CTLHE07 Abstrak

SIDANG EDITOR
Buku Abstrak
Persidangan Pengajaran dan Pembelajaran
di Peringkat Pengajian Tinggi 2007
Ketua Editor
Sidek Hj. Ab. Aziz
Sidang Editor
Mohd. Majid Konting Hamidah Meseran
Mansor Ahmad Mohd. Farid Jaafar
Zaidan Abdul Wahab Marzanah A. Jabar
Mohd. Kamil Yusof Fatimah Sidi
Rusli Abdullah Nor Azirawani Man
Editor Teknikal
Juraidah Mohamad Amin Hasmah Abdul Wahab
Lailawati Bakar Saiful Ramadzan Hairani
Muhammad Asrul Abd. Salam Muhammad Khairuddin Yusuf
v
Persidangan Pengajaran dan Pembelajaran di Peringkat Pengajian Tinggi 2007
KE ARAH PENINGKATAN KUALITI MODAL INSAN
KANDUNGAN
Kata Aluan Menteri Pengajian Tinggi i

Kata Aluan Ketua Pengarah Jabatan Pengajian Tinggi ii
Kata Aluan Naib Canselor Universiti Putra Malaysia iii
Kata Aluan Pengerusi CTLHE07 iv
Sidang Editor v
Penghargaan vi
Kandungan Abstrak Persidangan vii
1) Polisi dan Tadbir Urus IPTA viii
2) Institusi Pengajian Tinggi Penjana Pembangunan Modal Insan viii

Kelas Pertama
3) Penyeliaan Berkesan ix
4) Teaching and Learning Quality in Higher Education : UKM x

Experience
5) The Types of Graduate Needed in an Increasingly Globalised x

World
6) ICT: Democratising Education xi
7) SCORM 2004: Developing Content for Adaptive e-Learning xi

Environment
8) A01- Program Pembangunan Modal Insan Dalaman Universiti 1

Pendidikan Sultan Idris (BITARA): Konsep, Pelaksanaan dan
Persepsi Amalan Staf Bukan Akademik
9) A02 - Agenda Pembangunan Universiti Awam di Malaysia dalam 1

Usaha Memperkasa Modal Insan Negara
10) A03 - Pembangunan Modal Insan: Aplikasi dalam Konteks 2

Peningkatan Produktiviti dan Daya Saing IPTA / IPTS
11) A04 - Penggabungjalinan dan Penyerapan dalam Pengajaran 3

dan Pembelajaran Pensyarah untuk Melahirkan Modal Insan di
IPTA
12) A05 - Consolidation of Human Capital Values through Finishing 4

School Approach
13) A06 - Tahap Kesediaan Kemahiran Generik Pelajar Tahun Akhir 5

yang Mengambil Mata Pelajaran Fizik di Fakulti Pendidikan
UTM, Skudai
14) A07 - A Review on the Ways and Strategies in Developing Soft 5

Skills
15) A08 - Memupuk Kemahiran Modal Insan Guru Sejarah bagi 6

Pengintegrasian ICT dalam Pengajaran
16) A09 - PLEaSE Strategies for Soft Skills Development 7
17) A10 - Memperkasakan Kemahiran Insaniah Melalui Portfolio 8

Berstruktur
18) A11 - Pengurusan Stress ke Arah Peningkatan Modal Insan: 8

Faktor dan Kaedah Mengatasinya
19) A12 - Delivering Quality Training Programmes in Appraisal, 9

Testing, Repair and Maintenance of Reinforced Concrete
Structures in Tropical Climates
20) A13 - Penerapan Hasil Pembelajaran dan Kemahiran Insaniah 10

dalam Kurikulum Pengajian Tinggi
21) A14 - Moral dan Etika Profesional Pelajar Baharu UPM 10

Semester 1, 2007 / 2008
22) A15 - Penaksiran Kemahiran Insaniah Awalan dalam Kalangan 11

Pelajar
23) A16 - Penggubalan Instrumen Penilaian Kemahiran Insaniah 12

Akhiran
24) A17 - Pengalaman Universiti Putra Malaysia Membangunkan 13

Kemahiran Insaniah (KI) dalam Kalangan Pelajar IPT
25) A18 - Teamwork Skills among Undergraduate Students in UPM 13
26) B01 - Senibina Rangka Kerja dan Algoritma Bagi Sistem 14

Pemilihan Kursus Ko-Kurikulum
27) B02 – The Learning Outcome of Universiti Malaysia Sabah 14

Medical Students in a Rural Community Health Promotion
Programme (EC1773) in Keningau Sabah
28) B03 - The Outcomes Analysis of the Co-Curricular Health 16

Promotion Program (EC1773) of First Year Medical Student,
School of Medicine, UMS
29) B04 - Japanese Language Program at the Faculty of Languages 16

and Linguistics
30) B06 - Facing the Crossroad of Market Driven or Scientific Vision: 17

New Higher Education Curriculum Construction to Improve the
Relevance of University’s Graduates
31) B07 - Penulisan Karangan di Kalangan Pelajar Sekolah Rendah 18
32) B08 - Islam Hadhari dalam Kurikulum Pembelajaran Kursus 19

Umum Universiti (TITAS dan Hubungan Etnik): Satu Kajian di
UPM
33) B09 - Reka Bentuk Instruksional dan Teknologi dalam 19

Pendidikan Kejuruteraan: Kerangka Konseptual Hasilan
Pembelajaran dan Prestasi
34) B10 - Peranan Kokurikulum di Politeknik dalam Memenuhi 20

Keperluan Pihak Industri di Malaysia
35) C01 - Hubungan Pengajaran Pensyarah dan Minat Pelajar 21

dengan Kefahaman Konsep Moral: Kajian di UUM
36) C02 - Impak Pelaksanaan Pengajaran dan Pembelajaran Sains 21

dan Matematik dalam Bahasa Inggeris di Institusi Pengajian
Tinggi
37) C03 - A Contextual Approach, using Problem-Based, to the 22

Teaching and Learning Statistics in the Universiti Tun Hussein
Onn Malaysia (UTHM)
38) C04 - Enhancing Environmental Engineering Curricula through 23

Intensification of Field Course
39) C05 - Penilaian Kemahiran Teknikal Berasaskan Model 24

Kompetensi bagi Sumber Guna Tenaga Menerusi Pendekatan
Pendidikan Teknikal dan Vokasional di Malaysia
40) C07 - Penggunaan Kamus Arab-Melayu dalam Pengajaran dan 25

Pembelajaran Bahasa Arab
41) C09 - Teachers’ Use of Questions in ESL Classrooms 25
42) C11 - Knowledge and Interest on Traditional Medicine among 26

UiTM Pharmacy Students
43) C12 - Persepsi Pelajar terhadap Aktiviti di dalam Kelas Bahasa 27

Arab: Tinjauan di USIM
44) C13 - Gaya Pembelajaran, Kemahiran Generik dan Motivasi 27

Pelajar Merentasi Bidang Sains Tulen, Kejuruteraan dan Sains
Sosial di UTM
45) C14 - Multiple Intelligence: The Reliability of MyMICA in 28

Identifying Teaching and Learning Strategy
46) C16 - Tahap Kefahaman Kemahiran Mereka Bentuk Eksperimen 29

dan Kemahiran Mengeksperimen di Kalangan Pelajar Tahun
Dua Program Pendidikan Fizik Merentas Jantina
47) C17 - Pendekatan Pembelajaran Bahasa Arab Pelajar China di 30

Xi’an International Studies University (XISU): Suatu Tinjauan di
USIM
48) C18 - Mind Map for the Teaching and Learning of Electrical 31
Machine
49) C19 - The Importance of Law in Sports and Physical Education 31

from A Pedagogic Perspective
50) C20 - Pengajaran Kursus Pemikiran Kritis Berteraskan Al-Qur’an 32

di Peringkat Pengajian Tinggi: Satu Cadangan
51) C22 - New Classroom Setting for Problem-Based Learning: A 33

Success Story
52) C23 - Engaging Learning through Student-Centered Learning 33

(SCL) Approach
53) C24 - Facilitator and Learner’s Understanding on Roger’s Core 34

Conditions of a Person Centered Counseling (And Learning) in
the Student Centered Learning Environment
54) C25 - Facilitating Graduate Level-Learning: A Case Study of the 35

“Newfoundland Strategy”
55) C26 - The Impact of using OBE in Physics Courses at Pre- 36

University Level
56) C27 - Tema-tema dalam Pembelajaran Bersepadu: Implikasi 37

kepada Pengajaran dan Pembelajaran
57) C28 - Implementation of Personal & Professional Development 37

(PPD) Module in Medical Education: Outdoor Camps as
Curriculum Teaching Learning Activities
58) C29 - Implementation of Outcome-Based Education Delivery 38

System at Pre-University Level
59) C30 - Outcome-Based Curriculum: Its Implementation in the 39

Teaching of English Language Proficiency Courses
60) C31 - Implementation of Active Oriented Teaching and Self- 40

Reliance Learning for the Technical-Vocational Education and
Training
61) C32 - Cikgu, Gambarajah Ini Menyusahkan Saya! 40
62) C33 - A PBL Approach for Acquiring Global Project Experiences 41

in Architectural / Engineering / Construction
63) C34 - The Impact of Coorperative Learning Method in Increasing 42

Student’s Academic and Soft Skill Performance. An Exploratory
Study in UMS
64) C35 - Pembelajaran Kolaboratif: Bekerja Sebagai “Satu 42

Kumpulan” atau “Bekerja dalam Kumpulan”?
65) C36 - Analisis Gaya Pembelajaran Pelajar Baru Universiti 43

Malaysia Terengganu
66) C37 - Pelaksanaan Kaedah SCL dalam Pengajaran dan 44

Pembelajaran Kursus Kenegaraan Malaysia di Universiti Putra
Malaysia dan Kesannya ke atas Gred Pencapaian Pelajar
67) C39 - Writing a Case as a Teaching Tool 44
68) C41 - Online Interaction: Quantitative versus Qualitative 45

Approach
69) C42 - A Study of Visual Ability Based on Gender Differences with 45

First -Year UiTM Chemistry Students
70) C43 - Managing Diversity Training for Medical Students 46
71) C45 - Predicting Successful Completion of MBA Study Using e- 47

Miner
72) C46 - Persepsi Pelajar terhadap Pembelajaran Akses Kendiri 47

melalui Penggunaan Laman Web dan Kesannya terhadap Mata
Pelajaran Sejarah
73) C47 - Amalan Pelaksanaan Pengujian dan Penilaian Bilik Darjah 48

di Sekolah Rendah Daerah Kinta Perak
74) C49 - Persepsi dan Kesediaan Mengajar Mata Pelajaran 49

Pendidikan Sivik dan Kewarganegaraan (PSK) di Sekolah: Satu
Tinjauan Awal ke atas Tiga Kumpulan Pelajar di UUM
75) C50 - Ketepatan Penggunaan Kata Pinjaman Arab dalam 49

Bahasa Melayu dalam Kalangan Pelajar di IPTA
76) C51 - Reka Bentuk Kajian Pembangunan Panduan Kursus 50

Modul Fizik untuk Sains Kejuruteraan
77) C52 - A Mixed Method Study on the Socio-Psychological 51

Aspects of Human Behavior on Accountants’ Ethical Code
Design and Formulation
78) C53 - Board Game: Nun-Forecaster Fast Forward into the 52

Corporate Future – What Lies Ahead of You?
79) C54 - Instilling Moral Values in Report Writing Course 53

80) C55 - Explication of Tacit Knowledge in Higher Education 54

Instituitional Research through the Criteria of Professional
Practice Action Research Approach: A Focus Group Case Study
at an Australian University
81) C56 – Program Peningkatan Profesional: Pemantap Pegawai 54

Akademik Institusi Pengajian Tinggi
82) C57 - Implementation of Outcome-Based Education (OBE) in 55

Universiti Putra Malaysia: A Focus on Student Learning
Outcomes (SLO)
83) D01 - Sistem Latihan Robotik Menggunakan Kawalan PLC 57
84) D02 - To IMC or not to IMC? Technology and Innovation in 57

Teaching and Learning From the Integrated Marketing
Communication Perspective (IMC)
85) D03 - Gaya Kognitif FI-FD Pelajar melalui Perisian Animasi 58

Grafik
86) D04 - Pendekatan e-Digital Sebagai Teknik Pengajaran Efektif 58

dan Mesra Pembelajaran
87) D05 - Blending Online Forum Discussions with Face-To-Face 59

Teaching
88) D06 - Information Technology (IT) Skills Development in 60

Undergraduate Accounting Programme: Influential Factors
89) D07 - Project-Based Approach Incorporating IT Component 61
90) D09 - Effective Pedagogy in Teaching Computer Networking for 61

Non-Technical Students
91) D10 - Advancing Self-Regulated Learning Strategies through 62

Interactive e-Learning Community (iELC)
92) D11 - Penggunaan Teknologi Komunikasi dan Maklumat dalam 62

Pembelajaran Bahasa Melayu bagi Pelajar-pelajar Luar Negara
93) D12 - Tahap Penguasaan Kemahiran Berfikir Kritis di Kalangan 63

Pelajar Program Pendidikan di IPT Awam
94) D13 - Ke Arah Pembentukan Model Pemantauan Prestasi 64

Pengurusan Projek Perisian
95) D14 - Faktor-faktor Penerimaan Pembelajaran Secara 65

e-Learning di Kalangan Mahasiswa Fakulti Pendidikan Universiti
Teknologi Malaysia
96) D15 - Keberkesanan PowerPoint dari Segi Pedagogi di IPT 66

97) D16 - Expert System for Self Learning in Geotechnical 66

Engineering
98) D17 - Using Technology to Enhance Student Learning in Physics 67
99) D18 - Knowledge Management & the LMS: Perceptions, 68

Expectations and Use of the Learning Care Learning
Management System in Teaching Soft Skills
100) D19 - Teaching Methodology: Use of Dual Coding in Vocabulary 69

Teaching?
101) D21 - Development of 3D Sketching in CAVE Virtual Reality 69

Environment towards the Development of Competent Building
Professional Graduates
102) D22 - Web 2.0 in e-Learning: Using Wikis and Social 70

Bookmarking to Facilitate Collaborative Writing
103) D23 - Pembelajaran dalam Talian di Institusi Pengajian Tinggi 71

Malaysia: Isu dan Cabaran
104) D24 - Persepsi Pensyarah Terhadap Penggunaan Sistem 71

Pengurusan Pembelajaran
105) D25 - Students Attitude towards Computer Simulation in 72

Introductory Accounting Course
106) D26 - Development Ontology-Driven Automatic Question 73

Answering System on Electronic Learning Management System
107) D27 - Sistem Latihan Menservis Peralatan Elektrik Domestik 74
108) D28 - Kesediaan dalam Melaksanakan Pembelajaran dalam 74

Talian di Institusi Pendidikan Teknikal dan Vokasional Malaysia
109) D29 - Interactive Multimedia Animation in Semiconductor 75

Devices
110) D30 - Community of Online as a Community of Practice (CoP) 75
111) D31 - Keusahawanan di Jari Anda: Aplikasi Pengajaran dan 76

Pembelajaran Keusahawanan Berbantukan Komputer
112) D32 - Penggunaan Media Internet dalam Pembelajaran dan 77

Pengajaran Bahasa Arab: Satu Tinjaun Terhadap Perkamusan
Arab
113) D33 - Visual Reflection Towards Risk in Studying Fraud 77
114) D34 - Percieved Efficacy of Dynamic Mathematical Softwares of 78

Mathematics Teacher Trainees
115) D35 - University Campus Interactive Television (UCiTV) 79

Sebagai Sokongan Kepada e-Pembelajaran Di UTHM
116) E02 - Effective Supervision of Undergraduate Research in the 80

Forest Science and Technology
117) E03 - Komunikasi Terbuka dalam Program Mentoring dan 81

Kesannya ke Atas Pembangunan Pelajar
118) E04 - Quality Supervision of Ph.D Program at International 81

Islamic University Malaysia: A Rasch Measurement Analysis
119) E05 - Highlighting Significance of Research Findings: 82

Implications of a Genre-Based Study for Student Supervision
120) F01 - Assessment in Problem-Based Learning 84
121) F02 - Alternative Practical Assessment Method in Physics 84

Practical for Foundation Students
122) F03 - Developing an Instrument to Measure and Provide 85

Remedial Devices on Study Orientation Skills and Its
Relationship Towards the Academic Performance of
Undergraduates
123) F04 - Alternative Assessment Method of Physics Practical for 86

Foundation Students
124) F05 - Penggubalan Instrumen Penilaian Pengajaran Pensyarah 87

di Universiti Putra Malaysia
125) F06 - Understanding Teaching Effectiveness and Student 87

Evaluation of Teaching: Issues, Challenges and
Recommendations
126) G01 - Program Pendidikan di IPT: Amalan Pengajaran 89

Pembelajaran dan Tahap Kesediaan Mengajar Guru Pelatih
127) G02 - Collaborative Knowledge Management Application to 89

Support Teaching and Learning Environment
128) G03 - Applying Performance Measurement in Higher Education 90
129) G04 - Automated Access Control and Time Attendance System 90

for Students Using Radio Frequency Identification (RFID)
130) G05 - Teaching Higher-Order Thinking Skills at Institutions of 91

Higher-Learning: Lessons to be Learned From A Formal Initiative
131) G06 - Penilaian Pelaksanaan Skim Book Plan 92

132) G07 - Penggubalan Instrumen Kajian Exit Survey Pelajar Tahun 93

Akhir
133) 08 - Penilaian Perkhidmatan Makmal 94
134) G09 - Skim Book Plan Memperkasakan Kaedah Pembelajaran 94

Berpusatkan Pelajar (SCL) di Universiti Putra Malaysia
135) H01 - Quality of Clinical Supervision during Practicum 96
136) H02 - Community Pharmacy Attachment Programme: Scoring 96

Comparison between Two Cohort
137) H03 - Penguasaan Kemahiran Generik dalam Program Latihan 97

Industri
138) H04 - Industrial Training and Its Contribution towards Skills 98

Development of Accounting Students: UPM Experience
139) H05 - Engaging Students in Realistic Learning Environments 99

through Innovative University-Industry Partnerships
140) H06 - Pembangunan Kemahiran Insaniah melalui Latihan 99

Industri Pelajar Kejuruteraan Elektronik
141) H07 - Penilaian Prestasi Penyelia di Organisasi terhadap Pelajar 100

Latihan Industri Sains Komputer: Penemuan dan
Penambahbaikan
142) H08 - Pengajian Tinggi Berteraskan Kerjaya. Satu Kajian Kes 101
Pengajian Kejururawatan di Malaysia
143) H09 - Pelaksanaan Latihan Industri di UPM 102
144) I01 - Managing Stakeholder in Knowledge-Based Organizations 104
145) I02 - Enhancing Shared Governance in Malaysian Public 104

Universities
146) I03 - Exploring the Dimensions and Measurements of Service 105

Quality in Higher Education Research
147) J01 - UTM’s Experiences Regarding Smart Partnership on 106

Education and Training: Issues and Challenges
148) J02 - Engaging Alumni: Seizing the Opportunities – Supporting 106

the Vision
149) K01 - Of Our Graduating Students: Are they All Set to Assume a 108
Leadership Role?
150) K02 - Analisis Nada dalam Pembelajaran Bahasa Mandarin 108

sebagai Bahasa Ketiga di Kalangan Pelajar Bumiputera
151) K04 - Developing Undergraduates’ Thinking Skills 109
152) K05 - Career Guidance Decision Support System (CareGuiDess) 110
153) K06 - Pembiayaan Pendidikan Tinggi 110
154) K08 - Pendidikan Guru: Harapan Menjadi Usahawan Selepas 111

Tamat Pengajian Program Pendidikan Guru
155) K09 - First Year Experience Initiatives at Universiti Teknologi 112

Malaysia
156) K10 - Teori Pembangunan Insan Sains Baik dalam Sistem 113
Pendidikan Sains Kebangsaan
157) K11 - The Changing Agenda of Professional Development for 113

Academic Staff in Public Universities: New Directions and
Challenges
158) K12 - Assertiveness: Concept and Its Roles in Developing Better 114
Interpersonal Skills among Malaysian Undergraduate Students
159) K13 - Predicting Entry Participation into Programme Based 114

Student Societies: The Case Study of Students from a University
in Northern Peninsular Malaysia
160) K14 - Dilema Bahasa Inggeris dalam Pengajaran dan 115

Pembelajaran Sains
161) K15 - Pembinaan Negara Bangsa melalui Pendidikan: Kajian 115

Perbandingan Malaysia dan Indonesia
162) K16 - Peranan Kebimbangan dalam Menghadapi Peperiksaan di 116

Kalangan Pelajar Sekolah di Negeri Perak
163) K17 - Self-Confidence Among Primary and Secondary Schools 117

Students- An Observation
164) K18 - A Study on the Effect of Education System at Public 117

Institutions of Higher Learning in Malaysia on Graduates’ Self-
Readines
165) K19 - Project Oriented and Problem Based Learning – The New 118
Paradigm in Teaching and Learning
166) K20 - e-Pembelajaran atau e-Pendidikan: Ke mana Arah Kita? 118
167) K21 - Effects of Role Overload, Role Ambiguity and Role Conflict 119
on Strain: Moderating Effects of Perceived Organizational
Support, Peer Support and Self-Efficacy among Malaysian
Public University Academics
168) K22 - Empati Sejarah dan Penjanaan Modal Insan 120
169) K23 - Persepsi, Sikap dan Motivasi Mahasiswa Universiti 120

Putra Malaysia Terhadap Bahasa Inggeris: Satu Tinjauan
Umum
170) K24 - Penafsiran Makna: Neslo Tarik 121
171) K25 - e-Learner & Its Demographics in Klang Valley, Malaysia 122
172) K26 - Kolokasi: Aspek Penting dalam Penguasaan Bahasa 122

Arab: Satu Kajian di Kalangan Pelajar IPTA
173) K27 - Penilaian Terhadap Penawaran Kursus-kursus Umum di 123

IPTA dan IPTS di Malaysia
174) K28 - Inculcating Innovation to Universiti Teknologi Petronas’ 124

Undergraduates through the Engineering Design Exhibition
(EDX)
175) K30 - Creativity Perception Differences between Males and 124

Females of Undergraduate Students: A Pilot Study
176) K31 - Are We Unwilling to be Creative? 125
177) K32 - Pengajaran di Universiti Penyelidikan 126
178) KI01 - Strategi Pelaksanaan Kemahiran Insaniah di Universiti 127

Putra Malaysia
179) KI02 - Pelaksanaan Kemahiran Insaniah (KI) di Universiti 128

Malaysia Kelantan
180) KI03 - Pembangunan Kemahiran Insaniah Pelajar di Universiti 128

Malaysia Sabah
181) KI04 - Penerapan dan Penilaian Kemahiran Insaniah (Soft Skills) 129
Mahasiswa Universiti Malaysia Perlis
182) KI05 - Status Pelaksanaan Kemahiran Insaniah di Universiti 129

Pendidikan Sultan Idris (UPSI)
183) KI06 - Pelaksanaan Kemahiran Insaniah di Universiti Malaysia 130

Pahang
184) KI07 - Laporan Program Ketrampilan Graduan untuk Pelajar- 131

pelajar Semester Akhir Program Diploma dan Ijazah Universiti
Darul Iman Malaysia (UDM), Tahun 2007
185) KI08 - Pembangunan Sistem Penilaian Kompetensi Pelajar 132

Pengalaman Universiti Kebangsaan Malaysia
186) KI09 - Soft Skills and the Pre Employment Programme: Focus on 133
the University of Malaya
187) KI10 - University of Malaya’s Experience in the Implementation 133

of Soft Skill Development: From Awareness to Finishing School
188) KI11 - Status Pelaksanaan Kemahiran Insaniah (KI) di Universiti 134

Teknikal Malaysia Melaka (UTeM)
189) KI12 - Penerapan Kemahiran Insaniah di Kalangan Pelajar 135

Universiti Teknologi Malaysia
190) KI13 - Pelaksanaan Modul Pembangunan Kemahiran Insaniah 136

untuk Institusi Pengajian Tinggi
191) KI14 - Pelaksanaan Program Kemahiran Insaniah (Soft Skills) 137

di Universiti Malaysia Sarawak
Indek Pengarang xiii

ABSTRAK PLENARI
12-14 Disember 2007

Hotel Palace of the Golden Horses, Seri Kembangan, Selangor
POLISI DAN TADBIR URUS IPTA
Hassan Said
Ketua Pengarah Jabatan Pengurusan Institut Pengajian Tinggi
Kementerian Pengajian Tinggi Malaysia
ABSTRAK - Pengajian tinggi mempunyai peranan penting untuk

merealisasikan wawasan negara seperti yang terkandung dalam Wawasan
2020 dan Teras Misi Nasional dalam RMKe-9. Penubuhan Kementerian
Pengajian Tinggi Malaysia (KPT) pada 27 Mac 2004 bertujuan
memperkukuh landasan pembangunan pengajian tinggi negara sesuai
dengan acuan pembangunan modal insan dalam konteks sosioekonomi
negara dan global. KPT bertanggungjawab ke atas hal ehwal pengajian
tinggi yang merangkumi IPTA, IPTS, politeknik dan kolej komuniti. Matlamat
KPT menjelang tahun 2020 adalah untuk memastikan sistem
penyampaian pengajian tinggi dilaksanakan dengan berkesan dan
cemerlang bagi memenuhi aspirasi negara untuk menjadikan Malaysia
sebagai hab kecemerlangan pengajian tinggi antarabangsa. Bagi
melaksanakan tanggungjawab KPT mengenai hal ehwal pengajian tinggi,
kerajaan telah menubuhkan/menempatkan beberapa jabatan/agensi
berkaitan di bawahnya. Dalam usaha memperkemaskan jentera
pentadbiran dan tadbir urus, KPT telah dan akan menggubal beberapa
perundangan mengenai sistem pengajian tinggi. Akta-akta ini dijadikan
landasan untuk memastikan program pengajian tinggi dapat dilaksanakan
secara teratur dan sistematik ke arah pencapaian matlamat. Dalam usaha
untuk menambah baik fungsi dan peranan KPT, pendekatan yang lebih
fleksibel disediakan kepada IPT supaya sistem tadbir urus dapat
dilaksanakan dengan lebih berkesan dan pantas. Di samping itu, sistem
penyampaian pengajian tinggi yang cekap, telus dan berkesan penting
bagi memastikan visi pengajian tinggi dapat dicapai secara berterusan. Ini
bermakna fungsi KPT akan beralih daripada memberikan penekanan
terhadap kawal selia undang-undang (regulator) kepada fungsi pemudah
cara (facilitator) agar persekitaran yang lebih kondusif dapat diwujudkan
untuk perkembangan dan kecemerlangan pengajian tinggi.
INSTITUSI PENGAJIAN TINGGI PENJANA PEMBANGUNAN MODAL

INSAN KELAS PERTAMA
Nik Mustapha R. Abdullah

Naib Canselor
Universiti Putra Malaysia
43400 UPM Serdang, Selangor, Malaysia
ABSTRAK - Kerajaan Malaysia menerusi Teras Kedua Misi Nasional,

2006-2020 telah menggariskan iltizam untuk meningkatkan keupayaan
pengetahuan, kreativiti dan inovasi serta memupuk minda kelas pertama.
Kejayaan masa hadapan negara bergantung kepada kualiti modal insan
viii
yang dimiliki, bukan sahaja dari segi intelek tetapi juga keperibadian
warganya. Saluran utama penjanaan modal insan, Institut Pengajian Tinggi
(IPT) di negara ini perlu memberikan perhatian khusus kerana melaluinya
akan lahir generasi muda yang berpendidikan, berkemahiran, kreatif,
inovatif, bersikap progresif dan berfikiran kritis. Kini IPT tempatan sedang
giat melaksanakan pelbagai inisiatif dan usaha penambahbaikan secara
komprehensif ke atas sistem penyampaian sistem pendidikan dan latihan.
Penambahbaikan ini bertujuan meningkatan kualiti sistem pengajaran dan
pembelajaran di peringkat Universiti untuk melahirkan graduan yang
berkualiti dan berdaya saing. Kerajaan juga berhasrat mewujudkan
universiti bertaraf antarabangsa dan memastikan pendidikan dan latihan di
peringkat tertiari memenuhi keperluan majikan, di samping menyediakan
lebih banyak peluang dan akses kepada pendidikan, latihan dan
pembelajaran sepanjang hayat yang berkualiti di semua peringkat
pendidikan. Inisiatif Hasil Pembelajaran merupakan langkah awal yang
diambil bagi menyediakan pelajar kepada pengalaman pendidikan yang
lengkap yang dapat dimanfaatkan setelah mereka ini bergelar graduan
khususnya ketika menempuh alam pekerjaan. Melalui inisiatif ini hasil
pembelajaran yang kritikal akan ditentukan dalam membentuk program dan
kursus. Dengan cara tersebut IPT mampu menghasilkan pelajar yang
mempunyai kemahiran dan pengetahuan yang mantap di samping
membolehkan keberkesanan proses pengajaran dan pembelajaran diukur
melalui pemantauan terhadap kualiti produk atau graduan yang dilahirkan.
Selain itu, IPT turut berhasrat untuk menjana graduan yang memiliki
kemahiran yang menyeluruh dan seimbang bukan sahaja dari sudut kualiti
intelektual bahkan juga dari segi kemahiran insaniah yang merangkumi
pelbagai aspek insani seperti sikap dan akhlak. Kertas ini akan mengupas
senario terkini pendidikan global dan tempatan, faktor-faktor keperluan dan
kepentingan pembangunan modal insan minda kelas pertama. Tanggung
jawab dan peranan IPT dalam pembangunan modal insan kelas pertama
turut dihuraikan.
PENYELIAAN BERKESAN
Dzulkifli Abdul Razak

Naib Canselor
Universiti Sains Malaysia
vc@usm.my
ABSTRAK - Penyeliaan adalah sebahagian daripada fungsi pengurusan

yang di anggap penting. Melalui aktiviti penyeliaan berbagai proses tadbir
urus sesebuah organisasi itu akan dapat dimantapkan lagi. Malah ada yang
menganggap bahawa fungsi penyeliaan merangkumi bukan saja hal-hal
pentadbiran, tetapi penting juga dari aspek pendidikan serta sokongan.
Oleh demikian keberkesanan penyeliaan menjadi bertambah penting lagi
dalam menentukan prestasi diperingkat individu mahupun organisasi.
ix
Pembentangan ini akan cuba menghuraikan lagi aspek-aspek yang

berkaitan dalam memastikan penyelian dapat dilakukan sebaik mungkin.
TEACHING AND LEARNING QUALITY IN HIGHER EDUCATION :

UKM EXPERIENCE
Sharifah Hapsah Syed Hasan Shahabudin

Vice Chancellor
Universiti Kebangsaan Malaysia
ABSTRACT - Quality assurance is one of the essential elements in today’s

businesses, including education industry, where it seems to be the
foundation for producing quality human capital for the nation. Effective
teaching and learning higher institutions in Malaysia has undergone
tremendous change in teaching and learning to meet the challenge of
today’s demand in human capital development based on the Malaysian
Qualification Framework. This paper discusses the concept of quality
teaching and learning based on UKM experience. To support quality
teaching and learning, UKM has instituted Centre for Academic
Advancement to enhance the quality of its human resources. Parallel to the
National Strategic Planning for Higher Education, UKM has accepted the
challenge to equip students who are adaptable to the needs of future
employers through dynamic process of teaching and learning. UKM
curriculum is following the Malaysian Qualification Framework in order to be
accepted globally.
THE TYPE OF GRADUATES NEEDED IN AN INCREASINGLY

GLOBALISED WORLD
Rafiah Salim
Naib Canselor
Universiti Malaya
ABSTRACT – This paper examines the impact of globalization on

education. The increasing mobility of populations and the growth of
communication technology requires a fundamental reexamination of
curriculum and pedagogy. In a borderless world with much fluidity and
mobility, graduates must be confident, must be mobile, must be multimodal
savvy, must be proficient in more than one language and function to
aglobalised internationally accepted standard. The rise of economic powers
has impacted on the need for the teaching and learning of languages like
Mandarin and Hindi. The emergence of economic power houses and the
increasing dependence of countries and economies means that graduates
of today must be capable of functioning across borders and be totally
comfortable with diversity, interreligious dialogue and cross-cultural
communication. Graduates of today must be aware and sensitive to the fact
x
that global trade and environmental issues require individuals to be flexible

and adaptable.
ICT: DEMOCRATISING EDUCATION
Anuwar Ali
Vice Chancellor
Open University Malaysia
ABSTRACT - The advances in technology especially Internet

Communication Technology (ICT) has broken down the barrier of distance
in education in developing countries. It provides a cost effective means of
delivery and enables e-learning which can create an education experience
that is more responsive to learner needs and aspirations. Open University
Malaysia has been capitalising on ICT in its blended pedagogy since its
inception in 2000. In fact, it is one of the critical success factors of teaching
and learning for OUM. In line with the continuous advancement in
technology, OUM has continuously developed new ICT related initiatives to
strengthen its delivery mode. The latest effort is the development of
Learning Content Management System (LCMS.) While ODL institutions like
OUM have been successful in using ICT in its teaching and learning, there
are still some major issues and challenges that we have to overcome.
These include narrowing the digital divide, encouraging learners to use ICT
in their learning process, encouraging the effective use of technology in
ODL environment and continuously developing new and innovative learning
tools. By overcoming these challenges, we should be able to contribute
towards the country’s global competitiveness and simultaneously achieving
the government’s objective of making Malaysia as a regional centre of
academic excellence.
SCORM 2004: DEVELOPING CONTENT FOR

ADAPTIVE E-LEARNING ENVIRONMENT
David Asirvatham
Multimedia University
david.asirvatham@mmu.edu.my
ABSTRACT - Globalisation and increased market demands for knowledge

have pushed the demand for education higher. This has created
competition among educational institutes and training providers to look at
different ways to improve teaching and learning. E-learning is one such tool
that is widely investigated by many educational institutions to enhance
teaching and learning and to reduce cost. E-learning can be a powerful tool
if adaptive learning can be incorporated. SCORM 2004, which has been
widely accepted as a de facto standard, supports adaptive e-learning.
Many e-learning vendors and implementers throughout the world have
xi
adopted the SCORM specifications for their content and platform. This
paper will focus on the SCORM standards and will address some of the
issues related to content development for an adaptive e-learning
environment.
xii
PEMBANGUNAN MODAL INSAN
A
12-14 Disember 2007

A01 - PROGRAM PEMBANGUNAN MODAL INSAN DALAMAN

UNIVERSITI PENDIDIKAN SULTAN IDRIS (BITARA):
KONSEP, PELAKSANAAN DAN PERSEPSI AMALAN
STAF BUKAN AKADEMIK
Noor Shah Saad

Universiti Perguruan Sultan Idris
noorshah@upsi.edu.my
ABSTRAK - Kemajuan dan kecemerlangan sesebuah organisasi amat

bergantung kepada prestasi pekerja-pekerja yang menganggotai organisasi
tersebut. Kegemilangan sesebuah organisasi bukan terletak pada satu
kompleks bangunan tetapi amat bergantung kepada bakat, kebolehan dan
kemampuan manusia sebagai pekerja. Pembinaan ’modal insan’ di
sesebuah organisasi merupakan aset dan pemacu kepada organisasi yang
cemerlang atau sebaliknya. Bagi mencapai hasrat ini, UPSI telah
memperkenalkan program pembinaan modal insan yang dikenali sebagai
program BITARA UPSI. Program ini memberi kesedaran kepada staf
universiti tentang enam nilai budaya kerja atau budaya korporat dan 24
penunjang atau diskriptor kepada staf akademik dan staf bukan akademik.
Metodologi kajian melibatkan dua fasa. Fasa 1, data dikumpulkan melalui
borang penilaian kursus yang diedarkan kepada setiap peserta pada setiap
living (kumpulan) yang melibatkan seramai 287 orang (38.2 %) staf
akademik dan seramai 465 orang (61.8 %) staf bukan akademik yang telah
mengikuti kursus BITARA UPSI. Fasa 2, data dikumpulkan melalui dua set
soal selidik iaitu untuk staf akademik dan staf bukan akademik. Soal selidik
diedarkan kepada staf bukan akademik selepas enam bulan mengikuti
kursus BITARA. Kertas kerja ini memberi tumpuan kepada persepsi
tentang amalan enam nilai bersama (shared values) di kalangan staf bukan
akademik sahaja. Analisis data dibuat secara statistik diskriptif tentang
enam nilai bersama (shared values) BITARA UPSI yang diamalkan semasa
pengurusan, pentadbiran dan perkhidmatan sokongan yang melibatkan
aktiviti pengajaran pembelajaran, penyelidikan, perundingan dan
penerbitan.
A02 - AGENDA PEMBANGUNAN UNIVERSITI AWAM

DI MALAYSIA DALAM MEMPERKASA KUALITI MODAL INSAN
Aziah Ismail, Sufean Hussin, Abdul Ghani Abdullah

aziah@usm.my
ABSTRAK - Kemajuan dan kekayaan sesebuah negara bukan diukur

berdasarkan kuantiti sumber alam yang dimiliki tetapi kualiti modal insan
yang kreatif dalam mencanai usaha-usaha pembangunan masyarakat
dalam pelbagai bidang kehidupan (Sufean, 2000). Justeru, misi
memperkasa kualiti modal insan negara telah dijadikan Teras Kedua Misi
1
Nasional, 2006-2020 dengan iltizam untuk "meningkatkan keupayaan

pengetahuan, kreativiti dan inovasi negara serta memupuk 'minda kelas
pertama'. Sehubungan dengan itu, kajian ini bertujuan untuk mengenal
pasti agenda pembangunan yang dilaksanakan oleh universiti awam di
Malaysia serta variasi dan perbezaan dalam melaksanakan agenda
pembangunan tersebut dalam usaha membantu memperkasa kualiti modal
insan negara. Data bagi kajian ini dikumpul dengan menggunakan soal
selidik yang melibatkan seramai 715 orang responden yang terdiri daripada
pengurusan tertinggi universiti dan fakulti di sepuluh buah universiti awam.
Dapatan kajian menunjukkan bahawa universiti awam di Malaysia
melaksanakan pelbagai agenda dalam memenuhi hasrat kerajaan untuk
memperkasa kualiti modal insan. Antara agenda pembangunan yang
sangat diutamakan ialah pengajaran dan pembelajaran yang berkualiti,
pembangunan program pasca ijazah, kecemerlangan akademik, promosi
program pasca ijazah, program kebajikan pelajar, dan kualiti pengurusan
universiti. Selain itu, kajian juga mendapati tahap pelaksanaan bagi
agenda-agenda tersebut adalah berbeza antara universiti awam dan fakulti
yang menawarkan bidang ilmu yang berbeza. Berdasarkan dapatan kajian
dapat dirumuskan bahawa universiti-universiti awam di Malaysia
memainkan peranan yang aktif dalam membantu kerajaan memperkasa
kualiti modal insan melalui pelaksanaan pelbagai agenda di institusi
masing-masing.
A03 - PEMBANGUNAN MODAL INSAN: APLIKASI DALAM KONTEKS

PENINGKATAN PRODUKTIVITI DAN DAYA SAING IPTA/IPTS
Abd Rahman bin Ahmad

Human Resources Academy
drarahman@hramalaysia.com
ABSTRAK - Perbincangan tentang Pembangunan Modal Insan telah

menarik perhatian semua pihak apabila ianya telah dijadikan sebagai satu
agenda rasmi pembangunan tenaga kerja dalam konteks Rancangan
Malaysia Ke-9. Kertas ini bertujuan untuk membuka satu perspektif baru
dalam usaha menjana dan meningkatkan kefahaman bagaimana Modal
Insan yang terdapat di IPTA/IPTS dapat digembleng, dikembang, diurus
dan dijuruskan kepada peningkatan produktiviti dan daya saing bagi
meningkatkan tahap kecemerlangan. Tumpuan kertas ini adalah kepada
aplikasi Modal Insan iaitu bagaimana empat aspek utama yang menjadi
pengikat kepada kecemerlangan Modal Insan dapat dilaksanakan di dalam
organisasi IPTA/IPTS. Aspek pertama, membangunkan Direktori
Pembangunan Kompetensi di mana semua tenaga penggerak IPTA/IPTS
perlu mempunyai kompetensi yang betul dan mencukupi dalam bidang
penglibatan masing-masing. Aspek kedua ialah perlaksanaan konsep
Pembelajaran Sepanjang Hayat atau Pembelajaran Dalam Organisasi.
Aspek ini adalah untuk memastikan budaya pembelajaran berlaku di semua
peringkat di dalam organisasi. Aspek ketiga memberi penekanan kepada
2
penguasaan dan pengurusan ilmu pengetahuan. Aspek ini memberi

penekanan bagaimana ilmu pengetahuan yang terdapat di dalam dan di
luar organisasi diambil atau diterima (dihimpun), disusunatur dan
disebarkan kepada seluruh anggota organisasi untuk diguna, dijana dan
dikongsikan dalam kerja-kerja harian atau untuk mencetuskan ilmu
pengetahuan baru secara sistematik dan berterusan bagi meningkatkan
tahap kreativiti dan inovasi. Aspek keempat ialah tentang Pembangunan
Tahap Pengukuran Kecemerlangan atau membangunakan Indek Prestasi
bagi menentukan tahap pencapaian yang dilakukan. Aspek ini merupakan
satu aspek yang sangat penting dalam konteks untuk membuat
pemantauan, pengawalan dan penilaian terhadap pembangunan dan
perkembangan yang berlaku di dalam sesebuah organisasi. Di samping itu,
kertas ini juga mengemukakan satu kerangka konseptual tentang hubungan
keempat-empat aspek di atas dengan Pembangunan Modal Insan dalam
konteks peningkatan produktivit dan daya saing organisasi IPTA/IPTS.
Kerangka konseptual ini memperlihatkan melalui proses pembelajaran yang
terancang setiap individu di dalam organisasi dapat dilengkapkan dengan
ilmu pengetahuan, kemahiran dan sikap yang diperlukan bagi menjalankan
sesuatu pekerjaan berdasarkan kompetensi yang telah ditentukan.
Selanjutnya penarafan dapat dilakukan berdasarkan indek prestasi yang
dibangunkan. Pada keseluruhannya kertas ini memberikan satu gambaran
tentang Pembangunan Modal Insan di IPTA/IPTS yang memberi
penekanan kepada Pembangunan Direktori Kompetensi, Pembelajaran
Dalam Organisasi, Penguasaan dan Pengurusan Ilmu Pengetahuan dan
Sistem Pengukuran Pencapaian.
A04 - PENGGABUNGJALINAAN DAN PENYERAPAN DALAM

