah pembelajaran ini dapat memelihara diri mereka
dari menjadi mangsa.
Sehubungan itu, dicadangkan kandungan-kandungan berikut ditambah ke dalam

KAPKBP: i. kemahiran melindungi diri dari penganiayaan seksual; ii. Kemahiran
mencegah penyakit kelamin; dan, iii. Latihan untuk guru agar lebih mahir untuk
mengajarkan perkara ini kepada para pelajar (Ujang, Alias, & Siraj, 2013).
(iii) pandangan, persepsi, kesediaan, dan sikap guru sekolah terhadap pendidikan
seks;
Pemantauan oleh Kementerian Pendidikan menunjukkan bahawa para guru sama ada
malu untuk mengajar subjek ini atau tidak berkemahiran untuk mengajarkan perkara
yang sensitif ini (Low, 2009).
Ruskam A., et. al. (2012) meninjau persepsi guru-guru sains tabii dan sains sosial dalam
daerah JB terhadap cadangan pelaksanaan kurukulum pendidikan seks di sekolah oleh
Menteri Pembangunan Wanita Keluarga dan Masyarakat. Didapati bahawa guru-guru
tidak bersetuju kerana mereka belum bersedia untuk melaksanakan kurikulum baru itu.
Oleh itu, dicadangkan agar usaha yang serius dilakukan bagi meningkatkan
keberkesanan ibu bapa dan keluarga dalam menanamkan nilai agama, moral dan
kemanusiaan yang mantap bagi menangani gejala sosial dalam masyarakat (Ruskam,
Kadir, Haiyon, & Shamugam, 2012).
Ihwani, et al. (2010) merumuskan bahawa dalam konteks guru agama, kesediaan
mereka mengajarkan pendidikan seks ini merangkumi empat aspek iaitu personaliti,
ilmu, kemahiran dan motivasi. Dari segi personaliti atau sifat keperibadian, para guru
perlu memiliki sifat-sifat terpuji supaya dapat menjadi contoh teladan kepada para
pelajar. Ini penting kerana contoh teladan adalah kaedah pendidikan yang paling
berkesan dalam pendidikan akhlak Islam.
Dari segi ilmu, guru-guru agama perlu menguasai ilmu-ilmu yang berkaitan seperti ilmu
pedagogi, ilmu kandungan subjek pengajaran dan ilmu pengukuran dan penilaian
(Ihwani, et al., 2012).
Dari segi kemahiran, kemahiran yang paling penting ialah kemahiran komunikasi bagi
mewujudkan suasana pembelajaran yang berkesan. Para guru agama perlu dapat
menggunakan laras bahasa serta bahasa badan yang sesuai untuk mewujudkan suasana
pembelajaran yang interaktif (Ihwani, et al., 2012).
Aspek motivasi juga penting kerana guru agama yang bermotivasi akan melaksanakan
tanggungjawabnya dengan baik (Ihwani, et al., 2012).
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Selain aspek kesediaan guru, ada juga yang mengkaji pandangan guru terhadap kaedah
pengajaran yang dicadangkan oleh Kementerian bagi pelaksanaan sukatan pelajaran ini
(Mohd Yusof, Razali, Rosman, & Mustafa, 2012). Antara kaedah pengajaran yang
dicadangkan ialah kaedah penyelesaian masalah; kaedah bercerita (secara lisan atau
penggunaan multimedia) dan kaedah perbincangan. Didapati bahawa para guru
berpendapat pengajaran menggunakan kaedah bercerita, secara khususnya, teknik
tayangan video adalah paling sesuai. Ini diikuti dengan kaedah penyelesaian masalah
dan kaedah perbincangan. Kajian ini menyimpulkan bahawa untuk memastikan guru-
guru menggunakan kaedah pengajaran yang berkesan dalam pelaksanaannya, semua
guru tersebut perlu diberi kursus dan bukan terhad kepada panitia atau pentadbir
sekolah sahaja (Mohd Yusof, Razali, Rosman, & Mustafa, 2012).
Pada 2016, Ihwani, et al. mengkaji sikap guru-guru Pendidikan Islam terhadap
pendidikan kesihatan seksual di sekolah menengah. Walaupun penemuan kajian ini
tidak menjelaskan sikap para guru itu, namun berdasarkan kepada masalah-masalah
yang dikongsikan oleh mereka, adalah dicadangkan agar guru-guru Pendidikan Islam
ini diberi latihan agar mereka faham peranan mereka dalam memberikan pendidikan
kesihatan seksual ini dan seterusnya dapat mengajar pendidikan seks berdasarkan nilai-
nilai agama (Ihwani, et al., Attititudes of Islamic Education Teachers towards Sex
Education, 2016)
Akbar Kamrani dan Syed Yahya (2016) melihat perspektif guru-guru Malaysia
mengenai kekangan mengajar pendidikan kesihatan seksual dan reproduktif di sekolah
menengah di Lembah Kelang, Malaysia. Didapati bahawa, antara kekangannya ialah:
(i) strategi mengajar dan kapasiti guru; (ii) kurang kerjasama dari sekolah dan ibu bapa;
(iii) sumber yang terhad; dan (iv) faktor para pelajar itu sendiri.
Strategi pengajaran yang menggunakan pendekatan klasik di mana pelajar diminta

menghafal fakta dan menduduki peperiksaan bukanlah satu strategi yang berkesan.
Guru yang muda dan kurang pengalaman pula sukar mengawal kelas manakala guru
yang belum berkahwin berasa malu untuk mengajar topik ini (Akbari Kamrani & Syed
Yahya, 2016)
Alat bantuan mengajar pula amat terhad iaitu buku teks dan CD yang disediakan oleh
Kementerian. Tiada garis panduan yang jelas mengenai pedagogi pengajaran
menyebabkan para guru kurang pasti mengenai cara terbaik untuk mengajar subjek ini.
Guru-guru Sains tidak menerima latihan khusus untuk mengajar pendidikan seks. Kelas
yang bercampur lelaki dan perempuan juga merupakan satu kekangan kerana ini
membuatkan pelajar perempuan berasa malu dan keberatan untuk bertanya soalan. Ibu
bapa pula keberatan pendidikan seks diajarkan di sekolah.
Disimpulkan bahawa kualiti pengajaran seks dan kesihatan reproduktif di Malaysia

adalah tidak memuaskan kerana kurangnya persediaan para guru; kurangnya alat
bantuan mengajar dab kurangnya sokogan dari pihak sekolah dan ibu bapa. Maka, para
guru perlu dilatih untuk mengajarkan topik ini kepada para pelajar (Akbari Kamrani &
Syed Yahya, 2016).
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(iv) persepsi dan penerimaan remaja terhadap pendidikan seks;