PENGAJARAN DAN PEMBELAJARAN PENSYARAH UNTUK
MELAHIRKAN MODAL INSAN DI IPTA
Najeemah Mohd Yusof

Pusat Pengajian Ilmu Pendidikan
Universiti Sains Malaysia, Pulau Pinang
najineen@usm.my
ABSTRAK: Kertas kerja ini bertujuan membincangkan tentang

pelaksanaan strategi penggabungjalinan dan penyerapan dalam kuliah
yang disampaikan oleh pensyarah universiti. Apa yang dilihat ialah
penyerapan ilmu dan nilai untuk melahirkan modal insan. Penerapan nilai
perlu digabungjalinkan dengan ilmu supaya universiti dapat melahirkan
insan yang berketerampilan. Kajian ini berbentuk tinjauan melalui soal
selidik. Seramai 150 orang pensyarah pelbagai bidang dipilih secara rawak
untuk memjawab soal selidik. Temu bual dan pemerhatian juga telah
dilaksanakan untuk mendapat gambaran secara menyeluruh. Hasil kajian
mendapati penyerapan ilmu dilaksanakan tetapi penggabungjalinan ilmu
dengan nilai sangat kurang. Hanya pensyarah ilmu pendidikan
menggabungjalinkan dan menerapkan ilmu dan nilai. Strategi ini perlu
3
supaya proses kemampanan ilmu (sustainability) wujud dalam senario

pendidikan tinggi. Kita sebagai pensyarah perlu melahirkan modal insan
yang bukan hanya berilmu tetapi mempunyai nilai murni yang baik. Kertas
kerja ini juga mencadangkan beberapa langkah yang dapat diaplikasikan
oleh pensyarah supaya penerapan dan penggabungjalinan ilmu dan nilai
dapat dilaksanakan.
Keywords : Penggabungjalinan, Penyerapan, Kemahiran, Nilai murni,

Modal insan
A05 - CONSOLIDATION OF HUMAN CAPITAL VALUES THROUGH

FINISHING SCHOOL APPROACH
¹Che An Abdul Ghani , ²Shattar Sabran

¹Faculty of Modern Languages and Communication
²Director of UPM
Co-Curriculum Centre
¹chean@fbmk.upm.edu.my
ABSTRACT - Much has been said about the quality of our local graduates
which do not meet the criteria sought by employers. For a country that has
set the year of 2020 to be in the league of advanced countries, Malaysia
does not have plenty of time to be lackadaisical. The country needs to be
in the forefront in various science and technology disciplines and in
humanitarian causes. We want to produce a well-rounded citizens who are
intelligent, positive, creative and sensitive. Universities being the grooming
centres to achieve these expectations have now, an additional task to
produce high quality graduates. The graduates must be excellent
academically and must also possess excellent human values. As such the
term human quality was emphasized by the Ministry of Higher Learning to
public universities in the country. This broad term encompasses skills such
as communication, team work, life-long learning, leadership, professional
ethics and values, critical thinking and entrepreneursip. Collectively, these
skills are known as soft skills. Universiti Putra Malaysia has taken the first
step to respond to the call by introducing the concept of Finishing School.
This is a two-day program that incorporates the seven skills mentioned and
was offered to students who are in the last month of their final semester.
Numerous creative activities were carried out to stimulate students interest
to open up and break their rigid personality. This is especially noticeable as
the course was run in English. This paper will highlight the perspective of
the facilitators who have observed the transformation of the participants
from the beginning to the end of the course and the consolidation of the
human capital values.
4
A06 - TAHAP KESEDIAAN KEMAHIRAN GENERIK PELAJAR TAHUN

AKHIR YANG MENGAMBIL MATA PELAJARAN FIZIK DI
FAKULTI PENDIDIKAN UTM, SKUDAI
Noreen Mohd Esam, Mohd Nihra Haruzuan Mohamad Said

Mohd Fadzli Ali
nihra@utm.my, p-fadzli@utm.my
ABSTRAK - Tujuan kajian ini dijalankan adalah untuk mengenalpasti tahap

kesediaan kemahiran generik bagi pelajar tahun akhir yang mengambil
mata pelajaran Fizik sebagai persediaan sebelum memasuki alam
pekerjaan sebenar. Kajian ini berdasarkan kepada tujuh kemahiran generik
yang telah digariskan dalam Atribut Graduan UTM iaitu kemahiran
komunikasi, kemahiran bekerja dalam kumpulan, kemahiran penyelesaian
masalah, kemahiran menyesuaikan diri, pembelajaran sepanjang hayat,
keyakinan diri dan etika. Responden kajian ini adalah terdiri daripada 79
orang pelajar tahun akhir yang mengambil mata pelajaran Fizik (SPP, SPF,
SPM, SPN) di Fakulti Pendidikan, UTM, Skudai bagi sesi pengajian
2006/2007. Pengkaji telah menggunakan borang soal selidik yang
mengandungi 48 item berbentuk soalan objektif sebagai alat kajian bagi
mendapatkan data. Nilai kebolehpercayaan alat kajian adalah α = .91. Data
yang telah dikumpul dianalisis secara deskriptif dalam bentuk kekerapan,
peratusan dan min serta dipersembahkan dalam bentuk jadual. Hasil kajian
menunjukkan majoriti responden berada pada tahap kesediaan yang tinggi
berdasarkan kepada tujuh kemahiran generik yang dinilai. Daripada hasil
kajian ini juga didapati bahawa pelajar sangat bersetuju untuk memperbaiki
penguasaan Bahasa Inggeris dalam proses pengajaran dan pembelajaran.
Kata kunci : Kemahiran Generik, P&P, Pendidikan Fizik, Tahap Kesediaan
A07 - A REVIEW ON THE WAYS AND STRATEGIES IN DEVELOPING

SOFT SKILLS
Che Norlia Hassan, Ahmad Nurul Azam Md. Zain, Abdul Jalil Ali
ABSTRACT - This paper explores studies and research on the issues of

soft skills and the most effective ways that can best prepare our future
generation to become skills and competent workers and able to survive in
the global market. Human capital is the most challenging factor that
contributes to organizational excellence. Therefore initiatives need to be
undertaken by educators to ensure that our future generation is well
equipped with work place skills that will enable them to secure and retain
employment. Surprisingly the lack of soft skills seems to be a world wide
problem today. Our graduates today seen just cannot perform, not because
of their intellectual incapability but because they lack soft skills. Graduates
too are not trained for the transition from academia to industry. Therefore
5
our graduates require having soft skills to ensure that they have these
marketable skills. In today’s business environment, soft skills such as
leadership, communication, team building and entrepreneurial interest have
become critical for hiring and promoting employees to key positions
(Audibert and Jones, 2002). The literature indicated that educators
therefore must ensure that their courses are structured; soft skills training
need to have relevance to the tasks; and top management support and
being role models are necessary. Partnership or collaborative effort of
education and businesses/industries was found to be successful in
providing students with the skills and experience needed for the workplace.
There are several suggestions and strategies recommended for teaching,
learning and assessment of soft skills-coaching, case studies, problem-
base learning, simulation, portfolio, internship, etc.
A08 - MEMUPUK KEMAHIRAN MODAL INSAN GURU SEJARAH BAGI

PENGINTEGRASIAN ICT DALAM PENGAJARAN
Zaiton Ismail, Zahara Aziz, Nor Aisyah Buang

zaiputra567@yahoo.com
ABSTRAK - Kajian ini bertujuan untuk meneroka inisiatif guru-guru Sejarah

meningkatkan kemahiran ICT dan pengetahuan pedagogikal untuk
melaksana pengajaran pengintegrasian internet di tiga buah sekolah sekitar
Putrajaya. Kajian kualitatif ini mengaplikasikan pendekatan Teori Beralas
(Grounded Theory) dalam proses pengumpulan dan penganalisisan data.
Pengumpulan data melalui enam orang guru yang mengajar mata pelajaran
Sejarah dijalankan dalam jangka masa tujuh bulan. Data duruskan
menggunakan perisian NVivo versi 2.0. Penyelidik melakukan kaedah
perbandingan berterusan semasa menganalisis data. Kajian ini mendapati
guru-guru Sejarah mempunyai tahap kemahiran ICT dari peringkat
sederhana hingga tinggi dan terus berusaha untuk meningkatkan
kemahiran masing-masing. Mereka berinisiatif tinggi memupuk modal insan
bagi menguasai kemahiran ICT melalui pembacaan, kursus dan amali.
Namun begitu, guru-guru Sejarah kurang memanfaatkan sumber-sumber
yang terdapat di internet untuk mendapatkan bahan pengajaran, kaedah
dan rancangan pengajaran pengintegrasian ICT. Beban tugas di sekolah
telah mengehadkan masa mereka untuk membuat persediaan pengajaran
berintegrasikan ICT. Guru-guru Sejarah di sekolah yang dilengkapi
prasarana ICT kelas pertama didapati tidak dapat melaksana
memaksimumkan pengintegrasian ICT dalam pengajaran mereka. Tahap
kemahiran guru-guru Sejarah untuk mengintegrasikan ICT dengan
berkesan dalam pengajaran dan pembelajaran adalah rendah. Guru-guru
Sejarah mendambakan bengkel yang dapat meningkatkan kemahiran
pedagogi pengintegrasian ICT khusus bagi pengajaran dan pembelajaran
mata pelajaran. Oleh itu, pihak pengurusan sekolah perlu bertindak segera
6
untuk memupuk modal insan guru-guru Sejarah ke arah pembudayaan ICT

di sekolah.
Kata kunci: Pengintegrasian ICT, Integrasi internet, Aplikasi internet,

Kaedah pengajaran Sejarah, Modal insan.
A09 - PLEaSE STRATEGIES FOR SOFT SKILLS DEVELOPMENT
Raja Maznah Raja Hussain

Academic Development Centre (ADeC)
University of Malaya
rmaznah@um.edu.my
ABSTRACT - PLEaSE (Personalized Learning Environment and Students

Engagement) echoes the plea of students to lecturers to engage them in
their learning. This presentation reports on the Instructional Design (ID) for
Soft Skills project where students were encouraged to personalize their
learning through the use of Problem Oriented Project Based Learning
(PoPBL) approach, at the same time engaging in activities that allow them
to develop soft skills in a technology rich learning environment. The
purpose of the ID project undertaken by Masters of Instructional
Technology (MIT) students is to develop instructional solutions for use by
university students and lecturers to facilitate learning of soft skills. This
research project is part of an on-going action research on Scholarship of
Teaching and Learning (SoTL) in Higher Education to develop a Pedagogy
of Engagement Integrating Technology (PoEIT) model (Raja Maznah,
2006). A Yahoo group website serves as the class group communication
tool and a repository for file sharing. It was also a platform for
communication and clarification of class assignments and/or lectures and a
place for posting assignments in progress. Students were encouraged to
explore, develop, reflect and construct their own knowledge and create their
own learning content while the instructor plays the role of a coach and a
facilitator of their learning. Individual reflections, process reports and group
evaluations were submitted at the end of the course together with the
products they have developed such as a training manual, a video and a
learning portal. Students are found to be able to personalize their learning
when they are given opportunities to work with real projects to solve real
problems.
7
A10 - MEMPERKASAKAN KEMAHIRAN INSANIAH MELALUI

PORTFOLIO BERSTRUKTUR
Idris Mohd Radzi

Universiti Pendidikan Sultan Idris
idris@upsi.edu.my
ABSTRAK - Salah satu ‘jalan keluar’ bagi menyelesaikan masalah yang

berkaitan dengan ketidakterampilan pelajar IPT menguasai kemahiran
insaniah ialah dengan memastikan bahawa kaedah pengajaran dan
pembelajaran haruslah berpusatkan pelajar. Berdasarkan Modul
Pembangunan Kemahiran Insaniah (Soft Skills) untuk Institusi Pengajian
Tinggi (IPT) Malaysia beberapa kaedah pengajaran dan pembelajaran telah
dicadangkan untuk mencapai objektif tersebut. Antaranya ialah
pembelajaran berasaskan masalah, kajian kes, modul dan projek, di
samping kaedah biasa yang digunakan oleh pensyarah seperti kuliah,
tutorial dan makmal. Kertas ini mencuba membincangkan satu lagi kaedah
yang boleh diterapkan dalam pengajaran dan pembelajaran di IPT, iaitu
portfolio. Oleh sebab kaedah ini merupakan satu percubaan ke arah
memperkasa kemahiran insaniah pelajar, beberapa konsep yang berkaitan
dengan portfolio akan disentuh dalam kertas ini. Di samping itu, kertas ini
juga menjelaskan proses pelaksanaan kaedah ini seperti yang telah dicuba
kepada pelajar yang sedang mengambil kursus BMP 3043 Penilaian
Dalam Bahasa Melayu daripada proses merancang, melaksana dan menilai
hasil pembelajaran yang ditetapkan. Untuk memastikan kaedah ini melalui
proses penambahbaikan, satu soal selidk tentang keberkesanan kaedah ini
diberi kepada pelajar. Laporan tentang pandangan pelajar yang terlibat
dengan pelaksanaan kaedah ini sertakan pada bahagian akhir kertas ini
untuk dinilai oleh semua pihak.
A11 - PENGURUSAN STRES KE ARAH PENINGKATAN MODAL INSAN:

FAKTOR DAN KAEDAH MENGATASINYA
Baharom Mohamad, Mohamad Hisyam Mohd Hashim, Liaw Yin Huat

Jabatan Ikhtisas Pendidikan
Fakulti Pendidikan Teknik (FPTek)
Universiti Tun Hussein Onn Malaysia (UTHM)
ABSTRAK - Jika seseorang itu mempunyai simptom-simptom tekanan, ia

bukanlah sesuatu perkara yang buruk kerana semua orang akan
menghadapi masalah ini sekurang-kurangnya sekali dalam seumur
hidupnya. Penulisan ini akan membincangkan tekanan-tekanan yang
dihadapi oleh para guru di negara ini, apakah yang dikatakan sebagai
tekanan, bagaimanakah ia berlaku dan apakah cara untuk mengatasinya.
Dalam kehidupan seharian kita, kita akan sering kali berada di dalam
keadaan tekanan sama ada di rumah, di sekolah ataupun di pejabat.
Tekanan guru-guru semakin menjadi-jadi di semakin hari dan semakin
8
membimbangkan. Ini disebabkan oleh faktor-faktor tekanan seperti beban

tugasan yang diberikan, pengetahuan dan kemahiran mengajar individu
dan keperluan pekerjaan tersebut. Tekanan kerja yang dihadapi oleh para
guru adalah tidak terkawal jika ia tidak diatasi dengan segera. Malah ini
akan memberi kesan sampingan kepada kesejahteraan fizikal, mental dan
emosi guru dan seterusnya memberi kesan kepada mutu pendidikan
negara. Apabila seseorang itu mengalami tekanan pekerjaan, terdapat
pelbagai cara yang boleh dilakukan oleh guru tersebut bagi mengurangkan
tekanan yang dihadapi supaya ia tidak memudaratkan diri. Beberaspa
kaedah dibincangkan dalam kertas kerja ini sebagai alternatif mengatasinya
dalam konteks meningkatkan modal insan di kalangan guru-guru.
Kata kunci: Simptom-simptom tekanan, Faktor-faktor tekanan, Cara-cara

mengatasi tekanan.
A12 - DELIVERING QUALITY TRAINING PROGRAMMES IN

APPRAISAL, TESTING, REPAIR AND MAINTENANCE OF
REINFORCED CONCRETE STRUCTURES IN TROPICAL CLIMATES
Parnam Singh
RNC Technology (M) Sdn Bhd
44 Jalan TPP 5/2 Taman Perindustrian Puchong
Seksyen5, 47100 Puchong, Selangor
ABSTRACT - The need to develop innovative quality training programmes

to meet the rapid and continual challenges of our infrastructure and built
environment has been central to many educational innovations undertaken
in Malaysia. If University education is an organized attempt to help people
become intelligent and face open ended real life challenges, it must have
an economic relevance to the society at large. In the recently concluded
National Facilities Management Conference in Kuala Lumpur, our Prime
Minister Datuk Seri Abdullah Ahmad Badawi reiterated on the need to
cultivate a maintenance culture by the masses. How well are we prepared
to contribute to this cause? This paper highlights the relevance of the need
to innovate quality training programmes in order to empower personnel
engaged in the upkeep of the nation`s infrastructure facilities with relevant
skills to embrace a maintenance culture in overcoming challenges related
to premature deterioration of our existing structures. Apart from discussing
the relevance of the proposed training programmes, this paper also
attempts to address issues pertaining to the benefits that can be derived
from well structured training programmes and how these can contribute
towards capacity building of human capital.
9
A13 - PENERAPAN HASIL PEMBELAJARAN DAN KEMAHIRAN

INSANIAH DALAM KURIKULUM PENGAJIAN TINGGI
1
Mohd Majid Konting 2Zakaria Kasa
1
Pusat Pembangunan Akademik
43400 UPM Serdang, Selangor
2
Timbalan Naib Cancelor
35900 Tanjung Malim, Perak
1
majid@educ.upm.edu.my
ABSTRAK - Bagi memastikan pencapaian Wawasan 2020, kerajaan telah

menegaskan peri pentingnya pembangunan modal insan dalam Rancangan
Malaysia Ke-9. Sebagai institusi yang diamanahkan secara langsung untuk
membangunkan modal insan, institusi pendidikan termasuk institusi
pengajian tinggi seharusnya proaktif untuk menyemak dan seterusnya
mengubal semula kurikulum pengajian yang mereka tawarkan. Kertas ini
membincangkan pendekatan penggubalan kurikulum khususnya dalam
menerapkan hasil pembelajaran (LOs) dan kemahiran insaniah (KI)
sebagaimana yang dikenal pasti oleh Kementerian Pengajian Tinggi.
Perbincangkan tertumpu kepada pengenal pastian LOs dan KI serta
penyediaan matrik dan penjajaran kursus, pelajaran dan jam belajar pelajar
berdasarkan LOs dan KI yang dikenalpasti. Isu-isu berkaitan dengan
penggubalan kurikulum bagi penerapan LOs dan KI juga dibangkitkan.
A14 - KEMAHIRAN INSANIAH : MORAL DAN ETIKA PROFESIONAL

PELAJAR BAHARU UPM
SEMESTER 1, 2007/2008
Abdul Rahman Md Aroff, Asmawati Suhid, Rahil Mahyuddin

Kamariah Abu Bakar
Fakulti Pengajian Pendidikan
ABSTRAK - Bagi memastikan pelajar di UPM menguasai kemahiran

insaniah (KI) ‘Moral dan Etika Profesional’ (MEP), maka maklumat tentang
KI ini dalam kalangan pelajar baharu di UPM diperlukan bagi memastikan
program intervensi yang sesuai dapat dilakukan dengan berkesan. Untuk
itu, satu kajian berkaitan telah dijalankan pada Minggu Orientasi Semester
1, 2007-08 UPM. Lebih khusus, kajian ini bertujuan meneliti sama ada
terdapat perbezaan penguasaan KI MEP, dalam kalangan pelajar baharu
itu, berdasarkan latar belakang mereka dari segi etnik, jenis kelayakan
masuk, jurusan pengajian mereka di UPM, dan penglibatan mereka dalam
aktiviti kokurikulum di sekolah. Kajian ini menggunakan instrumen
penaksiran Kemahiran Insaniah (KI) Awalan yang berbentuk psikometrik.
Instrumen ini mengandungi 15 item berkaitan dengan subelemen 1 dan
10
subelemen 2, iaitu dua subelemen MEP. Respon pelajar adalah

berdasarkan tahap persetujuan mengikut skala Likert empat mata. Seramai
234 pelajar Tingkatan Enam, Kolej Matrikulasi dan Asasi Sains telah terlibat
dalam kajian rintis, dan nilai indeks kebolehpercayaan instrumen bagi 15
item untuk elemen KI MEP itu ialah 0.78. Bagi kajian sebenar, jumlah 4281
pelajar baharu UPM kampus Serdang Semester 1, 2007-08 telah terlibat.
Dapatan menunjukkan pelajar baharu UPM berkenaan mempunyai
penguasaan KI MEP sederhana tinggi, iaitu min=3.23 bagi subelemen EM 1
dan min=3.13 bagi subelemen EM 2.
A15 - PENAKSIRAN KEMAHIRAN INSANIAH AWALAN

DALAM KALANGAN PELAJAR
Mohd Majid Konting, Norfaryanti Kamaruddin, Nor Azirawani Man, Azura Adam
Siti Norziah Abdullah
Pusat Pembangunan Akademik (CADe)
Universiti Putra Malaysia, 43300 UPM
Serdang, Selangor
ABSTRAK - Institusi Pengajian Tinggi (IPT) di Malaysia kini dalam usaha

memastikan program pengajian yang ditawarkan membolehkan para
pelajar menguasai Kemahiran Insaniah (KI), sejajar dengan hasrat
Kementerian Pengajian Tinggi (KPT). Daripada tujuh (7) elemen utama KI,
terdapat 34 sub-elemen KI yang mana 16 daripadanya adalah Kemahiran
Insaniah Mesti (KIM) dan 18 yang lainnya adalah Kemahiran Insaniah
Tambahan (KIT). Memandangkan penguasaan KI memerlukan proses
pembelajaran yang sistematik yang melibatkan pelbagai pihak, maklumat
prestasi KI pelajar perlu diperoleh bagi memastikan program intervensi
yang sesuai dapat dilakukan dengan berkesan sepanjang pengajian
mereka. Satu set penaksiran peringkat awal kemasukkan, pertengahan dan
akhir pengajian perlu dibangunkan. Selaras dengan keperluan ini, Universiti
Putra Malaysia (UPM) telah membangunkan instrumen bagi menaksir
tahap kemahiran insaniah pelajar pada peringkat awalan kemasukan.
Instrumen ini digubal berasaskan persepsi pelajar baharu terhadap 16 sub-
elemen Kemahiran Insaniah Mesti (KIM). Penggubalan instrumen bagi
setiap satu daripada tujuh elemen dilakukan oleh sekumpulan pensyarah
yang pakar dalam bidang-bidang berkaitan dari pelbagai fakulti di UPM.
Instrumen ini dikaji rintis bagi menentusahkan kepada tiga (3) kelompok
sampel iaitu pelajar tingkatan enam atas, pelajar matrikulasi dan pelajar
asasi sains pertanian. Hasil kajian menunjukkan instrumen yang asalnya
mengandungi 102 item berbentuk skala Likert 5 mata ini mempunyai indeks
kebolehpercayaan Cronbach alpha keseluruhan 0.70. Instrumen ini
dimurnikan dan 95 item digunakan dengan indeks kebolehpercayaan 0.94.
Instrumen dengan 95 item ini digunakan untuk menaksir Kemahiran
Insaniah pelajar baharu Sesi 2007/2008 yang dijalankan pada Minggu
Suaikenal. Hasil kajian mendapati pelajar baharu mempunyai tahap KIM
11
keseluruhan yang sederhana tinggi (min = 3.07) dengan min setiap eleman
antara 2.92 hingga 3.17. Ujian t-test dan ANOVA menunjukkan wujudnya
perbezaan tahap penguasaan KI berdasarkan faktor kelayakan masuk,
keanggotaan dalam persatuan dan unit beruniform di sekolah serta
kelompok pengajian yang bakal mereka ikuti di UPM. Program intervensi
yang sesuai dan berkesan perlu dilakukan secara bersepadu bagi
memastikan mereka menguasai bukan sahaja Kemahiran Insaniah Mesti
malah Kemahiran Insaniah Tambahan sebelum mereka bergraduat.
Kata kunci: Kemahiran Insaniah (KI), Kemahiran Insaniah Mesti (KIM),

Kemahiran Insaniah Tambahan (KIT), Instrumen, Elemen KI.
A16 - PENGGUBALAN INSTRUMEN PENILAIAN KEMAHIRAN

INSANIAH AKHIRAN
Mohd. Majid Konting, Nor Azirawani Man, Norfaryanti Kamaruddin, Azura Adam
Siti Norziah Abdullah
43400 UPM Serdang
ABSTRAK - Maklumat Kemahiran Insaniah (KI) dalam kalangan pelajar

perlu diperoleh bagi memastikan program intervensi yang sesuai dapat
dilakukan dengan berkesan sepanjang tempoh pengajian mereka di
institusi pengajian tinggi. Penaksiran KI peringkat awal kemasukan,
pertengahan dan akhir pengajian perlu dibangunkan. Selaras dengan
keperluan ini, Universiti Putra Malaysia (UPM) sedang berusaha
membangunkan instrumen bagi menaksir tahap kemahiran insaniah pelajar
pada peringkat akhiran iaitu sebelum mereka bergraduat. Penggubalan
instrumen psikometrik berdasarkan senario Kemahiran Insaniah ini sangat
penting bagi memastikan instrumen yang dibangunkan sah, dipercayai,
objektif, boleh ditadbir dan ditafsir dengan mudah. Kertas ini
membincangkan proses penggubalan instrumen berkenaan yang telah
melalui tiga fasa sejak dimulakan pada Semester Kedua 2005/06. Isu
berkaitan dengan penggubalan instrumen ini juga dibentangkan.
Kata kunci : Instrumen Kemahiran Insaniah Akhiran
12
A17 - PENGALAMAN UNIVERSITI PUTRA MALAYSIA

MEMBANGUNKAN KEMAHIRAN INSANIAH (KI) DALAM KALANGAN
PELAJAR IPT
Suhaida Abdul Kadir, Mohammad Shatar Sabran, Roshafiza Hassan

ABSTRAK - Kertas kerja ini membincangkan pelaksanaan pembangunan

kemahiran insaniah pelajar UPM yang dijalankan oleh Pusat Kokurikulum
UPM. Berdasarkan kerangka pembangunan kemahiran insaniah yang
dikemukakan oleh KPT, Pusat Ko-kurikulum UPM telah memberi tumpuan
kepada program sokongan berfokuskan bukan akademik (kokurikulum)
untuk membangunkan KI pelajar. Program sokongan yang dimaksudkan
terdiri daripada Kursus Ketrampilan Graduan (Finishing School), Kursus
Kokurikulum Berkredit dan Kursus Permulaan Graduan (Starting School).
Kertas kerja ini membentangkan pengalaman Pusat Kokurikulum dalam
melaksanakan program sokongan yang berkualiti. Pandangan pelajar
terhadap pelaksanaan program sokongan tersebut juga dilaporkan.
A18 - TEAMWORK SKILLS AMONG UNDERGRADUATE STUDENTS IN

UPM
Turiman Suandi, Ghazali Mohayidin, Mohd. Majid Konting, Norfaryanti Kamaruddin

Nor Azirawani Man
School of Graduate Studies
Universiti Putra Malaysia, 43400 UPM Serdang, Selangor
tj@putra.upm.edu.my
ABSTRACT - Student may meet all the desired standards and passes all
the examinations or other written assignments. But it does not guarantee
that she or he will be successful as citizens and human resource in the 21st
century. Current concerns that the education system cannot adequately
prepare graduates for life and at work place have prompted people across
the world to explore new ways of designing education. In UPM and in many
other institutions of higher learning, the move towards applying the student
centred learning (SCL) approach in handling teaching and learning
instructions has been widely excepted by a majority of lecturers. Many
would agree that the sophisticated tools that they may put in our lecture
rooms, or the curriculum that they have designed for students to meet the
new standards will not be adequate to help them after they leave school,
unless we put in extra effort to ensure that the elements of soft skills are
considered seriously. One of the soft skills that employers look for in a
candidate is the ability to work as a team. This paper is aimed determining
the level of teamwork skills of undergraduate students in UPM.
Keywords : Student learning outcomes, Teaching approaches, Student

centred learning, Teamwork.
13
PERKEMBANGAN
B
KURIKULUM DAN KO-KURIKULUM
12-14 Disember 2007

Hotel Palace of the Golden Horses, Seri kembangan, Selangor
B01 - SENIBINA RANGKA KERJA DAN ALGORITMA BAGI SISTEM

PEMILIHAN KURSUS KO-KURIKULUM
Mohammad Zukuwwan Zainol Abidin, Shanizan Herman Mohd Radzi

Mohd Faizal Omar
Jabatan Sains Pemutusan
Fakulti Sains Kuantitatif, Universiti Utara Malaysia
zuk@uum.edu.my
ABSTRAK - Kajian ini telah dijalankan untuk membantu pelajar dalam

membuat pemilihan kursus ko-kurikulum di universiti. Sistem prototaip yang
dibangunkan ini adalah merujuk kepada data yang diambil di Universiti
Utara Malaysia (UUM). Sistem yang menggunapakai teknik Proses Hierarki
Analitik (PHA) telah diuji pengiraannya dengan menggunakan perisian Ms
Excel. Hasil pengiraan sistem adalah tepat dan berkesan bagi membantu
pelajar dalam membuat pemilihan kursus ko-kurikulum yang bersesuaian.
Di samping itu, algoritma dan rangka kerja umum serta komponen sistem
yang terlibat juga dipersembahkan. Didapati bahawa rangka kerja ini sesuai
diaplikasikan kepada mana-mana sistem yang menggunapakai PHP
sebagai teknik dalam membangunkan perisian.
B02 - THE LEARNING OUTCOME OF UNIVERSITI MALAYSIA SABAH

MEDICAL STUDENTS IN A RURAL COMMUNITY HEALTH PROMOTION
PROGRAMME (EC1773) IN KENINGAU SABAH
Bella Puvok, Suliong Chin, Osman Ali

School of Medicine
Universiti Malaysia Sabah
ABSTRACT - The EC1773 is a community oriented co-curriculum

programme which encompasses health promotion, disease prevention,
assessment and targeting of population needs, environmental and social
factors awareness where medical students who have completed year one
were placed in the community and learned by doing rapid rural assessment
(RRA) followed by interventions based on the RRA findings. They learned
to provide health care services using previous theoretical knowledge that
was presented to them prior to their placements. They were also
encouraged to collaborate with the existing health services in the selected
districts. This programme also provides early exposure for the students to
the community in preparation for them to appreciate the value of community
based medicine. Under this program, the author was to supervise three
group of students, who were placed in three separate villages about 20 to
25km from the Keningau town. Prior meetings with the district officer and
district health officer took place to identify three villages with health issues
for the above purpose. These are Kampung Ambual (tuberculosis),
Kampung Bandukan (malaria, dengue) and Kampung Bukit Merah (malaria
and dengue). Each group of nine students lived in the village during the two
14
week program. They spent the first four days meeting key informants and
the villagers to obtain information for the rapid rural appraisal. Some of the
methods they used were semi structured interviews with key informants,
self administered questionnaire, direct observation through house to house
visits and village profile mapping. From there, they planned an appropriate
programme which included health check ups as well as health talks to the
local schools and the community. It is found that students have benefited
from this health promotions programme in two major aspects. Firstly, they
have learnt to apply the RRA as a tool of which it has tremendous value in
assisting them to obtain primary and secondary data from the key
informants and the villagers. As a result, the students, the students were
able to map the profile of the village and identify the actual health issues as
perceived by both the villagers and the students. They were then able to
develop and implement health promotion activities to address these health
issues effectively using the methodology in health promotion with which
they have been forearmed. The three groups of students in the respective
villages equally found these tools to be extremely effective in achieving the
objectives of this programme to be most beneficial in raising their
awareness of the health issues prevalent to them. In fact, the villagers have
emphasized that similar programmes be conducted in the future on regular
basis. The second outcomes of the health promotion programme is that, the
students having undergone the two weeks of living and working together
with their group members found that they have developed many desirable
soft skills including improved communication and interactive skill among
themselves and the villagers. In their attempts to achieve the objective of
this programme, the students realized that working as a team contributed to
many aspects of self improvement and provided them with a platform
towards their development as proficient health care providers. In
conclusion, the students have expressed that their experience through this
health promotion programme has indeed been rewarding and that they
have addressed their perceived fear and are now better prepared to face
the challenges of working in any rural setting.
Keywords : Rapid rural appraisal, Health promotion, Methodology
15
B03 - THE OUTCOME ANALYSIS OF THE CO-CURRICULAR HEALTH

PROMOTION PROGRAM (EC 1773) OF FIRST YEAR MEDICAL
STUDENT, SCHOOLOF MEDICINE, UMS
Khaing K. Myint, Freddie Robinson, D. Kamarudin D. Mudin, Osman Ali

Sekolah Perubatan
Beg Berkunci 2073
88999 Kota Kinabalu
ABSTRAK - Community-Based Education (CBE) enhances the relevance

of the curriculum in meeting the needs of the community and utilization of
the community, as an environment for learning purposes(WHO, 1987). The
medical school at University of Malaysia Sabah (UMS) has developed the
health promotion programme as a compulsory co-curricular course
(EC1773) for medical students. The objectives are to gain an understanding
of community’s life-styles; to assess the needs of community and to
improve community’s knowledge on health related issues. 75 first year
medical students were involved in this program. They have been allocated
to different rural villages through out Sabah. In this paper, we will compare
the activities that has been conducted by 3 of the group. Ten of them (group
1) conducted a health promotion programme at Long-Pasia village of
Sabah, The two other groups did their activities at Bum Bum and Sebatik
island respectively. During the program they had done a rapid rural
appraisal (RRA) and had organized various health education sessions,
based on the evidence from the RRA. The outcome of the interview was
evaluated by questionnaire. It was found that there was no significant
improvement in health knowledge of the community. However, from the
programme, the students learned how to enter the community and
appreciate cultural diversity with respect to health. This programme has
definitely fulfilled the objectives of an evidence-based community-orientated
curriculum in the School of Medicine, UMS.
Keywords: Community Based Education (CBE), Health Promotion, Rapid

rural appraisal (RRA)
B04 - JAPANESE LANGUAGE PROGRAM AT THE FACULTY OF

LANGUAGES AND LINGUISTICS
Suraiya Mohd Ali

Faculty of Languages and Linguistics
ABSTRACT - This is an attempt at studying the curriculum for the

Japanese Language Bachelor program at the Faculty of Languages and
Linguistics, University of Malaya which started in 1998. In particular, this
study aims at assessing the present curriculum for Japanese language
16
proficiency in terms of its capacity to meet the objective of the curriculum of

the program itself which is ‘reading and understanding academic texts in
Japanese’. As one of the lecturers involved in this program, I have long
been faced with the difficulty of matching the suitability of the language of
academic texts to the level of Japanese language proficiency of the
learners. The problem stems from the fact that insufficient time is allocated
to learners for language training which therefore results in their difficulty to
read and fully understand academic texts in Japanese . The effort to
increase the time for language training is constrained by the framework of
the overall curriculum of the university for its bachelor programs. The
language proficiency remains at the intermediate level. Given the grouses
from learners and lecturers, specific course contents have been revised and
tested. Thus, the tool for the program is in the form of what is currently
being used. The study is carried out by sampling the current course
content through (1) pro-forma for both Japanese language proficiency
courses and academic courses, (2) examination questions and (3)
examination results. Sampling is conducted within one academic session
(2005/2006), i.e. two semesters. Samples include Japanese language
students from year one to year three. I have not being part of the teaching
team during the period of investigation. Neither did I set nor mark any
examination during the period. Thus, a measure of objectivity of study is
observed. The positive results of this investigation suggest that the present
curriculum for the Japanese Language Bachelor Program at the Faculty of
Languages and Linguistics, University of Malaya, is valid.
B06 - FACING THE CROSSROAD OF MARKET DRIVEN OR SCIENTIFIC

VISION: NEW HIGHER EDUCATION CURRICULUM CONSTRUCTION
TO IMPROVE THE RELEVANCE OF UNIVERSITY’S GRADUATES
Sylvi Dewajani
Faculty of Psychology
Gadjah Mada University, Indonesia
ABSTRACT - Entering 21st century instigates the process of globalization.

The world is facing unprecedented challenges arising from the convergent
impacts of globalization, the increasing importance of knowledge as an
engine of growth, and the ICT revolution. Globalization is a
multidimensional process which are the conjoined of economic, cultural and
political processes. These processes do have an impact on the university
core functions of research and knowledge centre and also academic
learning. There are at least three changes involved in the process of
globalization in the university matters, which are: (1) to change the
paradigm from local people to global system; (2) to change from social
cohesion to democratic participation; and (3) changes from economic
growth to human development. More specific, Wagner (2002) mentioned
that globalization would mean that universities are catering to a multicultural
studentship and many gradually abandon their old roles to only elicit
17
specific cultures and values. This argument invites abundant debates,

whether universities should stem from the market demand or stick to the
scientific vision. Many universities in Indonesia are facing this haziness in
order to fight for their quality. There are more than 2800 universities spread
over Indonesia within the year of 2007. More than 55% from 2800
universities facing complicated problem, especially deal with the low rate of
incoming students and low graduate quality issues. Since 2003, most of the
universities in Indonesia fight for surviving their life to be more attractive for
the student. In the other hands, universities also strive to set-up good
education management systems in order to produce high quality of
graduate. Essentially, universities also try to construct a better curriculum
that can fulfill the market needs. While battling to improve the quality of their
education systems, most of the universities in Indonesia face the crossroad
situation between focusing on the market demand and sticking to the
scientific vision. Paper will present on the journey, analysis and strategy of
some of the Indonesian universities in managing their quality. Most of the
portrayal will be about the role of Indonesia Directorate General of Higher
Education (DGHE, under the Indonesian Ministry of Educational Affairs) in
regulating and managing the change to conquer the excellent universities.
Additionally, the paper will also present some good practices of the best
university in Indonesia.
B07 - PENULISAN KARANGAN DI KALANGAN PELAJAR SEKOLAH

RENDAH
Abu Bakar bin Yusuf, Omar Hisham bin Mohd. Baharin

FSKPM
ABSTRAK - Kajian ini membincangkan tentang amalan penulisan

karangan di kalangan pelajar sekolah rendah. Objektif kajian ini, adalah
untuk melihat bagaimana pelajar menghasilkan penulisan karangan dan
adakah terdapat perbezaan markah yang diperolehi hasil daripada amalan
penulisan itu. Kajian ini dijalankan terhadap pelajar tahap dua di sekolah
rendah. Pelajar dikehendaki menulis karangan berdasarkan tajuk yang
diberi. Kajian dilakukan dengan cara menganalisis hasil penulisan pelajar
tersebut. Melalui analisis ini pengkaji dapat melihat amalan penulisan
karangan pelajar dan tahap pencapaiannya. Dapatan kajian, menunjukkan
bahawa terdapat perbezaan amalan penulisan dan pencapaian markah
mengikut perbezaan cara menulis karangan.
18
B08 - ISLAM HADHARI DALAM KURIKULUM PEMBELAJARAN

KURSUS UMUM UNIVERSITI (TITAS DAN HUBUNGAN ETNIK): SATU
KAJIAN DI UPM
Adlina Ab. Halim

Jabatan Pengajian Kenegaraan dan Ketamadunan
Fakulti Ekologi Manusia
ABSTRAK - Islam Hadhari telah diperkenalkan oleh kerajaan sejak 2004

bertujuan untuk memberi kefahaman yang lebih komprehensif tentang
Islam kepada setiap lapisan masyarakat di Malaysia. Pendekatan Islam
Hadhari ini adalah berpaksikan kepada sepuluh prinsip yang menekankan
penghayatan nilai-nilai moral, etika, jasmani, spiritual dan lain-lain. Selaras
dengan hasrat kerajaan untuk melahirkan modal insan yang cemerlang dan
gemilang, pendekatan Islam Hadhari ini juga telah diserap ke dalam
kurikulum pembelajaran di peringkat Institusi Pengajian Tinggi Awam
(IPTA), iaitu melalui kursus TITAS dan Hubungan Etnik. Kedua-dua kursus
ini merupakan antara senarai kursus-kursus umum universiti dan
diwajibkan kepada seluruh pelajar di IPTA. Justeru, kertas ini bertujuan
melihat senario pendekatan Islam Hadhari dalam kurikulum pembelajaran
kursus Tamadun Islam dan Tamdun Asia (TITAS) dan Hubungan Etnik di
UPM secara khususnya. Persampelan melibatkan satu ribu pelajar sebagai
responden dan tahap kefahaman mereka tentang Islam Hadhari telah
diukur melalui metod survei dengan menggunakan alat instrumen yang
alphanya adalah 0.807 – 0.907. Dapatan kajian mencadangkan bahawa
terdapat perkaitan yang signifikan di antara pengetahuan dan persepsi
mereka tentang Islam Hadhari.
B09 - REKA BENTUK INSTRUKSIONAL DAN TEKNOLOGI DALAM

PENDIDIKAN KEJURUTERAAN: KERANGKA KONSEPTUAL HASILAN
PEMBELAJARAN DAN PRESTASI
Mohamad Hisyam bin Mohd Hashim

Fakulti Pendidikan Teknikal
mhisyam@uthm.edu.my
ABSTRAK - Reka Bentuk Instruksional dan Teknologi adalah nama baru

bidang Teknologi Pendidikan. Tujuan kertas kerja ini adalah untuk
menjelaskan kerangka konseptual berkaitan Reka Bentuk Instruksional dan
Teknologi dalam Pendidikan Kejuruteraan. Ini adalah kerana terdapat
beberapa isu berkaitan yang kurang difahami dan perlu dijelaskan.
Kerangka konseptual ini hanyalah merupakan satu idea yang kemungkinan
boleh dijadikan panduan dalam menjana hipotesis untuk penyelidikan
seterusnya. Hasil analisis dan pembacaan menjelaskan bahawa terdapat
beberapa komponen baru wujud selain daripada domain Teknologi
19
Pendidikan yang sedia ada malah boleh diintegrasikan dalam Pendidikan

Kejuruteraan. Ini adalah penting kerana di era sains dan teknologi dan
globalisi ini konsep dan idea baru perlu diberi penekanan dalam mendalami
ilmu berkaitan.
B10 - PERANAN KOKURIKULUM DI POLITEKNIK DALAM MEMENUHI

KEPERLUAN PIHAK INDUSTRI DI MALAYSIA
Ahmad bin Esa, Mohd. Yusop bin Abd Hadi, Berhannudin bin Mohd Salleh
Universiti Tun Hussein Onn
ahmad@uthm.edu.my
ABSTRAK - Kokurikulum merupakan satu daripada komponen yang

penting dalam pembangunan kurikulum di mana antara peranannya ialah
mensosialisasikan, membina semangat cintakan negara dan
membangunkan potensi diri di kalangan pelajar. Namun begitu, belum ada
kajian berkaitan peranan kokurikulum dalam membangunkan pekerja yang
berpotensi di industri. Satu daripada indikator potensi kebolehpasaran ialah
menguasai kemahiran generik. Oleh itu, tujuan penyelidikan ini dijalankan
ialah untuk mengenal pasti sama ada kokurikulum yang dilaksanakan di
politeknik Malaysia, menerapkan kemahiran generik bagi menyediakan
pelajar sebagai bakal pekerja yang berpotensi memenuhi keperluan pihak
industri di Malaysia. Reka bentuk penyelidikan yang digunakan ialah
penyelidikan deskriptif. Data diperoleh menerusi tiga instrumen iaitu soal
selidik, temu bual dan jadual pemerhatian. Responden dipilih dalam
kalangan pihak industri, pensyarah, pelajar dan graduan politeknik.
Dapatan kajian menunjukkan kemahiran generik secara signifikan telah
berjaya diterapkan menerusi kokurikulum di politeknik. Dapatan juga
menunjukkan graduan politeknik yang menguasai kemahiran generik
setelah mempelajarinya menerusi kokurikulum dapat memenuhi keperluan
pihak industri di Malaysia. Namun begitu, tahap penerapan kemahiran
generik menerusi kokurikulum di politeknik masih rendah secara relatif
dengan tahap keperluan kemahiran generik oleh pihak industri. Oleh itu,
beberapa cadangan telah dikemukakan untuk menangani masalah
tersebut. Antaranya ialah mempelbagaikan lagi jenis kokurikulum yang
ditawarkan kepada pelajar dan menerapkan kemahiran penyelesaian
masalah dan membuat keputusan sebagai kemahiran utama yang perlu
dikuasai oleh pelajar menerusi kegiatan kokurikulum.
20
STRATEGI DAN KAEDAH
C
PENGAJARAN DAN PEMBELAJARAN
12-14 Disember 2007

C01 - HUBUNGAN PENGAJARAN PENSYARAH DAN MINAT PELAJAR

DENGAN KEFAHAMAN KONSEP MORAL :
KAJIAN DI UUM
Mohamad Khairi Haji Othman, Abdull Sukor Shaari

Fakulti Sains Kognitif dan Pendidikan
Universiti Utara Malaysia
m_khairi@uum.edu.my
ABSTRAK - Pengetahuan dan kefahaman moral akan menimbulkan

kesedaran dan penghayatan kepada pelajar tentang pelbagai isu moral
yang seterusnya menguasai dan mempengaruhi amalan dan tindakan
seseorang (Abdul Rahim Abdul Rashid, 2001). Asmawati Suhid, Rahyl
Mahyuddin dan Abdul Rahman Mad Aroff (2001) menjelaskan bahawa
pensyarah merupakan faktor terpenting dalam mempengaruhi persepsi dan
kefahaman pelajar tentang moral. Kertas kerja ini akan membincangkan
hasil kajian yang berkaitan dengan hubungan pengajaran pensyarah dan
minat pelajar dengan kefahaman konsep moral. Kajian ini dijalankan
melalui kaedah tinjauan dengan mengedarkan soal selidik kepada 305
orang pelajar Universiti Utara Malaysia. Fokus utama kajian ini adalah
untuk mengenal pasti tahap kefahaman moral dalam kalangan pelajar dan
adakah terdapat hubungannya dengan pengajaran pensyarah dan minat
pelajar. Hasil kajian mendapati secara keseluruhannya, kefahaman konsep
moral responden kajian ini didapati adalah tinggi dan dimensi agama
menunjukkan tahap kefahaman yang paling tinggi berbanding dimensi-
dimensi lain. Dapatan kajian juga menunjukkan terdapat hubungan yang
signifikan antara pengajaran pensyarah dan minat pelajar dengan
kefahaman konsep moral dalam kalangan responden. Walaupun begitu,
masih ada perkara yang perlu diperkemaskan bagi meningkatkan lagi mutu
pengajaran dan pembelajaran kursus-kursus berkaitan etika dan moral di
IPTA khususnya untuk merealisasikan agenda negara dalam aspek
pembangunan modal insan. Sehubungan itu, implikasi dan cadangan juga
turut diperbincangkan dalam kertas kerja ini untuk dikongsi bersama.
C02 - IMPAK PERLAKSANAAN PENGAJARAN DAN PEMBELAJARAN

SAINS DAN MATEMATIK DALAM BAHASA INGGERIS DI INSTITUSI
PENGAJIAN TINGGI
Mohini Mohamed, Aziz Nordin

mohainimohamed@yahoo.com
ABSTRAK – Memahami situasi pembelajaran sains dam matematik dalam

Bahasa Inggeris dan membina satu rangkakerja atau prinsip dalam
pembelajaran dan pengajaran merupakan satu isu yang mendesak dalam
sistem pendidikan di peringkat pengajian tinggi. Dengan perlaksanaan
pengajaran pembelajaran sains dan matematik dalam Bahsa Inggeris di
21
seluruh negara sejak 2003, pelajar yang terlibat dengan polisi ini kian
bertambah di institusi pengajian tinggi. Adalah menjadi perkara penting
untuk melihat pandangan para pensyarah dari institusi pengajian tinggi
tentang perlaksanaan polisi ini. Satu kajian telah dilaksanakan untuk
meninjau pandangan para pensyarah dari beberapa buah universiti di
Malaysia. Adalah juga menjadi perkara utama untuk mengutip maklumat
teoritikal dan praktikal dari pelbagai konteks supaya dapat memperkasakan
para akademik untuk melihat lebih luas tanpa dibelenggui pelbagai
kekangan demi menjalankan amanah dan tanggungjawab dengan lebih
berkesan. Dalam konteks Malaysia, walaupun pelaksanaan polisi ini sudah
menjadi seolah-olah satu dilemma, adalah penting bagi para akademik
untuk membebaskan diri dan melihat dengan lebih luas melepas dari hanya
sebagai satu arahan kerajaan atau satu perspektif masyarakat semata-
mata.
C03 - A CONTEXTUAL APPROACH, USING PROBLEM-BASED, TO THE

TEACHING AND LEARNING STATISTICS IN THE UNIVERSITI TUN
HUSSEIN ONN MALAYSIA (UTHM)
Nafisah Kamariah Md Kamaruddin, Wan Mohd Rashid Wan Ahmad

nafisah@uthm.edu.my
ABSTRACT - The Mathematics Department, Centre for Science Studies in

the Universiti Tun Hussein Onn Malaysia (UTHM) has adopted the
contextual teaching and learning approach. In the contextual approach, by
using problem-based method, students engage in the problem-solving
investigation that integrates skills and concept from many content areas.
Students will be working in teams to perform tasks and the lecturer will
facilitate them. In the contextual approach, by using the problem-based
method, students engage in the problem-solving investigation that
integrates skills and concept from many content areas. Students will be
working in teams to perform tasks and the lecturer will facilitate them.
Vygfotsky emphasized that cognitive development results from a dialectical
process whereby a child learns through the problem-solving experiences
shared with someone else, usually a parent or teacher but sometimes a
sibling or peer (Funderstanding, 2001). In addition, according to Vygotsky,
when children were tested on tasks on their own, they rarely did as well as
when they were working in collaboration with an adult. (Atherton J. S.,
2005). He added that it was always the case that the adult was teaching
them how to perform the task, but the process of engagement with the adult
enabled them to refine their thinking or their performance to make it more
effective (Atherton J. S. 2005). This is what the social contructivism
empahazises on which meanings and understanding grow. The
implementation of contextual approach in UTHM is already more than four
years; however there is no proper module of teaching and learning
mathematics contextually and there is no experimental research that has
22
been done to study whether this method is effective. Thus, this research is
to study the effectiveness of the contextual approach. This study will be
conducted on the second year technical education students taking statistics
subject. In this research, a quasi-experimental research design is used. The
research instruments will consist of 2 sets of questionnaires, 3 quizzes and
a standard test. The 1st set of questionnaires which will consist of 5 main
sections : Background, Teaching and learning approach, Video, Class
activities, Statistics lab. The 2nd set of questionnaires will consist of 3 main
sections: creativity, criticality and team working. Likert scale will be used as
a form of measurement. Before the questionnaires are given to the
respondents, a pioneer test will be done where ten degree students will be
randomly selected to answer the questionnaires. The pioneer test is to find
the value of the Alpha-Cronbach, that is to determine the validity of the
questionnaires. . Solomon’s Four-Group Design will be used where the
students will be divided into four groups: 2 control groups and 2 treated
groups as shown in the attachment. This design allows the researcher to
assess whether there is an interaction between the treatment and the
pretest. This design combines two basic experimental designs.This
research will produce a proper implementation of the contextual approach
in the teaching and learning mathematics in higher learning institutions.
Hence it will help students to learn mathematics and most importantly to
apply it in their engineering subjects.
Keywords : Social constructivism, Problem-based learning, Contextual,

statistics
C04 - ENHANCING ENVIRONMENTAL ENGINEERING CURRICULA

THROUGH INTENSIFICATION OF FIELD COURSE
Sumiani Yussoff, Onn Chiu Chuen

Department of Civil, Faculty of Engineering
University of Malaya, 50603
Kuala Lumpur, Malaysia
sumiani@um.edu.my
ABSTRACT – Environmental Engineers play an important role in

maintenance of environmental health protection against environmental
factors that may adversely impart the human health protection against
environmental factors that may adversely impact the human health and
impact the ecological balances that is essential to long term human and
environmental quality. Introducing Environmental Engineering studnets to
nature is the first step in helping them to understand the structure and
function of nature ecology and the importance of these structures in urban
development and helps in preventing environmental health concerns. For
the first time an ecology field course was introduced in the environmental
engineering curricula in University Malaya’s to enhance and improve its
contents and impart towards achieving the OBE (Outcome Based
23
Education) requirement. The program was conducted at the Universiti

Malaya Ulu Gombak Field Studies Centre form 7th May 2007 to 13th May
2007 comprising of students of Environmental Engineering form Civil
Engineering department,University Malaya. The program used the Problem
Oriented Project Based Learning (POPBL) approach as the mode of
teaching and learning. The program incorporated lectures, field studies,
laboratory works, site visits and investigation, group oral presentations and
written test. By the end of the course, the students will be able to describe
important of sustainable land and forest management concepts and identify
important ecosystem services and how ecological processes influence the
function of our urban environments and apply ecological principals to the
future development of a management plan in urban areas.
Keywords : Environmental Engineering, Curricula, Field course, Problem

oriented project based learning, Outcome based education.
C05: PENILAIAN KEMAHIRAN TEKNIKAL BERASASKAN MODEL

KOMPETENSI BAGI SUMBER GUNA TENAGA MENERUSI
PENDEKATAN PENDIDIKAN TEKNIKAL DAN VOKASIONAL DI
MALAYSIA
Kahirol bin Mohd. Salleh, Nor Lisa binti Sulaiman

Universiti Tun Hussein Onn Malaysia
kahirol@uthm.edu.my
ABSTRAK - Sumber guna tenaga teknikal merupakan salah satu elemen

dalam menentukan status sesebuah negara sama ada ia diiktiraf sebagai
negara maju, membangun mahupun mundur. Dalam merealisasikan
matlamat menuju ke arah negara maju, Malaysia telah merencana,
melaksana serta membangunkan sumber guna tenaga teknikal melalui
Pendidikan Teknikal dan Vokasional (PTV) bagi memastikan status negara
maju dicapai menjelang tahun 2020. Pelaksanaan Pendidikan berasaskan
Kompetensi yang diperkenalkan dalam PTV merupakan pendekatan
terbaru bagi melahirkan sumber guna tenaga teknikal yang bukan sahaja
berkualiti dan mahir tetapi memiliki nilai kompeten yang tinggi dalam
perlakuan dan pemikiran terhadap kerja teknikal. Bagi menilai kompetensi
kerja sumber guna tenaga teknikal teknikal, beberapa model kompetensi
boleh diaplikasikan sebagai sistem penilaian dan pentaksiran. Model for
HRD Practice merupakan saranan dalam menentukan sistem penilaian dan
pentaksiran yang boleh mengukur kompetensi individu dalam
melaksanakan kerja berbentuk kemahiran teknikal.
24
C07 - PENGGUNAAN KAMUS ARAB-MELAYU DALAM PENGAJARAN

DAN PEMBELAJARAN BAHASA ARAB
Tasnim binti Mohd Annuar

Fakulti Pengajian Kontemporari Islam
Universiti Darul Iman Malaysia
Kampus Kusza, Gong Badak
21300 Kuala Terengganu
tasnim@udm.edu.my
ABSTRAK - Salah satu rintangan dalam mengajar bahasa Arab ialah

memahamkan pelajar makna-makna perkataan dalam teks berbahasa Arab
dan seterusnya memahamkan maksud yang disampaikan oleh setiap ayat
bagi membolehkan pelajar memahami keseluruhan teks tersebut.
Kecenderungan menterjemah perkataan Arab ke bahasa Melayu secara
langsung merupakan satu kelemahan dalam pengajaran bahasa Arab. Di
samping itu, ia menyebabkan pelajar tidak mampu berdikari untuk
memahami pelajaran serta teks-teks lain yang berbahasa Arab tanpa
bergantung sepenuhnya kepada guru. Pelajar harus diberi tunjuk ajar bagi
mendapat makna perkataan tanpa bergantung kepada terjemahan guru
semata-mata. Oleh itu, Kertas kerja ini cuba meninjau sejauh mana
kemampuan penggunaan kamus Arab-Melayu membantu proses
pengajaran dan pembelajaran bahasa Arab dari sudut memahami teks
berbahasa Arab. Ia juga bertujuan untuk mengenal pasti kelemahan yang
mungkin timbul dalam penggunaannya untuk tujuan pengajaran dan
pembelajaran. Penggunaan kamus Arab-Melayu dalam proses pengajaran
dan pembelajaran bahasa Arab dapat membantu pelajar memahami teks
berbahasa Arab tanpa perlu bergantung sepenuhnya kepada terjemahan
secara langsung daripada guru. Namun begitu, terdapat juga beberapa
kelemahan seperti proses mencari perkataan yang mengambil masa
mengganggu masa pengajaran dan pembelajaran yang diperuntukkan,
ketiadaan perkataan yang dicari maknanya di dalam kamus Arab-Melayu
serta kelemahan pelajar sendiri dalam menggunakan kamus bagi tujuan
mencari makna tersebut.
C09 - TEACHERS’ USE OF QUESTIONS IN ESL CLASSROOMs
Kalyani a/p Rajoo

Institue Perguruan Darulaman
06000 Jitra, Kedah Darul Aman
kelly_rajoo@yahoo.com
ABSTRACT - Oral questions play a significant role in the language

classroom. Despite arguments that classroom questions do not reflect
questions that are asked in real conversations outside the classroom (Pica
& Long, 1986), and whether language teaching methodologies need the
sort of interaction produced by questions (Chaudron, 1988), language
25
teachers regard questions as an effective tool to initiate the target language

and to help students’ learning by providing them opportunities to practice
the target language. This paper presents the findings of a study on the use
of oral questions by lecturers in the second language classroom in a
teacher training college. Using data collected from two ESL classrooms,
this paper discusses the use of referential and display questions which
were then categorized as ‘open’ and ‘closed’ questions in eliciting students’
responses. It also discusses the importance of using probing questions to
follow-up and extend the students’ responses. This paper concludes with
recommendations for ESL teachers on ways of utilizing questions
effectively in the language classroom.
C11 - KNOWLEDGE AND INTEREST ON TRADITIONAL MEDICINE

AMONG UITM PHARMACY STUDENTS
Ibtisam Abdul Wahab

Faculty of Pharmacy, UiTM
40450 Shah Alam, Selangor
ibtisamabdulwahab@salam.uitm.edu.my
ABSTRAK – Traditional Medicine (TM) is an elective course for second

year pharmacy undergraduates in the Faculty of Pharmacy, Universiti
Teknologi MARA (UiTM). It was expected that most of the students have
used or tried TM before. A survey was conducted to find out 1) which area
of TM that students would like to learn and 2) their perception towards TM.
A total of 117 students participated out of 119 registered students
(response rate = 98.3%). They were 22 years on avarage (SD=1.0) ranging
from 20-29 years (male=27, female=90). Majority of the students
recognized TM as an “alternative medicine or alternative to medical
services” (n-109). Equal perceptions were made to TM as “complementary
traditional medicine”(n=35), “holistic medicine providing a more complete
medical system” (n=34) and “ integrative medicine or integrated with clinical
pathway” (n=34). Majority would like to study aromatherapy, herbal
medicine, massage therapy, acupuncture, homeopathy, reflexology, yoga
an tai chiqi gong (range n79-110). The topic of chiropractic was found to be
the most unpopulor (n77). When the students were posed on the
challenges faced in consuming TM, majority were due to the “lacking of
internal expertise” (n=99), followed by “ lacking of evidence based studies”
(n-73). :information from research” (n=68), “budgetary constraints” (n=53)
and “physician resistence” (n=44). The students considered that having
“state license” and “national certification in TM practice” (both n=81) were
the minimum criteria for recruiting TM practitioner. Others include “
physician recommendations” (n=60). Almost equal perceptions on the
minimum TM practitioner criteria were observed on the “educational
standard 2 to 4 year degree”, professional association membership”,
city/local license” and “pharmacy” (n51, 50, 49, 47 respectively), however
“Nursing or other healthcare professional” turned to be the least (n=27).
26
Findings generally indicated that various descriptions of TM will still allow

the possible generations of “alternative medicine pharmacist” since the
students were aware of their position in channeling the information on TM to
the public.
Keyword : Traditional medicine, Pharmacy.
C12 - PERSEPSI PELAJAR TERHADAP AKTIVITI DI DALAM KELAS

BAHASA ARAB: TINJAUAN DI USIM
Lubna Abd Rahman, Wan Azura Wan Ahmad, Arnida A.Bakar

Fakulti Pengajian Bahasa Utama
Universiti Sains Islam Malaysia (USIM)
lubna@admin.kuim.edu.my
ABSTRAK - Pengajaran dan pembelajaran (P&P) bahasa merupakan

perkara asas di sesebuah institusi pengajian. Ini bermakna P&P bahasa
tidak sepatutnya diabaikan sama sekali walaupun bahasa tersebut adalah
bahasa ibunda. P&P bahasa memerlukan kepelbagaian aktiviti bagi
meransang minat pelajar, apatah lagi sekiranya bahasa yang dipelajari
adalah bahasa kedua. Antara aktiviti yang lazimnya dilakukan adalah
lakonan, perbualan, debat dan menonton video. Kertas kerja ini meninjau
persepsi pelajar terhadap aktiviti yang dilaksanakan di dalam kelas bahasa
Arab di Universiti Sains Islam Malaysia (USIM) serta meninjau
keberkesanan aktiviti tersebut dalam menarik minat untuk mengikuti
pembelajaran bahasa tersebut. Borang soal selidik dan temu bual dijadikan
medium untuk memperolehi maklumat berkaitan tajuk ini. Responden kajian
terdiri daripada 100 orang pelajar USIM yang mengikuti pembelajaran
bahasa Arab. Kertas kerja ini diharap dapat memberi input berguna kepada
para pendidik bahasa Arab dan membantu mereka meningkatkan mutu dan
strategi pengajaran serta mempelbagaikan aktiviti di dalam kelas agar
dapat membantu pelajar mengikuti pembelajaran bahasa Arab dengan
penuh minat dan berkesan.
C13 - GAYA PEMBELAJARAN, KEMAHIRAN GENERIK DAN MOTIVASI

PELAJAR MERENTASI BIDANG SAINS TULEN, KEJURUTERAAN DAN
SAINS SOSIAL DI UTM
Abdul Rahim bin Hamdan, Mohamad Najib bin Ghaffar

Azlina bt Kosnin, Jamaluddin bin Ramli, Mahani bt Mokhtar
Fakulti Pendidikan
p-rahim@utm.my
ABSTRAK - Tujuan kajian ini adalah untuk mengenal pasti amalan gaya
pembelajaran pelajar, kemahiran generik, motivasi belajar dan pencapaian
27
akademik pelajar-pelajar tahun tiga fakulti-fakluti dari disiplin Sains, Sains

Sosial dan Kejuruteraan Universiti Teknologi Malaysia. Seramai lima ratus
orang pelajar telah dipilih secara rawak dari semua fakulti sebagai sampel
kajian. Kajian ini juga mengenal pasti perbezaan amalan gaya
pembelajaran pelajar, kemahiran generik, motivasi belajar dan pencapaian
akademik pelajar. Kajian deskriptif berbentuk tinjauan ini menggunakan siri
soal-selidik untuk mendapatkan maklumat yang berkaitan. Perbandingan
nilai min dan ujian-t digunakan sebagai asas dapatan. Dapatan kajian
menunjukkan bahawa amalan gaya pembelajaran yang berorientasi
pembelajaran dalaman adalah sederhana dan amalan gaya pembelajaran
yang berorientasi pembelajaran luaran adalah tinggi. Bagi kemahiran
generik pula didapati bagi aspek komunikasi, kemahiran kerja dalam
kumpulan, pembelajaran sepanjang hayat, kemahiran kepimpinan, beretika
dan berintegriti adalah tinggi manakala bagi aspek kemahiran
menyelesaikan masalah dan kemahiran keusahawanan adalah sederhana.
Pelajar mempunyai motivasi belajar secara intrinsik yang tinggi dan
motivasi belajar ekstrinsik yang sederhana. Dari segi pencapaian pelajar
didapati secara keseluruhannya sebahagian besar pelajar-pelajar berada
pada aras kelas dua tinggi. Secara perbandingannya didapati pelajar-
pelajar yang datang dari disiplin yang berbeza mengamalkan gaya
pembelajaran yang berbeza, kemahiran generik yang berbeza dan motivasi
yang berbeza. Keadaan ini menunjukkan pelbagai langkah perlu diambil
secara pro-aktif untuk menyeimbangkan dan meningkatkan keupayaan
pelajar sebagai graduan yang kompeten dari pelbagai aspek untuk
memenuhi cabaran globalisasi.
Kata kunci: Gaya Pembelajaran, Kemahiran Generik, Motivasi dan

Pencapaian Akademik
C14 - MULTIPLE INTELLIGENCE : THE RELIABILITY OF MYMICA IN

IDENTIFYING TEACHING AND LEARNING STRATEGY
Siti Rahayah Ariffin, Rusminah Musliman

No. 37, Jln. P9G1/4
Presint 9, 62250 Putrajaya
rusminah70@yahoo.com.my
ABSTRACT - The purpose of this study is to examine the reliability and

construct validity of Multiple Intelligence Checklist for Adult (MyMICA), that
incorporates the theory and practice of Multiple Intelligences. The
instrument was developed by a group of researchers from Malaysia led by
Siti Rahayah Ariffin (2004). MyMICA which has 80 perception items using 5
point Likert Scale comprises nine constructs namely: (i) verbal-linguistics
(vl), (ii) logical mathematic (lm), (iii) bodily-kinesthetic (kb), (iv) music (mz),
(v) spatial (vr), (vi) interpersonal (ie), (vii) intrapersonal (ia), (viii) naturalist
(na) and (ix) spiritual (kr). There were 526 respondents from secondary
schools involved in this study. The data collected was analysed using
28
computer programme Winsteps version 3.63.0 which applied Rasch Model

based on Item Response Theory (IRT) Models. The instrument reliability
was examined by analysing item reliability index. The construct validity was
examined by analysing the point-measure correlation index. The findings
showed that the item reliability of 9 constructs were between 0.97 and 1.00.
Construct validity analysis showed that every item in the constructs were
correlated positively to measure a single underlying construct. Hence,
MyMICA with a high reliability and construct validity is a vital tool in helping
educators to discover the unique potential of each student as well as the
areas of challenges. The awareness on the individual’s unlimited potential
in the different area helps educators to realign their pedagogy in order to
meet students’ individual needs. As a conclusion, MyMICA is a solution in
helping educators accommodate different learning styles to better value the
individual student.
C16 - TAHAP KEFAHAMAN KEMAHIRAN MEREKA BENTUK

EKSPERIMEN DAN KEMAHIRAN MENGEKSPERIMEN DI KALANGAN
PELAJAR TAHUN DUA PROGRAM PENDIDIKAN FIZIK MERENTAS
JANTINA
Noor Anita binti Ali, Shaharom bin Noordin

Fakulti Pendidikan
p-sharom@utm.my
ABSTRAK - Tahap kefahaman KPS di kalangan pelajar tahun dua

Program Pendidikan Fizik di UTM Skudai telah mendapat perhatian
penyelidik. Kajian ini menumpukan kepada dua kemahiran, iaitu kemahiran
mereka bentuk eksperimen dan kemahiran mengeksperimen. Pemboleh
ubah manipulasi yang terlibat dalam kajian ini ialah jantina dan program
pengajian. Seramai 38 orang pelajar 2SPF dan 2SPP di Fakulti Pendidikan
UTM Skudai terlibat dalam kajian ini. Alat kajian yang digunakan untuk
mengukur tahap kefahaman kemahiran mereka bentuk eksperimen dan
kemahiran mengeksperimen ialah Ujian Penilaian Kemahiran Mereka
Bentuk Eksperimen Dan Kemahiran Mengeksperimen (UPKMBEM). Alat
kajian mengandungi 40 item yang berbentuk objektif. Kebolehpercayaan
alat kajian ini ialah α = .82. Analisis data bagi kajian ini menggunakan
statistik deskriptif dalam bentuk min, sisihan lazim, peratusan, maksimum
dan minimum. Dapatan kajian ini menunjukkan tahap kefahaman bagi
kedua – dua kemahiran di kalangan pelajar tahun dua Program Pendidikan
Fizik adalah baik (71.98%). Dapatan kajian juga mendapati tidak terdapat
perbezaan tahap kefahaman bagi kemahiran mereka bentuk eksperimen
dan kemahiran mengeksperimen merentas jantina. Tahap kefahaman
merentas jantina adalah baik dengan (70.95%) bagi lelaki dan (72.50%)
bagi perempuan. Dapatan kajian juga menunjukkan tidak terdapat
perbezaan tahap kefahaman merentas program pengajian kerana kedua –
dua tahap kefahaman adalah baik iaitu (72.23%) bagi 2SPF dan (71.75%)
29
bagi 2SPP. Secara keseluruhan, dapatan kajian ini menunjukkan bahawa

tahap kefahaman kemahiran mereka bentuk eksperimen dan kemahiran
mengeksperimen di kalangan pelajar tahun dua Program Pendidikan Fizik
di UTM Skudai berada pada tahap yang baik. Ini memberi gambaran
bahawa penekanan KPS dalam P&P sains di UTM telah meningkatkan
tahap kefahaman pelajar dalam KPS.
C17 - PENDEKATAN PEMBELAJARAN BAHASA ARAB PELAJAR

CHINA DI XI’AN INTERNATIONAL STUDIES UNIVERSITY (XISU):
SUATU TINJAUAN DI USIM
Arnida A. Bakar, Lubna Abd. Rahman, Wan Azura Wan Ahmad

Fakulti Pengajian Bahasa Utama
Universiti Sains Islam Malaysia (USIM)
Bandar Baru Nilai, 71800, Nilai
Negeri Sembilan
arnida@admin.kuim.edu.my
ABSTRAK - Universiti Sains Islam Malaysia (USIM) menerima sepuluh

orang pelajar perempuan luar negara daripada Xi’an International Studies
University (XISU), China pada tahun ini. Para pelajar tersebut diberi
peluang mengikuti pengajian selama setahun di USIM bersama pelajar
tahun 3 Fakulti Pengajian Bahasa Utama (FPBU) yang mengambil jurusan
Sarjana Muda Bahasa Arab dan Komunikasi. Mereka telah pun mengikuti
pengajian bahasa Arab sebelum ini di XISU iaitu selama dua tahun.
Sepanjang tempoh tersebut mereka mampu bertutur bahasa Arab dan
membaca teks Arab dengan begitu baik berbanding pelajar tempatan yang
telah mempelajari bahasa Arab semenjak di bangku sekolah menengah
lagi. Oleh yang demikian, kertas kerja ini mengkaji pendekatan
pembelajaran bahasa Arab yang digunakan oleh pelajar China di universiti
tersebut sehingga mampu menguasai bahasa Arab dengan baik dan efektif.
Fokus utama kajian ini adalah tertumpu kepada pendekatan pembelajaran
bagi kemahiran membaca dan bertutur. Borang soal selidik diedarkan dan
temubual bersama responden turut diadakan bagi memperolehi maklumat
yang diperlukan. Penyelidik mendapati bahawa pelajar-pelajar tersebut
menunjukkan tahap penguasaan bahasa Arab yang begitu baik melalui
kemahiran berkomunikasi dan membaca teks bahasa Arab. Di samping itu
juga, mereka menunjukkan minat yang positif dan memberangsangkan
terhadap pembelajaran bahasa Arab. Ini membuktikan pendekatan
pembelajaran bahasa Arab yang diaplikasikan sepanjang tempoh dua
tahun di Universiti Xi’an sangat berkesan.
30
C18 - MIND MAP FOR THE TEACHING AND LEARNING OF

ELECTRICAL MACHINE
Mohd Fakhizan bin Romlie

Electrical & Electonic Engineering Department
Universiti Teknologi Petronas
fakhizan@petronas.com.my
ABSTRACT - It is a well known fact that mind mapping is a technique of

developing notes and is a powerful tool in assisting and motivating students
learning. Nevertheless, mind mapping is not a method used to deliver
lectures for engineering subjects at the universiti Teknologi PETRONAS in
Perak, Malaysia. The normal and comman practices is to use power point
presentations, instead. As an alternative approach to the well accepted
practice, FREEMIND, mind map software, is used as a teaching mode for
Electrical Machines subject. Lecture notes are also prepared using
FREEMIND. The author discovers that this mind mapping approach is a
very helpful tool for lecturer to show linkages between topics in Electrical
Machines course to students. Students will be able to grasp the ideas
globally. Besides, the notes that are prepared by using the software are
simple and make it easy for students to understand and remember the
subject matter. The objective of this study is to investigate students
responses and performance with the aid of mind map software. One
hundred and fifty undergraduate students taking Electrical Machines are
involved in the study. The data for the purpose of this study is collected
over eight weeks of teaching and learning. Students are given clear
instructions at the onset of the study, the outcome of this study shows that
students have responded positively towards the implementation of
FREEMIND in teaching and learning of the subject.
C19 - THE IMPORTANCE OF LAW IN SPORTS AND

PHYSICAL EDUCATION FROM A PEDAGOGIC PERSPECTIVE
Zaidi Hassim
Fakulti Undang-undang
jdsportslaw@yahoo.com.my
ABSTRACT - Legal education in Malaysia has undergone a dramatic

transformation with many new additions to the traditional array of courses
offered, for example Computer law, Space law and Sports law. Many legal
educators do not regard sports law in Malaysia seriously but this subject
has proliferated throughout the United States, United Kingdom and
Australia. Sports law has evolved as a popular elective course in American
and Canadian law schools and legal scholars have produced numerous
books, treatises and articles exploring a wide variety of legal issues
generated in the context of sports activities. This article will not only to
31
discuss the importance of introducing this course but also to reflect some
pedagogic trends of teaching law in sports and physical exercise. It reflects
some pedagogic trends (PBL, Holistic Approach etc) of teaching law for
both educators and instructors in other institutions for example, Sports
Academy in UPM, Sports Science and Sports Education programme in UM,
UiTM, UTM and UPSI. It is expected that this article will be a basic
reference for legal educators, teachers, professional instructors and sports
enthusiasts to understand and apply legal concepts and legal terms
associated with sports and physical education.
C20 - PENGAJARAN KURSUS PEMIKIRAN KRITIS BERTERASKAN

AL-QUR’AN DI PERINGKAT PENGAJIAN TINGGI: SATU CADANGAN
Mohd Fauzi Hamat

Jabatan Akidah dan Pemikiran Islam
Akademi Pengajian Islam, Universiti Malaya
mfhamat@um.edu.my
ABSTRAK - Pemikiran kritis adalah satu kursus yang ditawarkan oleh

kebanyakan Institusi Pengajian Tinggi di Negara kita sama ada IPTA atau
IPTS. Penelitian awal penulis terhadap silibus yang diperkenalkan di
beberapa IPTA dan IPTS di Negara kita menunjukkan bahawa modul
kursus yang digunakan adalah berdasarkan orientasi pemikiran barat,
khususnya yang dikemukakan Edward de Bono dan lain-lain pemikir Barat.
Walaupun tidak dinafikan bahawa umat Islam perlu bersikap terbuka
terhadap sebarang bentuk pemikiran manusia yang mengalir dalam dunia
Islam atas alasan Islam menghargai budaya ilmu, namun ia kita perlu
berwaspada terhadap kemungkinan adanya elemen-elemen yang tidak
sejalan dengan pemikiran Islam yang berteraskan al-Quran dan al-Sunnah.
Kertas ini cuba mengemukakan cadangan penulis tentang bentuk kursus
pemikiran kritis berteraskan al-Quran yang boleh ditawarkan di institusi
pengajian tinggi di Malaysia. Elemen-elemen pemikiran kritis yang
terkandung dalam bidang pengajian Usuluddin dan Syariah boleh
dimasukkan dalam kandungan kursus tersebut. Pandangan tokoh-tokoh
pemikir Islam berprolifik seperti al-Ghazali dan Ibn Khaldun tentang kaedah
berfikir juga boleh dibincangkan dalam kursus berkenaan. Penulis
berkeyakinan bahawa sekiranya bentuk pemikiran kritis yang berteraskan
sumber wahyu ini ditawarkan oleh Institusi Pengajian Tinggi di Negara kita,
ia mampu memberi impak yang maksimun dalam mendidik mahasiswa
menjadi individu yang mampu berfikir secara kritis setelah mereka
mendapat pendedahan semasa mereka berada di menara gading. Di akhir
kertas ini juga, penulis akan mengemukakan cadangan pro-forma kursus
tersebut yang sesuai ditawarkan di IPTA dan IPTS Negara ini. Senarai
bahan-bahan asas rujukan, teknik pengajaran dan beberapa syarat asas
kelayakan guru yang mengajar subjek ini juga akan turut dikemukakan.
32
C22 - NEW CLASSROOM SETTING FOR PROBLEM-BASED

LEARNING: A SUCCESS STORY
Berhannudin bin Mohd Salleh, Izyan Wahida Zinuddin, Hussain Othman

Abdullah Sulaiman, Mohd Yusop Ab Hadi, Ahmad Esa
ABSTRACT - Problem-based Learning (PBL) is widely practiced in the

learning of medicine and engineering. At Universiti Tun Hussein Onn
Malaysia, several newly innovative designed classrooms have been set up
at G3 block, UTHM for better results in the learning and teaching process. A
study was carried out to identify the relationship between the outcomes
from the learning sessions that use this newly designed classroom setting
and seating arrangement in learning using PBL. This study looks into the
level of interaction, teamwork as well as critical and analytical thinking
among the respective students. 300 students were identified as
respondents of the study and prior to this study all of them have had the
experience of learning using PBL using the newly built PBL classrooms
during 2005/2006 session. The instruments for this research are
questionnaires, interviews as well as observations. The data from
questionnaires have been analyzed using SPSS 11.0 Version. The finding
then has been translated into two forms; descriptive quantitative which is
using mean score and inference quantitative which is using Pearson
coloration. The testimonies for interviews have been analyzed by coding the
data according to the research questions. As for observation, the
researchers’ own experience on teaching and learning using PBL have
been used for purpose. The verdict of the research reveals that the value
for the mean score for three levels of the learning outcomes (interaction,
teamwork and critical and analytical thinking) is high. The finding also show
that there is a strong positive relationship between the PBL practice (the
classroom’s setting as well as the teaching and learning process) and the
level of interaction, teamwork and critical and analytical thinking among
students while learning in the PBL classrooms besides its approach.
C23 - ENGAGING LEARNING THROUGH STUDENT-CENTERED

LEARNING (SCL) APPROACH
Normahdiah Sheik Said

Fakulti Bahasa Moden dan Komunikasi
norma@fbmk.upm.edu.my
ABSTRACT - Student- Centred Learning (SCL) teaching methodology is an

approach that could create a more innovative and challenging dimensions
in a learning environment. It is one of the best ways to produce independent
and productive learners most universities aim to achieve. A Language in
Multimedia course would be mundane and boring to students if students
were taught about terminologies and concepts. With the advancement of
33
technology and the availability of vast technological facilities learning could

be very interesting and engaging. Using Norma ™ Engagement Model
(2007) as a base, the Language in Multimedia course was conducted by
incorporating some engagement factors like simulation, construct and goals
in the course design. This study was an observation of the successfulness
of eliciting engagement through a student centered learning approach. The
study was conducted in the span of one semester involving 92
undergraduates. The subjects were required to produce a multimedia
presentation and organized an exhibition to publicize the outcome of their
projects. The project needed the students to do role play as production
teams and do a market survey research before embarking on constructing
the production of the multimedia presentation. They were asked to do some
fieldwork like writing formal letters, preparing interview scripts, design
questionnaires and conduct interviews. There were tremendous amount of
data manipulation, creativity and perseverance involved in the course of the
project. The students learned many useful skills in this project such as,
hand-on experience in developing courseware’s, establishing rapport with
their clients and research respondents which in away helped to increase
self efficacy. Other significant by-products of this approach are the
participants produce concrete products for example brochure, flyer,
compact disc, bulletin and storyboard. In addition, they also produced a
documentation of the procedures involved in the preparation of the
multimedia presentation plus a video clip of the development process “the
making of...” These products produced are not only testimonials of their
efforts but are also platform for the students to disseminate information to
the public. This study has proved that having factors that engages learners
like simulation and construct besides setting and achieving goals as stated
in Norma ™ Engagement Model (2007) by applying A Student Centred
Learning Approach can enrich and spear students’ enthusiasm.
C24 - FACILITATOR AND LEARNER’S UNDERSTANDING ON ROGER’S

CORE CONDITIONS OF A PERSON CENTERED COUNSELING (AND
LEARNING) IN THE STUDENT CENTERED LEARNING ENVIRONMENT
Mansor b Abu Talib

Department of Human Development and Family Studies
Faculty of Human Ecology
ABSTRACT - Student Centered Learning (SCL) focuses on the need,

abilities, interest and learning styles of the students then those of others
involve in the educational process. Being students centered engages
instructors in a humanistic approach to education in which they function as
facilitators of learning (Nuckles, 2000). In counseling and psychotherapy,
Person Centered Counseling (PCC) center around the client as a person,
not his or her problem. PCC belongs to the humanistic theory of counseling
that focuses on the potential of individuals to actively choose and purposely
34
decide about matters related to themselves and their environments. Rogers

(1977) emphasizes that people need to be assisted in learning how to cope
with situations and to become a fully-functioning person. Roger believes
that the principles of PCC could be applied outside counseling situation,
thus the Person Centered Leaning (PCL) was developed. Relationship
between facilitator and learner is the central criteria that signify SCL, PCC
and PCL. Evidently, PCC strongly believe that significant positive change
could not occur except in relationships. In addition, Rogers specified the
necessary core conditions in PCC and PCL, i.e. realness, congruence,
genuine or transparency in the client/facilitator, acceptance or respect
towards the client/learner or unconditional positive regard, and the striving
for empathic understanding of the client/learner. These three core
conditions are the prerequisite in PCC and PCL for change and effective
learning to take place. This paper discusses lived experiences of
facilitators and learners in SCL on their understanding of Roger’s core
conditions. It will give suggestion on methods and others ways to promote
PCL as another approach in SCL.
C25 - FACILITATING GRADUATE LEVEL-LEARNING: A CASE STUDY

OF THE “NEWFOUNDLAND STRATEGY”
Normah Haji Omar

Universiti Teknologi MARA Malaysia
normah645@salam.uitm.edu.my
ABSTRACT - This paper is an examination of the author's experiences

facilitating for the first time, an advanced graduate course of a new and
niche Master program at her university. The course: Financial Criminology
and Investigative Techniques; the program – Master in Forensic Accounting
and Financial Criminology. Whilst the students comprise mainly of
experienced, working adults; the author (though academically qualified) has
very limited practical experience in the subject matter. The “Newfoundland
Strategy” focuses on students-driven learning initiatives, which incorporates
self-reflected case study approach, group presentations, seminars, forums,
video clippings, simulated case defense (in a moot court) and written case
reports. Both the facilitating role of the author and the multiple initiatives
assumed by the students had successfully created a positive and
interesting in-class environment for the course. The purpose of this paper is
to share insights about this strategy, so that other educators who are
considering implementing similar pedagogy might understand the
challenges and ultimately experience success in their endeavors.
35
C26 - THE IMPACT OF USING OBE IN PHYSICS COURSES

AT PRE-UNIVERSITY LEVEL
Balbir Singh Mahinder Singh, Hasnah M Zaid, Norani Muti Mohamad

Foundation Studies Department
31750 Bandar Seri Iskandar, Tronoh, Perak Darul Ridzuan
balbir@petronas.com.my
ABSTRACT - The Foundation Studies Department at Universiti Teknologi

PETRONAS (UTP) offers pre-university courses for students who have
completed their SPM or any other equivalent qualifications. There are two
Physics courses that are compulsory for the engineering stream students.
In this paper, preliminary study was carried out to determine the impact of
Outcome-based Education (OBE) on the students’ performance in both
courses. For the January 2007 intake, the students were required to do
Physics I based on OBE system. The July 2006 intake students who have
earlier completed Physics I course based on the usual instructor-centred
system, were required to do Physics II course delivered based on OBE
approach. The students undergoing Physics II course initially resisted the
OBE delivery method. Meanwhile the students taking Physics I adjusted to
the new system readily, and performed much better in the course. There
was a marked improvement in the final results of students doing Physics I,
both in coursework and final exam. The distribution of marks was 60% for
coursework and 40% for final exam for both courses. Statistical analysis
carried out after both cohorts completed their respective courses, and
comparisons between the performance in Physics I & II for the July 2006
intake are presented in this paper. The conclusion that is derived based on
this study suggested that the transition towards OBE system really
benefited both the July 2006 and Jan 2007 cohorts, and in term of
performance, students in January 2007 cohort showed much better results.
This new approach used at the pre-university level provides a good
exposure to the students, as it is a national requirement for all engineering-
based degree programs offered in Malaysian universities to use OBE
approach.
Keywords : Outcome-based Education, Student-Centered, Education

delivery system
36
C27 - TEMA-TEMA DALAM PEMBELAJARAN BERSEPADU:

IMPLIKASI KEPADA PENGAJARAN DAN PEMBELAJARAN
¹Ling Siew Eng, ²Siti Rahayah bt. Ariffin, ²Saemah bt Rahman

¹Fakulti Teknologi Maklumat & Sains Kuantitatif
UiTM Kampus Sarawak
²Fakulti Pendidikan
¹lingse@sarawak.uitm.edu.my
ABSTRAK - Mod pembelajaran yang terkini dalam abab ke-21 merupakan

mod pembelajaran bersepadu. Mod ini merupakan kombinasi terbaik
daripada mod pembelajaran bilik darjah bersemuka tradisional dan
pembelajaran dalam talian. Tujuan kajian ini adalah untuk mendapatkan
tema-tema di bawah mod pembelajaran bersepadu di Malaysia. Kertas ini
membincangkan hasil kualitatif temu bual pengguna akhir dalam mod
pembelajaran bersepadu serta implikasi tema-tema ini kepada pengajaran
dan pembelajaran. 53 orang peserta temu bual yang terdiri daripada
pelajar-pelajar universiti yang mendaftar kursus pembelajaran bersepadu
serta fasilitator-fasilitator yang terlibat dalam bimbangan mod pembelajaran
bersepadu terlibat dalam kajian ini. Senarai mengenai pembelajaran
bersepadu hasil daripada data kualitatif dikategorikan ke dalam tema-tema
umum. Tema-tema hasil kajian ini adalah kandungan kursus, teknikal,
kefleksibelan, komuniti pembelajaran, motivasi, perkongsian, maklum
balas, pelengkap dan agenda peribadi. Implikasi daripada kajian ini ialah
para pendidik boleh menggunakan tema-tema ini dalam pengajaran dan
pembelajaran, rekaan kurikulum pembelajaran bersepadu serta
menggunakan tema-tema ini untuk membangunkan instrumen untuk
mengukur tema-tema ini.
Kata kunci: Pembelajaran bersepadu, Tema-tema, Pengajaran dan

pembelajaran
C28 - IMPLEMENTATION OF PERSONAL & PROFESSIONAL

DEVELOPMENT (PPD) MODULE IN MEDICAL EDUCATION :
OUTDOOR CAMPS AS CURRICULUM TEACHING LEARNING
ACTIVITIES
Harlina HS, Ruzanna Z, Juriza I, Rohaizak M, Zulkifli Z, Ismail S

Siti Mariam B, Nabishah M, Lokman S
Faculty of Medicine, UKM
ABSTRACT - Personal and professional development (PPD) among

medical undergraduates has gained increasing popularity within medical
schools across the world. The public demands better healthcare delivery
from not only safe and competent medical practitioners, but also doctors
who instil `five-star’ qualities within themselves – being leaders of the
37
community, outstanding managers, excellent role models, good

communicators and decision makers. Skills of communication, critical
thinking, decision-making, leadership and teamwork are among the
important aspects of PPD to be inculcated within the future doctors. Since
the introduction of the new integrated medical curriculum in the Faculty of
Medicine UKM in the academic year 2005-2006, PPD module has been
included throughout the five-year period, with the main objective to achieve
the learning outcomes of the medical programmes. As a part of the
teaching-learning method (TLM) for PPD, three outdoor camps have been
scheduled for the medical students throughout the five-years training.
Activities in the camp include small group discussions (SGD), interactive
motivational lectures, role-play sessions, debate, reflection sessions, movie
viewing, physical exercises, jungle trekking and games. Lecturers are
trained to facilitate the group activities. Up to date, the faculty has organized
four PPD camps with the cooperation of Division for University Students
and Adolescents, Biro Tatanegara (BTN). In a post-camp assessment,
100% of students agreed that the camp activities provided them with the
opportunity to enhance basic skills of communication, decision-making,
critical thinking, leadership and teamwork. They also experienced strong
bonding among themselves as well as with the lecturers. The details of the
PPD camp activities are to be highlighted in the presentation.
C29 - IMPLEMENTATION OF OUTCOME-BASED EDUCATION