Mohd Mutalip & Mohamed (2012) meninjau kadar penerimaan remaja tentang
implementasi pendidikan seks di sekolah. Didapati bahawa, dari segi kemampuan
pendidikan seks menangani masalah sosial, remaja ini (pre-degree students) terbahagi
kepada dua kumpulan; 49.3 peratus bersetuju bahawa pendidikan seks di sekolah
mungkin membantu menangani masalah sosial manakala bakinya (50.7 peratus) tidak
bersetuju. Dari segi cara perlaksanaanya pula, 77.6 peratus remaja bersetuju ia
dilaksanakan merentas kurikulum manakala bakinya (28.9 peratus) berpendapat
pendidikan seks perlu diajar sebagai satu mata pelajaran yang tersendiri. Dari sini
pengkaji menyimpulkan bahawa pelaksanaan pendidikan seks di sekolah hampir boleh
diterima oleh remaja (Mohd Mutalip & Mohamed, 2012).
Talib, et al. (2012) yang mengkaji pendidikan seks di sekolah-sekolah di Malaysia

mendapati bahawa hampir 90 peratus pelajar bersetuju bahawa pendidikan seks perlu
dilaksanakan di sekolah-sekolah di Malaysia dengan perancangan yang teliti, bermula
dengan pelajar di Tingkatan 3, dan diajarkan secara berasingan antara lelaki dan
perempuan sambal mengaitkannya dengan persepktif Islam (Talib, Mamat, Ibrahim, &
Mohamad, 2012).
(v) pembinaan perisian pendidikan seks untuk kegunaan umum;

Pendidikan seks ini dianggap penting untuk remaja sehingga ada yang membangunkan
perisian komputer untuk memudahkan proses pendidikan itu dijalankan.
Perisian kursus Pendidikan Seksualiti Malaysia (SME) telah dibangunkan dan telah
diuji penggunaannya ke atas golongan sasaran yang terdiri dari pelajar remaja dan guru.
Ternyata perisian SME ini berjaya meningkatkan prestasi pelajar dalam pendidikan
seksualiti; mengelak salah maklumat, salah faham, salah laku dan salah bimbing dalam
mempelajari topik tersebut; dan ia juga boleh dimanfaatkan oleh ibu bapa sebagai garis
panduan untuk berkomunikasi dengan anak-anak mengenai topik ini (Jaafar, Siew Lee,
& Mat Zin, 2012).
Mohamed Noor, et al. (2014) pula membangunkan satu model konsep Pendidikan Seks
Islam (ISE) dan perisian kursus ISE, yang diberi nama al-Adab, yang bertujuan untuk
menyampaikan maklumat pendidikan seks yang betul kepada ibu bapa Muslim.
Didapati bahawa prototaip perisian ISE ini berpotensi dan mampu untuk menggalakkan,
meningkatkan dan mewujudkan kesedaran mengenai pembelajaran Pendidikan Seks
Islam dalam kalangan sasaran (Mohamed Noor, Zulkifli, Yusoff, & Siraj, 2014).
(vi) peranan institusi sosial lain dalam memberikan pendidikan seks.

Ihwani, et al. (2015) mengulas literatur terkini mengenai pendidikan seks di sekolah dan
peranan yang dimainkan oleh faktor-faktor sosial dalam tingkahlaku seksual remaja.
Kajian ini mendapati bahawa pendidikan seks yang diajarkan di sekolah masih belum
boleh dianggap berkesan. Selain daripada hakikat bahawa tiada satu mata pelajaran
khusus mengenainya (pendidikan seks diajar merentas kurikulum), para guru juga
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didapati keberatan untuk mengajar topik berkaitan seks kerana kurang bersedia dan
tidak terlatih. Maka, institusi sosial yang lain perlu turut sama terlibat dalam memberi
pendidikan seks kepada anak-anak. Institusi-institusi sosial itu ialah keluarga; agama;
rakan sebaya; dan, media. Kajian ini mencadangkan agar: (i) ibu bapa dilibatkan dalam
proses memberi pendidikan seks kepada anak-anak dengan mewujudkan kerjasama
antara ibu bapa dan sekolah untuk tujuan ini; (ii) kesediaan para guru perlu
dipertingkatkan melalui kursus-kursus kemahiran khusus demi keberkesanan
pendidikan seks di sekolah; dan, (iii) perspektif golongan muda (golongan sasaran)
dalam hal ini perlu diberi perhatian (Ihwani, Muhtar, Musa, Ab Rahim, & Rashed, Sex
Education Beyond School: Implications for Practice and Research, 2015).

Kajian-kajian sedia ada menunjukkan bahawa majoriti ibu bapa bersetuju jika pendidikan seks
diajarkan di sekolah, bermula di sekolah rendah. Mereka juga mahukan agar banyak input
Islam dimasukkan ke dalam kurikulum pendidikan seks itu dan ia hendaklah diajarkan oleh
ustaz dan ustazah (Makol-Abdul, Nurullah, Imam, & Abd. Rahman, 2009).
Namun, oleh kerana para guru sendiri, termasuk guru agama menghadapi banyak kekangan
dalam melaksanakan pengajaran pendidikan seks ini kepada remaja (Low, 2009), (Ruskam,
Kadir, Haiyon, & Shamugam, 2012), (Ihwani, Muhtar, Musa, Ab Rahim, & Rashed, Sex
Education Beyond School: Implications for Practice and Research, 2015), (Akbari Kamrani &
Syed Yahya, 2016) maka, pihak sekolah tidak boleh diharapkan seratus peratus untuk
melaksanakan tanggungjawab ini.
Dengan keterbukaan para pelajar untuk belajar mengenai topik ini (Talib, Mamat, Ibrahim, &
Mohamad, 2012), (Mohd Mutalip & Mohamed, 2012), pengajaran pendidikan seks di sekolah
perlu diteruskan dengan sedikit sebanyak penambahbaikan terhadap kandungan (Ujang, Alias,
& Siraj, 2013) serta latihan yang mencukupi untuk para guru yang terlibat (Mohd Yusof,
Razali, Rosman, & Mustafa, 2012), (Ihwani, Muhtar, Musa, Ab Rahim, & Rashed, Sex
Education Beyond School: Implications for Practice and Research, 2015), (Ihwani, et al.,
Attititudes of Islamic Education Teachers towards Sex Education, 2016), (Akbari Kamrani &
Syed Yahya, 2016), .
Untuk melengkapi peranan sekolah dalam hal ini, ibu bapa juga perlu memainkan peranan.
Peranan ibu bapa ini boleh dilihat dari beberapa segi. Pertama, menanamkan nilai agama,
moral dan kemanusiaan yang mantap bagi menangani gejala sosial dalam masyarakat (Ruskam,
Kadir, Haiyon, & Shamugam, 2012). Kedua, ibu bapa dilibatkan dalam proses memberi
pendidikan seks kepada anak-anak dengan mewujudkan kerjasama antara ibu bapa dan sekolah
untuk tujuan ini (Ihwani, Muhtar, Musa, Ab Rahim, & Rashed, Sex Education Beyond School:
Implications for Practice and Research, 2015). Peranan ibu bapa dalam memberikan
pendidikan seks kepada anak-anak ini sebenarnya sudah termaktub dalam Islam (Ulwan, 1988).
Bagi memudahkan lagi pihak sekolah dan ibu bapa untuk memainkan peranan mendidik remaja
dengan pendidikan seks, perisian pendidikan seks yang telah dibangunkan boleh dimanfaatkan
sebaik-baiknya (Jaafar, Siew Lee, & Mat Zin, 2012), (Mohamed Noor, Zulkifli, Yusoff, &
Siraj, 2014).
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Ternyata banyak kajian yang telah dilakukan mengenai pendidikan seks di Malaysia dan sudah
sampai masanya cadangan-cadangan dari penyelidikan-penyelidikan ini dilaksanakan bagi
meningkatkan keberkesanan pendidikan seks dalam kalangan remaja di negara ini khususnya
dalam memperkasa para guru dan ibu bapa untuk bersama-sama melaksanakan tanggungjawab
ini.
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PERSEPSI GURU BAHASA INGGERIS SEKOLAH RENDAH