DELIVERY SYSTEM AT PRE-UNIVERSITY LEVEL
Balbir Singh Mahinder Singh, Chong Fai Kait, Hasnah M Zaid

Yusniza Yaakop
Foundation Studies Department
ABSTRACT - The Foundation Studies department at Universiti Teknologi

PETRONAS (UTP) offers pre-university courses for students who have
completed their SPM or any other equivalent qualifications. The students
are placed in the engineering and technology streams, based on their
qualifications and performance in the interview sessions. Students from the
engineering stream will be able to move into their respective engineering
programmes, namely Petroluem, Chemical, Mechanical, Civil, Electrical and
Electronics Engineering. Students from the technology stream will move
into Information & Communication Technology and Information System
programmes after completing their foundation studies. Starting from
January 2007 semester, the foundation studies department has adopted the
Outcome-based Education delivery system for both the engineering and
technology streams. The move towards using OBE is inline with the
national requirement for universities offering engineering education. The
approach used in OBE shifts the focus from the instructor to the learner. It
is basically a student-centred system, where the responsibility of learning is
passed on to the students. The instructor needs to master the role of a
38
facilitator, and there must be a genuine shift towards using OBE based
assessment tools. An internal curriculum review was conducted and the
OBE curriculum designing method was used, whereby one major change
made to all the courses were related to the weightage of coursework marks.
Most of the courses were using the 40% coursework and 60% final exam
format, and to adopt the OBE approach, this was changed to 60%
coursework and 40% final exam format. The decision to place more
emphasis on the continuous assessment, rather than one final exam was
indeed a radical decision, as more tracking and monitoring effort to ensure
the integrity of the courses had to be introduced. The immediate respond to
this was to reduce the class size, from approximately 160 students per
class to around 80 students per class. In this paper, statistical analysis of
the overall students’ performance was carried out to gauge the
effectiveness of the OBE implementation. One of the early yardsticks used
to provide an overall view of the effectiveness of this new approach was the
CGPA. It was noticed that percentage of students obtaining a CGPA of 3.00
and above increased by an average of 15%.
C30 - OUTCOME-BASED CURRICULUM: ITS IMPLEMENTATION IN

THE TEACHING OF ENGLISH LANGUAGE PROFICIENCY COURSES
Shahrina bt. Md. Nordin, Subarna Sivapalan

Shahrina_mnordin@petronas.com.my
ABSTRACT - There is a major shift in the education sector as outcome-

based education (OBE) has been widely adopted in a number of higher
learning institutions in Malaysia. The education reform has inevitably
involved many fields of study, among which is the field of second language
teaching. The implementation of OBE requires a re-designing and re-
development of teaching and learning practices which need to be in line
with the OBE educational theoretical framework. This paper will thus first
discuss what OBE curriculum is and how it is implemented into the
framework of English language teaching in Universiti Teknologi Petronas.
Upon its implementation, the approach currently emphasizes both on the
product and the process of language learning. There has indeed been a line
of research findings that support such an eclectic approach in English
Language teaching. This paper thus, will also discuss the strength of such
approach in the context of OBE. A set of questionnaires will be
disseminated to Foundation (semester 2) students to get an insight on the
effectiveness of such approach in teaching language proficiency. The
results will be reported and discussed in the paper. The findings will also
shed some light on some of the pedagogical implications. The paper will
conclude with suggestions for future research.
39
C31 - IMPLEMENTATION OF ACTIVE ORIENTED TEACHING AND

SELF-RELIANCE LEARNING FOR THE TECHNICAL-VOCATIONAL
EDUCATION AND TRAINING
Ivan Hanafi
State University of Jakarta
ABSTRACT - Technical-Vocational Education and Training (TVET) have an

important role to provide high skilled labor to fulfill the need in industry. But,
most of the existing graduates of TVET assessed are not yet earned up to
the standard of job quality desired by industry. In fact, the industry feels less
satisfied with the achievement of TVET graduates, whether in the quality of
technical area or in the quality of personal. Therefore, an empirical research
is necessary regarding the professional and effective model of TVE system
to equip student for both technical skills and also prepare them to work
according today’s work demand and working expectation. The purpose of
this paper is to presents the findings of the implementation of Active
Oriented Teaching (AOT) and Self-Reliance Learning (SRL) for the TVET to
prepare skilled graduates at middle level of industrial workforce structure.
Furthermore, this paper will be focused on teaching and learning strategies,
including hands-on training approach, student-centered learning, and
project-based learning. Most of them are inclined to more on to learning
theory of Constructivism.
Keywords: Teaching and learning strategy, Technical-Vocational

Education
C32 - CIKGU, GAMBARAJAH INI MENYUSAHKAN SAYA!
Johari bin Surif, Nor Hasniza binti Ibrahim, Mohammad Yusof bin Arshad
Jabatan Pendidikan Sains dan Matematik
Fakulti Pendidikan UTM
ABSTRAK - Artikel ini membincangkan kewujudan kerangka alternatif di

kalangan pelajar yang disebabkan oleh kesukaran untuk menerangkan
sesuatu gambarajah yang ditemui mereka dalam buku teks, buku rujukan
atau penerangan guru di dalam kelas. Gambarajah yang tidak sejajar
dengan konsep saintifik menyebabkan pelajar tidak dapat mentafsirkan
sesuatu gambarajah dengan tepat sekaligus menyebabkan kerangka
alternatif terbina dalam skema pemikiran mereka. Hal ini dapat dilihat
melalui pelbagai contoh yang ditemui dalam buku teks atau buku rujukan
yang digunakan pelajar khususnya dalam matapelajaran kimia. Artikel ini
turut membincangkan implikasi yang mungkin berlaku dalam
pengkonsepan pelajar dan bagaimana strategi pengajaran dan
pembelajaran sains yang berkesan boleh dimanfaatkan untuk mengatasi
permasalahan ini.
40
C33 - A PBL APPROACH FOR ACQUIRING GLOBAL PROJECT

EXPERIENCES IN ARCHITECTURAL, ENGINEERING,
CONSTRUCTION EDUCATION
Rahinah Ibrahim
Faculty of Design and Architecture
rahinah@putra.upm.edu.my
ABSTRACT - A major concern in establishing a global project’s operation is

ensuring the movement of knowledge amongst the team members for a
timely and within the budget implementation. Already operating in the
complex property development process, a global project team must also
work in a situation where professional, cultural, spatial and technological
differences would add the complexity. This paper presents a conceptual
framework for an architectural-construction integration (A-CI) design studio
curriculum in the context of an architectural graduate program. It aims to
apply transdisciplinary principals to educate competent graduates in
sustainable global design-build practice.The A-CI curriculum emulates the
computer-integrated Project Based Learning Laboratory (PBL) model
developed at Stanford University, with a focus on the early design phase of
a project’s design development process. The A-CI curriculum builds on the
PBL’s framework and principles, extending it to include the project financial
and regulatory decision-making process along the planning and
architectural design processes that integrate Modular Coordination
dimensions for open building systems. The proposed extended model
shares PBL’s advantages and cost-effectiveness of working collaboratively
in a cross-disciplinary environment. The A-CI model will initially build
bridges across disciplines by addressing different stakeholders’ issues in
earlier development life-cycle phases. The paper will first present the
literature review, followed by a description on the framework and principles
of the PBL model before proposing how we extend the PBL model to
integrate the early architectural design phase.
Keywords: Architectural Curriculum, Transdisciplinary Learning, Project

Based Learning, Sustainable Architecture
41
C34 - THE IMPACT OF COORPERATIVE LEARNING METHOD IN

INCREASING STUDEN’S ACADEMIC AND SOFT SKILL
PERFORMANCE. AN EXPLORATORY STUDY IN UMS.
Caroline Geetha, Vivin Vincent Chandran

Schoool of Business and Economics
88999 Kota Kinabalu Sabah
caroline@ums.edu.my
ABSTRACT - Many approaches to teaching have been urged by educators

to develop academic achievement. Researchers belive that academic
achievement can be obtained bt promoting student learning increase
student retention and satisfaction and at the same time incorporate the
much talked about soft skills in the form of oral communication and social
skills. This will help the students to eventually create a positive race relation
in line with the country vision. Previous studies have shown that students
achievement both academically and socially can be obtained through
interactive learning method or better known as the coorperative learning
method. Since Universiti Malaysia Sabah is a peoples university that
consists of multiethnic students, an investigation was carried out whether
the performance and the attitude of the students can be improved by
implementing the coorperating learning method. An exploratory study on
200 first year business and economic students was carried out. The course
selected to carry out the investigation was a statistical based coursed called
statistics for business and economics. The result revealed that regardless
on the students ability they performed better academically and socially with
coorperative learning method. It has also helped the students with low
ability to improve their grades with the existence of students with high ability
in their group.
C35 - PEMBELAJARAN KOLABORATIF: BEKERJA SEBAGAI “SATU

KUMPULAN” ATAU “BEKERJA DALAM KUMPULAN”?
Wan Zah Wan Ali, Ahmad Fauzi Mohd.Ayub, Rosnaini Mahmud

Mokhtar Hj.Nawawi, Rusli Abdullah
Jabatan Asas Pendidikan
43400 UPM, Serdang
wanzah@educ.upm.edu.my
ABSTRAK - Pembelajaran kolaboratif adalah satu proses yang

menggalakkan pelajar melibatkan diri dalam aktiviti yang diadakan secara
langsung atau secara berurutan dengan beberapa orang rakan pelajar yang
lain. Pembelajaran ini menekankan kepada konsep bahawa “setiap pelajar
belajar dari pelajar yang lain”. Justeru, ia menggalakkan pelajar untuk
42
menyumbangan idea dan buah fikiran serta menghargai idea dan buah
fikiran orang lain. Dasar pembelajaran kolaboratif ini membenarkan pelajar
memegang peranan sebagai “knowledge provider” dimana pengetahuan itu
dapat dikongsi dengan rakan dan pengajar agar sesuatu pengetahuan itu
dapat difahami dari perspektif yang lebih luas dan mendalam. Disamping
itu, pendekatan ini digunakan untuk menyelesaikan masalah dalam konteks
sebenar atau konteks yang kompleks. Satu faktor yang dominan bagi
kejayaan sesuatu pembelajaran kolaboratif ialah interaksi sosial antara
pelajar dalam kumpulan. Interaksi sosial yang berkesan akan mewujudkan
struktur afektif yang bercirikan hubungan sosial, kesepaduan sosial dan
rasa tanggungjawab terhadap komuniti. Ketiga-tiga ciri ini merupakan
atribut ruang sosial yang membenarkan komunikasi berlaku secara terbuka
serta memanfaatkan aktiviti kolaboratif dan perkongsian maklumat penting.
Kajian ini bertujuan meninjau persepsi pelajar kursus Teknologi Pendidikan
di Fakulti Pengajian Pendidikan, Universiti Putra Malaysia terhadap
interaksi sosial dalam suasana pembelajaran kolaboratif.
Kata kunci: Pembelajaran kolaboratif, Interaksi sosial
C36 - ANALISIS GAYA PEMBELAJARAN PELAJAR BARU

UNIVERSITI MALAYSIA TERENGGANU
Nur Amirah Amiruddin, Fauziah Abu Hasan

Wan Abd Aziz Wan Mohd Amin
Pusat Penjaminan Kualiti
Universiti Malaysia Terengganu
amirah@umt.edu.my
ABSTRAK - Pembelajaran merupakan suatu proses yang berterusan bagi

seorang pelajar Terdapat 3 perkara yang menjadi ukuran kepelbagaian
pelajar iaitu cara atau gaya belajar, pendekatan dan orientasi pembelajaran
dan pembangunan intelektual (Felder: 2005) . Gaya pembelajaran adalah
“ciri kognitif, afektif, dan psikologi kelakuan yang mempengaruhi bagaimana
seorang pelajar melihat, berinteraksi bertindak balas terhadap persekitaran
pembelajaran”. Terdapat pelbagai gaya pembelajaran yang menjadi amalan
pelajar. Gaya pembelajaran yang dipilih adalah berdasarkan keselesaan
dan kesesuaian diri seseorang pelajar terbabit. Gaya belajar ini mungkin
bertukar mengikut masa, contohnya gaya belajar yang digemari semasa
pelajar di sekolah rendah mungkin berbeza apabila mereka berada di
sekolah menengah atau di peringkat universiti. Gaya belajar juga secara
tidak langsung memberi kesan kepada gaya pengajaran guru atau
pensyarah. Oleh itu, kajian ini memfokus kepada taburan indeks gaya
pembelajaran pelajar baru Universiti Malaysia Terengganu. Kajian ini
menggunakan instrumen daripada model gaya pembelajaran Felder-
Silverman (Index Learning Style). Secara keseluruhannya, pelajar baru
UMT memiliki gaya pembelajaran reflective (67.8%), sensing (76.2%),
sequential (72.4%), dan visual (88.5%).
43
C37 - PELAKSANAAN KAEDAH SCL DALAM PENGAJARAN DAN

PEMBELAJARAN KURSUS KENEGARAAN MALAYSIA DI UNIVERSITI
PUTRA MALAYSIA DAN KESANNYA KE ATAS GRED PENCAPAIAN
PELAJAR
Zarina Muhammad
Fakulti Ekologi Manusia, Universiti Putra Malaysia
zbm@putra.upm.edu.my
ABSTRAK - SCL atau kaedah pembelajaran berpusatkan pelajar adalah

kaedah pengajaran terkini yang diterapkan dan digunapakai dalam proses
pengajaran dan pembelajaran di UPM. Berbeza dengan kaedah
berpusatkan pengajar, kaedah SCL yang bersifat focus on students,
constructivism, active learning, ownership of the experience, dan
encourage students to search and research dilihat mampu untuk
mendapatkan hasil pembelajaran seperti yang disasarkan khususnya
dalam menghasilkan pelajar yang berilmu, aktif, produktif, berkebolehan
dan berketerampilan. Sehubungan itu, kajian ini dijalankan untuk
mengenalpasti kaedah pengajaran berasaskan SCL yang digunakan oleh
pengajar-pengajar kursus umum UPM khususnya pengajar kursus
Kenegaraan Malaysia serta menilai keberkesanannya melalui pencapaian
gred pelajar sebelum dan selepas pelaksanaan kaedah SCL.
C39 - WRITING A CASE AS A TEACHING TOOL
Zainal Abidin Mohamed

Pengurusan dan Pemasaran
Ekonomi dan Pengurusan
ABSTRACT - The use of cases has been recognised as an effective mode

of imparting knowledge. The effectiveness of this impartation process will
not only depend on the lecturer (style, confidence, knowledge, experiences,
and many more) but also on the quality of the case itself. Of course it
requires that the case must meet the necessary qualities that enable it to
impart the knowledge that it meant to deliver. Academicians, having gone
through the process of writing umpteen times of lecture notes and seminar
papers who strongly believe that writing a case would be another of those
routine chores then they are in for some surprises. This paper will discuss
and share some of the common defaults that academicians (not familiar
with the art of case writing), make in writing a case. A short case sample will
be used for illustrations.
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C41 - ONLINE INTERACTION: QUANTITATIVE VERSUS QUALITATIVE

APPROACH
¹Mohd Fadzli bin Ali, ²Gordon Joyes

¹Department of Educational Multimedia, Faculty of Education
²School of Education, University of Nottingham
Jubilee Campus, NG81BB
United Kingdom, Gordon
¹p-fadzli@utm.my ²Joyes@nottingham.ac.uk
ABSTRACT - The dilemma of how to measure online group interaction has

been the focus of many researchers who conducted the study of online
learning. In fact, the measurement itself is still being debated whether it
should be designed qualitatively or quantitatively. Brook & Oliver (2003)
stated that the majority of literature that examines the online learning that
occurs within asynchronous discussion has predominantly centred on the
qualitative analysis. In many cases, studying online interaction would take
both approaches which are known as mixed-method approach. The
adoption of quantitative methodology is to complement the study. However,
it is still a debate though. This paper will look at (1) some limitations of the
quantitative approach in measuring online interaction namely the quasi-
experimental design and (2) the use of mix-method approach in the study of
online learning.
Keywords: Online learning, qualitative approach, quantitative approach,

quasi-experimental
C42 - A STUDY OF VISUAL ABILITY BASED ON GENDER

DIFFERENCES WITH FIRST - YEAR UITM CHEMISTRY STUDENTS
Sharipah Ruzaina Syed Aris, Nesamalar V. Kantasamy

Mashiah Domat Shaharudin, Badariah Abu Bakar
Faculty of Applied Sciences
Universiti Teknologi Mara
Shah Alam, Selangor
ABSTRACT - The study of chemistry involves dynamic processes as well

as abstract relationships. In most schools as well as tertiary educational
institutions, 2-dimensional models are frequently used to describe
3-dimensional chemistry concepts. It is therefore essential for chemistry
students to use as well as develop this visualization skill. Visual ability has
now become a prerequisite and essential aid in learning and understanding
chemistry especially in tertiary educational institutions. This study examines
the visual ability of first-year chemistry students based on gender
differences in the Applied Sciences Faculty of (UiTM). Approximately 200
first-year University Teknology Mara (UiTM) chemistry students participated
45
in this visual study using Purdue Visual Rotation Test. This test assessed
participants’ mental rotation ability in 2-dimensional space. Current study
findings indicate clear gender differences in visual spatial ability among
first-year University Technology MARA (UiTM) Chemistry students from the
Applied Sciences Faculty.
Keywords: Visual Ability, Purdue Visual Rotation Test, Gender Differences,

Understanding chemistry
C43 - MANAGING DIVERSITY TRAINING FOR MEDICAL STUDENTS
Harlina HS, Ruzanna Z, Juriza I, Siti Mariam B, Nabishah M

Lokman S
Department of Medical Education
Faculty of Medicine UKM
ABSTRACT - Medical doctors are required to provide equal treatment and

care to all patients, regardless of their age, gender, ethnicity, religion, social
position and financial standing. The basic precepts of medical ethics clearly
illustrate the importance of medical practitioners to be fair, neutral and
unbiased in treating their patients. In a multi-racial, multi-cultural country
like Malaysia, it is extremely important for medical practitioners to have a
sound understanding on diversified elements of their patients’ culture,
religious convictions, values and attitudes - before they can proceed to
treat their patients with respect and dignity. Faculty of Medicine UKM has
included a sub-module of Managing Diversity under the module of Personal
and Professional Development (PPD) in the new integrated curriculum for
the medical programme since the academic year of 2005-2006. The sub-
module is first introduced to the second year medical students through an
hour of interactive concept lecture, followed by a two-hour small group
discussion (SGD) session. In this facilitated session, students are given
three short games designed to explore the similarities and differences
existing within the group. Students are also facilitated to discuss on topics
such as prejudice, bias, stereotyping and discrimination. Further training is
conducted during the outdoor camp activities held in the beginning of the
third year, whereby the groups will debate on controversial topics related to
the patients in the clinics and wards. In the clinical postings, the students’
professional conduct which include the skill on managing diversity is
observed and assessed by their clinical supervisors. It is hoped that the
introduction of such a module will facilitate the medical students to be more
caring, sensitive and aware of the diversity existing around them, which
should lead them to manage the differences appropriately. A group of highly
culturally-competent medical practitioners would be able to be the agents of
change for a more harmonious multicultural, multi-religious society of
Malaysia.
46
C45 - PREDICTING SUCCESSFUL COMPLETION OF MBA STUDY

USING E-MINER
Izwan Nizal Mohd Shaharanee, Chooi-Leng Ang

Fakulti Sains Kuantitatif
Universiti Utara Malaysia, 06010 Sintok, Kedah
nizal@uum.edu.my
ABSTRACT - Data mining is the non-trivial discovery of meaningful, new

correlations, patterns and trends, and the extraction of implicit, previously
unknown, and potentially useful information from large amounts of data.
Companies are using this tool to further understand their customers, to
design targeted sales and marketing campaigns, to predict what product
customers will buy products and the frequency of purchase, and to spot
trends in customer preferences that can lead to new product development.
This paper reports on a study undertaken to explore the strategic
application of data mining in higher education. It was a research that used
E-miner, a data mining tool, to discover hidden knowledge and unexpected
patterns from the Master of Business Administration (MBA) student
database of a local public university. It attempted to identify which students
are likely to perform satisfactorily in their study.
C46 - PERSEPSI PELAJAR TERHADAP PEMBELAJARAN AKSES

KENDIRI MELALUI PENGGUNAAN LAMAN WEB DAN KESANNYA
TERHADAP MATA PELAJARAN SEJARAH
Ahmad Rafaai Ayudin, Norhasni Zainal Abidin

Sek. Agama Menengah Hulu Langat
nonieza@yahoo.com
ABSTRAK - Pembelajaran akses kendiri merujuk kepada usaha dan

inisiatif dalam kalangan pelajar bagi mendapatkan maklumat dan sekaligus
menjadi tapak pembelajaran. Pembelajaran bentuk ini menggerakkan
pelajar menjadi pro-aktif dan produktif. Kajian ini bertujuan untuk
mengenalpasti persepsi pelajar terhadap pembelajaran melalui
penggunaan laman web (website) dan kesannya terhadap mata pelajaran
Sejarah. Seramai 105 pelajar Tingkatan 4 di Sekolah Agama Menengah
Hulu Langat, Kajang Selangor telah dipilih sebagai responden. Manakala 3
orang guru mata pelajaran Sejarah terlibat dalam temubual bagi menjawab
persoalan kajian. Data soalselidik dianalisis dengan menggunakan SPSS
untuk mendapatkan statistik deskriptif dan temubual dianalisis secara
manual. Adalah dikenalpasti pelajar-pelajar yang memperkayakan
maklumat tambahan dengan bahan-bahan daripada laman web, menjadi
lebih yakin, berpengetahuan dan lebih berminat dalam mata pelajaran
Sejarah. Penemuan ini membuktikan pembelajaran Sejarah menerusi
penggunaan laman web adalah sebagai kaedah berkesan yang dapat
membantu meningkatkan pemahaman pelajar terhadap bahan pelajaran
47
yang disampaikan oleh guru di dalam kelas dan mengurangkan kebosanan

pelajar terhadap mata pelajaran yang melibatkan penghafalan fakta yang
berterusan.
Kata kunci: Laman Web, Pembelajaran, Pembelajaran Akses Kendiri,

Sejarah, Teknologi
C47 - AMALAN PELAKSANAAN PENGUJIAN DAN PENILAIAN

BILIK DARJAH DI SEKOLAH RENDAH DAERAH KINTA PERAK
Omar Hisham bin Mohd Baharin, Abd Aziz bin Hj. Shukor
omarh@upsi.edu.my
ABSTRAK - Penilaian merupakan satu bidang yang penting bagi

membantu mendapatkan maklumat prestasi murid dalam akademik
ataupun bukan akademik. Di Malaysia bidang penilaian di sekolah telah
diberi perhatian oleh Kementerian Pelajaran Malaysia tetapi dari segi
perlaksanaannya masih banyak yang perlu diperbaiki. Kajian ini akan
memberi tumpuan kepada tiga aspek penilaian di bilik darjah iaitu untuk
menilai perhatian yang diberi oleh guru-guru yang mengajar dalam
mata pelajaran Sains, Matematik, Bahasa Melayu dan Bahasa Inggeris
dalam mengendalikan pengujian di bilik darjah, mengendalikan latihan
atau kerja rumah dan mengendalikan penyoalan di bilik darjah. Data
telah dikumpul melalui kajian tinjauan dan temu bual dengan bantuan
soal selidik dan protokol temu bual yang dibina oleh sekumpulan
penyelidik. Soal selidik tersebut telah disahkan dan nilai alpha
Cronbachnya ialah 0.92. Sampel kajian ini melibatkan 88 buah sekolah
rendah di daerah Kinta. Sekolah-sekolah tersebut dipilih dengan
menggunakan persampelan berstrata secara sistematik berdasarkan
jenis sekolah. Data yang telah dipungut melalui pentadbiran soal selidik
dianalisis dengan menggunakan pakej SPSS versi 11.5. Kaedah
perangkaan yang akan digunakan ialah peratusan, min, ujian -t dan
analisis varians sehala. Dapatan kajian di Malaysia menunjukkan
majoriti responden berpandangan bahawa guru mata pelajaran
memberi perhatian kepada aspek pengujian, kerja rumah dan
penyoalan dalam melaksanakan penilaian di bilik darjah sama seperti
yang disyorkan dalam Model Penilaian Winggins iaitu berfaedah, jelas,
bebas, asli dan telus. Kecuali aspek kebebasan seperti memberikan
kebebasan kepada guru untuk menentukan tarikh dan masa ujian
dijalankan dan aspek system pemarkahan di mana hasil kerja rumah
murid tidak menyumbang kepada keputusan peperiksaan murid.
Keadaan yang sama berlaku di Indonesia kecuali aspek kebebasan
menentukan tarikh ujian bilik darjah ditentukan oleh guru dan bukan
pihak pentadbir sekolah. Sehubungan itu beberapa syor berkaitan
dengan penilaian bilik darjah dicadangkan supaya ia dapat
dilaksanakan di sekolah.
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C49 - PERSEPSI DAN KESEDIAAN MENGAJAR MATA PELAJARAN

PENDIDIKAN SIVIK DAN KEWARGANEGARAAN (PSK) DI SEKOLAH:
SATU TINJAUAN AWAL KE ATAS TIGA KUMPULAN PELAJAR DI UUM
Nor Azlah Sham binti Rambely, Syahrul Faizaz binti Abdullah

Jabatan Pengajian Umum
Fakulti Sains Kognitif dan Pendidikan
azlah@uum.edu.my
ABSTRAK - Kertas kerja ini merupakan satu tinjauan awal terhadap

persepsi (pandangan pelajar dari sudut keyakinan, keseronokan dan
kebimbangan) dan kesediaan (pelaksanaan Pengajaran dan Pembelajaran
(P&P)) para pelajar Semester 3 Ijazah Sarjana Muda Pendidikan
(Pendidikan Moral) dengan kepujian untuk mengajar mata pelajaran
Pendidikan Sivik dan Kewarganegaraan (PSK) di sekolah. Tinjauan
dilakukan secara kualitatif menggunakan kumpulan fokus. Para pelajar
dibahagikan kepada tiga kumpulan fokus yang terdiri daripada satu
kumpulan para pelajar arus perdana (pelajar lepasan SPM, STPM dan
matrikulasi), satu kumpulan para pelajar Program Khas Pensiswazahan
Guru (PKPG) dan satu kumpulan merupakan gabungan kedua kelompok
pelajar di atas. Tinjauan dilakukan secara kualitatif. Dalam pengutipan dan
pengumpulan data kualitatif, pengkaji menggunakan teknik pemerhatian,
temubual dan bukti dokumen. Hasil kajian menunjukkan terdapat
perbezaan persepsi dan kesediaan mengajar mata pelajaran PSK di
sekolah di antara dua kumpulan pelajar ini. Persepsi kumpulan pelajar arus
perdana terhadap mata pelajaran PSK masih di tahap rendah dan mereka
berada dalam keadaan belum bersedia (masih keliru) bagaimana untuk
melaksanakan P&P di sekolah berbanding kumpulan PKPG yang
mempunyai persepsi tinggi serta bersedia menggunakan pengalaman
mengajar mereka untuk mengaplikasikan P&P PSK di sekolah. Pengkaji
juga menyenaraikan beberapa cadangan supaya perbezaan persepsi dan
kesediaan kedua kelompok pelajar ini boleh dikurangkan.
C50 - KETEPATAN PENGGUNAAN KATA PINJAMAN ARAB DALAM

BAHASA MELAYU DALAM KALANGAN PELAJAR
DI IPTA
Pabiyah Hajimaming, Che Radiah Mezah

ABSTRAK - Kata pinjaman bermaksud kata yang dipinjam secara

langsung daripada bahasa asing atau kata yang diterjemahkan atau konsep
makna yang ditiru daripada kata asing tersebut. Perkataan Arab yang
dipinjamkan ke dalam Bahasa Melayu meliputi pelbagai aspek dan
menyeluruh dalam kehidupan. Walau bagaimanapun, terdapat beberapa
perkataan Arab yang dipinjam ini telah melalui perubahan dari segi bunyi
49
dan makna. Dari segi bunyi, didapati beberapa perkataan Arab yang
dipinjam telah melalui beberapa proses penyesuaian seperti: pengguguran
satu daripada dua huruf yang sama, penggantian huruf dengan huruf lain.
Dari segi makna pula, didapati berlaku perubahan dalam proses
penggunaannya. Di antara perubahannya ialah kata-kata yang dipinjam
diberi makna baru sama ada berlainan atau berlawanan. Kata pinjaman itu
juga membawa makna yang lebih sempit atau dikhususkan daripada
makna asalnya. Perubahan dan penukaran makna yang drastik antara
makna asal dan makna baru seperti ini ada kalanya mendatangkan
masalah kepada pengguna. Hal ini juga akan menyebabkan pelajar bahasa
Arab mengalami kesukaran dalam penggunaan mereka serta mengganggu
kelancaran penggunaan bahasa Arab khususnya dalam penulisan mereka.
Justeru, kajian ini bertujuan untuk melihat sejauh mana ketepatan
penggunaan kata pinjaman Arab dalam bahasa Melayu dalam kalangan
pelajar di IPTA dan mengenal pasti ketepatan penggunaannya oleh pelajar
dalam penulisan mereka serta mengklasifikasi bentuk penggunaannya.
Diharapkan rumusan kajian ini dapat membantu semua pihak yang terlibat
sama ada dari pihak pengajar mahu pun pelajar. Dari pihak pengajar,
diharapkan hasil kajian ini dapat membantu tenaga pengajar bahasa Arab
supaya memberi perhatian dan tumpuan yang lebih kepada pelajar
terhadap aspek yang belum dikuasai oleh mereka. Ianya juga dapat
membantu tenaga pengajar bahasa Arab untuk memilih bahan yang sesuai
dalam pengajaran mereka. Manakala dari pihak pelajar pula, saranan yang
sesuai akan diketengahkan untuk meningkatkan penguasaan mereka
dalam mengguna kata pinjaman Arab dengan betul dan tepat.
C51 - REKABENTUK KAJIAN PEMBANGUNAN PANDUAN KURSUS

MODUL FIZIK UNTUK SAINS KEJURUTERAAN
¹Azlinda Abu Bakar, ²Khalijah Mohd. Salleh

¹Engineering Science Section
Universiti Kuala Lumpur
Malaysian Spanish Institute
²Pusat Pengajian Fizik Gunaan
Fakulti Sains & Teknologi
ABSTRAK - Kepentingan Pendidikan Sains dalam meningkatkan

perkembangan sosioekonomi dan taraf hidup masyarakat di negara ini
telah tercatat dalam Penyata Jawatankuasa Perancangan Pelajaran Tinggi
1966: “Pentingnya ilmu sains dan teknologi dalam memajukan kedua-dua
sumber (tenaga manusia dan alam) ini tidak boleh diperingankan. Satu
asas yang kukuh dalam matapelajaran Sains dengan kadar tenaga
manusia secukupnya membuat pengkhususan dalam berbagai-bagai
lapangan sains adalah penting bukan sahaja untuk penyelidikan tetapi juga
untuk pembangunan”. Secara khususnya pembelajaran sains dipengaruhi
oleh antara lain tiga faktor utama, yakni kurikulum yang mantap, kesediaan
50
mahasiswa untuk belajar dan kesediaan pensyarah untuk membimbing.

Ianya menjurus kepada matapelajaran Sains Kejuruteraan yang
digunapakai oleh mahasiswa peringkat diploma di UniKL Malaysian
Spanish Institute. Kertas ini bertujuan untuk usaha menambahbaik
memerlukan pertama, menilai semula kemantapan dan kesesuaian
kurikulum silabus Sains Kejuruteraan yang sedang digunapakai. Ia ditinjau
dari dua sudut yang dipercayai mempengaruhinya yakni beban kandungan
matapelajaran dan juga latar belakang pelajar (Ramsden dan Entwistle
1981). Kedua, kesediaan mahasiswa belajar dengan penuh minat dan
dedikasi untuk belajar, di samping mempunyai sikap positif berinteraksi dan
menyesuaikan diri. Kesediaan belajar ini juga bersangkutan dengan
keupayaan pelajar memahami konsep sains dan mengunapakai teknik
belajar yang cemerlang. Ketiganya, kesediaan pensyarah membimbing
mahasiswa dengan memahami tahap kemahiran sains mahasiswa,
memahami konsep sains dengan jelas dan menggunakan kaedah serta
insfrastruktur yang bersesuaian untuk aktiviti pengajaran pembelajaran
yang berkesan. Gambaran kajian penyelidikan ini memperlihatkan empat
elemen utama dalam binaan modul fizik yakni institusi, silabus, mahasiswa
dan pensyarah dan aktiviti kelas dalam suasana pembelajaran dan
pengajaran yang berkesan.
C52 - A MIXED METHOD STUDY ON THE SOCIO- PSYCHOLOGICAL

ASPECTS OF HUMAN BEHAVIOR ON ACCOUNTANTS’ ETHICAL
CODE DESIGN AND FORMULATION
Sharifah Khadijah AlHaddad, Rozainun Abdul Aziz

Ibrahim Kamal Abdul Rahman, Zubaidah Zainal Abidin
Faculty of Accountancy
Universiti Teknologi MARA
40450 Shah Alam
Selangor
ABSTRACT - The recurring series of corporate collapses was associated

with members of the accounting profession and the use codes of ethics are
said to address the crises. Since research constitutes part of learning and
teaching, this paper demonstrates the application of mixed method
approach to examine the extent to which the socio-psychological aspects of
human behaviour have been considered in the design and formulation of
the Accountants’ ethical code for the purpose of understanding compliance
to code. By applying Ajzen’s (1988) theory of planned behaviour (TPB),
and taking By-Laws of the Malaysian Institute of Accountants as a sample
for this study, the consideration on the social and psychological aspects of
human behaviour is construed based on the correspondence found
between the contents of the code and the relevant constructs of the theory
established within the social psychological discipline. Krippendorff’s (1980)
contextual content analysis framework is used to distinguish elements of
code that correspond to the theory. For this purpose deductive approach to
51
the coding process were conducted and items were established based on
interpretations and definitions in other studies. The Expert Opinion Survey
is sequentially conducted to validate the outcome of content analysis.
Results provide evidence of the correspondence between relevant
constructs of the theory and the By-Laws of MIA as indicated by the
existence of the items in the text of By-Laws and validated by the expert
survey. The description and interpretation indicated possible consideration
made on the socio-psychological aspects of human behaviour in the design
and formulation of ethical code. It is hoped that this approach will promote
better approach in teaching and learning that can be applied across
disciplines for the benefit of students and educators.
C53 - NUN-FORECASTER - FAST FORWARD INTO THE CORPORATE

FUTURE WHAT LIES AHEAD OF YOU?
Rozainun Abdul Aziz

Faculty of Accountancy, Universiti Teknologi MARA
40450 Shah Alam
rozainun@salam.uitm.edu.my
ABSTRACT - This paper is presented to support our poster presentation

which the approach is two-fold; firstly to introduce the board game, nun-
forecaster, and secondly, the spill-over from the game into proposing
concepts in forecasting. Nun-forecaster is an educational board game, just
like the most familiar ‘snake and ladder’. This idea symbolizes the
importance of forecasting in business, also in our everyday life. The board
game takes us through a journey of ups and downs as well as uncertainties
where we are not sure what lies ahead. So, we are forced to accept events
and circumstances here, nevertheless we must proceed till we finish. This
game tests perseverance, patience and it educates us. The board game
camouflages the academic value of forecasting, researched from an
observation of a scenario in a U.K. university, which in this paper, we offer
further concepts to be applied onto practice. This paper proposes the use of
poster presentation, and discusses highlights of identifying events that lie
ahead of a business. We use the board game and mathematical modelling
to support forecasting function in order to narrow the gap between actual
and forecast performance. An insight into the mathematical model proposed
is given in concept with the hope that both academicians and practitioners
will progress in achieving forecast accuracy. The model explains the use of
probability distribution against point forecasts, the cost function and
fundamentals of Bayesian methodology in approach. In this case, the
emphasis is to index the cost of under and over-forecast of figures that the
business predicts. The paper attempts to give explanations for and cost
effects of imperfect forecasts, an oversight which frequently occurs to
management. It is hoped that readers acknowledge this approach as an
interesting method to attract ‘investors’ of teaching and learning fraternity
for future purposes.
52
Keywords : Board game, Forecasting, Mathematical model
C54 - INSTILLING MORAL VALUES IN REPORT WRITING COURSE
Hajah Siti Akmar Abu Samah

Institute of Leadership & Quality Management
sitiakma@salam.edu.uitm.my
ABSTRACT - The topic may raise eye-brows of its relevance, significance

and approaches. Very often than not several soft skills initiatives have been
put forward by the top leaders of the country of which are very commonly
known as, for example, Rukun Negara, Pelan Integriti Negara (PIN), and
the recent one – Kemahiran Insaniah. All these are targeted to the working
population of the country. However, these are noble values that need to be
instilled at a much tender age of our youths. Being teachers at tertiary level,
do we play a part in this work of nurturing the nature. If we are not
obligated to, is our teaching merely fact dissemination and completing the
syllabus? If we have the sense of responsibility being citizens with these
noble values, do we impart them to our students. And just how do we do
that? In a small area of focus, teaching Report Writing entails much trust in
the choice of topic, data collection, researching for literature, drafting and
writing. These are the tasks that need to be carried out by the students.
They are the process owner of their project and in conducting so, the trust
worthiness sometimes may swerve to plagiarized work, cut-paste practice
or copying from others in carrying out their assignment. Can we inculcate
values in every juncture of progress that they make? This paper attempts to
address so by providing pertinent teaching-learning strategies.
Keywords: Moral values, Soft skills initiatives, Nurturing, Teaching-learning

strategies
C55 - EXPLICATION OF TACIT KNOWLEDGE IN HIGHER EDUCATION

INSTITUITIONAL RESEARCH THROUGH THE CRITERIA OF
PROFESSIONAL PRACTICE ACTION RESEARCH APPROACH:
53
A FOCUS GROUP CASE STUDY AT AN AUSTRALIAN UNIVERSITY
Edward Wong Sek Khin

Institute of Postgraduate Studies & Research
Universiti Tunku Abdul Rahman, Malaysia
skwong@mail.utar.edu.my
ABSTRACT - In this paper, the author reports on a critical and reflective

practitioner heuristic inquiry that investigates a focus group case study of
doctoral candidates concerning the adoption and use of a Knowledge
Management Processes. In addition, the author investigates the research
process itself and his own professional academic practices. Of particular
interest is the conversion of group’s, individual’s, and eventually his own tacit
knowledge into explicit knowledge, whether in the organisational or personal
domains. The paper aims to bring out inner dialogues and open discourse
responses in one-on-one interviews within a phenomenological, reflective
practitioner methodology. The author seeks to explain why the role within a
phenomenological, reflective practitioner methodology is experiencing
increased interest in the nature of critical Institutional Research. One area of
controversy between critical Institutional Professional Research and the
traditional Institutional Professional Research is the role of “reflective
practice," which remains under-developed. In this paper, the importance of
reflective practice employing the term "living thesis paradigm" as a means of
developing expert research methods will be explored.
Keywords: Action Research, Higher Education Knowledge Management,

Reflective Practice, and Institutional Professional Research
C56 – PROGRAM PENINGKATAN PROFESIONAL:

PEMANTAP PEGAWAI AKADEMIK INSTITUSI PENGAJIAN TINGGI
Mansor Ahmad, Juraidah Mohamad Amin, Turiman Suandi, Sidek Ab.Aziz,

Lailawati Bakar, Yasminani Mohamad, Haryati Abdullah
mansorahmad@putra.upm.edu.my
ABSTRAK - Perubahan keperluan dan perkembangan dalam pasaran kerja

kini menjadikan Institusi Pengajian Tinggi sebagai organisasi penjana
tenaga kerja yang dinamik. Cabaran menghasilkan tenaga kerja
professional yang berkualiti perlu ditangani oleh setiap entity dalam institusi
khasnya tenaga pengajar atau pegawai akademik yang
dipertanggungjawabkan secara langsung untuk membentuk, memimpin dan
melahirkan graduan yang berkualiti dan berdaya saing. Pegawai akdemik
institusi pengajian tinggi perlu memberi tekanan dan tumpuan dalam tiga
aspek iaitu pengajaran dan pembelajaran, penyelidikan dan perkhidmatan
professional. Persoalannya, bagaimanakah pegawai akademik mampu dan
54
terus maju untuk menghadapi cabaran dalam mendidik generasi akan

datang, memberi sumbangan dalam penyelidikan dan perkhidmatan
profesional. Pegawai Akademik Universiti Putra Malaysia (UPM) telah
menyahut cabaran ini dengan merangka satu pendekatan untuk menangani
isu ini secara keseluruhan dan ia dikenali sebagai Program Peningkatan
Profesional atau Continuing Profesional Development (CPD) hasil
penjenamaan semula PUTRA SATRIA. Program pembangunan yang
dirangka merupakan inisiatif bagi profesion akademik dan merangkumi
ketiga-tiga aspek penting pegawai akademik universiti iaitu pembangunan
dalam pengajaran dan pembelajaran, penyelidikan dan perkhidmatan
profesional. Sejumlah kursus telah disenaraikan dalam program yang
ditawarkan oleh Pusat Pembangunan Akademik. Kursus dalam program ini
boleh diguna pakai untuk Kursus Induksi, Penilaian Tahap Kecekapan dan
Pemantapan Kerjaya pegawai akademik. Ia memberikan peluang kepada
pegawai akademik untuk mengikuti program yang sesuai dengan tahap
setiap individu dan dikendalikan oleh tenaga pakar dalaman universiti.
Program ini memberikan satu alternatif kepada universiti dalam
membangunkan tenaga pakar secara berterusan. Program sebegini perlu
dilaksanakan oleh semua institusi pengajian tinggi Malaysia bagi menjamin
pemilikan tenaga akademik yang cukup kompitent bagi mancapai hasrat
melahirkan graduan yang berkualiti dan berdaya saing.
C57 - IMPLEMENTATION OF OUTCOME-BASED EDUCATION (OBE) IN

UNIVERSITI PUTRA MALAYSIA: A FOCUS ON STUDENT LEARNING
OUTCOMES (SLO)
Mohd Ghazali Mohayidin, Ghazali Mustafa, Turiman Suandi, Roselan Baki

Norfaryanti Kamaruddin, Nor Azirawani Man, Azura Adam, Siti Norziah Abdullah
ABSTRACT - The move towards applying outcome-based education (OBE)

in teaching and learning at tertiary education level has become one of the
most important topics in recent years. Education authority is giving greater
attention to evaluate outcomes of education projects. Apart from the three
learning domains; namely, cognitive, psychomotor and affective, the
Ministry of Higher Education (MoHE) has determined and listed eight
learning outcomes for higher education institutions. These learning
outcomes are important in providing wholesome quality education to
students. The Centre for Academic Development at UPM has conducted a
study starting from the second Semester of the 2005/2006 academic year
to determine the extent to which these learning outcomes have been
achieved. Results of the study will be used to develop effective intervention
strategies that can be practiced to achieve the desired SLOs. This includes
the development of: guidelines for identifying and defining SLOs, strategies
for selecting suitable teaching approaches, guidelines for selecting
55
appropriate assessment techniques and development of policies and

guidelines to implement OBE. Questionnaires were distributed to UPM
lecturers and the data were analysed using descriptive statistics. The result
shows the overall achievement according to different domains were as
follows: cognitive domain was at level 4, psychomotor domain at level 4 and
affective domain at level 3. The Ministry’s set of learning outcomes revealed
the following result: The highest score went to the outcome of providing
KNOWLEDGE to students, while the least achievable learning outcome
was MANAGERIAL AND ENTREPRENEURIAL SKILLS. The results infer
low order thinking skills were highly observable and soft-skills among
students were lacking and this problem needs to be addressed quickly and
effectively.
Keywords: OBE, Teaching and learning domains, Learning outcomes,
56
TEKNOLOGI DAN INOVASI DALAM
D
12-14 Disember 2007

D01 - SISTEM LATIHAN ROBOTIK MENGGUNAKAN

KAWALAN PLC
Saifullizam Puteh, Noor Syawwal Ab Latip, Norfilzah Ghazali

saifull@uthm.edu.my
ABSTRAK - Sistem latihan robotik menggunakan kawalan programmable

logic control (PLC) merupakan satu rekabentuk Alat Bahan Bantu Mengajar
(ABBM) yang digunakan di dalam topik pengenalan kepada robotik bagi
mata pelajaran Pengajian Kejuruteraan Elektrik dan Elektronik. Objektif
sistem latihan ini ialah untuk mereka bentuk sistem latihan robotik dan PLC
sebagai ABBM. Penghasilan sistem latihan ini merangkumi aspek kajian,
penghasilan model dan pembangunan sistem latihan. Penggunaan model
rekabentuk juga digunakan bagi menghasilkan sistem latihan yang lebih
teratur dan sempurna. Metodologi menggunakan model ADDIE bagi modul
dan model SDLC untuk rekabentuk. Sistem latihan ini merangkumi sebuah
model robotik dan PLC yang disertakan dengan manual penggunaan dan
ujikaji makmal. Sistem latihan robotik dan PLC ini diharapkan menjadi
penggerak kepada pemahaman pelajar dalam mata pelajaran PKEE dan
seterusnya menjadi penggerak di dalam perkembangan Pendidikan Teknik
dan Vokasional di Malaysia.
D02 - TO IMC OR NOT TO IMC?

TECHNOLOGY AND INNOVATION IN TEACHING AND LEARNING
FROM THE INTEGRATED MARKETING COMMUNICATION
PERSPECTIVE (IMC)
Nor Azura Adzharuddin

Jabatan Komunikasi, Fakulti Bahasa Moden & Komunikasi
ctlhe07_paper@upm.edu.my
ABSTRACT - The Integrated Marketing Communication is one channel of

persuasion which has been widely used in areas that involves the need to
market products or services. The synergy that is gained through the IMC
approach provides more benefit to consumers in understanding the
messages wanted to be conveyed by marketers or advertisers. In today’s
world of technology and innovation, the education industry must also not be
left behind. This fairly means that there is also the urgency and the need
among educators to innovate with the use of technology and combined with
the creativity, to come out with the new idea, to apply the concept of IMC
(Integrated Marketing Communication) in teaching and learning. So where
does the technology come from? It comes through the process of conveying
‘messages’, ‘notes or lectures’ through the use of the Internet and
integrated with other channels of communications. On the other hand,
creativity comes from the ‘facts’ themselves, in how the ‘messages’, ‘lecture
57
notes’ are presented to our precious consumers, the students. So the

question is whether the education industry should accept whether to IMC or
not to IMC as part of the teaching and learning process in the higher
institution of learning.
D03 - GAYA KOGNITIF FI-FD PELAJAR MELALUI PERISIAN ANIMASI

GRAFIK
Ahmad Rizal Madar, Yahya Buntat

Jabatan Pendidikan Kejuruteraan
rizalm@uthm.edu.my
ABSTRAK - Teknologi multimedia adalah salah satu bidang teknologi

pengkomputeran terkini dan semakin pesat digunakan. Dengan adanya
teknologi multimedia ini, penggunaannya seharusnya diperkenalkan dalam
sistem pendidikan. Bidang kejuruteraan merupakan salah satu cabang
sains yang melibatkan pengetahuan tentang matematik, prinsip teknikal,
sains semulajadi yang diperolehi daripada pengalaman dan latihan untuk
menghasilkan atau memperbaiki produk atau proses yang memberi
manfaat kepada manusia. Lapangan ini memerlukan analisis yang
sistematik dalam merekabentuk, menyelenggara dan membangunkan
suatu sistem yang kompleks. Gabungan penggunaan perisian multimedia
boleh membantu pelajar kejuruteraan dalam memahami konsep dan teori
asas dalam bidang kejuruteraan. Setiap pelajar adalah berbeza gaya
kognitifnya berbanding pelajar yang lain. Field Independent (FI) dan Field
Dependent (FD) adalah suatu gaya kognitif yang merangkumi satu cara
yang tetap dalam menghadapi alam sekitar secara analisis atau secara
global Kertas kerja ini akan membincangkan berkaitan gaya kognitif FI-FD
pelajar melalui perisian animasi grafik.
D04 - PENDEKATAN E-DIGITAL SEBAGAI TEKNIK PENGAJARAN

EFEKTIF DAN MESRA PEMBELAJARAN
Mohd Nor Hajar Hasrol Jono, Azlan Abdul Aziz, Prasanna Ramakrisnan
Fakulti Teknologi Maklumat dan Sains Kuantitatif
hasrol@tmsk.uitm.edu.my
ABSTRAK - Kandungan berbentuk digital bukan lagi merupakan perkara

asing dalam sistem pendidikan hari ini. Kejayaan aplikasi berbentuk digital
yang dibantu dengan teknik multimedia serta kecanggihan infostruktur
mampu melaksanakan proses pengajaran dan pembelajaran dengan
kandungan modul yang efektif dan tersusun. Bertolak daripada pengajaran
aplikasi sekolah bestari yang kurang menyerlah disebabkan kelemahan
58
aspek pengisian yang efisien dan efektif, plan latihan kemahiran dan
pembangunan bahan elektronik perlu dijayakan sebaiknya. Dalam realiti
dunia pendidikan tinggi, keperluan pembelajaran berbentuk digital semakin
relevan lantaran desakan masyarakat memiliki pendidikan tertiari yang
meningkat dengan kapasiti kampus yang terhad. Hari ini, kita dapati mata
pelajaran dan juga bahasa Inggeris merupakan satu kewajipan dan juga
kepentingan kepada seseorang pelajar. Bahan pembelajaran berbentuk
digital menjadi mod pembelajaran elektronik yang efektif dan ia
berlangsung dalam bentuk yang pelbagai bagi memudahkan pembelajaran
pelajar-pelajar pada masa kini. Konsep pembelajaran atas berbentuk digital
sahaja mengadaptasi e-buku malah turut mengandungi animasi, audio,
video dan juga antaramuka yang interaktif bagi menarik perhatian pelajar.
Biar apapun, persoalan seterusnya adalah sejauh mana kandungan sistem
tersebut dibangunkan dengan konsep yang mesra, efisien, efektif dan
malah humanistik. Sekali lagi isu medium teknologi dan fasiliti, serta
kapasiti guru/ pensyarah akan timbul dan memerlukan solusi segera dan
berterusan. Kertas ini merupakan catitan perkongsian pengalaman
pembangunan kandungan berkesan secara menyeluruh di UiTM dengan
merujuk kepada beberapa model universiti bertaraf dunia.
D05 - BLENDING ONLINE FORUM DISCUSSIONS WITH FACE-TO-

FACE TEACHING
Chan Chang Tik

INTI International University College
Centre for Instructional and Technology Support
Persiaran Perdana BBN, Putra Nilai
71800 Nilai, Negeri Sembilan
chanct@intimal.edu.my
ABSTRACT - In this study involving 85 students and 3 lecturers we would

like both parties to realize that even though they meet everyday in a face-
to-face teaching online forum discussion is still significant. There are three
important factors to consider for a successful implementation of online
discussion. They are choice of forum topic, lecturer’s role and technical
support. Lecturers should not participate actively in online discussions but
they must choose an interesting topic to captivate the students into lively
debate in a forum which is technically supported. The finding in this study
shows that students have a wrong perception of the lecturer’s role in online
discussion because they are very accustomed to letting the lecturer takes
the lead in a face-to-face discussion. Further more, we have to give
adequate attention to the technology supporting the system to avoid
hiccups in our quest for successful online discussion. This suggestion is
supported by Suanpang and Petrocz (2006) in their implementation of e-
learning in Thailand. Setting up a lecturer’s online forum can provide
lecturers a platform to express their ideas in writing instead of orally as they
are normally accustomed to. Online discussion is not a passing fad and
59
lecturers must not be adamant to change in order to provide our students

with skills necessary to survive in the flat world.
D06 - INFORMATION TECHNOLOGY (IT) SKILLS DEVELOPMENT IN

UNDERGRADUATE ACCOUNTING PROGRAMME: INFLUENTIAL
FACTORS
¹Rosmila, ²Broad
¹Department of Accounting and Finance
Faculty of Economics and Management, University Putra Malaysia
²School of Management, University of Southampton, SO17 3AS, UK.
rosmila@econ.upm.edu.my
ABSTRACT - This research attempts to understand the process of

enhancing IT skills development in undergraduate accounting programme
using grounded theory methodology. It aims to gain an insight into the
research area from the perspectives of accounting practitioners, accounting
educators and accounting students including alumni. The primary data
collection methods are focus group, personal interviews, documents
reviews and observations. This paper discusses the findings on factors
perceived to influent the development of IT skills in the programme. It
suggests that university policy, employers’ expectation, other universities’ IT
skills development, quality assurance review and professional examination
exemption are the main external factors that influent the IT skills
development. More to the point, the internal factors such as educators’
personal motivation and interest perceived to be more influential in the
decision to include and develop IT skills in the teaching process. These
findings make significant contributions towards IT skills development and
innovation in accounting education.
Keywords : Accounting education, Information Technology skill, Grounded

theory
60
D07 - PROJECT-BASED APPROACH INCORPORATING IT

COMPONENT
Loh Yoke Len

Centre for The Promotion of Knowledge and Language Learning
Universiti Malaysia Sabah, Locked Bag 2073, Teluk Sepangar
88999 Kota Kinabalu, Sabah, Malaysia
lyl@ums.edu.my
ABSTRACT - How can lecturers at institutes of higher learner incorporate

the IT component effectively into their teaching? This paper offers an
acquiescent means of achieving that through a project-based approach to
teaching with a touch of IT based on an Intel Teach Program. A project
entitled “Improving Oral English Proficiency Level among Secondary School
Students” was assigned to fifty TESL first year students at UMS. Taking up
roles as Curriculum Development officers, they carried out a series of tasks,
such as designing a questionnaire, conducting a survey in schools,
reporting findings, preparing a proposal, and conducting a classroom
speaking activity. The IT support was utilised in creating student multimedia
presentations, publications, web sites and evaluation tools. The Intel Teach
Program also provided templates for planning the entire project and
production of student and teacher support materials. This paper provides
clear evidence that lecturers can make creative use of technology to impart
knowledge to their students and engage them in learning.
D09 - EFFECTIVE PEDAGOGY IN TEACHING COMPUTER

NETWORKING FOR NON-TECHNICAL STUDENTS
Nazre b. Abdul Rashid, Khairulanuar b. Samsudin, Rasyidi Johan

Fakulti Teknologi Maklumat dan Komunikasi
UPSI, 35900 Tanjong Malim
Perak Darul Ridzuan
nazre@ftmk.upsi.edu.my
ABSTRACT – The field of computer Networking is currently undergoing

rapad advances that have affected the way it is being conducted in Ander
graduate programs. Initially, this discipline was sufficiently imparted through
a sinle course quite independent of other courses but of late, the teaching
methodology may necesítate the integration of several courses as the
subject matter is intertwined with other disciplines. Thus, teaching
Computer Networking can be daunting particularly for the non-technical
students. The situation is further aggravated as different teaching methods
are used as the experts of computer Networking for the non-technical
students base don the authors experince in teaching Computer Networking
to the Bachelor in Education ( Information Technology) undergraduates at
the Universiti Pendidikan Sultan Idris (UPSI), Malaysia.
61
Keywords : Effective pedagogy, Computer Networking, Non-technical

students
D10 - ADVANCING SELF-REGULATED LEARNING STRATEGIES

THROUGH INTERACTIVE E-LEARNING COMMUNITY (IELC)
Vighnarajah, Wong Su Luan, Kamariah Abu Bakar

Faculty of Educational Studies
iolasus@gmail.com
ABSTRACT - The interactive e-learning community (iELC) discussion

platform attempts to advance the World Wide Web (WWW) as an extension
of teaching technology to develop better self-regulated learning strategies.
The iELC assimilates both traditional and online classroom advantages.
Hence, self-regulated learning strategies are practiced through
synchronous discussion in classrooms and asynchronous discussion in
iELC forums. This paper examines development of self-regulated learning
strategies through participation in iELC discussion platform. Learners with
effective self-regulated learning skills are better at managing their learning
process. The Solomon-Four Group research design was employed for the
study. Samples (n = 102) consisted of Form Four Physics KBSM students
from regular national secondary schools in Kuala Lumpur. The Motivated
Strategies for Learning Questionnaire (MSLQ) was used to measure the
samples’ use of self-regulated learning strategies. Two-way analysis of
variance was conducted to explore the impact of two independent factors
(iELC treatment and administration of pretest) on one dependent variable
(self-regulated learning posttest mean scores). This paper highlights on the
statistically significant main effect for the iELC treatment [F (1, 98) = 17.92,
p=0.000], and this effect size was big (eta-squared= 0.16). This result
indicates that participation in iELC discussion platform is able to
significantly develop better self-regulated learning strategies compared to
traditional classroom setting.
D11 - PENGGUNAAN TEKNOLOGI KOMUNIKASI DAN MAKLUMAT

DALAM PEMBELAJARAN BAHASA MELAYU
BAGI PELAJAR-PELAJAR LUAR NEGARA
Ismail Suardi Wekke

Ford Foundation International Fellowship Program
Fakulti Pendidikan, Universiti Kebangsaan Malaysia
Iswekke@Antarbangsa.Net
ABSTRAK - Keperluan mewujudkan proses pembelajaran sangat penting

untuk memenuhi cabaran dunia pendidikan dan pembentukan sumber
manusia yang kreatif untuk menghasilkan graduan yang mampu berdaya
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saing di pasaran global. Penggunaan teknologi komunikasi dan maklumat

dalam proses menyampaikan pengajaran dan pembelajaran merupakan
salah satu strategi yang dapat meningkatkan pencapaian kemahiran
pelajar. Kertas kerja ini akan membincangkan bagaimana teknologi
komunikasi dan maklumat memberi peluang kepada individu untuk
mencapai kecemerlangan dalam pembelajaran Bahasa Melayu di Universiti
Kebangsaan Malaysia. Kajian dijalankan untuk mengenalpasti proses
pembelajaran Bahasa Melayu bagi pelajar-pelajar dari luar negara dalam
penggunaan teknologi komunikasi dan maklumat. Kajian ini dijalankan ke
atas pelajar-pelajar universiti yang mengambil kursus Bahasa Melayu untuk
keperluan akademik dengan menggunakan kaedah temubual mendalam,
pemerhatian dan soal selidik. Hasil analisis menunjukkan bahawa tahap
penggunaan pelbagai kemudahan media teknologi komunikasi dan
maklumat dalam kalangan pelajar sangat tinggi. Teknologi merupakan
perkakasan yang berkesan di dalam proses pengajaran dan pembelajaran.
Pengaplikasian teknologi di dalam pembelajaran Bahasa Melayu
direalisasikan dengan penggunaan secara terus untuk menyokong
pengajaran yang berlangsung di dalam kelas. Pembelajaran terancang
dilakukan dengan memaksimakan potensi teknologi bagi mempertingkatkan
kemahiran berbahasa pelajar terutama keterampilan menulis. Dengan
anjakan pendekatan pengajaran seperti ini, tidak hanya pensyarah yang
berfungsi sebagai penyedia maklumat, tetapi juga pelajar-pelajar turut
menyumbang dalam interaksi pembelajaran yang boleh menjangkau lebih
daripada dinding-dinding bilik kuliah di universiti. Dengan menggunakan
kecekapan teknologi boleh mengenalpasti maklumat daripada seluruh
pelosok dunia dari hujung jari seseorang pelajar sahaja.
D12 - TAHAP PENGUASAAN KEMAHIRAN BERFIKIR KRITIS DI

KALANGAN PELAJAR PROGRAM PENDIDIKAN DI IPT AWAM
Marlina Ali, Shaharom Noordin

Jabatan Pendidikan Sains dan Matematik, Fakulti Pendidikan, UTM
p-marlina@utm.my
ABSTRAK - Kajian ini dijalankan bertujuan untuk menentukan tahap

penguasaan kemahiran berfikir kritis di kalangan pelajar program
pendidikan disalah sebuah Institut Pengajian Tinggi Awam (IPTA). Seramai
109 orang pelajar program Pendidikan Fizik dari Universiti Teknologi
Malaysia terlibat dalam kajian ini yang terdiri dari 26 orang pelajar lelaki dan
83 pelajar perempuan. Julat umur pelajar yang terlibat adalah di antara 19
hingga 28 tahun. Alat kajian yang digunakan dalam kajian ini ialah Watson
Glaser Critical Thinking Appraisal (WGCTA-A). Statistik deskriptif seperti
min, sisihan piawai dan peratusan serta statistik inferensi seperti korelasi
Pearson r digunakan dalam kajian ini. Keputusan kajian menunjukkan
tahap kemahiran berfikir kritis pelajar program Pendidikan Fizik adalah
sederhana. Di samping itu keputusan menunjukkan bahawa tahap
kemahiran berfikir kritis merentas CPA juga adalah sederhana.
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Perbandingan keseluruhan kemahiran berfikir kritis terhadap CPA masing-

masing adalah tidak bererti pada aras .05. Menerusi analisis korelasi
Pearson r, menunjukkan semakin tinggi tahap kemahiran berfikir kritis
semakin tinggi CPAnya.
D13 - KE ARAH PEMBENTUKAN MODEL PEMANTAUAN PRESTASI

PENGURUSAN PROJEK PERISIAN
Mazlan bin Mohd Sappr

Jabatan Sains Pemutusan, Fakulti Sains Kuantitatif
lolan@uum.edu.my
ABSTRAK - Pembangunan perisian merupakan suatu proses yang

kompleks dan dinamik mengikut evolusi perisian dari semasa ke semasa.
Pengurusan projek yang efektif adalah penting bagi memastikan kejayaan
pembangunan perisian. Kumpulan pembangunan perisian mempunyai
tanggungjawab dalam menyediakan sistem komputer yang menepati kualiti
perisian dan keperluan pengguna akhir. Selalunya, sistem yang dihasilkan
tidak memenuhi kehendak sebenar pengguna. Metrik perisian menyediakan
penyelesaian bagi isu kualiti perisian melalui maklum balas kepada
pengurus projek dalam memantau status projek. Kajian ini adalah
berkenaan dengan pembentukan model pemantauan prestasi pengurusan
projek perisian berasaskan metrik yang akan dijadikan panduan dalam
memandu proses pembangunan perisian pada fasa keperluan, fasa reka
bentuk dan fasa implementasi. Fokus kajian juga mengambil kira
bagaimana pemantauan dilakukan ke atas budaya kerja staf IT semasa
proses pembangunan. Bagi tujuan ini, alat bantu iaitu Staff Evaluation &
Monitoring Program (StEMP) telah dibangunkan untuk memproses nilai
metrik dan mempersembahkan maklumat seperti perbandingan masa suatu
aktiviti dan masa yang diambil untuk pembetulan ralat. Seterusnya output
ini akan digunakan untuk menyokong aktiviti pembuatan keputusan oleh
kumpulan projek. Sebagai kesimpulannya kajian ini menerangkan
bagaimana metrik-metrik dipilih dan bagaimana ia diimplementasikan bagi
meningkatkan kualiti perkhidmatan pembangunan projek perisian.
Kata kunci: Metrik perisian, Pemantauan, Prestasi staf, Kualiti, Penilaian
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D14 - FAKTOR-FAKTOR PENERIMAAN PEMBELAJARAN SECARA E-

LEARNING DI KALANGAN MAHASISWA FAKULTI PENDIDIKAN
UNIVERSITI TEKNOLOGI MALAYSIA
Abdul Halim bin Abdullah, Mohini bte Mohamed

Jabatan Pendidikan Sains & Matematik
Fakulti Pendidikan
ABSTRAK - E-learning merupakan salah satu kesan dalam sektor

pendidikan akibat daripada kepesatan teknologi maklumat dan komunikasi
di abad ke-21 ini. Ia merupakan antara langkah penambahbaikan sistem
pendidikan yang wujud pada hari ini. Namun untuk memastikan
penerimaan sistem pembelajaran e-learning di kalangan pelajar di
peringkat pengajian tinggi bukan usaha mudah kerana mereka sudah
terbiasa dengan sistem pengajaran dan pembelajaran secara tradisional
sejak dari peringkat sekolah rendah lagi. Jadi kajian ini dilakukan untuk
mengenalpasti faktor-faktor yang menentukan penerimaan sistem
pembelajaran secara e-learning di kalangan pelajar Fakulti Pendidikan,
Universiti Teknologi Malaysia (UTM). Seramai 300 orang mahasiswa
terlibat dalam kajian berbentuk kuantitatif ini dan mereka memberikan
respon berdasarkan kepada skala likert lima peringkat. Instrumen yang
digunakan ialah set soal selidik yang terdiri daripada dua bahagian iaitu
Bahagian A dan Bahagian B. Bahagian A merupakan maklumat demografi
pelajar dan Bahagian B terdiri daripada item-item yang mewakili empat
faktor penerimaan e-learning iaitu karakter pensyarah, karakter pelajar,
teknologi dan sokongan. Terdapat 51 item di dalam soal selidik tersebut
iaitu 12 item (PEN1 hingga PEN12) untuk faktor karakter pensyarah, 22
item (PEL1 hingga PEL22) untuk faktor karakter pelajar, 12 item (TEKN1
hingga TEKN12) untuk faktor teknologi dan 5 item (SOK1 hingga SOK5)
untuk faktor sokongan. Hasil dapatan menunjukkan bahawa faktor karakter
pelajar merupakan faktor utama dalam menentukan penerimaan
pembelajaran secara e-learning di kalangan pelajar Fakulti Pendidikan
UTM. Ini diikuti dengan faktor karakter pensyarah, faktor sokongan
universiti dan faktor teknologi. Setelah diperinci, subfaktor motivasi,
kemahiran menggunakan komputer dan ’mindset’ pelajar menjadi subfaktor
utama dalam penerimaan e-learning dan kemudian diikuti oleh subfaktor
yang mengkaji persepsi pelajar terhadap keberkesanan dan interaktiviti
sistem e-learning, subfaktor kemampuan pelajar untuk berkolaborasi
secara interaktif dan subfaktor cara dan kawalan pensyarah dalam e-
learning.
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D15 - KEBERKESANAN POWERPOINT DARI SEGI PEDAGOGI DI IPT
M. Z. Kamsah, J. Harun
Centre for Teaching and Learning
ABSTRAK - Peranan perisian persembahan seperti PowerPoint dalam sesi

pembentangan dan penyampaian samada dalam dunia perniagaan atau
pendidikan telah lama bertapak. Sepuluh tahun dahulu, PowerPoint hanya
sering digunakan di bilik-bilik mesyuarat atau beberapa bilik kuliah di IPT.
Hanya beberapa orang pensyarah mempunyai keyakinan untuk
menyediakan bahan kuliah dan menyampaikan syarahan dengan
menggunakan perisian PowerPoint ini. Namun kini, penggunaan
PowerPoint di IPT semakin meluas dengan hampir setiap bilik kuliah telah
dilengkapkan dengan kemudahan komputer dan projektor LCD. Pensyarah
yang tidak menggunakan PowerPoint dilihat sebagai ketinggalan dan
penyampaian kuliah tanpa menggunakan PowerPoint dilihat sebagai
membosankan. Walau bagaimanapun, penggunaan PowerPoint semata-
mata tanpa disokong dengan strategi dan pedagogi yang bersesuaian
dengan gaya pembelajaran pelajar, mungkin tidak menjamin kualiti hasil
pembelajaran yang diharapkan. Oleh itu, kertas kerja ini akan mengupas
peranan perisian PowerPoint dalam pengajaran dan pembelajaran di IPT
dari sudut pedagogi khususnya dari segi (1) tindakbalas pelajar (2) hasil
pembelajaran (3) gaya pembelajaran dan (4) kesan pelbagai media pada
slaid PowerPoint.
D16 - EXPERT SYSTEM FOR SELF LEARNING IN GEOTECHNICAL

ENGINEERING
Indra Sati Hamonangan Harahap

Civil Engineering Department
indrasati@petronas.com.my
ABSTRACT - Currently integration of information technology (IT) into a

learning process (teaching, training and tutorial) is a common practice. One
of the examples of the application of IT is computer based training/tutorial
(CBT). Critique of the use of CBT system to replace traditional
instruction/tutorial method is based on lack of feedback from computer to
users, no interaction between computer and users, and static knowledge
contain within the software. Feedback from CBT system is limited to grading
the user by counting the wrong answer from total question for a given test
without providing any feedback as to why the answer is right or wrong. CBT
system has a static knowledge unless the software is regularly updated. In
contrast, in conventional approach, the instructor’s knowledge is expanding
everyday. In CBT, interaction between the system and user is totally
unavailable. Solutions contain in the software usually case based problems
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with text book type solution. Extension of CBT into intelligent computer
based training system (ICBT), by incorporating expert system (ES)
technology into the system, make it possible to upgrade the system
knowledge, and to some extend provide feedback to user. Interaction, to a
limited extend, is also possible. In previous work a conceptual framework
of ES has been proposed as a teaching aid in geotechnical engineering
courses. The paper will present implementation of the framework in soil
improvement domain. Firstly, the paper will briefly discuss the expert
system and its application in education and training. Next the range of
knowledge necessary possessed by user to solve soil improvement
problem will be discussed, and finally, implementation of knowledge probing
method used in the system will be discussed. The intended users are
student taking course in soil improvement method.
Keywords: Computer based training, Intelligent system, Soil improvement.
D17 - USING TECHNOLOGY TO ENHANCE STUDENT LEARNING IN

PHYSICS
Zaidan Abdul Wahab, Zainal Abidin Sulaiman, Sidek Abd Aziz

Mahdi Abdul Wahab
Department of Physics
ABSTRACT - The availability of an ever-increasing number of web-based

teaching and learning materials and techniques has open up more
opportunities for teachers and educators to implement and incorporate
these materials in their lectures. This paper will talk about selected samples
of web-based curricular materials appropriate for courses at the introductory
and intermediate level physics. Some examples of these web-based
teaching materials and techniques which could /have been used in a typical
physics class/subject will be discussed. We will explore how in specific
physics topics or concepts, integrating these web-based materials has
helped teachers to effectively deliver the lessons and facilitate in the
learning. It is suggested that the use of ICT/web-based materials within
collaborative learning environment of the Student Centered Learning
approach could improve student learning of and attitudes toward physics.
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D18 - KNOWLEDGE MANAGEMENT & THE LMS: PERCEPTIONS,

EXPECTATIONS AND USE OF THE LEARNING CARE LEARNING
MANAGEMENT SYSTEM IN TEACHING SOFT SKILLS
¹Merza Abbas, ²Mazida Ahmad

¹Centre for Instructional Technology & Multimedia
²Faculty of Information Teknology
¹drmerza@yahoo.com
ABSTRACT - All public universities are required to ensure that their

graduates possess the necessary soft skills upon graduation. The methods
employed by the universities to teach soft skills can be classified into the
direct method (based on special courses) or the indirect method (with the
skills embedded in normal programme courses). Most older universities
generally employ the embedded method for their undergraduate
programmes, but like the newly established universities offer special soft
skill courses for professional programmes such as engineering,
architecture, and management. Despite all the efforts, however, the
conceptualization and the teaching of soft skills are not based on adequate
theories or models nor are the soft skills designed to be developed through
the use learning management technologies such as LMS or LCMS that
employ the embedded method. This paper interprets and conceptualizes
the soft skills based on the Nonaka & Takeuchi (1995) knowledge
management paradigm that involves processes of knowledge conversions
between tacit and explicit knowledge through the stages of socialization,
externalization, combination, and internalization, and explores the potentials
of the Learning Management System in assisting in the development of soft
skills from this perspective. The sample of the study consisted of 70
lecturers and 430 students who were actively engaged in teaching and
learning activities with LMS support. The factors investigated were lecturer
& student perceptions, expectations, and use of the LMS in teaching and
learning activities using sets of online questionnaires adapted from
Anantatmula & Kanungo (2005) and Chan, Tan & Tan (2002). The findings
showed that the lecturers and students held different perceptions and
expectations regarding the LMS and used the LMS differently by subject
domains with regards to socialization, externalization, combination, and
internalization, and the many of these differences were significant. It was
also found that younger and less experienced lecturers used the system to
emphasize or teach explicit knowledge while the older and more
experienced lecturers emphasized the teaching of tacit knowledge. The
findings suggest that nothing should be taken for granted and that more
rigorous teaching-learning structures need to be embedded in any LMS.
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D19 - TEACHING METHODOLOGY: USE OF DUAL CODING IN

VOCABULARY TEACHING?
¹Wan Zulkifli Wan Kassim, ²M. K. David

¹Department of Languages and Communication
Faculty of Management and Economics
Universiti Malaysia Terengganu
²Faculty of Languages and Linguistics
¹ wanzul@umt.edu.my, ²mayadavid@yahoo.com
ABSTRACT - It has been suggested that when dual coded information is

transmitted in a language classroom it enhances learning. Learning in fact
is more effective if the visual code used is dynamic. We argue therefore that
both verbal and visual information should be used in language learning,
especially in the learning of new lexical items. Drawing on Paivio’s Dual
Coding theory and utilizing hypermedia technology, this experimental study
investigates the rate of vocabulary learning of adult ESL readers when
using hypermedia glosses. Two groups of subjects sat for a target-word
pretest, then read an electronic text containing the target words glossed in
two codes, verbal and visual. The target words were glossed with
translation (verbal) and static images (visual) for group one, and translation
(verbal) plus animated images (visual) for group two. The subjects
completed an immediate vocabulary posttest, a one-week delayed posttest
and feedback questionnaire. Volunteers from each group were interviewed
to obtain responses to support and/or enhance the statistical findings. The
results and the consequences for such a dual mode of teaching, especially
the teaching of vocabulary will be discussed.
D21 - DEVELOPMENT OF 3D SKETCHING IN CAVE VIRTUAL REALITY

ENVIRONMENT TOWARDS THE DEVELOPMENT OF COMPETENT
BUILDING PROFESSIONAL GRADUATES
Farzad Pour Rahimian, Rahinah Ibrahim

Department of Architecture
Faculty of Design and Architecture
University Putra Malaysia
rahinah@gmail.com
ABSTRACT - Electronic Design Automation (EDA) and Computer-Aided

Architectural Design (CAAD) tools do not typically support collaborative
work. This problem is magnified further when designers are geographically
dispersed and with different time zones. The EDA and CAAD design
semantic will become more difficult to capture and reuse from one design
team to another. In this paper, we would like to study the use of Cave
Automatic Virtual Environment (CAVE)—a Virtual Reality (VR) platform—in
order to develop a new generation of architects who will be working in
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geographically dispersed locations. The VR technology we utilize will have

a real-time manipulation capability and can be used collaboratively for
exploring alternative design options and simulating different stages of the
building design process. This paper would like to illustrate how 3D
sketching could be developed as a medium in the CAVE collaborative
design environment. It will describe 1) the background literature of the
proposed Student Collaboration Laboratory (SCL) program in an
architecture school, 2) identify issues and challenges for multidisciplinary
and geographically distributed architecture/engineering/ construction in
project collaborations; 3) describe the 3D sketching in the design process;
and 4) recommend how 3D sketching could be developed as a collaborative
medium in a VR environment. The results of this paper can become a
stepping-stone for future development of cutting-edge information
technologies. Additionally, the SCL program will develop professional
graduates who are competent in multi-disciplinary teamwork and equally
competent in utilizing IT/ICT in delivering their building projects within time
and within budget.
Keywords : 3D visualization; 3D sketching; Multidisciplinary; Virtual

collaboration; VR in design; CAVE technology
D22 - WEB 2.0 IN E-LEARNING: USING WIKIS AND SOCIAL

BOOKMARKING TO FACILITATE COLLABORATIVE WRITING
Mohamed Noor Hasan

University Technologi Malaysia
ABSTRACT - Web 2.0 is a term used to describe a set of tools and

services that allow easy content publication by users and facilitate greater
conversation and collaboration. Some of the tools that fall under this
category include blogs, podcast, wikis, and social bookmarking. Application
of such tools in the classroom can encourage collaborative work among the
students, especially in the e-learning environment. This paper describes the
author’s experience in implementing wikis and social bookmarking to
facilitate collaborative writing among students in a blended learning
environment. A wiki is a collaborative and authoring tool that allows
students to easily add, remove and edit content in an article. The tracking
facility allows a user to check what has been changed and by whom. A
lecturer grading the paper can use the same tool to evaluate individual
student contribution in producing the group paper. Students in the class
were divided into groups and members of each group were required to edit
the group’s wiki which is available within the learning management system.
A social bookmarking software allows one to bookmark a web page or any
online reference and add tags to categorize the bookmarks. The social
aspect of the online bookmark allows students to see how other users have
tagged similar links and help them discover new citations. By using the tool,
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the group can build up the list of references related to their topic of interest.
If used properly, these web 2.0 applications can have a positive impact in
facilitating collaborative work among students.
D23 - PEMBELAJARAN DALAM TALIAN DI INSTITUSI PENGAJIAN

TINGGI MALAYSIA: ISU DAN CABARAN
Mohamad Hisyam bin Mohd Hashim

mhisyam@uthm.edu.my
ABSTRAK - Pembelajaran dalam talian (online learning) adalah satu

kaedah pengajaran dan pembelajaran menggunakan rangkaian atau
internet. Satu kajian telah dilakukan untuk meneroka, memahami dan
menjelaskan tentang isu dan cabaran dalam melaksanakan pembelajaran
dalam talian (PDT) di Institusi Pengajian Tinggi (IPT). Kajian ini dilakukan
kerana terdapat permasalah yang timbul dalam melaksanakannya
terutamanya IPT yang mengendalikannya proses pengajaran dan
pembelajaran secara tradisional tetapi juga menggunakan PDT sebagai
salah satu kaedah. Metodologi penyelidikan kajian kes kualitatif digunakan.
Dapatan kajian menunjukkan terdapat beberapa komponen yang perlu
diambil perhatian dalam melaksanakan PDT di IPT iaitu kemudahan, masa,
kefahaman dan kemahiran, polisi dan peraturan, keaktifan, minat, strategi
instruksional dan kandungan. Sekiranya komponen-komponen ini tidak
diambil perhatian, pelaksanaan PDT di IPT kurang atau tidak berjaya.
D24 - PERSEPSI PENSYARAH TERHADAP PENGGUNAAN

SISTEM PENGURUSAN PEMBELAJARAN
¹Sidek Ab Aziz, ¹Hamidah Meseran, ²Aida Suraya Md Yunus

²Kamariah Abu Bakar
³Abdul Azim Abdul Ghani
¹Pusat Pembangunan Akademik (CADe)
²Fakulti Pengajian Pendidikan
³Fakulti Sains Komputer dan Teknologi Maklumat
ABSTRAK - Satu prototaip sistem pengurusan pembelajaran (LMS)

berdasarkan Model Reka Bentuk Pemprototaipan Pantas telah
dibangunkan. Persepsi pensyarah mengenai keperluan LMS bagi
menyokong pembudayaan e-pembelajaran dan menilai penggunaannya
telah dijalankan. Persepsi pensyarah terhadap e-pembelajaran dari aspek
sikap, kemahiran teknologi dan juga bidang kepakaran dikaji bagi
mengetahui keperluan pensyarah untuk menggunakan prototaip LMS
tersebut. Kajian mendapati pensyarah amat positif terhadap perubahan-
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perubahan baru yang berlaku terutama pembangunan ICT di kampus.

Persepsi pensyarah terhadap prototaip LMS yang dibangunkan mendapati
mereka begitu positif dan bersetuju dengan reka bentuk antaramukaan dan
navigasi dengan nilai skor min melebihi 3.50 bagi setiap item yang
diberikan. Responden bersetuju dengan reka bentuk LMS yang mudah
dengan teks dipersembahkan dengan jelasnya (min=4.10, sp=0.77),
kejelasan ikon atau grafik (min=4.14, sp=0.64), arahan-arahan yang mudah
untuk diikuti (min=4.10, sp=0.68) dan dapat meneroka LMS tersebut
(min=4.10, sp=0.79) dengan mudahnya. Hasil kajian juga mendapati lebih
40 pensyarah (53%) yang mengamalkan kaedah SCL mengemaskinikan
nota-nota kuliah sekurang-kurangnya sekali seminggu. Prototaip LMS telah
berupaya menyediakan perkhidmatan sepertimana keperluan yang
dikehendaki (min=3.35, sp=0.93) oleh pengguna. Bagi tujuan pengurusan
bahan-bahan pengajaran menerusi LMS, responden juga bersetuju bahawa
amat mudah untuk memuat-naik (min=3.69, sp=0.82) dan memuat-turun
(min=3.70, sp=0.80) dokumen-dokumen pengajaran. Secara keseluruhan
responden bersetuju bahawa prototaip LMS tersebut yang mengandungi
bilangan modul yang minimum amat begitu mudah untuk digunakan
(min=4.04, sp=0.79) bersesuaian dengan tahap kemahiran ICT pensyarah.
D25 - STUDENTS ATTITUDE TOWARDS COMPUTER SIMULATION IN

INTRODUCTORY ACCOUNTING COURSE
¹Badriyah Mina, ²Arfah Salleh

¹Department of Accounting and Finance
²Graduate School of Management
ABSTRACT - This study adopts the technology acceptance model to

examine the students attitude towards the use of computer simulation and
their behavioral intentions in a first level accounting course. Participants
of the study comprises students enrolled in Introductory Accounting during
the first semester 2006/2007. The findings of the study show that attitude
towards the simulation package is positively related to behavioral intentions,
perceived usefulness, perceived ease of use, lecturer’s encouragement
.However attitude is found to be negatively related to accounting anxiety.
Plausible reasons and implications are discussed.
Keywords: Computer simulation, Accounting, Students, Attitude
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D26 - DEVELOPMENT ONTOLOGY-DRIVEN AUTOMATIC QUESTION

ANSWERING SYSTEM ON ELECTRONIC LEARNING MANAGEMENT
SYSTEM
Ahmad Mukhlason, Ahmad Kamil Mahmood, Noreen Izha Arshad

University Technology of Petronas
ahmad_mukhlason@utp.edu.my
ABSTRACT - There are many open source electronic learning

management systems available freely in internet at this moment i.e moodle,
dokeos, atutor etc. But those existing e-learning management system are
already contain a lot of structured information, which is still not presented in
machine-readable way. One of the most used e-learning management
system is moodle. Moodle is designed to support a style of learning called
Social Constructionist Pedagogy. This style of learning is interactive. There
are numerous learning resources in moodle not only web pages but also
live chat, forum, online work shop, and poll with many kinds of document
format i.e: html, .doc, .pdf, etc. The increasing number of available
resources is a real problem in content management system, for example
when the student search learning material about table normalization the
system can not provide learning material about this topic precisely, there
are some irrelevant document included. Therefore the necessity to manage
knowledge by way of learning resources that machine-readable is very
urgent. One of the most frequent and important activity in e-learning system
are discussion or question & answer session. In the legacy e-learning
system the question asked by student will be answered by the tutor/teacher
or by the other student in discussion forum. The problem is when the same
question asked frequently, definitely it is ineffective and inefficience case if
the teacher must answer every question that may be have been answered
in previous time. In this paper proposed model to empower moodle
electronic learning management system with semantics. In order to add
semantics in moodle an e-learning ontology built in. Then based on this
ontology as knowledge base developed automatic question answering
system. E-learning ontology built by using OWL (Web Ontology Language).
Then OWL API (Application Programming Interface) is developed to
integrate the ontology and the existing moodle environment on PHP
platform. To implement automatic question answering system built linguistic
and query classification module, relation similarity service, and inference
engine. By using this ontology-driven automatic question answering system
expected agile and precisely question answering system. Thus the more
effectively and efficiently e-learning management system in moodle
platform can be realized.
Keywords: e-Learning, Semantic web, Ontology, OWL, Automatic question

answering system
73
D27 - SISTEM LATIHAN MENSERVIS PERALATAN ELEKTRIK

DOMESTIK
Saifullizam Puteh, Norfilzah Ghazali, Noor Syawwal Ab Latip

saifull@uthm.edu.my
ABSTRAK - Kajian ini bertujuan untuk membangunkan satu Sistem Latihan

Menservis Peralatan Elektrik Domestik sebagai alat bahan bantu mengajar
(ABBM) bagi mata pelajaran Menservis Peralatan Elektrik Domestik yang
diperkenalkan dalam Kurikulum Bersepadu Sekolah Menengah (KBSM).
Penghasilan memperbaiki elemen-elemen pembelajaran bagi
meningkatkan kualiti bahan pengajaran dan pembelajaran berasaskan
ABBM. Sistem latihan ini mempunyai kesesuaian dari segi penggunaannya.
Penghasilan sistem latihan ini juga adalah sebagai inisiatif untuk membantu
guru dalam meningkatkan kefahaman pelajar dalam proses pengajaran dan
pembelajaran. Kaedah penghasilan sistem latihan ini adalah merujuk
kepada Model System Development Life Cycle (SDLC). Kajian ini telah
berjaya menghasilkan ABBM yang terdiri daripada model mesin basuh
separa manual, litar asas motor dan litar asas kapasitor berserta lembaran
kerja yang mampu meningkatkan tahap kefahaman dan kemahiran yang
disasarkan kepada pelajar. Selain itu SLMPD ini juga telah mendapat
pengesahan daripada empat orang yang berkelayakan dan berpengalaman
dalam mata pelajaran Menservis Peralatan Elektrik Domestik (MPED).
D28 - KESEDIAN DALAM MELAKSANAKAN PEMBELAJARAN DALAM

TALIAN DI INSTITUSI PENDIDIKAN TEKNIKAL DAN VOKASIONAL
MALAYSIA
Nazariah binti Ahmad, Mohamad Hisyam bin Mohd. Hashim

zanariah_besh@yahoo.com
ABSTRAK - Proses pengajaran dan pembelajaran di Malaysia adalah

berpandukan falsafah pendidikan kebangsaan. Ia sentiasa berubah seiring
perkembangan teknologi pendidikan. Penggunaan pembelajaran
berpandukan komputer (PBK) semakin berkembang sehingga wujudnya
pembelajaran dalam talian (online-learning). Pendidikan teknik dan
vokasional juga mempunyai potensi untuk menggunakan kaedah
pembelajaran dalam talian malah kaedah ini dapat digunakan sebagai
pengukuhan bersama-sama dengan kaedah konvensional. Kertas kerja ini
akan mengupas kesediaan pelaksanaan pembelajaran dalam talian di
institusi pendidikan teknik dan vokasional Malaysia dalam melaksanakan
Pembelajaran Dalam Talian. Kemungkinan beberapa strategi yang sesuai
adalah diperlukan dalam melaksanakan kaedah ini. Diharapkan kertas kerja
ini akan dapat mendalami ilmu ini untuk penyelidikan yang seterusnya.
74
D29 - INTERACTIVE MULTIMEDIA ANIMATION