TERHADAP PENGGUNAAN BUKU TEKS IMPORT UNTUK
TAHUN 1 DAN TAHUN 2
Nur Connee Kartika, Mohd Isa Hamzah

____________________________________________________________________________
Abstrak: Bahasa Inggeris merupakan Bahasa antarabangsa atau Bahasa global yang digunakan
secara menyeluruh sebagai bahasa komunikasi dan membolehkan semua untuk berinteraksi
dengan mudah. Selain daripada itu, Bahasa Inggeris juga digunakan secara meluas di internet
dan teknologi maklumat. Namun begitu, penguasaan Bahasa Inggeris dalam kalangan murid
atau pelajar Malaysia masih lemah dan tidak memuaskan. Oleh itu, Kementerian Pendidikan
Malaysia (KPM) telah melaksanakan The Common European Framework of Reference for
languages (CEFR) bermula pada tahun 2018 secara besar-besaran dalam usaha untuk
meningkatkan penguasaan Bahasa Inggeris dalam kalangan murid atau pelajar serta
meningkatkan pencapaian dalam kalangan murid. CEFR adalah cara untuk menerangkan
bagaimana anda bercakap dan memahami Bahasa asing dan ia menggunakan skala Eropah
untuk menggambarkan kecekapan dan penguasaan Bahasa Inggeris dan juga Bahasa lain.
Namun begitu, terdapat perbezaan pendapat dan persepsi dari kalangan guru terhadap
penggunaan buku teks ini untuk murid tahap 1 di sekolah rendah. Kajian ini bertujuan untuk
mengenalpasti persepsi serta memahami pendapat guru terhadap penggunaan buku teks dan
juga tahap kesediaan guru dalam menggunakan buku teks ini di dalam kelas. Kajian ini
dijalankan dengan mengadakan temu bual sebagai instrumen penyelidikan di mana data
kualitatif akan dianalisis mengikut tema dan juga soalan temu bual. Kebolehpercayaan
diperolah dengan menggunakan nilai pekali persetujuan Cohen Kappa. Nvivo 7 akan
digunakan untuk menganalisis data dan dapatan akan dilaporkan dalam dua bahagian iaitu
demografi peserta dan juga soalan kajian. Implikasi kajian ini dijalankan adalah untuk
mengenalpasti persepsi serta pandangan peserta kajian terhadap pelaksanaan CEFR di samping
memastikan setiap peserta mempunyai pengetahuan yang sama terhadap CEFR.
Kata kunci: persepsi, Bahasa Inggeris, CEFR, tahap 1, temu bual
_________________________________________________________________________
1. Pengenalan
Pendidikan bertujuan untuk membina modul insan supaya menjadi insan yang berkualiti tinggi,
boleh menyumbang kepada dirinya sendiri dan masyarakat, mampu berdaya saing seiring
dengan hasrat Falsafah Pendidikan Kebangsaan (1987), Wawasan 2020 (1991), dan Rukun
Negara (1973). Keberjayaan dalam menghasilkan modal insan bertaraf dunia merupakan suatu
keperluan setiap negara untuk memastikan negara sendiri mampu bersaing setanding dengan
negara maju yang lainnya. seiring dengan perkembangan dunia dan juga era globalisasi, kini,
Kementerian Pendidikan Malaysia (KPM) mula sedar tentang kepentingan Bahasa Inggeris
sebagai lingua franca dunia dan melaksanakan pelbagai program dalam usaha untuk
meningkatkan penguasaan Bahasa Inggeris dalam kalangan murid atau pelajar di Malaysia.
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Lantaran, ELSQC mengemukakan idea untuk mengadaptasi Common European Framework of

Reference for languages (CEFR) di dalam Pendidikan di Malaysia sebagai salah satu usaha
untuk memenuhi standard antarabangsa seperti yang termaktub di dalam Malaysian Education
Blueprint, 2015(b):62. CEFR adalah cara untuk menerangkan bagaimana anda bercakap dan
memahami bahasa asing dan ia menggunakan skala Eropah untuk menggambarkan kecekapan
dan penguasaan Bahasa Inggeris dan juga bahasa lain. Selain itu, CEFR hanya menyatakan apa
yang boleh dilakukan oleh seseorang pelajar menggunakan penyataan ‘can-do’ mengikut tahap-
tahap.

Dalam meniti arus kemodenan kini, negara digesa untuk melahirkan perintis atau generasi
muda yang berkualiti dan mampu untuk berdaya saing dengan negara membangun yang
lainnya. Oleh itu, kualiti Pendidikan di Malaysia hendaklah ditingkatkan serta bertaraf dunia.
Untuk mencapai kualiti Pendidikan yang bertaraf dunia tersebut, pendedahan terhadap Bahasa
Inggeris hendaklah diberikan dengan meluas kerana Bahasa tersebut merupakan Bahasa
antarabangsa yang digunakan di semua sektor selain daripada Bahasa yang digunakan untuk
menyalurkan pemikiran dan budaya barat di Malaysia.
Oleh itu, terdapat banyak perubahan sudah dilaksanakan di dalam usaha untuk meningkatkan
penguasaan Bahasa Inggeris dalam kalangan pelajar di Malaysia. Salah satu usaha yang
dilaksanakan oleh Kementerian Pelajaran Malaysia ialah penggunaan buku teks import bagi
tahap 1 sekolah rendah di mana pengenalan penggunaan Bahasa Inggeris diperkenalkan secara
meluas. Buku teks merupakan salah sebuah bahan bantu mengajar yang amat ditekankan
kepentingannya dalam sistem pendidikan Malaysia sejak berpuluh tahun dahulu. Laporan yang
diterbitkan oleh Bank Dunia juga mengaitkan sebanyak 83 peratus kajian yang dijalankan
menunjukkan terdapat perkaitan positif antara kesan penggunaan buku teks dan pembelajaran
murid (Heyneman, Farrell dan Sepulveda-Sturdo, 1981).
Seguin (1989) dalam sebuah kertas kajian The Elaboration of School Textbooks - A
Methodological Guide diterbitkan oleh Pertubuhan Pendidikan, Sains dan Kebudayaan
Pertubuhan Bangsa-Bangsa Bersatu (UNESCO) merumuskan tiga peranan utama buku teks
iaitu pertama, menyalurkan maklumat dan pengetahuan berkaitan subjek. Kedua, berperanan
menstruktur dan menyusun kandungan pelajaran manakala ketiga, membimbing proses
pembelajaran yang dilalui murid. Pendapat Seguin berkaitan peranan pertama dan ketiga turut
selari dengan Byrd & Schuemann (2013) dan O’Neill (1993) yang menyatakan buku teks
bertujuan menyampaikan maklumat yang berfungsi sebagai panduan dan bimbingan untuk
murid dalam mencapai objektif pengajaran dan pembelajaran subjek berkaitan. Sementara itu,
pendapat Seguin berkaitan peranan kedua seperti dinyatakan di atas pula bertepatan dengan
pandangan McGrath (2002) dan Tomlinson (2012) yang menekankan buku teks berperanan
menyediakan sebuah rangka kerja yang berstruktur dan sistematik sepanjang proses pengajaran
dan pembelajaran.
Perkara ini turut dinyatakan oleh Jamilah Ahmad (1991) yang melaporkan bahawa keperluan
murid berkemahiran tinggi gagal dipenuhi oleh maklumat yang terkandung dalam buku teks
Bahasa Melayu tingkatan satu. Disamping itu, Cheong Teng Se (1994) juga menyatakan
bahawa buku teks Sains yang dikaji hanya menyediakan latihan-latihan yang dikategorikan
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sebagai aras sederhana sahaja. Perbezaan aras yang berlaku ini mungkin menyebabkan buku
teks yang digunakan menjadi tidak sesuai sekiranya tidak diolah oleh guru. Keempat,
penggunaan buku teks mungkin menyebabkan pengajaran guru menjadi kurang kreatif dan
terlalu bergantung dengan kandungan buku teks lalu menjadikan proses pengajaran
membosankan dan bersifat satu hala (Ur, 1996). Terdapat kemungkinan bahawa faktor-faktor
yang dinyatakan di ata telah menyumbang kepada kemerosotan penggunaan buku teks di
kalangan guru di Malaysia iaitu penurunan dari 53.6% (Abdul Rahman Md. Aroff dan Abd
Aziz Zakaria, 1989) kepada 38.9% (Zulkifli A. Manaf et. al., 1995).
Kırkgöz (2009) yang melakukan kajian terhadap penggunaan buku teks di kalangan murid
sekolah rendah di Turki telah menggariskan beberapa perkara sebagai aspek yang dinilai oleh
guru berkaitan kesesuaian buku teks iaitu tata letak dan reka bentuk buku tersebut, kandungan
bahasa, komponen subjek dan kandungan serta komponen kemahiran. Menurutnya, buku teks
yang bagus mempunyai reka bentuk dan ilustrasi yang menarik perhatian, bahasa yang autentik
dengan penggunaan kosakata yang jelas dan mudah difahami, mengandungi isi kandungan
yang menarik dan mudah dikaitkan dengan matapelajaran lain serta mampu membantu murid
mempelajari kemahiran-kemahiran bahasa seperti membaca, mendengar, menulis dan
bercakap.
Penyataan Masalah
Bahasa Inggeris merupakan Bahasa antarabangsa atau Bahasa global yang digunakan secara
menyeluruh sebagai bahasa komunikasi dan membolehkan semua untuk berinteraksi dengan
mudah. Namun begitu, penguasaan Bahasa Inggeris dalam kalangan murid atau pelajar
Malaysia masih lemah dan tidak memuaskan. Terdapat banyak usaha yang dilaksanakan oleh
kerajaan dalam menangani dan meningkatkan sistem Pendidikan Malaysia agar objektif
tersebut dapat dicapai dengan jayanya. Antaranya ialah Pengajaran dan Pembelajaran Sains dan
Matematik dalam Bahasa Inggeris (PPSMI) yang diganti dengan Dasar Memartabatkan Bahasa
Malaysia Memperkukuh Bahasa Inggeris (MBMMBI), The Dual Language Programme (DLP)
dan banyak lagi. Baru-baru ini, Kementerian Pendidikan Malaysia (KPM) telah melaksanakan
The Common European Framework of Reference for languages (CEFR) bermula pada tahun
2018 secara besar-besaran dalam usaha untuk meningkatkan penguasaan Bahasa Inggeris
dalam kalangan murid atau pelajar serta meningkatkan pencapaian dalam kalangan murid.
Menurut Timbalan Menteri Pelajaran, P Kalamanathan, sebanyak 15,000 orang guru daripada
60,000 guru Bahasa Inggeris tidak layak untuk mengajar subjek Bahasa Inggeris (The Star,
2014). Penyataan ini adalah berikutan dengan keputusan pencapaian guru yang tidak mencapai
tahap minimum piawaian CEFR yang ditetapkan iaitu C1. Semua guru opsyen Bahasa Inggeris
hendaklah mencapai tahap penguasaan yang lebih tinggi daripada murid atau pelajar iaitu C1
dan C2 kerana tahap A1, A2, B1 dan B2 hanya untuk murid dan pelajar sahaja. Guru adalah
penentu kejayaan semua program atau usaha yang dilaksanakan oleh KPM di peringkat sekolah
dalam meningkatkan pencapaian murid. Prestasi dan juga pencapaian yang lemah amatlah
membimbangkan semua pihak.
Kurangnya pendedahan guru Bahasa Inggeris dengan konsep buku teks import tersebut.
Bertitik tolak dengan penyataan di atas, pertukaran buku teks lama dengan buku teks import ini
diperkenalkan secara berperingkat iaitu bermula dengan Tahun 1, Tahun 2 dan juga Tahun 3.
Seorang wakil guru dari setiap sekolah dipanggil untuk menghadiri kursus yang diadakan
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selama seminggu dan sepanjang tempoh tersebut, pendedahan telah diberikan tentang konsep
serta cara mengajar dan juga mengadaptasi isi kandungan supaya pemahaman murid dapat
dimaksimumkan. Wakil guru tersebut dikehendaki untuk memberikan latihan kepada guru
yang lain di sekolah (Komuniti Pembelajaran Profesional atau Professional Learning
Community) di mana perkongsian haruslah dilakukan agar semua guru didedahkan dengan
perubahan tersebut.
Bagi setiap perubahan yang dilakukan, kesediaan ialah isu yang utama bagi mana-mana
perubahan yang dijalankan (Rafferty, Jimmieson & Armenakis, 2013). Kejayaan sesuatu
perubahan yang dijalankan di dalam organisasi juga turut ditentukan oleh kesediaan seseorang
individu (Davis,1989; Teo, 2010; Anghelachea & Bentea, 2012). Untuk sektor Pendidikan,
guru merupakan individu yang terpenting di mana guru merupakan penyampai atau pengantara
di antara ilmu pengetahuan dan juga klien utama iaitu murid. Jadi, kesediaan guru merupakan
satu aspek yang harus diberikan perhatian bagi setiap perubahan yang dijalankan kerana
pengaruh guru signifikan dalam menentukan kejayaan suatu perubahan (Hall & Hord, 2011).
Reka Bentuk Kajian