IN SEMICONDUCTOR DEVICES
Suzaini Sihar, Sidek Ab Aziz, Zainal Abidin Sulaiman, Noorhana Yahya

Physics Department
Faculty of Science
suzaini68@yahoo.com.my
ABSTRACT - The growing concern of teachers to improve their theoretical

classes together with the revolution and methods brought about by the new
information technologies combine to offer students a new attractive,
efficient and agreeable form of learning. The case of ‘Fundamental of
Semiconductor Devices’ is particularly special, since the main purpose of
this project is to overcome the misconception of semiconductor devices and
to develop an e-book of Semiconductor Devices. Graphical animated
presentations were designed to provide a solution to overcome
misconception. A pre-test and post-test were given to the students, to
monitor their performance before and after using the software. The
significant different between pre-test 1 and post-test 1 (pilot test) with sigma
value for post-test 1 with confidence interval of 0.000 (<0.05). The results
for post-test 3 (experimental treatment) also same as sigma value for post-
test 1. Meanwhile, the students’ perception towards the courseware
prototype is positive and agreed with the applicable presentation of
interface in multimedia with the mean score value excess of 4.16 (sd=0.76)
for each items given. The results indicate that the software is offering
students a real life understanding of applicable concept. Students were
receptive to learn in online environment which has appropriately designed
and constructed.
D30 - COMMUNITY OF ONLINE AS A COMMUNITY OF PRACTICE

(CoP)
Habibah Ab Jalil, Wong Su Luan, Sidek Ab Aziz

Centre For Academic Development
ABSTRACT - With the help of social network analysis and the concept of
‘community of practice’, this paper reports on the patterns of interaction and
participation of tutor and students discussion through computer-mediated
communication (CMC). The descriptions are around the nature of
participation; tutor-student and student-student interactions; the nature of
assisted performance; and the social network in the particular tasks. This
paper offers an analysis of interaction patterns between tutor-student and
student-student in different nature of tasks. The analysis shows that the
pattern of assisted performance by a peer or the tutor could depend one or
more of these factors: type of task (the nature of task initiated), group
75
formation (either one whole big group or small working group) and the tutor
management (the degree of tutor involvement in responding to students’
posting).
D31 - KEUSAHAWANAN DI JARI ANDA: APLIKASI PENGAJARAN

DAN PEMBELAJARAN KEUSAHAWANAN BERBANTUKAN
KOMPUTER
Hisyamuddin bin Hassan

Department of Science and Technical Education
Faculty of Educational Studies
setulusnya@gmail.com
ABSTRAK - Kemajuan teknologi dan keupayaan aplikasi laman web

semakin mendapat tempat bagi golongan pendidik untuk menggunakannya
sebagai bahan pengajaran yang berkesan. Namun begitu, penggunaannya
dalam bidang keusahawanan masih dipersoalkan dan dianggap belum
berkembang secara pesat di negara ini. Isu seperti ini timbul disebabkan
pendekatan pengajaran keusahawanan berbantukan komputer
diperdebatkan sama ada boleh melengkapkan pelajar dengan kompetensi
keusahawanan serta dapat memperkembangkan pengetahuan
keusahawanan sedia ada pelajar. Kajian berbentuk kualitatif terhadap
pelajar ijazah pertama jurusan pendidikan yang mengikuti kursus amali
keusahawanan berpandukan komputer dan WWW dikaji. Medium
pengajaran kursus amali tersebut menggunakan teknologi Sistem
e-Pengajaran (eSPRINT versi 1.0) sebagai alat pengajaran utama, di
samping perkhidmatan WWW sebagai sumber pembelajaran. Penilaian
terhadap keberkesanan penggunaan kaedah tersebut dibuat di akhir
pengajaran. Hasil kajian mendapati pengajaran keusahawanan
berbantukan komputer membantu dalam membina sikap, pengetahuan dan
efikasi keusahawanan pelajar. Secara tidak langsung pendekatan yang
digunakan dapat meluaskan dimensi pemikiran dan kreativiti bakal guru
melihat bagaimana penggunaan komputer dan WWW dapat menerapkan
elemen keusahawanan. Hasil kajian ini mendorong penyelidik berkongsi
pengetahuan bagaimana strategi pengajaran berbantukan komputer
berupaya menerapkan elemen ilmu, sikap dan efikasi keusahawanan
melalui beberapa contoh modul yang diperkenalkan.
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D32 - PENGGUNAAN MEDIA INTERNET DALAM PEMBELAJARAN

DAN PENGAJARAN BAHASA ARAB: SATU TINJAUN TERHADAP
PERKAMUSAN ARAB
Abd Rauf Dato' Haji Hassan Azhari

Fakulti Bahasa Moden dan komunikasi
rauf@fbmk.upm.edu.my
ABSTRAK - Kertas kerja ini akan memfokuskan kepada kelebihan

penggunaan internet sebagai salah satu media pengajaran bahasa Arab.
Ianya bertujuan mengkaji secara diskriptif mengenai maklumat-maklumat
jaring bahasa Arab. Melalui penguasaan internet, pelajar-pelajar di
sekolah, IPTA dan IPTS hari ini dapat membuat rujukan mengenai
pengkajian perkamusan malah mereka dapat mencari makna perkataan
dan istilah sama ada dalam bahasa Arab. Dalam kajian ini, penulis akan
mengutarakan beberapa laman web seperti laman web kamus Islam
http://dictionary.al-islam.com/, kamus Umum dan sebagainya . Selain itu,
penulis juga akan mengutarakan laman-laman web yang berkaitan dengan
kamus istilah seperti kamus istilah sastera melalui laman webnya
http://literary.sakhr.com/, kamus istilah komputer dan selainnya. Kertas
kerja ini juga akan mengkaji mengenai ensaikopedia Arab yang terdapat
dalam Internet melalui pelbagai bidang pengajian antaranya ensaiklopedia
Sastera melalui laman webnya http://arabicpoems.com/, ensaikopedia feqh
Islamiy http://feqh.al-islam.com/ dan ensaiklopedia sarjanawan Islam
http://www.alnoor-world.com/scientists/. Selain itu, penulis juga akan
membincangkan mengenai kelebihan dan keistimewaan setiap laman-
laman web Arab yang diberikan. Penulis yakin, kesemua maklumat yang
terdapat dalam kertas kerja ini amat penting dalam mengembangkan
pemikiran dan pembelajaran serta pengajaran bahasa Arab selari dengan
perkembangan multimedia di era globalisasi ini.
D33 - VISUAL REFLECTION TOWARDS RISK IN STUDYING FRAUD
Rozainun Abdul Aziz

Faculty of Accountancy
ABSTRACT - This poster presents a new approach of creativity as a

method of teaching and learning in a classroom. The course we sample is
risk management. The whole idea is to make our teaching presentation
interesting by using visuals i.e. an instructive poster. Each ‘point’ on the
poster means a thousand words. Risk management is seen to be an
umbrella, shielding away entities from the unpredictable environment and
weather i.e. malpractices, corporate failures and frauds which are now
rampant across the world. A formal education and academic qualification is
now a necessity in combating these hitches. This is accomplished by
77
exposing the ‘gate of thumbs’ as labeled and arranged under the umbrella,
signifying a study of forensic accounting and financial criminology through
various courses. Research is then undertaken to express and instigate
feasible topic as a test of understanding. With a command of English to
report, if ‘…it takes a thief…’, then in our case, it takes one function to deter
fraud, i.e. risk management; and three levels to hook fraud, namely forensic
accounting, varied courses related and research. Last but not least, this
reflection in studying and managing fraud encapsulate integrity, belief and
behaviour in a person, at work place, in organisations and also in life,
through captions from The Late Tun Hussein Onn, Cowper and Hyms
(1779), Jons (1791).
D34 - RECIEVED EFFICACY OF DYNAMIC MATHEMATICAL

SOFTWARES OF MATHEMATICS TEACHER TRAINEES
Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub, Kamariah Abu Bakar
Institute for Mathematical Research
43400 Serdang, Selangor
Malaysia
rht@educ.upm.edu.my
ABSTRACT - The use of technology in teaching mathematics have great

potentials and make significant contributions to students’ learning
specifically in developing skills in mathematical modeling through
exploration, develop logical thinking and modify strategies and assumptions
through immediate feedback, work with large sets of data and learn and
memorize by manipulating graphic images. In this study an experiential
learning utilizing mathematical softwares Autographs, Geometer Sketchpad
and Graphing Calculator on Functions and Statistics was conducted
involving students in Mathematics Teaching Methodology Course (EDU
3069). These students are trained to be mathematics teacher for the
secondary level and are in their final year of study. The findings from this
study indicated that integrating the use of Autographs, Geometer
Sketchpad and Graphing Calculator in the learning activity benefited
learners. Overall, this study has shown promising implications for the
potential efficacy of the software in teaching mathematics at Malaysian
secondary school level. These findings will also benefit various agencies
viz-a-viz Ministry of Education, mathematics educators, teachers,
curriculum developers through wider use of technology in teaching and
learning.
78
D35 - UNIVERSITY CAMPUS INTERACTIVE TELEVISION (UCiTV)

SEBAGAI SOKONGAN KEPADA E-PEMBELAJARAN DI UTHM
Mohd Nor bin Ihkasan, Siti Nor Fazelah bte Mohd Nor, Mohd Hamim bin Sanusi
Mohamad bin Mohamad Som
mdnorihk@uthm.edu.my
ABSTRAK - e-pembelajaran di universiti sedang pesat melalui perubahan

bagi menentukan pengajaran dan pembelajaran memenohi kehendak masa
kini. Setelah berpengelaman menggunakan platfom Blackboard sebagai
media e-pembelajaran, UTHM telah mengorak langkah untuk
menggunakan video dalam talian bagi meningkat penggunaan bahan
pengajaran. Perubahan terhadap teknologi video dalam pengajaran dan
pembelajaran sehingga boleh dipaparkan dalam talian. Unit UCiTV
(University Campus Interactive Televison) diwujudkan bagi merealisasikan
pembangunan bahan mengajaran dalam bentuk video dalam talian atau
dalam maksud Internet protocol Television (IPTV). Penggunaan teknologi
e-learning On Demand Systen yang mampu memaparkan video pengajaran
dan paparan powerpoint dapat diikuti oleh pelajar-pelajar berkaitan.
Pembangunan UCiTV berkonsepkan IPTV mendapat sambutan yang
memuaskan disamping program universiti juga dapat dipaparkan.
Walaupun perkhidmatan UCiTV hanya didalam kampus sahaja secara
intranet tetapi ia beroperasi 24/7 bagi siaran VOD (Video On Demand) dan
program universiti dilaksanakan secara langsung. Konsep streaming video
dapat memaparkan program dalam berbagai bentuk terutama VOD yang
dapat ikuti secara ulangan. Hal ini membolehkan pengguna dapat
menggunakan perkhidmatan lebih interaktif. Pembangunan video dari
peringkat merakamkan program, dipaparkan, diurus dalam sistem
pembelajaran (LMS) dan siarkan secara lansung dan juga VOD. Jaminan
kualiti perkhidmatan UCiTV bergantung kepada isi kandungan,
perkhidmatan penyenggaraan, kemudahan infostruktur rangkaian dan
kecenderungan pengguna.
79
PENYELIAAN PELAJAR
E
12-14 Disember 2007

E02 - EFFECTIVE SUPERVISION OF UNDERGRADUATE RESEARCH IN

THE FOREST SCIENCE AND TECHNOLOGY
Kamaruzaman Jusoff
Forest Geospatial Information & Survey Lab, Lebuh Silicon
Faculty of Forestry, UPM
kamaruz@putra.upm.edu.my
ABSTRACT – At least historically, undergraduate research supervision has

predominantly been seen as part of the basic research function of academic
staff. In many fields of study, success in research requires not only
sophisticated experimental and analytical skills, but good mentoring and
managerial skills as well. The logic underpinning this was in that is an
academia has a doctorate degree, one can do research than one
presumably can supervise it. So the belief was that, because academia had
done research themselves, they were inherently capable of supervising
others to do the same. In recent years, however, there has been a growing
realisation that, while being a researcher might be necessary condition for
successful supervision, it is not a sufficient one to be an effective
undergraduate research supervisor, you need to be an effective researcher
an effective supervisor. The implication is then that researchers need to
have or acquire additional knowlage and skills relating to the undergraduate
supervison side of the equation. This paper presents an observational study
and perception based on the author true experiences exploring the most
effective supervision of undergraduate students in the Faculty of Forestry,
Universiti Putra Malaysia (UPM). Despite UPM emphasis is on
postgraduate education to meet the demands of a research University, the
guidelines given in this paper are not regulatory and should be seen as an
accompaniment to UPM. Key performance index in the SSM assessment
which tends to be of least significance and priority. Due to the need of
ahighly calible first class honours undergraduates for the future pool of
postgraduates and top notch academia in the Faculty an in UPM, the aim of
this paper is therefore to provide a good practice guideline for supervision
of undergraduates and final year project reports or theses to ensure
consistency of approach for staff and students across the faculty and
university. Key topics covered include building an effective undergraduate
final year project or these supervisory relatinship, negotiating expectations,
providiong good communication and feedback and providing motivation and
guidance to them. This paper also reports undergraduates students
motivations to pursue an undergraduate project, the challenges they face
and strategies they must adopt to achieve academic excellence. This paper
also present the result of the authors observation of undergraduates
perceptions of their supervision as they undertake their final year research
projects. Students reported that only a select few of their supervisors were
supportive and sympathetic to their needs. Only a few of the faculty
supervisors adopted the role of resource person, directing undergraduates
80
to references and contacts, discussing ideas and work undertaken. Most

student had considerable freedom in the conduct of their final project work.
E03 - KOMUNIKASI TERBUKA DALAM PROGRAM MENTORING DAN

KESANNYA KE ATAS PEMBANGUNAN PELAJAR
¹Azman Ismail, ²Rosni Bakar

¹Fakulti Sains Kognitif dan Pembangunan Manusia
²Fakulti Ekonomi dan Perniagaan
Universiti Malaysia Sarawak
ABSTRAK - Kajian ini dilaksanakan untuk mengkaji peranan campurtangan

pemindahan latihan dalam perhubungan antara komunikasi terbuka dalam
program mentoring dengan pembangunan pelajar. Kerangka konseptual
kajian ini dibina berdasarkan kajian literatur yang berkaitan dengan
program mentoring dan diuji kebenarannya berdasarkan kaedah kuantitatif.
Dalam kajian ini, 250 borang soal selidik yang telah diisi dengan lengkap
berjaya dikumpul daripada pelajar semester Julai 2005 yang menuntut di
sebuah universiti awam di Malaysia Timur. Keputusan ujian hipotesis
menggunakan analisis regresi pelbagai hala telah menunjukkan bahawa
komunikasi terbuka di antara mentor dan mentee telah meningkat
keupayaan mentee menguasai latihan dan ini boleh mendorong
penambahbaikan psikososial dan prestasi pengajian mentee. Dapatan
kajian juga menunjukkan bahawa pemindahan latihan bertindak sebagai
pembolehubah campurtangan (moderator variable) yang kuat dalam model
program mentoring di organisasi kajian.
E04 - QUALITY SUPERVISION OF PH.D PROGRAM AT

INTERNATIONAL ISLAMIC UNIVERSITY, MALAYSIA: A RASCH
MEASUREMENT ANALYSIS
¹ Mikail Ibrahim, ² Siti Aishah Hassan

¹Faculty of Major Language Studies
Universiti Sains Islam Malaysia
²Faculty of Educational Studies
¹ibidun18@yahoo.com, ²s_aishah@putra.upm.edu.my
ABSTRACT - This study attempts to examine Ph.D. level of satisfaction

with the supervision process at the International Islamic University
Malaysia. The study investigates supervision scale constructed by Van der
Heide (1994) to examine the students’ satisfaction level. In addition, the
evidence for the psychometric properties of the scale through investigation
of scale dimensionality, construct validity, endorsibility, and estimation of
item and person score reliability of the scales is provided. The participants
were 94 Ph.D. students of the International Islamic University, Malaysia.
81
Employing the quality supervision scale (QSS: developed by Van der

Heide, 1994), data regarding qualities of effective supervision such as
supervisor academic competency, research methods competency, attitude
towards supervisee, faculty academic and moral supports and supervisees’
personal traits were collected. The Rasch model analysis was then
employed to analyze the data for reliability, fit to the model, estimation of
satisfaction levels and possibility of scale to function differentially across
gender. Results suggested that generally students were satisfied with the
supervision processes at the International Islamic University. In addition to
that, the scale achieved the standard psychometrics properties by
maintaining unidimensionality, reliability, and internal consistency.
Furthermore, Rasch analysis revealed that, for gender, differences in
overall satisfaction levels between males and females were marginal. The
differential item functioning showed that only 5 of 29 items calibrated items
function differently. This suggested that students’ levels of satisfaction were
constant across gender. However, the study recommended that future
studies should examine the satisfaction level across different disciplines
since previous studies suggested that satisfaction differs across different
domains.
E05 - HIGHLIGHTING SIGNIFICANCE OF RESEARCH FINDINGS:

IMPLICATIONS OF A GENRE-BASED STUDY FOR STUDENT
SUPERVISION
Jason Miin-Hwa Lim

jasonlim@ums.edu.my
ABSTRACT - Effectiveness of supervising undergraduate and

postgraduate students in dissertation writing hinges largely on a range of
factors comprising not merely a supervisor’s competence in an area of
specialisation but also the supervisor’s language awareness required for
guiding a candidate through a difficult process of writing the dissertation
itself. The degree to which a dissertation is convincing to both supervisors
and examiners may also depend on the rhetorical and linguistic strategies
that a candidate is able to employ. Using a corpus of management research
articles and the methods for analysing the research genre, this paper
examines how experienced writers use various rhetorical and linguistic
strategies to highlight the significance of their research in the terminal
portions of their papers. The results indicate that strengths of a study may
be highlighted sequentially, with the weaknesses of past research being
mentioned first, followed by the strengths of the current research. The
findings of this study have important implications for the teaching of English
for research purposes (ERP) particularly as they indicate how second
language learners may be taught to highlight the strengths of their studies
based on the findings reported. Using the results of this genre-based
82
analysis, the researcher will discuss the extent to which supervisors may
help augment the acceptability of a dissertation by introducing various
schematic and linguistic strategies intended to highlight the strengths of a
candidate’s research findings. Useful teaching materials can be developed
subsequently to enhance novice writers’ skills in highlighting significance of
their research findings.
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PENAKSIRAN DALAM
F
12-14 Disember 2007

F01 - ASSESSMENT IN PROBLEM-BASED LEARNING
Abdullah Sulaiman, Berhannudin Mohd Salleh, Hussein Othman

Noraina Ismail
ABSTRACT - Problem Based Learning (PBL) is widely used in medicine

and engineering and they come in different models. One aspect of PBL
that is of very much importance is assessment. Assessment in PBL
emphasizes on the final results of learning as well as the other skills
intended to be mastered during the process of learning – the generic skills.
This study is intended to explore and understand some aspects related to
the assessment carried out by the lecturers who practice PBL at Universiti
Tun Hussein Onn Malaysia (UTHM). Among the aspects studied are the
principles of the assessment in PBL and the problems faced by the
lecturers during the assessment process. This study is a qualitative survey
research utilizing the methods of interviews and observations for collection
of data. Seven lecturers have been selected to be the sample of the study
using purposive sampling method. All seven are new to PBL and have
only started using PBL very recently.. NVivo Version 2.0 Software is used
to assist the researcher to organize the data so that it is easier to be
analyzed and interpreted. The results show that the lecturers have
conducted the assessment based on the stipulated assessment principles
in PBL. Despite facing problems related to the subjectivity in assessment,
timing and poor facilities PBL worked fine both for the lecturers and the
students.
F02 - ALTERNATIVE PRACTICAL ASSESSMENT METHOD IN PHYSICS

PRACTICAL FOR FOUNDATION STUDENTS
H. Mohd Zaid, B.S. Mahinder Singh

Department of Electrical & Electronics Engineering
hasnamz@petronas.com.my
ABSTRACT - Laboratory, or practical, which involves the skills to conduct

physics experiment and the ability to interpret data is an essential part of
Physics. Previously, practical assessment has been done by evaluating lab
reports that students have written. Students are asked to conduct
experiments with a group of other students and they are to write a report
giving details of the experiment in terms of theory, the procedures and the
results that they obtain. However, the reliability of these reports are not be
ascertained. Most of the theory part of the report is usually taken from the
lab manual, and usually students can write very good reports without
actually having a full understanding of the experiments. The high number of
students in a group attached to one set of experiment also results in some
students not actively participating in the laboratory work. We are proposing
an alternative practical assessment method which involves evaluation of
84
students’ experimental skills while they are running the experiment, an oral
presentation to demonstrate their understanding of the experiment and
finally their written report. This method is also in line with the Outcome
Based Education (OBE) program. In the assessment, 20 % of the total
marks would come from doing the experiments itself. This involves the
evaluation of the students’ experimental skills. Another 20 % would come
from a demonstration of understanding the objective of the experiment. This
is assessed via a short oral presentation, carried out the beginning of the
experiment. In the presentation, the student should include the objective of
the experiment, how the data would be collected, and what outcome of the
experiment is expected. The feasibility of this method was demonstrated
when it was conducted during the practical sessions and the results
obtained support the effectiveness of the assessment.
F03 - DEVELOPING AN INSTRUMENT TO MEASURE AND PROVIDE

REMEDIAL DEVICES ON STUDY ORIENTATION SKILLS AND ITS
RELATIONSHIP TOWARDS THE ACADEMIC PERFORMANCE OF
UNDERGRADUATES
Mohd.Ghani Awang, Suriya Kumar a/p Sinnadurai

Muhammad Nubli Abdul Wahab
ABSTRACT - The purpose of this research is to measure the study

orientation skills and providing remedial tools in correcting the faults in the
respondents’ study orientation skills. The research also provides remedial
tools in correcting students’ fault in their study orientation and also measure
the relationship between study orientation skills and the academic
performance among first year students of University Malaysia PAHANG.
The measurement of study orientation skills is done by innovating a website
based on a survey of study habits and attitudes questionnaire (SSHA);
http://portal.ump.edu.my/survey.The students’ study orientation skills are
analyzed and sorted into three groups; the higher achiever, normal achiever
and lower achiever. The treatment tools comprise of the treatment website;
http://portal.ump.edu.my, a textbook (Study Orientation Skills in Action,
Ghani format of note-taking, DVD on the study orientation skills and lecture
on study orientations skills subtopics. The assessment on the academic
performance is based on grade point average (GPA) scores from the first
semester and second semester results. The respondents are randomly
selected from two groups of students that are 59 students from the Faculty
of Computer Science & Information Technology and 59 students from the
Faculty of Civil Engineering & Natural Resources. The research uses
Quasi-experimental design with pre-test and post-test using compared
group. The finding has shown that the study orientation skills (SOS)
website is able to measure SOS effectively among the respondents in the
two groups. There is a significant difference in SOS and academic
performance between pre-test and post test scores of the respondents. The
85
results also show that there is a correlation between SOS and GPA scores
in pre-test and post-test within and between each group.
F04 - ALTERNATIVE ASSESSMENT METHOD OF PHYSICS

PRACTICAL FOR FOUNDATION STUDENTS
H. Mohd Zaid, M.S. Balbir Singh

Department of Electrical & Electronic Engineering
Bandar Seri Iskandar, 31750 Tronoh, Perak,Malaysia
hasnamz@petronas.com.my,
ABSTRACT - Laboratory work is an essential component in the education

delivery at Universiti Teknologi Petronas. Previously, practical assessment
has been done by evaluating lab reports that students have written.
Students are asked to conduct experiments with a group of other students
and they are to write a report giving details of the experiment in terms of
theory, the procedures and the results that they obtain. However, the
reliability of these reports cannot be ascertained. The theory part of the
report is usually taken from the lab manual, and students write very good
reports without actually having a full understanding of the experiments. The
high number of students in a group attached to one set of experiment also
results in some students not actively participating in the laboratory work. An
alternative, more comprehensive, practical assessment method is proposed
in this paper, which involves the evaluation of students’ experimental skills
while they are conducting the experiment and an oral presentation to
demonstrate their understanding of the experiment is made compulsory
besides the need to submit the usual written report. This method is also in
line with the Outcome Based Education (OBE) program. In the assessment,
20% of the total marks would come from doing the experiments itself. This
involves the evaluation of the students’ experimental skills. Another 20%
would come from a demonstration of understanding the objective of the
experiment. This is assessed via a short oral presentation, carried out the
beginning of the experiment. In the presentation, the student should include
the objective of the experiment, how the data would be collected, and what
outcome of the experiment is expected. The feasibility of this method was
demonstrated when it was conducted during the practical sessions and the
results obtained support the effectiveness of the assessment.
Keywords: OBE, Assessment, Practical
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F05 - PENGGUBALAN INSTRUMEN PENILAIAN PENGAJARAN

PENSYARAH DI UNIVERSITI PUTRA MALAYSIA
Mohd. Majid Konting, Nor Azirawani Man, Norfaryanti Kamaruddin

Azura Adam, Siti Norziah Abdullah
43400 UPM Serdang
ABSTRAK - Bagi memberi perkhidmatan yang terbaik kepada pelanggan

utama iaitu pelajar, Universiti Putra Malaysia (UPM) sentiasa berusaha
menambah baik proses pengajaran dan pembelajaran dalam kalangan
pensyarahnya. Untuk tujuan tersebut, UPM telah melaksanakan penilaian
pengajaran pensyarah setiap semester. Bersesuaian dengan penekanan
terhadap pendekatan pengajaran berpusatkan pelajar, satu instrumen
penilaian pengajaran pensyarah yang baharu digubal berdasarkan
pandangan pakar dan pihak berkepentingan dari semua fakulti di UPM.
Kertas ini melaporkan dapatan kajian tentang kesesuaian instrumen baharu
penilaian pengajaran pensyarah yang digubal berdasarkan empat domain
utama pengajaran iaitu Perancangan, Penyampaian, Penaksiran dan
Profesionalisme pensyarah. Instrumen berskala Likert 5 mata yang
mengandungi 20 item dan satu soalan terbuka dikaji rintis terhadap 5674
pelajar yang mengikuti 146 kursus yang dipilih sebagai sampel daripada 15
buah fakulti di UPM. Dapatan kajian menunjukkan instrumen ini mempunyai
indeks kebolehpercayaan Cronbach Alpha keseluruhan 0.97, sementara
indeks kebolehpercayaan bagi domain Perancangan ialah 0.81,
Penyampaian 0.94, Penaksiran 0.88 dan Profesionalisme 0.91. Ciri-ciri
kesesuaian instrumen bagi menilai pengajaran pensyarah dibincangkan
dalam kertas ini.
Kata kunci: Instrumen Penilaian Pengajaran Pensyarah.
F06 - UNDERSTANDING TEACHING EFFECTIVENESS AND STUDENT

EVALUATION OF TEACHING: ISSUES, CHALLENGES AND
RECOMMENDATIONS
Baharin Abu, Haliza Jaafar, Syed Mohamad Shafeq Syed Mansor

Faculty of Education
Universiti Teknologi Malaysia, Johor
ABSTRACT - Researchers agree that teaching effectiveness is a

multidimensional construct. Reviews of literature conducted by Aleamoni
(1987) and Arreola (1995) highlighted that for student ratings form relates to
teaching effectiveness and improvement, they must be objective, reliable
and valid. Researchers and meta-analysts strongly agree that evidences
gathered supports the assertion that student ratings are related to teaching
87
effectiveness (McKeachie, 1997; Baharin Abu, 2000; Abrami, Perry,

Leventhal, 1982; Braskamp, Ory, Pieper, 1981; Centra, 1993; Feldman,
1976a & 1976b; Marsh & Roche, 1997) – provide constructive information
to help guide the teaching improvement efforts of instructors and enhance
the quality of teaching and learning in departments and institutions. Thus,
student ratings form needs to measure a variety of different aspects of
teaching (Baharin Abu, 2000; Abrami & d’Apollonia, 1990; Feldman, 1976b
& 1989b; Kulik & McKeachie, 1975; Marsh, 1984; Marsh & Dunkin, 1992)
and the form must distinguish among the various items and dimensions to
ensure that university instructors or teachers receive just and discriminatory
ratings on all of the appropriate dimensions (Centra, 1993; Braskamp &
Ory, 1994). In addition, the greatest increases in teaching effectiveness
were found when instructors received not only feedback on student ratings,
but a combination of ratings feedback and consultation. Hence, this paper
discusses that student ratings provide the most help and valid for
developing teaching improvement and emphasizing effective or quality
teaching when they are objectively employed and are combined with
comprehensive initiatives including a variety of evaluation tools and
systematic faculty development. Furthermore, understanding both students
and staff views on effective university teachers, students and teaching
effectiveness may contribute towards the quality of teaching and learning.
The respondents were university lecturers and students from various
positions and levels. Using verbatim data, questionnaires and research
meta-analysis methods, the study and its findings examine both the issues
and challenges on conceptualizing teaching effectiveness and justifying
student evaluation of teaching. Additionally, a sample of an instrument on
student evaluation of teaching is provided which is argued could help
instructors self-evaluate, improved their teaching and learning interactions
or it may also be adopted by the Malaysian higher education institutions.
Some recommendations are further discussed.
Keywords: Teaching effectiveness and improvement; Student ratings of

instructor (SRI); Student evaluation of teaching (SET); Higher education
institutions (HEIs); Faculty development; Learning motives, Orientations or
approaches
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PENGURUSAN DALAM
G
12-14 Disember 2007

G01 - PROGRAM PENDIDIKAN DI IPT: AMALAN PENGAJARAN

PEMBELAJARAN DAN TAHAP KESEDIAAN MENGAJAR GURU
PELATIH
Abdull Shukor Shaari, Mohd Izam Ghazali, Mohd Hasani Dali

Abu Hassan Othman
Universiti Utara malaysia
abdsukor@uum.edu.my
ABSTRAK - Kajian ini bertujuan untuk mengenal pasti tahap amalan

pengajaran pembelajaran semasa menjalani latihan mengajar dan tahap
kesediaan mengajar guru pelatih semester akhir. Di samping itu, kajian
ini juga bertujuan mengenal pasti perbezaan tahap kesediaan mengajar
dan amalan pengajaran pembelajaran mengikut pengkhususan dan
pencapaian mereka di universiti dan mengenal pasti persepsi mereka
terhadap kemudahan fizikal dan mental yang disediakan dan terhadap
keberkesanan program pendidikan yang telah diikuti. Kajian secara
tinjauan ini menggunakan sampel seramai 171 guru pelatih pendidikan
semester akhir di Universiti Utara Malaysia sesi Mei 2005/2006. Data
dianalisis menggunakan kaedah ujian t dan ANOVA. Dapatan kajian
menunjukkan bahawa guru pelatih menilai diri mereka mempunyai tahap
kebolehan yang sederhana tinggi dalam amalan pengajaran
pembelajaran dan mempunyai tahap kesediaan yang tinggi untuk
menjadi guru. Selain itu, tidak terdapat perbezaan yang signifikan dari
segi amalan pengajaran dan pembelajaran dan tahap kesediaan
mengajar guru pelatih mengikut pengkhususan tetapi terdapat
perbezaan yang signifikan dari segi kesediaan mengajar mengikut
pencapaian.
G02 - COLLABORATIVE KNOWLEDGE MANAGEMENT APPLICATION

TO SUPPORT TEACHING AND LEARNING ENVIRONMENT
Rusli Abdullah
Fakulti Sains Komputer & Teknologi Maklumat
rusli@fsktm.upm.edu.my
ABSTRACT - The power of Knowledge Management System (KMS) or

application is no longer possesses any limitation. In fact, many KMS
practitioners have claimed it as the most desired and demanded energizer
to the organizations today, as the role it plays is absolutely important. This
role of KMS could be determined by looking on the issues of how to ensure
that the right knowledge could be disseminated to the right people at the
right time. This paper is a partial of report of our research in KMS that
analyzes the concept, system and architectural of collaborative KMS in
teaching and learning environment of a learning organization (LO). In order
to ensure the outcome of research analysis that has been done in a proper
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way, a system prototype of the KMS with agent technology capability was
developed and implemented at the selected domain that served LO
community as a case study. This paper also discusses various issues
involved in this field that will help any LO to increase their productivity and
quality as well as to gain return on investment (ROI).
G03 - APPLYING PERFORMANCE MEASUREMENT IN HIGHER

EDUCATION
¹Norlena Hasnan, ²Hartini Ahmad

¹Faculty of Management Technology
²Faculty of Business Administration
University Utara Malaysia
¹norlena@uum.edu.my
ABSTRACT - Higher education institutes (HEI) are expected to excel in

both in teaching and administration. The well performed institutes are those
who able to attract and retaining students from diverse background plus
with the strengths in research, knowledge transfer, linking to the local and
regional economy and providing clear opportunities for the student to
progress. However, in obtaining the ideal state of performance, there are
tremendous challenges: internal and external faced by the institute
administrators and educators that hindered the smooth journey in providing
quality education. Given the increased competition and challenges, it is
critical for HEI to have an appropriate framework to understand their
efficiency and effectiveness, particularly in delivering knowledge. This paper
aims to present generic performance framework that can be extended in
identifying performance indicators. These performance indicators can be as
guidelines to improve and monitor the academic and operational
effectiveness. Concepts such as balanced scorecard model and
performance prism are interpreted and discussed in the context of HEIs.
Keywords: Performance measures, Higher education institutes and

balanced scorecard
G04 - AUTOMATED ACCESS CONTROL AND TIME ATTENDANCE

SYSTEM FOR STUDENTS USING RADIO FREQUENCY
IDENTIFICATION (RFID)
Puvanan Nadaraja, Mohamad Naufal Mohamad Saad

Electrical & Electronics Engineering Department
npuvanan@gmail.com
ABSTRACT - The utilization of new technological breakthroughs is

essential in order to ensure a high level of success and efficiency when it
90
comes to people and data management in large organizations such as

varsities and higher learning institutes. Access control and time attendance
is one of the important elements in managing these organizations and the
best way to implement and monitor the system is by using an auto
identification method. This paper will focus on improving the current access
control and time attendance system by using Radio Frequency Identification
(RFID). RFID is a generic term for technologies that use radio waves to
automatically identify people or objects. Using this technology the current
access control and time attendance system in higher learning institutes can
be automated and implemented in a systematic manner. The target group
of this project would be students in higher learning institutes as the current
access control and attendance system in varsities has become very tedious
and messy. Therefore, the suggested technology will automate the system
where access control and attendance taking process will be fully automated
in order to increase the efficiency of the current system by avoiding
potential errors. There are two essential pieces in this automated access
control and time attendance system, which comprises hardware and
software. RFID readers and semi passive RFID tags will be used as the
hardware components to automatically track the attendance of the students
in lecture halls and control their access to laboratories and academic
buildings. The second part of the system would be a software program to
monitor the presence and manage the access permission of students and
used to produce reports based on the acquired input data.
G05 - TEACHING HIGHER-ORDER THINKING SKILLS AT

INSTITUTIONS OF HIGHER-LEARNING: LESSONS TO BE LEARNED
FROM A FORMAL INITIATIVE
Rajendran Nagappan
Faculty of Cognitive Sciences and Human Development
Sultan Idris University of Education
nsrajendran@upsi.edu.my
ABSTRACT - Graduates of education systems are expected to perform

multiple and varied tasks which require them to be critical enough to
analyze problems, be creative enough to look for alternatives, and, most
importantly, be practical enough to identify the most workable solution(s).
They are expected to make decisions and solve problems in almost every
occasion. This expectation has brought about the need to teach thinking
skills, more specifically, higher-order thinking skills to students at all levels.
As a result, the teaching of thinking skills has increasingly gained attention
from educators, in general, in the last few decades. In Malaysia, official
attempts started in the early 1990s to teach thinking skills in schools and
teacher education colleges. With far-reaching implications brought about by
the knowledge economy and the focus on human capital development, the
need to teach thinking skills has become even more evident, significant and
urgent. While scholars, in general, agree that the education system has not
91
responded adequately to this new role and responsibilities, attempts are

being made in Malaysia at levels to incorporate the formal teaching of
thinking to all students. This paper will discuss the issues, challenges and
prospects in teaching thinking skills at institutions of higher learning. The
focus of the paper would be on the attempts made at Universiti Pendidikan
Sultan Idris to teach thinking skills and lessons learned from this initiative.
This paper would dwell on the teaching and learning practices in relation to
preparing teachers to teach higher-order thinking skills through school
subjects. Data for this paper would be drawn from research conducted on
infusing thinking skills into UPSI curriculum (Rajendran, 2004) and
perceptions of students taking a course on thinking skills (Rajendran,
2007). This paper would also offer recommendations to better improve the
teaching of higher-order thinking skills to students at institutions of higher-
learning.
G06 - PENILAIAN PELAKSANAAN SKIM BOOK PLAN
Mohd. Majid Konting, Mansor Ahmad, Nor Edrin Adlina Ghozali

Muhammad Asrul Abd. Salam, Ikhwan Ismail
ABSTRAK - Skim Book Plan diwujudkan di Universiti Putra Malaysia

dengan tujuan untuk memudahkan pelajar baharu mengikuti program
pengajian seawal pada semester pertama di universiti. Objektif utama skim
ini adalah untuk (1) menyokong pendekatan Pembelajaran Berpusatkan
Pelajar (Student-Centered Learning – SCL) yang mana pelajar terlibat
secara aktif dalam proses pengajaran dan pembelajaran, (2) menggalakkan
budaya membeli buku asli, dan (3) menerap kesedaran, pengiktirafan dan
pemeliharaan kepentingan harta intelek para ilmuan dalam kalangan
pelajar. Pelaksanaan skim ini melibatkan pelbagai pihak sebagai pengurus,
pelaksana dan penjual buku serta bahan pembelajaran. Skim ini telah
memasuki tahun ketiga pelaksanaannya pada sesi pengajian 2007/08.
Namun belum ada kajian yang menyeluruh bagi mengesan kepuasan
pelanggan dan keberkesanannya. Kertas ini membincangkan penggubalan
satu soal selidik bagi mendapatkan pandangan pelajar terhadap
pelaksanaan Skim Book Plan. Soal selidik berskala lima (5) mata
mengandungi 30 item dengan indeks kebolehpercayaan 0.78 digubal
berdasarkan lima (5) domain skim ini iaitu objektif skim, pengurusan skim,
pelaksanaan di peringkat koperasi, pelaksanaan di peringkat fakulti dan
kepuasan pelanggan.
92
Soal selidik ini diedarkan kepada pelajar yang mengikuti skim ini pada
Semester Pertama 2007/08 daripada 15 program bacelor daripada lima (5)
fakulti. Dapatan daripada 1,211 pelajar tersebut menunjukkan mereka agak
bersetuju (min = 2.70) dengan pelaksanaan skim. Perincian dapatan serta
cadangan penambahbaikan dibincangkan dalam kertas ini.
Kata kunci: Skim Book Plan.
G07 - PENGGUBALAN INSTRUMEN KAJIAN EXIT SURVEY PELAJAR

TAHUN AKHIR
Mohd Majid Konting, Ghazali Mohayidin, Turiman Suandi,

Siti Norziah Abdullah, Norfaryanti Kamaruddin, Nor Azirawani Man
Azura Adam
43400 UPM Serdang
ABSTRAK - Sebagai sebuah universiti yang mapan, UPM sentiasa peka

terhadap perkhidmatan yang ditawarkan. Pandangan bakal graduan
sebagai pihak berkepentingan sentiasa diambil kira bagi menambahbaik
perkhidmatan yang diberikan. Untuk tujuan tersebut UPM pada setiap akhir
sesi pengajian akan menjalankan kajian Exit Survey yang bertujuan untuk
mengenal pasti tahap kepuasan bakal graduan terhadap aspek suasana
pembelajaran di UPM yang merangkumi aspek pengajaran dan
pembelajaran, pentadbiran dan kemudahan yang disediakan. Di samping
itu, ianya juga untuk mengenal pasti tahap pencapaian ciri-ciri kualiti
graduan UPM khususnya berdasarkan hasil pembelajaran Kementerian
Pengajian Tinggi. Kertas ini menerangkan penggubalan instrumen bagi
kajian Exit Survey untuk pelajar tahun akhir. Data dikumpul melalui borang
soal selidik yang diedarkan kepada pelajar melalui fakulti. Borang soal
selidik ini mengandungi 100 item (97 soalan tertutup dan 3 soalan terbuka)
yang dibahagikan kepada lima bahagian. Seramai 1823 bakal graduan
pada Semester II 2006/2007 dijadikan sampel. Hasil kajian mendapati,
pada keseluruhannya instrumen yang digubal sesuai untuk menilai
perkhidmatan dan kemudahan yang ditawarkan oleh UPM. Dapatan
dibincangkan dengan terperinci dalam kertas ini.
Kata Kunci: Instrumen Exit Survey
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G08 - PENILAIAN PERKHIDMATAN MAKMAL
Mohd Majid Konting, Azura Adam, Siti Norziah Abdullah

Nor Azirawani Man
Norfaryanti Kamaruddin
ABSTRAK - Universiti Putra Malaysia (UPM) berusaha melahirkan graduan

yang berkualiti, berdaya saing dan berupaya untuk terus maju melalui
pembelajaran berterusan. Usaha ini diterapkan antaranya melalui latihan
amali/ praktikal di makmal yang memainkan peranan penting bagi
menyokong dan memperkasakan proses pembelajaran. Bagi memastikan
perkhidmatan makmal memenuhi kehendak pengguna dan seterusnya
menyumbang kepada keberkesanan pengajaran dan pembelajaran, UPM
dari semasa ke semasa membuat penilaian terhadap kemudahan fizikal
dan tahap profesionalisme pembantu makmal. Kertas ini membincangkan
penggubalan instrumen penilaian perkhidmatan makmal berdasarkan dua
domain perkhidmatan makmal iaitu suasana fizikal makmal dan
profesionalisme staf makmal. Instrumen yang mengandungi 20 item
berskala Likert 5 mata digubal oleh sekumpulan pakar dan Timbalan-
timbalan Dekan serta dirintis kepada 1754 pelajar yang menggunakan
makmal di tiga fakulti pada Semester II, 2005/06. Indeks kebolehpercayaan
Cronbach Alpha bagi keseluruhan item dalam instrumen ini adalah 0.96
dengan suasana fizikal makmal (10 item) 0.96 dan profesionalisme staf
makmal (10 item) 0.94. Dapatan kajian penilaian perkhidmatan makmal
Semester II 2006/07 dibentangkan dalam kertas ini.
G09 - SKIM BOOK PLAN MEMPERKASAKAN PEMBELAJARAN