Pelaksanaan kajian ini menggunakan kaedah kualitatif di mana temu bual akan dijalankan
untuk mengumpul maklumat tentang pendapat peribadi guru Bahasa Inggeris terhadap
penggunaan buku teks import bagi Tahun 1 dan Tahun 2 sekolah rendah. Analisis data
dijalankan selepas semua data diperolehi untuk menjawab semua persoalan kajian yang telah
ditetapkan oleh pengkaji di awal kajian. Prosedur kajian digambarkan seperti rajah 3.1 di
bawah.
Pembinaan instrument mengikut objektif kajian
Kajian sebenar
Kesediaan guru terhadap penggunaan buku teks import bagi tahap satu
sekolah rendah.
Rajah 1: Prosedur Kajian
Sebelum memulakan proses pengumpulan data dengan responden yang terpilih, pengkaji
meminta kebenaran daripada Pejabat Pendidikan Daerah Kapit untuk menjalankan kajian di
sekolah dengan guru yang terpilih. Pengkaji akan menemu bual beberapa orang guru wakil dari
sekolah bandar dan juga pedalaman. Seterusnya, penyelidik membentuk rappo yang baik
dengan responden yang terpilih agar responden berasa lebih selesa untuk menjalankan
temubual dengan penyelidik serta berkerjasama dengan penyelidik sepanjang tempoh temubual
dijalankan.
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Responden turut dijelaskan dengan polisi kerahsiaan identiti mereka dan dapatan daripada sesi
temubual tersebut tidak akan dijadikan justifikasi untuk mana-mana pihak. Sepanjang sesi
tembual, penyelidik tidak akan menghakimi ataupun menilai responden samaada secara positif
atau negatif walaupun pandangan yang diberikan bersifat peribaddi ataupun memalukan. Selain
daripada itu, penyelidik juga akan membiarkan responden berbicara serta meluahkan
pandangan mereka tanpa gangguan. Respon yang diberikan oleh penyelidik sepanjang sesi
temubual ialah melalui respon tubuh dan juga pertanyaan yang relevan sahaja.

Pengkaji mendapatkan data untuk kajian ini menggunakan kaedah temubual yang dijalankan
dengan 6 orang responden. 6 orang responden ini adalah terdiri daripada guru-guru Bahasa
Inggeris yang mengajar subjek ini kepada murid tahap 1 di sekolah rendah di daerah Kapit.
Responden-responden akan ditemu bual oleh pengkaji di mana soalan separuh berstruktur akan
diajukan kepada mereka. Contoh soalan yang akan diajukan ialah bagaimanakah penerimaan
mereka terhadap perlaksanaan CEFR bagi tahap 1 di sekolah rendah, adakah perubahan yang
dilaksanakan dalam pengajaran Bahasa Inggeris iaitu menggunakan kurikulum CEFR bagi
tahun 1 sesuai dan mengapa. Memandangkan kajian ini ialah kajian kualitatif di mana kaedah
temu bual digunakan untuk mengutip data, jadi soalan separa struktur yang disoal kepada
responden lebih kepada bertanya soalan bagaimana dan mengapa. Rasionalnya adalah supaya
data yang lebih mendalam boleh didapati dengan soalan tersebut. Data yang diperolehi
diharapkan dapat membantu pengkaji untuk menjawab persoalan kajian ini iaitu tentang
persepsi guru terhadap penggunaan buku teks CEFR bagi tahap 1 sekolah rendah. Data yang
diperolehi dianalisis dengan menggunakan aplikasi Nud.Ist Vivo (NVIVO) Version 12 untuk
pengekodan data mengikut tema.
Data temubual tersebut dibahagikan kepada kategori dan sub-kategori. Daripada hasil
pengekodan data temu bual menggunakan aplikasi Nud.Ist Vivo (NVIVO) Version 12 tersebut,
data telah dibahagikan kepada 3 kategori iaitu kelebihan perlaksanaan CEFR di Malaysia,
kekurangan dari segi perancangan dan perlaksanaan CEFR di peringkat sekolah dan juga cara
mengatasi setiap kekurangan yang dialami oleh responden dalam melaksanakan CEFR di
sekolah dengan murid masing-masing. Kelebihan dan kekurangan CEFR pula dipecahkan
kepada 6 sub kategori yang kecil. Sub kategori yang pertama ialah penerimaan responden
sendiri dan juga murid responden terhadap CEFR, pendapat tentang konteks yang digunakan di
dalam buku teks CEFR, Bahasa dan kosa kata yang digunakan, bahan yang disediakan,
penggunaan ICT di dalam proses pengajaran dan pembelajaran di dalam kelas dan akhir sekali
ialah teknik mengadaptasi konteks barat kepada konteks tempatan.
Hasil daripada temubual yang dijalankan, kesemua responden mendapati bahawa perlaksanaan
CEFR ini sangat bagus jika dibandingkan dengan kurikulum yang lama kerana kandungannya
serta rangka kerja yang digunakan “mementingkan pembelajaran yang berpusatkan murid”
(R1) dan silibusnya lebih senang kerana CEFR “berfokus kepada apa yang murid boleh buat
(can do) berbanding dengan apa yang mereka tidak boleh buat” (R4). Pendapat ini selari
dengan rangka kerja CEFR itu sendiri di mana perlaksanaan CEFR ini membolehkan guru
untuk menilai murid berdasarkan kecekapan murid itu. Selain itu, murid juga boleh menilai
kecekapan atau kemahiran mereka sendiri dalam 4 kemahiran asas Bahasa Inggeris iaitu
Listening (mendengar), Speaking (bertutur, Reading (membaca) dan juga Writing (menulis).
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CEFR hanya menyatakan apa yang boleh dilakukan oleh seseorang pelajar menggunakan
penyataan ‘can-do’ mengikut tahap. Malah, penulisan objektif pembelajaran di dalam
rancangan pengajaran harian juga turut ditekankan di dalam kursus penataran yang diberikan
kepada murid di mana penulisan objektif hendaklah dimulakan dengan frasa “murid boleh”.
Sebagai contoh, murid boleh menjawab semua soalan dengan betul. Perlaksanaan CEFR di
Malaysia selari dengan kehendak untuk menjadikan pengguna Bahasa Inggeris lebih mahir dan
lancar menggunakan Bahasa Inggeris.
Selain daripada itu, penggunaan buku teks CEFR iaitu buku teks Super Minds dan Get Smart
Plus juga dikatakan diterima serta disambut dengan baik oleh murid di sekolah. Ini ialah kerana
topik di dalam buku teks CEFR “menarik” (R1) dan buku teks ini “menggunakan gambar
visual yang menarik” (R3) jika dibandingkan dengan buku teks yang lama yang menggunakan
lebih banyak perkataan dari gambar visual. Murid tahap 1 lebih senang tertarik dengan sesuatu
yang mempunyai visual yang menarik dan penggunaan gambar membantu murid untuk “lebih
senang faham isi kandungan buku” (R5) kerana mereka boleh “mengagak maksud yang
disampaikan dengan bantuan gambar visual tersebut” (R2). Ini selari dengan model
pembelajaran SAVI iaitu Somatic, Auditory, Visual, Intelectual di mana murid perlu
menggunakan, menekankan serta memanfaatkan semua pancaindera mereka dengan berkesan.
Pembelajaran juga akan berada pada tahap optimal sekiranya semua digunakan di dalam proses
pembelajaran. Selain itu, salah satu ciri yang menarik yang boleh dilihat di dalam buku teks
CEFR ialah penggunaan konsep cerita di dalam buku teks tersebut. Pengarang buku
menggunakan watak yang sama untuk setiap topik dari topik yang pertama sehingga topik yang
terakhir di dalam buku. Setiap topik mempunyai transisi seolah-olah ianya berbentuk cerita.
Konsep ini menambah nilai yang positif terhadap buku teks CEFR. Oleh itu, buku teks CEFR
ini amatlah sesuai digunakan kerana ianya menggalakkan pembelajaran secara visual dengan
menggunakan gambar selain daripada menarik minat murid terhadap buku itu sendiri.
Penerimaan yang positif terhadap buku teks CEFR dalam kalangan murid juga mungkin
dipengaruhi oleh motivasi murid itu sendiri. Murid yang mempunyai “motivasi yang tinggi
untuk belajar dan berusaha maka hasilnya juga tinggi” (R6). Murid yang bertanya adalah
sangat bagus di dalam kelas kerana itu bermakna “mereka aktif dan bersemangat untuk belajar”
(R6). Murid akan lebih semangat belajar sekiranya murid dapat mengikuti isi pembelajaran dan
tidak ketinggalan di dalam pelajaran. Pengajaran dan pembelajaran CEFR dimulakan dengan
pembelajaran berasaskan fonetik selama 3 minggu yang pertama. Ini bermakna, murid akan
belajar asas pertama Bahasa Inggeris dan sekiranya murid dapat menguasai fonetik dengan
baik, “maka murid dapat menguasai pembelajaran dengan lebih mudah” (R6). Kaedah
pembelajaran yang berasakan fonetik ini juga lebih menyeronokkan jika dibandingan dengan
kaedah yang lama kerana murid dapat mempelajari bunyi setiap huruf di samping belajar cara
sebutan huruf dan juga perkataan yang betul. Selain daripada pembelajaran berasaskan fonetik,
pembelajaran CEFR juga mementingkan “aktiviti didik hibur” (R1) dan juga aktiviti yang
“bersifat verbal/komunikasi” (R2) di mana murid “berpeluang untuk terlibat sepenuhnya di
dalam kelas” (R1) dan boleh “menggunakan Bahasa Inggeris sepenuhnya di dalam kelas” (R6).
Aktiviti verbal atau komunikasi membantu agar murid dapat mengaplikasi penggunaan Bahasa
tersebut mengikut konteks sebenar dengan rakan mereka.
Walaupun perlaksanaan CEFR mendapat sambutan yang baik dan juga diterima dengan baik
oleh kedua-dua guru dan murid, namun jika dilihat dari sudut lain, perlaksanaan CEFR masih
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membimbangkan guru atas beberapa sebab. Yang pertamanya ialah kerisauan untuk
“mengimplementasi CEFR untuk kelas bercantum” (R1). Segelintir sekolah di pedalaman
Kapit adalah sekolah kurang murid di mana tahun 2 dan tahun 3, tahun 4 dan tahun 5 digabung
di dalam satu kelas. Tahun depan iaitu pada tahun 2020, tahun 4 akan menggunakan CEFR
manakala tahun 5 masih menggunakan kurikulum yang lama. Jadi, guru yang mengajar kelas
bercantum amat risau tentang perlaksanaan pdpc untuk kedua-dua kelas yang menggunakan
kurikulum yang berbeza dan “mencapai objektif pembelajaran kedua-dua kelas tersebut dalam
masa satu jam sahaja” (R1). Pengkaji juga mendapati bahawa responden berasa “sangat risau
sekiranya murid daripada kedua-dua kelas tidak dapat mengikuti proses pengajaran dan
pembelajaran kerana keliru dengan peralihan yang bakal dilakukan” (R1) oleh responden di
dalam kelas kelak kerana pendekatan serta kurikulum yang digunakan berbeza bagi kedua-dua
kelas.
Responden juga turut menyatakan perasaaan bimbang terhadap kaedah pengajaran yang
bersesuaian di dalam kelas bercantum di mana murid bukan sahaja mempunyai aras kepandaian
yang berbeza tetapi juga berbeza dari segi tahap, umur dan juga kematangan. Untuk ini,
responden bukan sahaja perlu menguasai cara dan kaedah pengajaran yang berkesan tetapi juga
perlu “menguasai teknik kawalan kelas yang bersesuaian dengan kedua-dua kelas tersebut”
(R1). Tanpa teknik pengawalan kelas yang bersesuaian dan berkesan, guru akan “menghadapi
kesukaran untuk mencapai objektif pembelajaran di akhir proses pdpc” (R1). Rentetan daripada
perkara di atas, guru yang mengajar kelas bercantum untuk kelas tahun 4 dan tahun 5 tahun
depan perlu merancang pengajaran dan pembelajaran dengan lebih teliti, memilih tema dan
topik yang hampir sama agar pengajaran dapat dijalankan dengan senang di dalam kelas
bercantum. Walaupun kursus untuk ini belum pernah diberikan lagi kepada guru di daerah
Kapit, namun, “autonomi di dalam pdpc adalah 100% terletak pada guru yang mengajar” (R6),
jadi, guru hendaklah merancang pdpc yang ingin dijalankan dengan bijak dan memudahkan
kerja guru di samping mengoptimakan pemahaman murid terhadap isi pengajaran.
Selain daripada itu, penggunaan konteks luar di dalam buku teks CEFR juga turut
membimbangkan kerana topik tersebut sangat asing untuk murid dan murid tidak dapat
mengaitkan isi kandungan dengan konteks tempatan dan guru terpaksa “menerangkan dengan
lebih lanjut sesuatu isi pembelajaran” (R1). Ada kalanya, responden akan “tersangkut di satu
fasa pengajaran kerana terpaksa menerangkan isu kandungan kepada murid sebelum
meneruskan pengajaran” (R1). Cara ini sangat “memakan masa dan objektif pembelajaran
sukar untuk dicapai dalam masa satu jam” (R1). Masalah ini menjadi semakin sukar apabila
kemudahan yang disediakan di sekolah tidak mencukupi dan “capaian internet di sekolah
sangat lemah untuk guru mencari bahan tambahan untuk memudahkan proses penerangan isi
kandungan kepada murid semasa proses pdpc berlangsung di dalam kelas” (R1). Kekurangan
capaian internet yang baik di sekolah turut mengehadkan perancangan proses pdpc yang
berkesan dan menarik (R2) kerana responden yang mengajar di pedalaman tidak mendapat
akses internet untuk memuat turun bahan yang boleh digunakan untuk mengajar di dalam kelas
ditambah dengan kekurangan bahan seperti buku teks dan sebagainya yang disediakan di
sekolah.
Walaupun dari sudut positifnya, pengenalan konteks atau topik yang baru kepada murid dapat
“meningkatkan rasa ingin tahu dalam kalangan murid” (R4), tetapi, rasa ingin tahu murid itu
tidak dapat dipenuhi dengan ilmu atau penerangan yang sepatutnya sekiranya guru tidak dapat
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menerangkan kepada murid maklumat yang sepatutnya. Di sini, capaian internet yang baik
amatlah diperlukan oleh guru agar guru dapat mencari bahan bantu mengajar yang sesuai yang
dapat membantu guru untuk menerangkan sesetengah isi pembelajaran kepada murid lebih-
lebih lagi murid yang bersekolah di sekolah pedalaman. Seperti yang diketahui, sekolah
pedalaman menerima akses yang kurang terhadap pembangunan Pendidikan sama ada dari segi
kemudahan internet, media massa, elektrik, sumber air bersih dan juga kurang pendedahan
dengan dunia luar. Secara tidak langsung, pengetahuan murid pedalaman sangat sedikit dan
terhad. Justeru, semua konteks atau isi kandungan yang digunakan di dalam buku teks tersebut
sangatlah “asing bagi mereka” (R6) dan untuk itu, guru hendaklah menjelaskan konteks
tersebut dengan sebaiknya kepada mereka. Sekiranya capaian internet tidak memuaskan di
sesetengah sekolah pedalaman, benda ini mungkin akan “mendatangkan masalah” (R1) dan
juga membebankan guru kerana guru tidak mendapat akses untuk mendapatkan bahan yang
boleh digunakan untuk memudahkan pengajaran kepada murid.
Kesimpulannya, kajian yang dijalankan oleh pengkaji dalam mengkaji persepsi guru Bahasa
Inggeris terhadap perlaksanaan CEFR bagi tahap 1 di sekolah rendah pedalaman Kapit ternyata
mencapai matlamat dan objektif kajian yang dibina di awal kajian. Untuk kajian ini, pengkaji
ingin mengenal pasti serta mendalami pandangan serta pendapat setiap responden yang
mengajar di sekolah yang berbeza terhadap perubahan kurikulum di mana CEFR dilaksanakan
dan buku teks ditukar dengan menggunakan buku teks import.
Berdasarkan temu bual yang dijalankan bersama dengan enam orang responden yang terpilih,
pengkaji mendapati bahawa setiap responden mempunyai pandangan yang positif terhadap
perubahan yang dilaksanakan ini. Pandangan yang diberikan juga selari dengan misi, visi serta
objektif CEFR dilaksanakan oleh Kementerian Pendidikan Malaysia dalam usaha
meningkatkan penguasaan Bahasa Inggeris dalam kalangan generasi akan datang. Ini adalah
kerana pendedahan yang secukupnya berjaya diberikan kepada guru-guru yang mengajar tahap
1 di sekolah rendah dan pendekatan yang digunakan oleh pihak atasan mencapai matlamat
yang dihasratkan.
Kebanyakan responden mendapati bahawa perlaksanaan CEFR di sekolah untuk murid tahap 1
sangat baik dan sesuai kerana rangka kerja CEFR lebih senang dan mudah jika dibandingkan
dengan kurikulum yang lama. CEFR menggalakkan proses pengajaran dan pembelajaran yang
menyeronokkan, berpusatkan murid, didik hibur dan kebanyakan aktiviti CEFR adalah aktiviti
komunikatif. Kesemua aktiviti ini menggalakkan serta membolehkan murid untuk terlibat
secara menyeluruh di dalam aktiviti pengajaran dan pembelajaran di dalam kelas. Selain
daripada itu, guru juga membolehkan murid untuk membuat kesilapan dan kesalahan di dalam
kelas di mana kesilapan dan kesalahan itu dianggap sebagai sesuatu yang positif di dalam kelas
CEFR. Kesilapan dan kesalahan yang dibuat oleh murid menunjukkan murid aktif dalam
meneroka ilmu pengetahuan di dalam kelas dan mereka akan belajar daripada kesalahan dan
kesilapan tersebut. Kaedah pengajaran seperti ini juga membantu dalam melahirkan generasi
yang berdikari dan juga bertanggungjawab dengan pendidikan serta peningkatan diri dalam
pembelajaran.
Di samping itu, kelas CEFR juga lebih menyeronokkan kerana aktiviti verbal dan bersifat
komunikasi lebih banyak digunakan. Melalui aktiviti sebegini, murid boleh berlatih
menggunakan Bahasa Inggeris sepenuhnya dengan rakan mereka. Mereka boleh menyanyi,
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berkomunikasi, berdialog dan sebagainya menggunakan Bahasa tersebut dengan bimbingan