BERPUSATKAN PELAJAR DI UNIVERSITI PUTRA MALAYSIA
Mansor Ahmad, Haryati Abdullah, Sidek Ab. Aziz, Juraidah M. Amin

mansorahmad@putra.upm.edu.my
ABSTRAK - Matlamat pertama Universiti Putra Malaysia (UPM) adalah

untuk melahirkan graduan yang berkualiti, berdaya saing dan berupaya
untuk terus maju melalui pembelajaran yang berterusan (life-long learning).
Pelajar baharu harus membuat persediaan dan mempunyai kemudahan
untuk memulakan pengajian di universiti. Bagi merealisasikan matlamat
tersebut dan menyediakan kemudahan untuk pelajar, UPM mengambil
langkah melaksanakan Program Skim Pembelian Buku Teks (Skim Book
Plan) yang merupakan inisiatif UPM untuk memperkasakan kaedah
Pembelajaran Berpusatkan Pelajar (SCL) bermula pada Sesi 2005/2006. Di
94
bawah skim ini, pendahuluan diberikan kepada setiap pelajar ijazah

pertama bagi program pengajian profesional yang terpilih bagi membeli
buku rujukan dan peralatan pembelajaran. Kredit ini akan terus dimasukkan
ke dalam kad matrik pelajar dan akan dipotong apabila transaksi dibuat di
Kedai Buku Koperasi UPM. Oleh itu, pelajar dapat membeli buku teks pada
awal semester (walaupun masih belum mendapat penajaan). Skim ini
ditawarkan kepada pelajar semester pertama dan tiada penambahan nilai
yang akan ditawarkan kepada pelajar. Kumpulan perintis skim ini
melibatkan seramai 1022 orang pelajar dari 5 fakulti dan 14 program
pengajian terpilih. Skim ini diteruskan pada pelajar kumpulan kedua untuk
sesi 2006/2007 seramai 901 orang. Kumpulan ketiga skim ini disertai oleh
1863 orang pelajar dengan melibatkan 7 fakulti dan 24 program pengajian.
UPM akan terus memperkemaskan skim ini agar lebih ramai pelajar UPM
dapat memperoleh kebaikan daripada skim ini. UPM juga akan terus
berusaha untuk merealisasikan matlamat dan memperkasakan SCL agar
graduan UPM lebih berdikari dan berdaya saing dalam dunia yang lebih
mencabar ini.
95
LATIHAN INDUSTRI DAN KLINIKAL
H
12-14 Disember 2007

H01 - QUALITY OF CLINICAL SUPERVISION DURING PRACTICUM
Sri Ranjani Naidu a/p R.Appanan

Lecturer- English Language Department
Institut Perguruan Darulaman
06000 Jitra, Kedah Darul Aman
sriranjaninaidu@yahoo.com
ABSTRACT - This qualitative study on the quality of supervision by English

Language Lecturers from various Teacher Education Institutes during the
KPLI (English Studies for primary schools) student teachers’ practicum
revealed that three out of the five supervisors studied incorporated various
stages of clinical supervision and incorporated various strategies such as
questioning, probing, seeking clarification, suggesting and reasoning at the
various stages of their clinical supervisory process. This indirectly enabled
them to assume the roles of both evaluator and a variety of guidance or
mentoring roles such as facilitators, advisors, motivators, counselors and
importantly educators. Through these roles, they in turn, enabled student
teachers to be aware of their strengths and shortcomings in their teaching
besides enabling them to be reflective and self-evaluative. Conversely, the
remaining two lecturers who did not adhere to the clinical supervisory
stages had observed their supervisees’ lessons for the sole purpose of
evaluation. Their supervision merely focused on giving prescriptive
comments - both verbally and in writing - to evaluate the student teachers’
performance. As such the multi-pronged objectives of practicum supervision
were not attained. This study thus recommends that at least some stages of
the clinical supervision process be implemented, especially the pre-
conference, post conference and feedback stages so that supervisors can
employ various strategies and can assume various roles to some extent.
H02 - COMMUNITY PHARMACY ATTACHMENT PROGRAMME :

SCORING COMPARISON BETWEEN TWO COHORT
Ibtisam Abdul Wahab, Nor Amlizan Ramli

Faculty of Pharmacy
University Teknologi MARA
40450 Shah Alam, Selangor Darul Ehsan
ABSTRACT - A three-week community pharmacy attachment program for

the sixth semester, bachelor of pharmacy (Hons.) undergraduate was
reorganized to provide the students with an early exposure of the technical
and relevant pharmacy skills. Both 2005 and 2006 students were assigned
at respectively, fifty-two and fifty-nine pharmacy outlet in peninsular
Malaysia, including one in east Malaysia, annually. The aims of this study
were to 1) evaluate 2006 students overall performance in this special
training and 2) compare their average score with the earlier batch of the
students. However, no major changes were implemented on the
96
organization of the 2006 program; only additional topics of the practice of

the community pharmacy were discussed. Specific and validated forms with
fifteen major criteria were created by the discussed. Specific and validated
forms with fifteen major criteria were created by the community pharmacy
secretariat for students to be assessed by pharmacist in charge in their
respective training locations. The responses were scored from 1 to 5
(1=poor, 2=fair, 3=good, 4=very good, 5=excellent). On average, both
cohorts obtained the highest score in terms of Punctuality (4.46±0.62;4.41
±0.77), while lowest scores were given for aspects of Problem Solving
Ability (3.64± 0.78;3.69±0.99) and Creativity (3.64±0.95;3.66±0.92, 2005
and 2006, respectively). Between these two batches, we noticed that their
Willingness to share knowledge among the peers (3.77±1.04; 4.04±0.89)
was emphasized. We concluded that the students were overall considered
to be very good (4.00±0.11; 4.03±0.88) in the majority of the criteria
assessed.
Keywords : Community pharmacy, Training, Undergraduate
H03 - PENGUASAAN KEMAHIRAN GENERIK DALAM PROGRAM

LATIHAN INDUSTRI
¹Halizah Awang Ishak Ramly ²Ishak Ramly

¹Fakulti Pendidikan Teknikal
²Pusat Pengajian Ilmu Pendidikan
¹halizah@uthm.edu.my
ABSTRAK - Kajian ini bertujuan untuk mengenal pasti keupayaan pelatih

mengaplikasi kemahiran generik dalam Program Latihan Industri hasil
daripada aplikasi Kaedah Pembelajaran Berasaskan Masalah (PBM) di
Politeknik. Kajian melibatkan pelajar Diploma Kejuruteraan Awam di 4
buah Politeknik dalam mata pelajaran Mekanik Struktur. Kajian berbentuk
kuasi-eksperimen ini digunakan untuk menguji keupayaan pelajar
mengaplikasi kemahiran generik dalam tempoh Program Latihan Industri
pada semester 4 setelah pelajar-pelajar mengikuti pembelajaran melalui
kaedah PBM pada semester 3. Pelajar-pelajar dipecahkan kepada
kumpulan rawatan dan kumpulan kawalan. Hasil kajian menunjukkan
pelajar-pelajar kumpulan rawatan berupaya mengaplikasi kemahiran
generik sepanjang mengikuti Program Latihan Industri. Manakala pihak
majikan yang terlibat berpendapat bahawa tahap penguasaan kemahiran
generik pelajar adalah baik. PBM dapat meningkatkan penguasaan
kemahiran generik pelajar dan bertepatan dengan keperluan majikan masa
kini yang mementingkan elemen kemahiran generik dalam setiap bidang
pekerjaan. Kajian mengesahkan bahawa pelajar-pelajar dapat menguasai
kemahiran generik dari aspek berfikiran kreatif, komunikasi lisan, kerjasama
kumpulan dan kemahiran membuat keputusan dalam bidang kejuruteraan
awam. Majikan bukan sahaja memerlukan pekerja yang memiliki kemahiran
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teknikal tetapi juga mempunyai kemahiran generik. Rumusannya, fasilitator

perlu diberi bimbingan dalam pengendalian PBM bagi meningkatkan
penguasaan kemahiran generik di dalam bidang teknikal.
Kata kunci: Pembelajaran Berasaskan Masalah, Politeknik, Kemahiran

Generik, Program Latihan Industri
H04 - INDUSTRIAL TRAINING AND ITS CONTRIBUTION TOWARDS

SKILLS DEVELOPMENT OF ACCOUNTING STUDENTS: UPM
EXPERIENCE
Asna Atqa Abdullah, Siti Manisah Ngalim, Nor Aziah Abu Kasim
Badriyah Minai, Mazlina Mustapha
Department of Accounting and Finance
Faculty of Economics and Management
ABSTRACT - In today's challenging environment, competition amongst

graduates to secure their desired position in the workplace is intense. It
appears that those graduates who are equipped not only with the
knowledge but also with the essential skills will gain competitive advantage
in terms of increased employment prospects. Thus, it is vital for the
students’ skills to be developed while they are at universities. In UPM, the
accounting program is designed in such a way that students would undergo
industrial training as an important component of the curriculum, in addition
to the academic courses. This is because it is believed that it should
contribute towards the application of knowledge as well as development of
skills suitable for a workplace environment. This paper seeks to identify the
contribution by the industrial training program towards development of
intellectual, personal and interpersonal skills of accounting students from
the perspective of the students themselves and industrial training firms. A
total of 224 undergraduate students and 47 industrial training firms were
surveyed using questionnaires. Data from both groups were compared and
analysed. While the results showed that both groups agreed to the
contribution of industrial training towards development of personal and
interpersonal skills, they differ quite significantly on the contribution towards
development of intellectual skills.
Keywords: Skills, Industrial training, Accounting students
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H05 - ENGAGING STUDENTS IN REALISTIC LEARNING

ENVIRONMENTS THROUGH INNOVATIVE UNIVERSITY-INDUSTRY
PARTNERSHIPS
¹Syed Ahmad Helmi Syed Hassan, ²Khairiyah Mohd. Yusof

¹Faculty of Mechanical Engineering
²Faculty of Chemical & Natural Resources Engineering
²khairiyah@fkkksa.utm.my
ABSTRACT - In adopting the outcome-based approach to design the

curriculum of professional undergraduate programs, the outcomes of the
program must be designed with the needs of the stakeholders in mind. For
certain programs, like medicine, students are trained in the real working
environment. For most programs, though, the learning environments that
students go through are far removed from the reality of the profession that
they are trained for. As such, there is a need for the stakeholders to be
involved not only during the design of the curriculum, but also in assisting
universities to provide a realistic learning environment for students. In
Universiti Teknologi Malaysia, there are various innovations in bringing real
(or at least, realistic) industrial experience into classrooms. Active learning
techniques, such as cooperative learning, problem-based learning (PBL)
and project-based learning, provide a natural platform for industries to be
directly involved in students’ learning environment. The use of technology,
such as e-learning, is also extremely useful in providing this realistic
learning environment. All these innovations enable the infusion of generic
skills training in the appropriate professional context while learning in the
classrooms. This paper describes implementations that incorporate
industrial involvements at different levels through active learning
approaches. Examples of actual implementation and the outcomes
obtained will also be presented.
Keywords: Active learning, University-industry partnership, Cooperative

learning, Problem-based learning
H06 - PEMBANGUNAN KEMAHIRAN INSANIAH MELALUI LATIHAN

INDUSTRI PELAJAR KEJURUTERAAN ELEKTRONIK
Nasoruddin Mohamad, Zarina Baharudin Zamani

Fakulti Kejuruteraan Elektronik dan Kejuruteraan Komputer
Universiti Teknikal Malaysia Melaka
nasoruddin@utem.edu.my
ABSTRAK - Kemahiran Insaniah merupakan suatu bentuk kemahiran yang

bukan akademik. Ianya lebih bersifat ke arah nilai dan pembentukan diri
seseorang. Ini termasuklah nilai-nilai etika, moral, kepimpinan, komunikasi,
pemikiran kritis, pembelajaran berterusan dan keusahawanan. Peningkatan
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Kemahiran Insaniah boleh dibangunkan melalui pelbagai cara termasuklah

aktiviti-aktiviti formal dalam kelas semasa sesi pembelajaran, kokurikulum,
sukan, program khidmat masyarakat, persekitaran kampus dan juga latihan
industri. Kertas kerja ini membincangkan dan memfokuskan pembangunan
Kemahiran Insaniah kepada pelajar Kejuruteraan Elektronik melalui sesi
latihan industri yang mereka hadiri. Latihan industri merupakan sesi latihan
di mana para pelajar akan di tempatkan di industri atau tempat kerja yang
sebenarnya. Tempoh masa 20 minggu diperuntukan untuk para pelajar
menghadiri latihan industri tersebut. Mereka boleh memilih sama ada untuk
menjalani latihan di sektor awam atau swasta. Dalam kajian ini para pelajar
yang telah menghadiri latihan industri dikehendaki menjawab borang soal
selidik mengenai Kemahiran Insaniah yang mereka perolehi semasa latihan
industri dari persepsi mereka sendiri. Soal selidik juga dilakukan kepada
para pensyarah yang mengajar mereka sebelum dan selepas mereka
menghadiri latihan industri. Ini adalah untuk menilai perubahan sikap
pelajar tersebut sebelum dan selepas latihan industri daripada pandangan
dan persepsi para pensyarah yang pernah mengajar mereka. Seterusnya
kesimpulan dibuat bagi menilai tahap pembangunan Kemahiran Insaniah
yang dicapai oleh para pelajar ketika mereka menjalani latihan industri dan
saranan-saranan bagi menambahbaikan pelaksanaan latihan industri ke
arah pembangunan Kemahiran Insaniah.
Kata kunci : Kemahiran Insaniah, Latihan Industri
H07 - PENILAIAN PRESTASI PENYELIA DI ORGANISASI TERHADAP

PELAJAR LATIHAN INDUSTRI SAINS KOMPUTER:
PENEMUAN DAN PENAMBAHBAIKAN
¹L. S. Affendey, ²R. Atan

¹Jabatan Sains Komputer
²Jabatan Sistem Maklumat
²suriani@fsktm.upm.edu.my
ABSTRAK - Kursus Latihan Industri adalah kursus elektif yang ditawarkan

kepada pelajar Bacelor Sains Komputer semasa cuti semester. Setiap
pelajar yang memilih untuk mengikuti kursus Latihan Industri dikehendaki
menjalani latihan sebagai memenuhi sebahagian daripada syarat untuk
keperluan bergraduat. Objektif Latihan Industri adalah untuk memberi
pendedahan pengalaman bekerja dalam persekitaran teknologi maklumat
selama 10 minggu di bawah seliaan seorang penyelia di organisasi yang
terpilih. Peranan penyelia di organisasi adalah untuk membimbing,
memberi pendedahan dan latihan serta mengawal-selia pelajar dalam
bidang yang berkaitan dengan teknologi maklumat. Penyelia perlu memberi
maklum balas berkenaan dengan kebolehan teknikal dan nilai kendiri
pelajar pada akhir tempoh Latihan Industri. Borang Penilaian Prestasi oleh
Penyelia merupakan medium yang digunakan untuk mengumpul maklum
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balas tersebut. Berdasarkan data yang diperolehi dari borang tersebut, satu
analisis telah dijalankan untuk mengenal pasti tahap nilai kendiri pelajar-
pelajar Sains Komputer. Tahap nilai kendiri pelajar adalah merupakan
perkara yang menjurus kepada aspek-aspek seperti disiplin, inisiatif dan
kualiti peribadi pelajar tersebut. Hasil daripada analisis yang dijalankan
akan dapat digunakan sebagai input dalam mengenal pasti keperluan untuk
menambah baik Kemahiran Insaniah pelajar seperti kemahiran
berkomunikasi, kemahiran penyelesaian masalah, pembelajaran berterusan
dan pengurusan maklumat serta etika dan moral profesional.
Kesinambungan daripada hasil kajian yang diperolehi, kemahiran yang
masih belum dikuasai oleh pelajar dapat diberi penekanan khusus dalam
pengendalian kursus-kursus sedia ada, atau mengambil langkah yang lebih
drastik dengan menggubal semula kurikulum sedia ada dengan mengambil
kira aspek-aspek tersebut. Ini adalah sangat relevan dalam menuju ke arah
peningkatan dalam kualiti modal insan.
Kata kunci: Penilaian prestasi, Latihan Industri, Kemahiran Insaniah
H08 - PENGAJIAN TINGGI BERTERASKAN KERJAYA.

SATU KAJIAN KES PENGAJIAN KEJURURAWATAN DI MALAYSIA
Vijaya Kumaran K.K.Nair

Pengarah
Singlebridge Edusolutions Sdn. Bhd
vknair@singlebridge.net
ABSTRAK - Dalam Rancangan Malaysia Kesembilan, kerajaan dengan

jelas telah menunjukkan arah tuju dan haluan sektor pendidikan negara
serta peranan, tugas dan tanggungjawab yang harus dipikul oleh institusi
pendidikan awam dan swasta. Sektor swasta yang memiliki institusi
pengajian tinggi swasta diperlu memainkan peranan yang lebih proaktif
bagi menjayakan perancangan kerajaan selaras dengan garis panduan
arah tuju yang diwawasankan oleh Kerajaan. Antara peranan yang telah
digariskan oleh kerajaan tersebut serta perlu digerak oleh sektor swasta
adalah seperti penubuhan lebih banyak institusi pengajian tinggi swasta
dan kampus-kampusnya dengan keutamaan diberikan kepada syarikat-
syarikat yang diperbadankan di Malaysia, memperkenalkan lebih banyak
program pengajian berkembar secara bekerjasama dengan institusi
pengajian tinggi dalam atau luar negara, memperluaskan skop penawaran,
tahap dan bidang program-program pengajian jarak jauh yang dikendalikan
oleh institusi pengajian tinggi dalam negara, memperbesarkan kampus
sedia ada serta membuka kampus-kampus baru bagi mempertingkatkan
kemampuan pengambilan lebih ramai pelajar serta menampung jumlah
pelajar lebih ramai. Dari segi penawaran tenaga kerja, unjuran Kementerian
Pelajaran Malaysia menunjukkan bahawa dalam tempoh lima tahun yang
akan datang, lebih dari 500 ribu pelajar sekolah akan menamatkan
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persekolahan mereka pada setiap tahun. Dari jumlah ini, sebanyak 17

peratus atau 70 ribu akan melanjutkan pelajaran ke peringkat yang lebih
tinggi. Manakala jumlah yang lebih kurang sama akan memasuki pusat-
pusat latihan teknikal dan vokasional. Ini bermakna pada setiap tahun, lebih
daripada 340 ribu lepasan sekolah akan memasuki pasaran buruh. Jika
arah aliran ini terus kekal pada tahun-tahun yang akan datang, ia bermakna
sehingga tahun 2010, seramai 1.7 juta lepasan sekolah akan berada di
pasaran buruh. Justeru itu sudah sampai masanya kita menumpukan
tenaga untuk mewujudkan pegajian tinggi yang berteraskan kerjaya
(employability based education) yang dapat menampung keperluan modal
insan negara.
H09 - PELAKSANAAN LATIHAN INDUSTRI DI UPM
Hamidah Meseran, Mohd. Majid Konting, Sidek Aziz, Hasmah A. Wahab,

Chan K. F., Saiful Ramadzan H.
hamidah@putra.upm.edu.my
ABSTRAK - Latihan Industri (LI) adalah program yang menempatkan

pelajar universiti di sesebuah organisasi bagi menjalani latihan bekerja
untuk tempoh tertentu. Objektif latihan adalah untuk memberi pendedahan
kepada pelajar tentang persekitaran di tempat kerja sebelum pelajar
menghadapi alam pekerjaan yang sebenar setelah tamat belajar. Matlamat
LI adalah untuk memberi pengalaman sebenar kepada pelajar dengan
mengaplikasikan apa yang telah dipelajari di Universiti dan
mempertingkatkan kemahiran yang diperlukan oleh sesuatu profesion yang
bakal diceburi. LI juga boleh membantu universiti dalam mengenalpasti
kehendak industri dan mengukuhkan kurikulum universiti bersesuaian
dengan kehendak industri. Seterusnya universiti dapat menjalin
perkongsian pintar bersama industri untuk kepentingan bersama dalam
membangunkan ekonomi negara. Pendekatan yang digunakan adalah
membina hubungan yang baik dengan industri yang mengambil pelajar
untuk menjalani LI di organisasi beliau. Hubungan yang baik ini dikenali
sebagai jalinan akademia industri. Aktiviti yang terlibat dalam pengendalian
LI ini adalah pembangunan pangkalan data industri yang boleh dicapai
melalui internet. Pangkalan data industri adalah penting untuk dijadikan
rujukan penyelia LI, pelajar dan pihak industri. Pihak industri boleh memilih
sendiri pelajar yang memenuhi keperluan mereka dengan merujuk
pangkalan data industri ini. Pelajar juga boleh memilih tempat LI yang akan
dijalankan. Pangkalan data industri ini juga akan menjadi sumber
pengumpulan maklumat LI untuk tujuan pemantauan dan laporan. Kajian
ringkas telah dilakukan bagi membantu pembangunan pangkalan data
industri Universiti Putra Malaysia (UPM). Kajian yang dibuat adalah dengan
mengenalpasti beberapa Institusi Pengajian Tinggi IPT yang telah
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mengendalikan LI dan seterusnya melakukan beberapa siri lawatan kerja

untuk mengkaji kaedah pelaksanaan LI yang telah dilaksanakan oleh
mereka. Kertas kerja ini akan mengkaji prosedur pengendalian LI,
pelaksanaan LI, keperluan kepada penyelarasan dan pemantauan dan juga
masalah dan kekangan yang dihadapi semasa pelaksanaan LI di UPM.
Cadangan untuk penyelesaian akan dikemukakan bagi menambah baik
kaedah pelaksanaan LI UPM.
Kata kunci:- Jalinan Akademia Industri, Pangkalan Data Industri,

Perkongsian Pintar
103
POLISI DAN TADBIR URUS
I
12-14 Disember 2007

I01 - MANAGING STAKEHOLDER IN KNOWLEDGE-BASED

ORGANIZATIONS
Norlena Hasnan, Nor Hasni Osman, Nurul Azita Salleh

Faculty of Technology Management
ABSTRACT - It is impossible for companies to stand alone without the

stakeholders. The relationship can highly influence the strategy,
consequently, and performance of companies. A well performed
knowledge-based organization should able communicate the company’s
strategic intent to the stakeholders. Recognizing that each stakeholder has
its unique power and interest, it is wise to identify their concerns about the
organization performance. The paper briefly describes the concept of
stakeholder management in knowledge-based organizations. In addition, it
highlights the threats and challenges on the organizations in aligning the
stakeholder interest towards the organization desired goal and objectives.
Keywords: Stakeholder, Knowledge-based organizations, Stakeholder

mapping
I02 - ENHANCING SHARED GOVERNANCE IN MALAYSIAN PUBLIC

UNIVERSITIES
¹Soaib bin Asimiran ²Sufean bin Hussin

¹Faculty of Educational Studies
²Faculty of Education
University Malaya
Kuala Lumpur
ABSTRACT - Governance is linked to the distribution and exercise of

power and authority, legitimately to a group of individuals through relevant
laws for purposes of ensuring the growth, development, and sustainability
of the institution. In many ways, the process involves political activities.
Politics illuminates acquisition and usage of power in varied situations and
interpretation about the dynamic processes involving groups’ interactions,
negotiations, persuasions and mediations is essential to explain the
process of university governance. Adopting the qualitative paradigm, this
paper discusses the findings from a study conducted on the exercised of
powers and authorities by the University Board of Directors and university
top management in the governance of public universities in Malaysia. In-
depth interviews through semi-structured questionnaires and document
analysis formed a major part of the study. Special reference was also made
to the political model of university governance. The political model views
universities as complex organizations resembling a miniature of political
systems in which competing views and values are manifested over a wide
104
range of issues. Powers and authorities were eminent issues raised by

those interviewed and it was pointed out that through shared governance,
the process of governing the universities could lead to good university
governance. The governance process which worked through functional
representation created by virtue of the Constitution, Statute or regulations
was described as the most suitable mechanism in governing the Malaysian
public universities. The idea of having various representations was to have
a system of check and balance and governance should result from
cooperation, shared responsibility and mutual understanding among the
various groups. We suggested a model of shared governance which draws
on university’s strengths to drive institutional directions within the legalized
framework set by the University Constitution.
I03 - EXPLORING THE DIMENSIONS AND MEASUREMENTS OF

SERVICE QUALITY IN HIGHER EDUCATION RESEARCH
¹Arivalan Ramaiyah , ²Ahmad Nurulazam Md. Zain, ²Halim bin Ahmad

¹School of Business, Curtin University of Technology
Miri Campus, Sarawak
²School of Educational Studies
University Science Malaysia, Penang
ABSTRACT - Service quality has become a strategic option for many

institutions of higher learning around the globe. The role of service
quality has also become critical to the success of an organization.
(Landrum, Prybutok & Zhang, 2005). Universities and Institutions of
Higher Learning are striving to provide quality services to its students to
gain competitive advantage and to develop and maintain its reputation.
The dimension and the measurement of service quality are still debated
among the academic researchers. The purpose of this study is to
examine the different dimensions and measurement methods used and
applied in the process of evaluating the service quality under the higher
education context. To achieve the objectives of this paper, secondary
data was collected from various academic sources in relation to the
service quality dimensions and measurements. This study is expected to
pave way for researchers who are interested to conduct further studies
on the implications of service quality in Malaysian higher education
environment.
105
PERKONGSIAN PINTAR
J
12-14 Disember 2007

J01 - UTM’S EXPERIENCES REGARDING SMART PARTNERSHIP ON

EDUCATION AND TRAINING: ISSUES AND CHALLENGES
Hamzah Abdul Jamal

Ms Jayasubamani Arvi d/o S. Moganakrishnan
ABSTRACT - The paper highlighted UTM’s experiences in undertaking

smart partnership programs especially in education and training on several
fields with several companies locally as well as overseas. The paper
outlines the issues encountered in forming collaboration of smart
partnerships between the industries and the Universiti Teknologi Malaysia
the education and training encompass programs from short courses and
tour study modules right up to post graduate studies. The paper focuses on
the need and the benefits of industries having smart partnerships with UTM
and how UTM could enhance their staff capabilities in understanding the
industries aspiration and targets. The close relationship due to this smart
partnership will provide good platform to resolve many present and future
challenges in a more systematic way. It is certainly a “win-win” working
relationship and provides abundance of opportunity for both the industries
and higher education institutes in general to garner their own resources so
as to be more competitive globally. Numerous companies have benefited
with this UTM smart partnership programs and it has enriched and
enhanced capacity building and human capital quality in the private and
government staffs. The paper elaborates on the changes that were brought
to the education and training methods in applying the requirements of the
industry along with the current education and training in order to create
value added individuals relevant to the current industry needs. The
highlights reveal the positive impact that is put on the students as they are
ready to face the challenges of the real working world. The study also
shows the benefits derived by partnering companies in different aspects,
such as, cost saving, training needs and productivity. The “smart
partnership” concept is revealed to be a successful concept to be
introduced in the education field as it creates more qualified individuals that
are industry savvy due to the early exposure to industry needs and a good
concept to dwell upon for future undertakings to create relevant and positive
impact in other aspects of education and training.
J02 - ENGAGING ALUMNI: SEIZING THE

OPPORTUNITIES – SUPPORTING THE VISION
Rohani Ibrahim
Director of Alumni Office
ABSTRACT - Moving from a normal local Institution of Higher Learning to

that of Research University is a big leap and recognition for Universiti Putra
106
Malaysia. Those involve in moving the university must strategically drive

each component to achieve the aspiration to stay ahead in research that
can lead to commercialization of products. Recounting the story of UPM
growth, one sees just how far the university has come and the bright
prospects that lie ahead. Since its establishment in 1931, UPM has
produced more than 100,000 alumni of whom have contributed to the
country’s growth in agriculture, economy and education. With the rise and
growing numbers of graduate students local and international, UPM will
need to ply a new approach in working with their alumni. The new students
and wealth of knowledge today are the creation of future alumni, generation
and dissemination of new knowledge, products, innovation, ideas and
brands for the Alma mater. Tapping on the unique history of UPM that
humbly started as an agriculture school, over the years UPM has gained its
foothold as the producer for alumni in agriculture that help move the
agriculture sector of this country. The remarkable transformation of UPM to
other programs thus require a careful planning and cohesive effort and
strategy to spur alumni to engage themselves to help the university in
achieving its vision and for international alumni they are potentially among
the university’s most influential ambassadors that help brand UPM globally.
They need to be engaged to assist the Alma mater to forge forward.
107
ISU SEMASA
K
DALAM PENDIDIKAN TINGGI
12-14 Disember 2007

K01 - OF OUR GRADUATING STUDENTS : ARE THEY ALL SET TO

ASSUME A LEADERSHIP ROLE?
Ahmad Yusairi Bani Hashim

Faculty of Manufacturing Engineering
Locked Bag 1200, Ayer Keroh 75450
Melaka, Malaysia
ABSTRACT – We have prospective employers complaint that our

graduating students usually not ready to enter workforce. Taking for
example students from a three year diploma program, whom ideally would
hold a supervisor level post when hired. Can we say that the three
academic years has nothing to do with preparing students for actual
workforce life? Or three years are designed to allow students to discover
themselves as well as being trained in respective specializations? Now that
universities have made to produce human workforce, there is something
else coming in that require universities to adhere and that is lacking. They
want ours graduates to master some skills. In response to the many
demands, we have aset of curriculum that have criteria, which theoretically
answer those demands. When we have a class of graduating students, we
shall question ourselves. Are they all set to assume a leadership role?
Using selected set of questionnaire from a standard leadership diagnostic
survey this work tries to learn from responses given by some fifty students.
The students are from a three year Diploma of Manufacturing Engineering
class of 2007, Universiti Teknikal Malaysia Melaka (UTeM). The results
explain respondents right now; respondents’ work style preference;
respondents’ leadership characteristics.
Keywords : Leadership, Graduating students
K02 - ANALISIS NADA DALAM PEMBELAJARAN BAHASA MANDARIN

SEBAGAI BAHASA KETIGA DI KALANGAN PELAJAR BUMIPUTERA
Lee Ai Chat, Lau Suk Khin, Mok Soon Sim

UiTM, Shah Alam
sukhin835@yahoo.com
ABSTRAK - Kajian ini bertujuan untuk melihat kesilapan nada dalam

pertuturan bahasa Mandarin yang dilakukan oleh pelajar Bumiputera di
UiTM Shah Alam yang belajar bahasa Mandarin sebagai bahasa ketiga. .
Kesilapan-kesilapan yang dikenal pasti adalah dari segi jumlah kekerapan
dan jenis-jenis kesilapan sebutan nada. Kajian ini berkerangkakan kaedah
analisis kesilapan. Sebanyak 50 ujian bacaan petikan bahasa Mandarin
dalam Hanyu Pinyin telah dirakamkan, dan dianalisis jenis-jenis kesilapan
sebutan nada yang dilakukan oleh pelajar. Soal selidik pelajar serta temu
bual dengan pensyarah dan pelajar terpilih juga diadakan untuk
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mendapatkan maklumat tentang faktor-faktor yang menyebabkan

kesilapan-kesilapan tersebut berlaku. Dapatan kajian menunjukkan bahawa
pelajar yang paling banyak melakukan kesilapan dalam menyebut nada
kedua (59.5 %), diikuti oleh kesilapan nada sebutan keempat (52.8%),
kesilapan sebutan nada ketiga (36.7%), dan kesilapan sebutan nada
pertama (27.5%). Di samping itu, jenis-jenis kesilapan sebutan nada juga
turut dianalisis dan dikira peratus kesilapannya secara terperinci. Dapatan
kajian juga menunjukkan bahawa faktor-faktor yang menyebabkan
kesilapan sebutan nada dalam pertuturan bahasa Mandarin ini boleh
dikategorikan kepada faktor linguistik, faktor psikologi, dan faktor
ekstralinguistik. Akhir sekali, cadangan-cadangan juga diutarakan untuk
mengatasi masalah pembelajaran bahasa Mandarin sebagai bahasa ketiga
di kalangan pelajar Bumiputera.
K04 - DEVELOPING UNDERGRADUATES’ THINKING SKILLS
Munir Shuib
School of Humanities
Penang 11800, Malaysia
munir@usm.my
ABSTRACT - As a strategy to develop its undergraduates’ thinking skills,

Universiti Sains Malaysia offers a university course called ‘Thinking
Techniques’. Since it was first offered, this course has attracted thousands
of undergraduates. Many of them have expressed their satisfaction of
following the course. Despite its popularity and favourable response, it is
unclear to what extent the syllabus introduced in this course is consistent
with the needs of undergraduates and the industry. This paper aims to
report a study on undergraduates’ perception of their thinking skills and
employers’ perceptions of the thinking skills needed at the workplace. This
is meant to gauge aspects of thinking skills that undergraduates may need
to focus on as well as those that the industry wants. Generally, the study
found that many students perceived themselves as being weak in certain
aspects of thinking which are seen as important by employers. The findings
have significant implications towards the improvement of the ‘Thinking
Techniques’ course in Universiti Sains Malaysia and similar courses offered
in other universities.
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K05 - CAREER GUIDANCE DECISION SUPPORT SYSTEM

(CAREGUIDESS)
Mohd Noor Abdul Hamid, Fazailah Mohd Kamal, Juslihah Wook

Fakulti Sains Kuantitatif
Universiti Utara Malaysia, 06010 Sintok Kedah
(mohdnoor; fazilah, muslihah)@uum.edu.my
ABSTRACT - This study focuses on developing internet-based career

guidance Decision Support System for Decision Science student in
University Utara Malaysia. Admittedly that information on decision support
field is relatively new in Malaysia and lieu of that reason and plus the
enthusiastic acceptance among participating candidates in several works
provides a reason to be optimistic about the future use of the format. The
analytical hierarchy process (AHP) technique has been adopted in the
design of the system suggest the best potential job sector that suit the end
user. Furthermore, the system takes into consideration all major factors that
influence career choice and make it a reliable source for career guidance.
In effort to provide such information, questionnaires have been distribute to
all decision science graduate enquiring the details of their current job and
the information obtained were used in the development of the system
database. As a conclusion, the finding of this study is expectantly may
assist decision science student in planning their future career.
Keywords: Career guidance, AHP, Decision support system
K06 - PEMBIAYAAN PENDIDIKAN TINGGI
¹Rosni Bakar , ¹Tunku Salha Tunku Ahmad, ²Morshidi Sirat

¹Fakulti Ekonomi dan Perniagaan
²Instititut Penyelidikan Pengajian Tinggi Negara (IPPTN)
ABSTRAK - Menyedari hakikat bahawa pendidikan merupakan faktor

penting untuk pembangunan ekonomi negara, isu mengenai pembiayaan
pendidikan tinggi semakin diberi perhatian, tidak kira sama ada di negara-
negara maju mahupun negara-negara sedang membangun. Persoalan
yang sering ditimbulkan adalah “wajarkah tanggungjawab menyediakan
dana pembiayaan pendidikan tinggi ditanggung sepenuhnya oleh pihak
kerajaan, atau sekiranya tanggunjawab tersebut dikongsi bersama dengan
pihak swasta, bagaimanakah peruntukan dana tersebut diagihkan supaya
manfaatnya benar-benar diperolehi oleh mereka yang memerlukan”.
Tumpuan bukan sahaja diberi kepada cara pengagihan dana untuk tujuan
pinjaman pelajaran malah proses untuk mendapatkan kembali dana yang
telah dikeluarkan juga turut diberi perhatian. Kebanyakan pihak bersetuju
bahawa pengagihan pinjaman pelajaran untuk pendidikan tinggi sewajarnya
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dibuat berdasarkan merit dan keadilan iaitu hanya pelajar-pelajar yang

benar-benar layak diberikan pinjaman. Namun, pengalaman di negara-
negara seperti Australia, New Zealand, Amerika Syarikat, India, Thailand
dan tidak terkecuali, Malaysia pelaksanaan skim pinjaman untuk membiayai
pendidikan tinggi dibebani masalah dan kekangan yang agak sukar untuk
diselesaikan. Antaranya ialah kegagalan dan keengganan peminjam untuk
menjelaskan hutang mereka, sama ada secara sengaja atau tidak, telah
menjejaskan keupayaan dan kecekapan pihak atau agensi yang
mengeluarkan pinjaman berkenaan. Ini adalah kerana, dana yang
sepatutnya dikumpul semula melalui pembayaran balik pinjaman tidak
diperolehi menyebabkan rancangan pembiayaan pelajar-pelajar di masa
hadapan terbantut. Kajian menunjukkan bahawa di beberapa negara,
kadar pembayaran balik pinjaman pelajaran amat rendah dan pelbagai
langkah telah diambil untuk mengurangkan masalah ini termasuklah
tindakan perundangan kepada mereka yang ingkar. Di Malaysia, agensi
yang diberi tanggungjawab untuk menyediakan skim pinjaman pelajaran
untuk pendidikan tinggi dikenali sebagai Perbadanan Tabung Pendidikan
Tinggi Negara (PTPTN). Pembentangan ini akan membincangkan dengan
lebih lanjut pelaksanaan skim pinjaman pelajar yang diuruskan oleh
PTPTN, kekangan dan masalah yang dihadapi oleh agensi berkenaan serta
cadangan-cadangan untuk menyelesaikan permasalahan tersebut.
K08 - PENDIDIKAN GURU: HARAPAN MENJADI USAHAWAN

SELEPAS TAMAT PENGAJIAN PROGRAM PENDIDIKAN GURU
Mohd Yusop bin Ab.Hadi, Ahmad bin Esa

Jabatan Ikhtisas Pendidikan, Fakulti Pendidikan Teknikal
ABSTRAK - Kecenderungan mengurangkan bilangan tajaan dan

pemberian biasiswa kepada pelajar-pelajar di universiti mempunyai agenda
dan matlamat tersendiri. Bagi menangani masalah pembiayaan pelajaran di
institusi pengajian tinggi kesan daripada berkurangan pemberian biasiswa,
kerajaan telah mewujudkan tabung PTPTN. Mereka yang tidak mendapat
biasiswa atau pinjaman PTPTN akan mencari sumber-sumber lain untuk
membiayai pengajian. Ketiadaan biasiswa dan pembiayaan pembelajaran
melalui PTPTN atau sumber-sumber lain untuk pembiayaan pengajian tidak
terkecuali berlaku di kalangan pelajar-pelajar yang mengikuti program
pendidikan guru peringkat ijazah sarjana muda. Sebagaimana lazimnya
pemegang biasiswa akan terikat dengan perjanjian untuk berkhidmat
dengan penaja selepas tamat pengajian. Di kalangan peminjam PTPTN
dan pembiayaan sendiri pula mereka tidak dijanjikan sebarang pekerjaan
selepas tamat pengajian. Selepas tamat pengajian mereka akan berusaha
sendiri untuk mendapatkan pekerjaan yang bersesuaian dengan bidang
pendidikan guru yang diikuti. Kajian yang dijalankan ini bertujuan untuk
mengetahui sejauhmana program yang diikuti oleh pelajar-pelajar dalam
bidang pendidikan guru memberi harapan untuk menjadi usahawan selepas
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mereka mendapat segolong ijazah. Secara keseluruhan dapatan kajian

menunjukkan bahawa tidak terdapat perbezaan yang signifikan harapan
menjadi usahawan selepas tamat pengajian program pendidikan guru
antara pemegang biasiswa, pembiayaan pembelajaran melalui PTPTN atau
sumber-sumber lain. Mereka meletakkan harapan dan keyakinan untuk
mendapat pekerjaan selepas tamat pengajian terutamanya sebagai
pendidik di sekolah-sekolah kerajaan dan bukannya menjadi usahawan.
K09 - FIRST YEAR EXPERIENCE INITIATIVES AT UNIVERSITI

TEKNOLOGI MALAYSIA
M Z Kamsah
ABSTRACT - Many researches on first-year under-graduates agree that a

number of things are going on in these students' lives during their first-year.
First-year students are not only developing academically and intellectually,
they are also establishing and maintaining personal relationships,
developing an identity, deciding about career and lifestyle, maintaining
personal health and wellness, and developing an integrated philosophy of
life. In other words, many of the students are doing things which may seem
minor many years later, but can be quite daunting when they are new. For
example, many students are finding their way around a new place, learning
a new set of rules and procedures, adapting to different classroom norms,
learning how to learn, making new friends and altering or developing study
habits. What these students bring with them to university is a whole set of
assumptions and strategies about life and learning based on their prior
experience. Unfortunately, prior experience rarely prepares them for
academic and social life at the university. Some of the first year
undergraduate students handle this transition with ease. But many others
face adjustment difficulties, especially during the first few weeks of the first
semester (and even longer, for some) not only because of the new
challenges, but because their old strategies don't work and new support
systems are unfamiliar. Sadly, too many of these students are reluctant to
ask for help, or simply do not know where to seek it. The First Year
Experience (FYE) project at Universiti Teknologi Malaysia has been
ongoing since 2005. The overarching aim of the project is to implement
specific, student-centred initiatives to create a learning environment which
will improve first year students’ experiences at UTM. This paper will
examine the First Year Experience project activities within UTM and
specifically the six strategies carried out among different faculties. The six
strategies are enhanced first year classroom experience, supplemental
instruction and tutoring, peer mentoring, orientation, focused first-year
advising and living-learning communities.
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K10 - TEORI PEMBANGUNAN INSAN SAINS BAIK DALAM SISTEM

PENDIDIKAN SAINS KEBANGSAAN
Nor Hayati Hj. Alwi

Jabatan Pendidikan Sains & Teknikal
yatialwi@educ.upm.edu.my
ABSTRAK - Kertas kerja ini akan membincangkan teori pembangunan

insan sains baik dalam kontek sistem pendidikan sains kebangsaan. Teori
telah dijana dan disahkan secara falsafah melalui kaedah penyelidikan
grounded theory. Teori yang terhasil merupakan sejenis teori yang
dikategorikan sebagai grounded theory dan telah dijanakan secara induktif.
Teori terdiri daripada tiga komponen utama yang dinamakan sebagai
Sebab Musabab Pembangunan Insan Sains Baik, Dasar Teori, Mekanisma
Pembangunan Insan Sains Baik dan Ciri-Ciri Insan Sains Baik. Teori yang
dihasilkan pada tahap falsafah ini dapat digunakan sebagai asas reka
bentuk kurikulum sains bersepadu yang diharapkan dapat membangunkan
insan sains dengan akhlak yang mulia dan juga berupaya membawa
kepada kesejahteraan kepada diri, masyarakat dan negara.
K11 - THE CHANGING AGENDA OF PROFESSIONAL DEVELOPMENT

FOR ACADEMIC STAFF IN PUBLIC UNIVERSITIES: NEW DIRECTIONS
AND CHALLENGES
Azam Othman, Muhamad Abu Bakar, Mohaida Mohin

Centre of Professional Development
International Islamic University
ABSTRACT - The purpose of this paper is to discuss the concept,

challenges and directions of professional development for academic staff in
the Malaysian Public Universities. In addition, this paper discusses the
implications of the National Higher Education Action Plan 2007-2010 on
professional development programmes in Public Universities. The
discussion will focus on the concept and features of high quality of
professional development. This paper argues that the training paradigm has
limitations in preparing educational leaders to cope with turbulences and
challenges of globalisation. To achieve the status of World class
universities, academic administrators are required to lead and promote
quality research, innovation and publication. Consequently, the professional
developers need to adopt a paradigm shift: the new paradigm of
professional development for academicians should enhance them to
embark on critical thinking and continuous reflection on teaching, learning,
research and publication. Furthermore, leading in challenging times
requires continuous professional development that promotes experiential,
critical, self-directed learning and life-long learning among academicians.
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Therefore, the modules or curriculum of professional development should

be linked to research findings on learning and principles of adult learning.
Blended mode of delivery (online and face-to-face interaction) could be
integrated into professional development programmes.
K12 - ASSERTIVENESS: CONCEPT AND ITS ROLES IN DEVELOPING

BETTER INTERPERSONAL SKILLS AMONG MALAYSIAN
UNDERGRADUATE STUDENTS
Salleh Amat, Zuria Mahmud