guru di dalam kelas. Penglibatan murid juga dapat ditingkatkan melalui aktiviti ini. Di dalam
kelas CEFR, guru hanya berperanan sebagai pembimbing dan pengajaran yang dibuat oleh
guru sedikit sahaja jika dibandingkan dengan kaedah pengajaran tradisional iaitu “Chalk and
Talk” di mana guru mengajar semua isi pengajaran sepanjang tempoh pengajaran dan
pembelajaran dijalankan tetapi perlaksanaan CEFR di dalam kelas adalah untuk mengurangkan
serta menghapuskan kaedah ini. Penegasan terhadap perubahan pendekatan pengajaran turut
diberikan penekanan di dalam kursus penataran CEFR yang diberikan kepada semua guru.
Pendedahan kepada konteks luar, konteks barat di dalam buku teks CEFR juga merupakan
sesuatu yang positif dan seharusnya dilihat sebagai satu aspek tambahan perlaksanaan CEFR.
Melalui dapatan kajian yang didapati daripada kajian ini, responden bersetuju bahawa
pengenalan kepada konteks asing kepada murid tempatan di Malaysia merupakan sesuatu yang
baik kerana dengan memperkenalkan benda atau budaya yang baru kepada mereka mampu
meningkatkan rasa ingin tahu dalam diri mereka. Mereka menjadi lebih berminat untuk
mempelajari item tersebut di samping mendedahkan mereka dengan dunia luar. Guru
merupakan penghubung mereka dengan dunia luar dan melalui Pendidikan mereka dapat
mempelajari benda yang baru, jadi pengenalan serta perlaksanaan CEFR bagi tahap 1 di
sekolah rendah selari dengan Pelan Induk PPM 2013-2025 di mana satu dasar diwujudkan
sebagai usaha untuk merapatkan jurang Pendidikan di malausia dan juga untuk memberikan
hak Pendidikan yang sama rata kepada semua murid.
Dalam pada itu, responden lebih menyukai CEFR berbanding dengan kurikulum yang lama
kerana topik yang diperkenalkan di dalam buku teks telah dibahagikan kepada unit-unit yang
lebih kecil di mana ianya lebih spesifik dan menjurus kepada objektif akhir pengajaran.
Responden mendapati bahawa topik sebegini lebih senang untuk diajar dan murid lebih senang
faham lebih-lebih lagi murid yang berada di kelas belakang. Konsep kandungan buku teks yang
menggunakan konsep cerita juga mampu menarik minat murid untuk melibatkan diri di dalam
proses pengajaran dan pembelajaran di mana kualiti bahan pembelajaran ini lebih menarik.
Tambahan lagi, pengkaji mendapati bahawa responden mempunyai pandangan serta pendapat
yang positif terhadap perlaksaan CEFR untuk tahap 1 di sekolah rendah kerana perancangan
pengajaran dan pembelajaran di dalam kelas menjadi lebih senang dan mudah. Ini adalah
kerana, buku panduan untuk guru juga turut disediakan kepada guru untuk melaksanakan
CEFR di dalam kelas. Guru boleh merancang pengajaran dan pembelajaran berpandukan buku
tersebut kerana buku itu mengandungi pelbagai jenis aktiviti, latihan dan juga jenis bahan bantu
mengajar yang boleh digunakan oleh guru. Guru tidak perlu pecah kepala untuk memikirkan
aktiviti yang baru dan sesuai dengan topik setiap hari. Selain daripada buku panduan guru,
buku aktiviti murid juga turut disediakan. Buku aktiviti tersebut sangat bagus dan sangat
memudahkan tugas guru untuk mengajar kerana latihan untuk setiap topik sudah tersedia.
Sebagai tambahan, guru hanya perlu menyediakan lembaran kerja yang lain sebagai latihan
pemulihan untuk murid yang lemah dan latihan pengayaan untuk murid yang pandai. Malah,
semua latihan ini boleh didapati di hujung jari sahaja. Guru hanya perlu melayari internet untuk
memuat turun lembaran kerja dari laman web Bahagian Pembangunan Kurikulum, ELTC dan
juga sumber lain seperti Telegram dan juga Facebook. Kini, semua maklumat boleh didapati
dengan mudah dan senang, antara mahu dan tidak mahu sahaja.
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LANGKAWI INTERNATIONAL MULTIDISCIPLINARY

ACADEMIC CONFERENCE
(LIMAC 2019)
ORGANIZING COMMITTEE
Chairman
Ts. Dr. Zahari Abu Bakar
Treasurer
Hanisah Taib
Technical Committee
Rohaida Hanum Mohd Hassan
Muhammad Aminuddin Zahari
Technical Reviewer
Dr. Safaie Mangir
Dr. Lee Khai Loon
Dr. Mohd Yazid Md Taib
665
(eISBN: 978-967-16859-4-5)
Published by:
Asian Scholars Network
(002903215-H)
666
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LIMAC 2019 Conference Proceeding (1)

Conference Paper · December 2019

Nur Surayya Saudi Hasan Al-Banna Mohamed

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Saizal Pinjaman Haliza Zahari

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Qualitative Study View project

International conference View project

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Langkawi Seaview Hotel, Pulau Langkawi, MALAYSIA

Asian Scholar Network (002903215-H)

LANGKAWI INTERNATIONAL MULTIDISCIPLINARY

42. FAKTOR-FAKTOR YANG MEMPENGARUHI GURU MATEMATIK SEKOLAH

61. PENGETAHUAN PEDAGOGI DAN ISI KANDUNGAN GURU OPSYEN

A DESCRIPTIVE STUDY OF NATURE SOUND IN OPEN-PLAN

*Corresponding Author: munirahdahari@gmail.com

Keywords: nature sound, open-plan office, cognitive performance, employees

5. Discussion and Conclusion

A METACOGNITIVE KNOWLEDGE, METACOGNITIVE

*Corresponding Author: Tanpl@tarc.edu.my

Keywords: Metacognitive Knowledge, Metacognitive Experience, Quality learning, Learning

2. Learning Outcome in STEM and Non-STEM

2.1 Quality Learning in STEM and Non-STEM Fields

2.2 Metacognitive Knowledge

2.3 Metacognitive experience

H1: Metacognitive Experience will have a significant influence on Quality learning

4.1 Hypotheses Testing

7. Conclusion and Implications for Practice

Appendix 2: Discriminant validity for the measurement model

Note **Correlation is significant at the 0.01 level (2-tailed)

Appendix 3 indices for the research model

***Significant at 0.01 ***Significant at 0.01

A REVIEW OF EXISTING TECHNIQUES FOR MONITORING

*Corresponding Author: ajasaaf@yahoo.com; abiodunafis@graduate.utm.my

Keywords: Oil spillage, Pipeline vandalism, Oil theft, IoT-based technique

2.1 Past Incidences of Oil Theft and Pipeline Vandalism

Okorodudu et al. (2018) presented a microcontroller-based approach to synthesize a monitoring

3. Conceptual Development Of The Procedure

3.1. Architecture of the Sytem and system Integration

Figure 1: Architecture for the IoT-based anti-theft oil pipeline.

Figure 2: Application areas of IoT technology

4. Results And Analysis

Table 2: A SWOT analysis of the various techniques for monitoring pipelines

Sensor when compared to modes: underground, resources, e.g. could be

4.2 The Choice of IoT-Based Technique over Other Existing Techniques

Table 3: Comparison of oil pipeline monitoring techniques implemented by different researchers

S/N Researchers/Title Technique Strengths Weaknesses

Source for Oil & Energy News, 1–4.

A STUDY ON THE IMPACT OF COLLABORATIVE LEARNING

*Yesuselvi Manickam: yesuselvim@sunway.edu.my

Keywords: Collaborative learning, Facebook, academic performance

A collaborative learning environment contributes to sharing of knowledge and transmission

Facebook and Collaborative Learning

Facebook Usage and Academic Performance

Collaborative Learning and Academic Performance

4. Results and Findings

Table 1: Facebook Usage for Educational

Table 2: Interactivity with Peers

Table 3: Interactivity with Educators

Table 4: Collaborative Learning

Item Mean Std. Deviation

Table 6: Academic Performance

Significant at 0.01 Significant at 0.01