School of Education, UKM Bangi
sallehba@ukm.my
ABSTRACT - Malaysian government has emphasized the importance of

interpersonal skills for its undergraduate students. Through the Malaysian
Qualification Framework, not only academic contents are being thought but
also interpersonal skills are embedded during the teaching and learning
process for each subject. Generally, interpersonal skills refer to the ability
of a person to communicate and interact with others to reach some sort of
agreements whether on social interactions or in business contexts. In
general, the success in the workplace depends on one’s abilities to
influence others to take a particular course of action. Communication skill
is one of the most important skills that help individuals to influence others.
And assertiveness is one of the most important aspects in better
communication skills. This paper will specifically discuss the concept of
assertiveness and its roles in developing better interpersonal skills among
Malaysian undergraduate students. The roles of students’ personnel in
helping undergraduate students.
K13 - PREDICTING ENTRY PARTICIPATION INTO PROGRAMME

BASED STUDENT SOCIETIES: THE CASE STUDY OF STUDENTS
FROM A UNIVERSITY IN NORTHERN PENINSULAR MALAYSIA
Mohd Hisham Ariffin, Hamlussalam Mohd Dali

Nurul Afida Inaini bte. Janipha
Faculty of Architecture, Planning and Surveying
Universiti Teknologi MARA Shah Alam
ABSTRACT - The lack of soft skills in Malaysian university graduates have

become an issue of concern. However, universities do provide co-
curriculum and extra-curriculum activities that are meant to enhance their
students soft skills. This paper provides the findings of a case study into the
entry participation of students of a North Peninsular Malaysia university into
such societies. Four participation motive factors, six participation barrier
factors and two participation negotiator factors were obtained from the
responses to the Mohd Hisham’s Participation Reason Scale (PRS),
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Participation Deterrent Scale (PDS) and Participation Negotiation Strategies

Scale (PNSS) by a sample of the students in this university. A logistic
regression equation using these twelve factors was obtained. Implications
of these findings on the organization of the activities of student societies are
discussed.
Keywords: Participation motives, Participation barriers, Participation

negotiators, University students societies.
K14 - DILEMA BAHASA INGGERIS DALAM PENGAJARAN DAN

PEMBELAJARAN SAINS
Nor Hasniza Ibrahim, Johari Surif, Muhammad Yusof Arshad

Jabatan Pendidikan Sains dan Matematik
Fakulti Pendidikan
ABSTRAK - Walaupun pengajaran sains dalam bahasa Inggeris telah

dijalankan namun sejauhmana kesediaan bakal guru sains untuk
mengimplimentasikannya masih lagi menjadi tanda tanya. Oleh yang
demikian, artikel ini bertujuan membincangkan isu keberkesanan
penggunaan bahasa Inggeris dalam pengajaran dan pembelajaran sains di
kalangan bakal guru sains Fakulti Pendidikan, Universiti Teknologi
Malaysia. Kajian secara kualitatif dilaksanakan dengan meminta setiap
responden mengutarakan pendapat masing-masing berkenaan pengajaran
sains dalam bahasa Inggeris. Seramai 95 pelajar Ijazah Sarjana Muda
Sains serta Pendidikan telah terlibat dalam kajian ini. Dapatan yang
diperolehi dianalisis dengan menggunakan kaedah pengkodan. Hasil
daripada kajian yang dijalankan didapati majoriti bakal guru sains sangat
bersetuju pengajaran dan pembelajaran sains dilaksanakan dalam bahasa
Inggeris dan mereka juga menyatakan kesediaan untuk melengkapkan diri
dengan kemahiran berkomunikasi dalam bahasa Inggeris dan penguasaan
pendekatan pengajaran sains yang pelbagai supaya berupaya
meningkatkan keberkesanan pengajaran dan pembelajaran sains dan
kefahaman pelajar terhadap konsep sains yang sebenar.
K15 - PEMBINAAN NEGARA BANGSA MELALUI PENDIDIKAN:

KAJIAN PERBANDINGAN MALAYSIA DAN INDONESIA
Abu Bakar Yusuf, Amir Hassan Dawi, Mohmed Noor Mohmed Taib
FSKPM
ABSTRAK - Kajian ini membincangkan tentang pembinaan negara bangsa

melalui pendidikan yang dijalankan di sekolah-sekolah di Malaysia dan
Indonesia. Objektif kajian ini adalah untuk melihat konsep pembinaan
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negara bangsa daripada dari kedua-dua negara. Apakah kepentingannya,

bagaimana dijalankan dan sambutan pelajar terhadap pembinaan negara
bangsa. Kajian ini menggunakan kaedah temu bual dan soal selidik tentang
pembinaan negara bangsa yang dijalankan di kedua-dua negara. Dapatan
kajian menunjukkan bagaimana konsep pembinaan negara bangsa
dijalankan di sekolah, kepentingan pemahaman negara bangsa dan
pendapat pelajar mengenai negara bangsa.
K16 - PERANAN KEBIMBANGAN DALAM MENGHADAPI

PEPERIKSAAN DI KALANGAN PELAJAR SEKOLAH DI NEGERI
PERAK
Bhasah bin Hj. Abu Bakar, Nor Aini Ismail, Mohamed Embong
Koila a/p Kuppan
Maheswary a/p PK Veeran, Azlin Mastura Ismail
Tanjung Malim, Perak
ABSTRAK - Ramai pelajar amat gerun dan berasa bimbang apabila

diberitahu tentang ujian atau peperiksaan yang bakal diduduki. Mereka
akan mula menumpukan banyak masa untuk menghadapi sesuatu ujian/
peperiksaan yang telah ditetapkan itu. Kita di Malaysia lazimnya begitu
memberi penekanan yang kuat kepada peperiksaan, ini termasuklah
pelajar, ibu bapa dan masyarakat. Keputusan peperiksaan akan menjadi
mercu tanda kejayaan dan menjadi sanjungan serta kebanggaan sekolah
dan keluarga di samping dapat menentukan masa hadapan pelajar itu
sendiri dalam bidang-bidang tertentu dan sekaligus merupakan faktor
utama kepada kebimbangan. Penentuan yang begitu kuat diberikan kepada
ujian/ peperiksaan bermula dari sekolah rendah lagi. Kajian ini cuba melihat
unsur-unsur yang berkaitan dengan perkara yang terlibat dengan
penyediaan diri bagi sesuatu ujian/ peperiksaan dan melihat setakat mana
pula kesan dari peperiksaan ini mempengaruhi perkembangan mereka
sebagai seorang pelajar di sekolah. Di samping kajian ini juga ingin
mengenalpasti sumbangan faktor-faktor berkenaan dalam mempengaruhi
kebimbangan pelajar dalam menghadapi peperiksaan.
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K17 - SELF-CONFIDENCE AMONG PRIMARY AND SECONDARY

SCHOOLS STUDENTS AN OBSERVATION
¹Bhasah Hj. Abu Bakar , ²Nadiyah Bhasah, ³Nadhirah Bhasah

¹Universiti Pendidikan Sultan Idris
²Universiti Industri Selangor
³Universiti Teknologi MARA
ABSTRACT - It was hypothesized that the more self-confidence a student

was, the more likely he/she would succeed in his/her career. This study
tries to expose the self-confidence among the primary and secondary
school students in Klang Valley areas. As such, this study tries to identify
the relationship between the students self-confidence with their personal
characteristics. Several objectives are created to facilitate the study and to
enhance the understanding of primary and secondary school students self-
confidence with their English language usage. At the same time, this study
also tries to identify various external factors which may probably affect the
performance of the participants in English language.
K18 - A STUDY ON THE EFFECT OF EDUCATION SYSTEM AT PUBLIC

INSTITUTIONS OF HIGHER LEARNING IN MALAYSIA ON
GRADUATES’ SELF-READINESS
Razak Salleha, Fadzilah Siraja, Nooraini Yusoffa

Izwan Nizal Mohd. Shaharanee
Md. Yusof Abu Bakarb, Rohana Janib
razak289@uum.edu.my
ABSTRACT - This paper explores the relationship between the

demographic variables and the effect of education system on the graduates
undertaking programs at public institutions of higher learning in Malaysia
(IPTA). The paper emphasizes particularly on the graduates’ self-readiness
after completing their studies so as to indicate whether the public
institutions have successfully instil some elements of self-readiness. For
the data analysis purposes, samples from IPTA in Malaysia were collected
and analysed to provide insight on self-readiness based on empirical
evidence. The findings from the study reveal some information about the
education system of public institutions of higher learning in Malaysia from
the graduates’ perspectives. The information mined from the graduates’
data may lead to suggestion for improving the education system at IPTA’s
in Malaysia.
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K19 - PROJECT ORIENTED AND PROBLEM BASED LEARNING –

THE NEW PARADIGM IN TEACHING AND LEARNING
Abdul Halim Sulaiman, Sumiani Yusoff and O. C. Chuen

Universiti Malaya
Lembah Pantai, Kuala Lumpur.
ABSTRACT - The main dilemma faced by modern education is how to

adapt and respond quickly to sustain with the remarkable exponential
growth of knowledge in a fast changing world. Within the inadequate
timeframe, knowledge that students can acquire is limited, so when they
finish at a university, they will know comparatively less of the current
knowledge compared with the knowledge present when they actually
started. Such situation makes policymakers call for more innovative
educational systems. The myriad of demands and expectations of our
currents graduates entails the process of analyzing possibility to change the
old educational model toward a model that represents the modern
collaborative society which is better than traditional one. It should reflect
the society’s demands for interpersonal skills and life-long learning abilities,
besides the technical knowledge.This paper will highlight and showcase the
success of one of the models to fulfil the above-mentioned needs, which is
the so-called Project Oriented Problem Based Learning (POPBL) Model.
POPBL is defined as a curriculum development and instructional system
that simultaneously develops both problem solving strategies and
disciplinary knowledge bases and skills by placing students in groups for
active role of problem solvers confronted with an ill-structured problem that
mirrors real-world problems. The POPBL method involves the development
of a project, which is mainly a singular task; and this task is based on real
and more complex operations, for which there is initially a multitude of
possible solutions and the outcome is unknown to the students.
Keywords: Project oriented problem based learning, Paradigm shift,

Teaching and learning, Interpersonal skills
K20 - e-PEMBELAJARAN ATAU e-PENDIDIKAN :

KEMANA ARAH KITA?
¹Hamdan Abdul Maad , ²Zaini Abdullah , ³Mior Ahmad Termizi Mior Idris
¹Fakulti Teknolgi Maklumat dan Sains Kuantitatif
²UPSI
³Institut Perguruan Ipoh
ABSTRAK - Teknologi dicipta untuk memudahkan dan meningkatkan

kualiti kehidupan manusia tanpa mengabaikan pembinaan dan
pembangunan insan dan ihsan manusia. Sistem pendidikan negara kini
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telah menjangkau era teknologi canggih di mana ianya sedang bergerak ke

arah pusat ilmu di rantau timur yang termaju. Penggunaan teknologi
maklumat dan komunikasi (ICT) bukan lagi sesuatu yang menakutkan
malah menjadi kemudahan asas dalam semua bentuk pengajaran dan
pembelajaran. Pembelajaran, pencarian ilmu, penyebaran maklumat atau
ilmu, pemindahan kepakaran dan sebagainya agak berbeza daripada skop
pendidikan. Ada persamaan tetapi wujud juga perbezaan dalam konteks
definisi, ciri dan falsafahnya yang tidak boleh diharmonikan. Pendidikan
jauh lebih besar konteksnya dan mempunyai matlamat yang murni dan
relevan dengan unsur tauhid. Pengajaran dan pembelajaran ilmu,
pencarian ilmu atau penyebaran ilmu boleh berlaku di mana-mana tetapi
pendidikan perlu dalam budaya dan persekitaran serta kontaknya yang
tertentu untuk diserapi jiwa dan raga pelajar. Boleh dirumuskan bahawa
pengajaran dan pembelajaran adalah subset kepada pendidikan manakala
pada masa yang sama, pendidikan adalah teras pengajaran dan
pembelajaran. Kesimpulannya secara tidak langsung, apabila
membicarakan soal e-pembelajaran , soal e-pendidikan juga terheret sama
diperbincangkan! Ringkasnya, takrif e-pembelajaran yang tepat untuk
diimplementasi dalam masyarakat pengajian tinngi di negara ini perlulah
dilihat kepada beberapa aspek yang dibincangkan di atas. E-pembelajaran
mempunyai kelebihannya tersendiri dalam konteksnya manakala konsep
“e-pendidikan” masih belum tiba masanya untuk diaplikasi secara berkesan
pada masa ini. Pada masa yang sama, konsep e-pembelajaran yang
berlaku sekarang perlu diseiringkan dengan pendidikan secara tradisional
dengan konsep persemukaan pengajar-pelajar. Inilah yang dirumuskan
oleh banyak pihak agar konsep “blended learning” menjadi pilihan terbaik
dengan fokus yang seimbang dan menepati konsep sesuatu subjek.
K21 - EFFECTS OF ROLE OVERLOAD, ROLE AMBIGUITY AND ROLE

CONFLICT ON STRAIN: MODERATING EFFECTS OF PERCEIVED
ORGANIZATIONAL SUPPORT, PEER SUPPORT AND SELF-EFFICACY
AMONG MALAYSIAN PUBLIC UNIVERSITY ACADEMICS
¹Mohd Kamel Idris, ²Micheal P. Odriscoll

¹Universiti Putra Malaysia
²University of Waikato
ABSTRACT - The purpose of the study was to conduct a test of moderating

effect of perceived organizational support, peer support, and self-efficacy
on the relationship between role stressors that consist of the role overload,
role ambiguity and role conflict, and strain among the academics from five
public universities in Malaysia. A longitudinal survey with a six-months time
interval yielded 357 academics for time 1 and 210 academics for time 2.
Controlling for related demographic variables, the researcher used
hierarchical regression analyses to test for moderation effect. The analyses
were conducted for role overload, role ambiguity, and role conflict
simultaneously and revealed the main effects. In addition, three interaction
119
effects were found between: role overload and peer support. In conclusion,
the results of the moderation analyses show that different kinds of role
stressor need different kinds of moderator to buffer its effect on strain.
K22 - EMPATI SEJARAH DAN PENJANAAN MODAL INSAN
Siti Hawa Abdullah

Pusat Pengajian Ilmu Pendidikan
shawa@usm.my
ABSTRAK - Selain daripada modal dalam bentuk material, kejayaan dan

masa hadapan sesebuah negara turut bergantung kepada eksploitasi
modal insan yang dimiliki dari aspek rohani, jasmani, emosi dan intelek.
Sejajar dengan hasrat tersebut, Malaysia menggariskan supaya setiap
warganegaranya berpendidikan, patriotik dan dapat menyumbang kepada
kemajuan serta kesejahteraan negara. Hasrat tersebut adalah selaras
dengan matlamat pendidikan Sejarah di sekolah dan institusi pendidikan
guru. Salah satu pendekatan yang dapat digunakan untuk mencapai
matlamat tersebut adalah melalui penekanan unsur empati sejarah dalam
pengajaran dan pembelajaran. Hal ini kerana empati sejarah yang
merupakan suatu unsur pemikiran dan pemahaman sejarah, insan
berupaya menjana individu menjadi warga negara yang berfikiran terbuka,
matang, bertoleransi dan patriotik. Penulisan ini akan membincangkan
kepentingan dan cadangan pengajaran dan pembelajaran empati sejarah
dalam kalangan bakal guru sejarah.
K23 - PERSEPSI, SIKAP DAN MOTIVASI MAHASISWA UNIVERSITI

PUTRA MALAYSIA TERHADAP BAHASA INGGERIS :
SATU TINJAUAN UMUM
Mariani Mansor, Asnarulkhadi Abu Samah, Nor Kameela Tumiran

Universiti Putra Malysia
ABSTRAK - Mulai awal Januari tahun 2003 pihak kerajaan telah

mewajibkan semua mata pelajaran Sains dan Matematik di sekolah-
sekolah dikendalikan dalam Bahasa Inggeris (BI). Ia telah dilaksanakan
secara berperingkat-peringkat, iaitu bermula dengan pelajar sekolah
rendah hinggalah ke peringkat tertiari. Sejajar dengan itu, Universiti Putra
Malaysia (UPM) juga telah mengambil inisiatif mengimplimentasikannya.
Mulai tahun 2004, semua kursus di UPM yang mempunyai elemen Sains
dan Matematik wajib dikendalikan dalam BI, dan implementasinya itu telah
dilaksanakan secara berperingkat-peringkat, sehinggalah ke hari ini.
Keperihatinan di peringkat ini amat wajar kerana terdapat sebilangan
besar warga mahasiswa yang kurang mahir dalam penguasaan BI,
baik dalam pertuturan mahupun penulisan, dan ini telah menjejaskan
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prestasi pencapaian akademik mereka. Kertas ini bertujuan untuk

membincangkan sejauhmana persepsi, sikap dan motivasi mahasiswa
Universiti Putra Malaysia (UPM) terhadap penggunaan BI dalam proses
pembelajaran mereka. Seramai 321 orang mahasiswa [lelaki (n=74) dan
perempuan (n=246)] daripada dua buah fakulti Sains Sosial di Universiti
Putra Malaysia (UPM) telah terlibat dalam kajian ini. Untuk memenuhi
objektif kajian, gabungan kaedah pengumpulan data secara survei
menggunakan borang soal selidik dan perbincangan berkumpulan
(Focus Group Discussion) telah digunakan. Kajian mendapati responden
mempunyai persepsi yang tinggi tentang kepentingan penggunaan
BI. Ironisnya, walaupun mereka menyedari tentang kepentingan BI ini,
kajian juga mendapati bahawa lebih separuh daripada responden
mempunyai sikap yang rendah terhadapnya. Sikap yang rendah ini
disebabkan mereka menganggap BI sangat susah untuk difahami, yang
mana akhirnya menyebabkan mereka menjadi tidak berminat dan
bosan terhadap subjek berkenaan. Beberapa saranan tentang strategi
intervensi dan pendayaupayaan untuk mahasiswa yang menghadapi
masalah dalam Bahasa Inggeris juga turut dibincangkan.
K24 - PENAFSIRAN MAKNA : NESLO TARIK
Siti Rohana bt Mohd Thani, Sakina Sahuri bt Suffian Sahuri

Universiti Malaya
srohana@um.edu.my
ABSTRAK - Makna ialah pengertian yang diberi untuk memahami sesuatu

perkataan atau benda. Dalam hal ini tumpuan diberi kepada makna-makna
denotasi dan konotasi. Barthes (1980) seorang pakar semiotik berpendapat
bahawa makna bermula dengan tumpuan pada peringkat denotasi dan
menjurus kepada peringkat konotasi dan kedua-dua tumpuan tidak dapat
dipisahkan. Menurut Bloomfield (1957), kata majmuk mempunyai makna
yang lebih khusus daripada bentuk frasa dan beliau merujuk kepada aspek
penerapan dan perbandingan dalam bahasa. Dari aspek pragmatik, Grice
(1991) melihat makna tertumpu kepada maksim-maksim pertuturan di
antara makna yang dimaksudkan oleh penutur dan makna yang
dimaksudkan oleh pendengar. Pengertian makna mencerminkan
perkembangan minda seseorang dan ia juga dipengaruhi oleh persekitaran.
Demi untuk memupuk “minda kelas pertama”, peningkatan keupayaan
dalam memahami pengertian makna perkataan adalah kritis. Kajian ini
berdasarkan penggunaan perkataan majmuk yang dikumpul dari bahagian
rencana Berita Harian. Penelitian dibuat dari keempat-empat aspek
linguistik iaitu morfologi, semantik, semiotik dan pragmatik di antara Bahasa
Melayu dan Bahasa Inggeris.
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K25 - E-LEARNER & ITS DEMOGRAPHICS IN KLANG VALLEY,

MALAYSIA
¹D. Wong, ²C. Ngamkroeckjoti

¹School of Management & IT
Faculty of Management and Information Technology
University College Sedaya International
No. 1, Jalan Menara Gading
UCSI Heights, 56000
²Assumption University, Thailand
Graduate School of Business, Assumption University
682 Ramkhamhaeng 24, Hua Mak
Bangkok 10250, Thailand
¹dominicwong@ucsi.edu.my
ABSTRACT - E-learning is becoming very popular nowadays, it attracts

different learners in particularly working adults and fulltime students. This
study is aiming to analyse the relationship of demographics with learner
type. In particulary, this paper will examine demographics effects like age,
gender, occupation and education level on learners so that it may give
some demographics information on them. Questionnaire were used to find
out demograpgics of e-learners. Findings from the research show that
demographics do have effects on type of learners, these demographic
variables include gender, age, occupation and education level. From these
results, it may imply that working adults are older, they are from various
occupations and most of them are female and they enrolled in different
degree levels. This may give some information of e-learner segment
especially for working adults.
Keywords: e-Learning, Demographics, Malaysia
K26 - KOLOKASI : ASPEK PENTING DALAM PENGUASAAN BAHASA

ARAB : SATU KAJIAN DI KALANGAN PELAJAR IPTA
Ab.Halim Muhammad, Che Radiah Mezah

Jabatan Bahasa Asing
Fakulti Bahasa Moden dan Komunikasi
UPM, Serdang Selangor
ABSTRAK - Pengajaran dan pembelajaran bahasa asing secara sistematik

dan meluas telah bermula dengan pengajaran dan pembelajaran bahasa
Arab, iaitu sejak bermulanya kemasukan pengaruh agama Islam ke rantau
Melayu. Namun begitu, pencapaian dan kemampuan pelajar Melayu masih
berada pada tahap yang belum boleh dibanggakan khususnya dalam
penggunaan perkataan yang melibatkan aspek kolokasi. Secara umumnya,
kajian ini memperlihatkan implikasi pedagogi untuk menarik perhatian
pengajar bahasa Arab dengan penumpuan terhadap aspek yang belum
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dilakukan kajian secara khusus dan spesifik. Ini ialah kerana penguasaan
aspek kolokasi bermakna bukan sahaja idea, fakta, pemikiran,
pengetahuan dan maklumat dapat dijelaskan dengan betul, tepat dan
berkesan tetapi hasil penulisan akan lebih berkualiti di mana kemahiran ini
amat diperlukan di kalangan pelajar universiti. Kajian ini akan memaparkan
penguasaan aspek ini di kalangan pelajar bahasa Arab di 4 buah IPTA di
Malaysia. Ia merupakan kajian yang menggunakan ujian yang dirangka
khusus berkaitan kolokasi yang kemudiannya dianalisis bagi mendapatkan
maklumat tahap pencapaian pelajar sasaran mengikut kategori yang
ditentukan di samping ulasan terperinci. Pendedahan awal ini diharapkan
dapat memberi input dan gambaran sebenar tentang masalah bahasa Arab
di samping membantu pengajar bahasa Arab menyemak dan menilai
bentuk-bentuk latihan bahasa yang perlu diambil perhatian serta
memperbaiki atau mengubahsuai kaedah pengajaran yang kurang
berkesan kepada yang lebih bermakna. Berdasarkan kepada rumusan
kajian, beberapa cadangan penambahbaikan dikemukakan khusus kepada
pihak yang bertanggungjawab dalam proses dan pelaksanaan pengajaran
dan pembelajaran bahasa Arab.
K27 - PENILAIAN TERHADAP PENAWARAN KURSUS-KURSUS UMUM

DI IPTA DAN IPTS DI MALAYSIA
Zarina Muhammad, Jayum Jawan, Zaid Ahmad, Normala Othman

Azmawani Ab. Azid
Fakulti Ekologi Manusia
zbm@putra.upm.edu.my
ABSTRAK - Pendidikan umum menjadi salah satu isu hangat di Malaysia

khususnya dalam kerangka mereformasi kandungan pendidikan semasa.
Ianya dilihat harus mencakupi persoalan ilmu pengetahuan yang penting
dan serba meliputi yang tidak disajikan melalui disiplin pengkhususan. Oleh
itu Institusi-institusi Pengajian Tinggi di Malaysia telah meletakkan
beberapa kursus sebagai kursus umum yang wajib diambil dan wajib lulus
oleh setiap pelajar universiti. Contoh komponen kursus umum yang disaran
untuk dilaksanakan di IPTA dan IPTS tempatan adalah Bahasa, Pengajian
Kenegaraan, Pendidikan Moral dan Pengajian ketamadunan.
Kebelakangan ini kursus-kursus umum universiti sering berubah mengikut
keperluan dan dijadikan sebagai wadah penyelesaian kepada masalah
semasa yang timbul. Contohnya memasukkan kursus Tamadun Asia,
Hubungan Etnik dan Pertanian dan Manusia dalam kurikulum umum
universiti, mengecilkan skop Tamadun Islam dan mencantumkannya
dengan Kursus Tamadun Asia menjadi TITAS dan terkini desakan agar
dimasukkan pula kursus Islam Hadhari dan kursus-kursus berbentuk ‘soft
skills’. Sehubungan itu, objektif kertas kerja ini adalah untuk mengenalpasti
kursus-kursus umum yang ditawarkan di Institusi Pengajian Tinggi Awam
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dan Swasta di Malaysia dan membandingkan kursus-kursus umum di

antara institusi pengajian tinggi awam dan swasta di Malaysia. Bagi
mencapai objektif di atas, analisis akan dilakukan terhadap kurikulum
kursus umum 3 pusat pusat-pusat pengajian tinggi Awam dan dan 3
Swasta.
K28 - INCULCATING INNOVATION TO UNIVERSITI TEKNOLOGI

PETRONAS’ UNDERGRADUATES THROUGH THE ENGINEERING
DESIGN EXHIBITION (EDX)
Rahmat I Shazi
Mechanical Engineering Dept
rahmats@petronas.com.my
ABSTRACT - The overall framework of the Engineering Design Exhibition

(EDX) is discussed here. EDX is an internal Universiti Teknologi
PETRONAS exhibition geared for primarily undergraduate students to
showcase their projects. The participants come from all departments of
UTP. The exhibits also compete for accolades, and the winning criteria is
tuned in such a way that greater weightage is given to innovative projects.
In this manner, the event becomes a platform for selection of projects to
represent UTP in external competitions. The basic event structure,
planning, execution and assessment methods are described in this paper.
K30 - CREATIVITY PERCEPTION DIFFERENCES BETWEEN MALES

AND FEMALES OF UNDERGRADUATE STUDENTS:
A PILOT STUDY
¹Rohani Abdullah, ²Habibollah Naderi

¹Department of Human Development & Family Studies
Serdang43400, Malaysia
²Department of Educational Studies
University of Mazandaran
Street of Pasdaran, Babolsar, Iran
¹rohani_a@putra.upm.edu.my
ABSTRACT - This study was to investigate the difference in creativity of

male and female students at Universities. The purpose was to investigate
the difference between gender-role identity and creativity of students at
Universities. The sample of 82 participants was females (N= 32) and males
(N=50) Iranian students at Malaysia Universities. All students were given a
Khatena – Torrance Creative Perception Inventory Test (KTCPI). This test
is two parts: 1- creative something about myself (SAM) and 2- what kind of
person are you? (WKOPAY).The aim of the present study was to
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investigate a comparison of creativity between Female Students (FS) and

Male Students (MS) by the test of creativity. The sampling method in this
study was the simple randomization method. Descriptive method focusing
on Average, analysis of covariance and Variance, and inference of research
using T-test between two groups of students were the two analysis methods
used in this study. The (KTCPI) as a questioner test includes 100 items
about quantitative the two parts of creative something about myself ( 50
items) and 2- what kind of person are you?( 50 items). In general, the
results were not found significant between female and male students in
relation to creativity. Further research is needed to investigate whether
identify factors in the university environment which influence the
development of female and male’s creativity.
Keywords: The (KTCPI), Female Students (FS), Male Students (MS), The
(SAM), The (WKOPAY).
K31 - ARE WE UNWILLING TO BE CREATIVE?
Mimi Nahariah Azwani binti Mohamed

ABSTRACT - Creativity is an ability that is in demand in this fast developing

world especially among the young generations. Graduates are expected to
have certain traits, namely communication skills and creativity, to be able to
compete and obtain jobs. But how could they acquire such skills or ability?
Many believe that creativity is a gift and not everyone possesses this ability.
Therefore, we may find university students coming up with the same ideas
when it concerns problem solving and produce the statement “I am not
creative”. However, there are those who believe that creativity is an ability
that exist in every human being and can be enhanced. According to
Csikszentmihalyi (1996), humans share 98 percent of genetic makeup with
chimpanzees and creativity is the important factor that distinguishes
humans from this animal. So, the question here is, do we really have the
ability to be creative or are we simply unwilling to be creative? At present,
people need to stay ahead in order to survive. Fresh graduates need to
outshine to avoid being unemployed. Business companies strive to be
ahead of other companies in order to still be in business. Farmers strive to
produce more farming products in order to fulfil the needs of the fast
growing population. All these require a person to be more creative than
others. Hence, this paper focuses on, not only the ability of being creative
that exist in all humans, but also the need to enhance this ability among the
young generations and not to be unwilling to be creative.
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K32 - PENGAJARAN DI UNIVERSITI PENYELIDIKAN

Zakaria Kasa1, Mohd Majid Konting2
1
Timbalan Naib Cancelor
35900 Tanjung Malim, Perak
2
1
ABSTRAK - Sejajar dengan matlamat untuk membangunkan modal insan

serta membina budaya penyelidikan, kerajaan telah memperkenalkan
konsep universiti penyelidikan. Tujuannya adalah agar universiti di negara
ini bukan sahaja mengeluarkan graduan yang berkualiti malah dapat
menjana modal intelek, pengetahuan dan teknologi yang berinovasi.
Penegasan terhadap penyelidikan dan penerbitan dijangka menganjak
strategi, pendekatan dan kaedah pengajaran dan pembelajaran di
universiti. Pendekatan berpusatkan pelajar dijangka diperkasakan bagi
mengimbangi pendekatan berpusatkan pensyarah yang selama ini
diamalkan dengan meluas di universiti. Kertas ini membincangkan strategi,
pendekatan, kaedah serta isu-isu yang berkaitan dengan pengajaran dan
pembelajaran di institusi pendidikan tinggi selaras dengan tuntutan status
sebagai universiti penyelidikan.
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KEMAHIRAN INSANIAH
KI
12-14 Disember 2007

KI01 : STRATEGI PERLAKSANAAN KEMAHIRAN INSANIAH

DI UNIVERSITI PUTRA MALAYSIA
Sidek Hj Ab Aziz, +Khatijah Yusof, *Raden Omar Raden Sohadi, Mohd Majid
Konting, Mansor Haji Ahamad, 1Che Zan Kasah, 2Mohd Shatar Sabran
3
Rohani Ibrahim
1
Bahagian Akademik, 2Pusat Kokurikulum, 3Pusat Alumni
ABSTRAK - Kemahiran Insaniah (KI) atau soft skills merupakan kemahiran

generik yang merentasi pelbagai domain pembelajaran merangkumi aspek
keperibadian dan kemahiran berkumpulan. Aspek Keperibadian
merangkumi pembelajaran sepanjang hayat, pemikiran kritis dan kemahiran
menyelesaikan masalah serta moral dan etika profesional. Manakala Aspek
Kemahiran Berkumpulan merangkumi komunikasi, kerja berpasukan,
pengurusan maklumat dan kepemimpinan. KI yang kebanyakannya
berkaitan dengan kemahiran tertentu yang dikenal pasti amat kritikal dalam
dunia pekerjaan yang bersifat global dengan perubahan teknologi yang
begitu pantas. Oleh itu, setiap pelajar dan pegawai UPM mesti dibekal dan
digilap dengan KI sebagai usaha untuk memastikan UPM sentiasa relevan
sepanjang masa. Strategi perlaksanaan KI di UPM adalah berdasarkan
Modul Pembangunan Kemahiran Insaniah untuk Institusi Pengajian Tinggi
Malaysia dengan sedikit sebanyak penambahbaikan. Di peringkat fakulti,
penyemakan kurikulum dilaksanakan berteraskan hasil pembelajaran dan
penerapan KI dengan pengendalian kursus secara pembelajaran
berpusatkan pelajar (SCL). Tiga kaedah pembelajaran secara SCL yang
diberi keutamaan termasuklah Kajian Kes (Case Studies, CS),
Pembelajaran Berdasarkan Masalah (Problem Based Learning, PBL) dan
pendekatan bermodul (Modular Approach) disarankan kepada setiap
pensyarah untuk diimplementasikan pada kursus masing-masing di
samping kaedah pembelajaran berpusatkan pendidik (TCL) yang interaktif.
Setiap pelajar baru telah menjalani ujian psikometrik KI awalan bagi menilai
tahap mereka bagi setiap elemen KI. Sesi ujian seterusnya adalah di
peringkat pertengahan dan akhiran iaitu sebelum mereka bergraduat.
Program Finishing School dan Starting School, ko-kurikulum berkredit
serta aktiviti pelajar di kolej kediaman dianjurkan bagi memantapkan
kemahiran insaniah dan seterusnya ketrampilan pelajar. Dapatan dan hasil
dari penilaian program-program yang dilaksanakan akan dibincangkan.
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KI02 - PELAKSANAAN KEMAHIRAN INSANIAH (KI)

DI UNIVERSITI MALAYSIA KELANTAN
Marwan b. Ismail, Mohd. Zain Mubarak, Nur Azuki Yusuff

Universiti Malaysia Kelantan
ABSTRAK - UMK sebagai salah sebuah universiti awam turut terlibat

dalam memenuhi penuh hasrat Kementerian Pengajian Tinggi dalam usaha
melahirkan graduan berkualiti, berketrampilan dan mampu bersaing dalam
pasaran kerja. Penekanan terhadap graduan yang mempunyai tahap
kemahiran insaniah (KI) yang tinggi khususnya untuk menjayakan budaya
keusahawanan sebagai tunjang utama yang mencirikan graduan universiti.
Justeru KI telah menjadi matlamat penting dalam hasil pembelajaran
aktiviti formal pengajaran dan pembelajaran melibatkan kursus kurikulum
dan kokurikulum di samping aktiviti sokongan yang lain. Pendekatan
pembelajaran berasaskan masalah, penekanan khusus elemen KI dalam
kokurikulum serta gabungan model mandiri dan terapan di dalam kursus-
kursus di universiti di harap dapat melahirkan graduan yang memenuhi ciri-
ciri modal insan kelas pertama sebagai pemangkin pembangunan negara.
KI03 - PEMBANGUNAN KEMAHIRAN INSANIAH PELAJAR DI

UNIVERSITI MALAYSIA SABAH
Vincent Pang
Pusat Perkembangan Akademik
pvincent@ums.edu.my
ABSTRAK - Universiti Malaysia Sabah (UMS) telah memulakan pendidikan

bercorak liberal sejak pembentukannya pada tahun 1994. Ini disuratkan
dalam falsafah UMS: “Pendidikan yang berteraskan prinsip kepercayaan
kepada Tuhan dan pembinaan masyarakat terpelajar yang progresif,
berdisiplin, bersepadu dan seimbang dari segi intelek, emosi, jasmani dan
rohani untuk berbakti mencapai kesejahteraan masyarakat dan negara”.
Aspek pembangunan insaniah disampaikan secara diffusion melalui
kursus-kursus liberal di Pusat Penataran Ilmu dan Bahasa. Selain ini, Pusat
Ko-kurikulum dan Pemajuan Pelalar juga menyumbang melalui penawaran
kursus-kursus ko-kurikulum dan program-program pemajuan pelajar yang
membangun pelajar dari segi emosi, jasmani dan rohani. Dengan
pelancaran rasmi Modul Pembangunan Kemahiran Insaniah untuk Institusi
Pengajian Tinggi Malaysia (KPT) pada tahun 1996, pembentukan
kemahiran insaniah di UMS disusun semula untuk memberi fokus yang
lebih ketara kepada tujuh kemahiran insaniah yang disyorkan oleh KPT:
kemahiran berkomunikasi, pemikiran kritis dan penyelesaikan masalah,
kemahiran kerja berpasukan, pembelajaran sepanjang hayat, kemahiran
keusahawanan, etika dan nilai profesionalisme, dan kemahiran kepimpinan.
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Kertas ini mempersembahkan pengalaman UMS dalam pembangunan

kemahiran insaniah di kalangan pelajar.
KI04 - PENERAPAN DAN PENILAIAN KEMAHIRAN INSANIAH

(SOFT SKILLS) MAHASISWA UNIVERSITI MALAYSIA PERLIS
Huzili bin Hussin

Dekan
Pusat Kemahiran Komunikasi dan Keusahawanan
Universiti Malaysia Perlis
huzili@unimap.edu.my
ABSTRAK - Kemahiran Insaniah (Soft Skills) dalam kalangan mahasiswa

bukan lagi merupakan isu baru. Malah ia sudahpun menjadi isu global.
Persaingan untuk mendapatkan pekerjaan telah menjadikan elemen
Kemahiran Insaniah semakin diperlukan. Pembangunan modal insan yang
berkualiti memerlukan pendekatan yang holistik dan bersepadu.
Persoalannya, apakah dan bagaimanakah bentuk piawai yang harus
dilakukan untuk menerap dan menilai elemen kemahiran Insaniah dalam
kalangan Mahasiswa ?. Justeru, kertas kerja ini ditulis dengan tujuan untuk
menjawab persoalan tersebut. Kaedah penerapan dan penilaian kemahiran
insaniah di Universiti Malaysia Perlis (UniMAP) adalah adalah selari
dengan Modul Pembangunan Kemahiran Insaniah (Soft Skills) untuk
Institusi Pengajian Tinggi yang telah diterbitkan oleh Kementerian
Pengajian Tinggi pada tahun 2006. Kertas kerja ini menghuraikan. tiga
elemen utama yang menjadi asas kepada penerapan Kemahiran Insaniah
di Universiti Malaysia Perlis (UniMAP) iaitu Terapan Kemahiran Insaniah
Dalam Kurikulum Akademik, Terapan Kemahiran Insaniah Dalam
Kurikulum Bukan Akademik dan Terapan Kemahiran Insaniah Dalam
Pembangunan Staf. Selain itu, kaedah penaksiran dan penarafan
penguasaan pelajar dalam kemahiran insaniah juga dijelaskan sebagai
panduan.
Kata kunci : Kemahiran Insaniah, Terapan, Penaksiran, Penarafan
KI05 : STATUS PELAKSANAAN KEMAHIRAN INSANIAH

DI UNIVERSITI PENDIDIKAN SULTAN IDRIS (UPSI)
Aminah Ayob, Noor Shah Saad, Maria Salih

ABSTRAK - Dalam usaha melahirkan graduan berminda kelas pertama,

Kementerian Pengajian Tinggi (KPT) telah menyarankan setiap Institusi
Pengajian Tinggi Awam (IPTA) melaksanakan Program Kemahiran
Insaniah (KI)(Soft Skills) mulai tahun 2006. Universiti Pendidikan Sultan
Idris (UPSI) telah mengorak langkah dengan melaksanakan beberapa
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program bagi mencapai hasrat tersebut. Beberapa siri bengkel Kemahiran

Insaniah kepada sekumpulan fasilitator telah menghasilkan buku Panduan
Pembangunan Kemahiran Insaniah UPSI. Buku panduan ini digunakan
untuk membantu pensyarah di peringkat fakulti dalam menerap kesemua
tujuh elemen KI melalui beberapa kaedah pengajaran dan pembelajaran
yang dilaksanakan dalam rancangan instruksional bagi kursus masing-
masing. Program Kemahiran Insaniah UPSI telah dijalankan dalam dua
peringkat. Bagi peringkat pertama, KI telah diterap dan dinilai khusus
kepada pelajar semester 7, sesi 2006/2007 melalui program English
Language Support Programme (ELSP) dan seterusnya melalui program
Ketrampilan Graduan yang disarankan oleh Kementerian Pengajian Tinggi.
Peringkat kedua pelaksanaan KI adalah kepada semua pelajar daripada
semester 1 hingga semester 7 mulai Sesi 1, 2007/2008. English Language
Support Programme (ELSP) merupakan satu program latihan dan
bimbingan yang dijalankan selama 10 hari dan melibatkan tiga kohort
pelajar seramai 2593 orang. Program ELSP ini bertujuan untuk membantu
graduan mencapai tahap komunikasi yang berkesan dalam kemahiran
bertutur dan menulis dalam Bahasa Inggeris. Di akhir program ELSP setiap
pelajar dianugerahkan dengan sijil kehadiran. Program Keterampilan
Graduan dijalankan selama dua minggu dan melibatkan dua pakej. Pakej
pertama adalah pendedahan kepada kursus keusahawanan dengan
menggunakan Modul Kursus Asas Keusahawanan Siswa (KAKS). Setiap
pelajar ini dianugerahkan sijil kehadiran oleh Kementerian Pembangunan
Usahawan dan Koperasi. Pakej kedua menerap dan menilai enam elemen
KI (tidak termasuk Kemahiran Keusahawanan) dan dijalankan selama
enam hari melalui aktiviti ceramah dan bengkel. Setiap pelajar turut
dianugerah sijil kehadiran oleh UPSI. Program KI ini akan diteruskan
kepada semua pelajar dalam usaha UPSI melahirkan graduan yang
berkualiti selaras dengan pendekatan UPSI baru.
KI06 - PELAKSANAAN KEMAHIRAN INSANIAH DI UNIVERSITI

MALAYSIA PAHANG
Jamal Rizal bin Razali, Rashidi Abbas

Pusat Perkhidmatan Akademik
Universiti Malaysia Pahang
ABSTRAK - Teras falsafah Pendidikan Kebangsaan ialah menghasilkan

insan yang seimbang dari sudut jasmani, emosi, rohani dan intelektual.
Semangat ini diterjemahkan oleh IPT di dalam sesi pengajaran dan
pembelajaran, sama ada formal mahupun tidak formal. Kemahiran insaniah
atau ”Soft Skills” diperkenalkan bertujuan untuk mengeksploit bakat yang
ada di dalam diri setiap pelajar supaya lahir sebagai insan seimbang dari
semua sudut. Selain itu, kemahiran insaniah sangat penting dimiliki oleh
setiap pelajar sebagai pra-syarat untuk memasuki dunia pekerjaan. Di
pihak majikan yang mementingkan efisiensi dan kos efektif, pihak industri
130
memerlukan seorang pekerja yang siapguna tanpa perlu diberi latihan

terutama perkara-perkara yang dianggap oleh industri sudah diberikan
semasa dalam proses pembelajaran. Atas dasar itu, UMP (KUKTEM ketika
itu) telah memperkenalkan satu konsep yang dikenali sebagai ”Soft Skills”
untuk diterapkan kepada para pelajar secara menyeluruh, sama ada
melalui pendekatan formal mahupun tidak formal yang bertujuan untuk
membina sahsiah dan ketrampilan diri pelajar agar menjadi seorang insan
yang kamil. Terdapat 5 elemen yang diperkenalkan oleh UMP sebagai
teras kepada penerapan kemahiran insaniah ini, iaitu Kepimpinan
(Leadership), Kerjasama Berpasukan (Team working), Nilai Murni (Positive
Values), Keupayaan Pembelajaran (Learning Capabilities) dan Kemahiran
Berkomunikasi yang meliputi kemahiran berkomunikasi secara bertulis dan
lisan (Written and Verbal Communication). Elemen-elemen ini diterapkan
secara merentas (Embedded) di dalam semua kursus dan kehidupan
pelajar itu di kampus dan secara berdiri sendiri (Stand Alone) yang
disampaikan oleh pakar dari industri dan para pensyarah. Melalui penilaian
menyeluruh yang berterusan, pelajar akan berpeluang mempertingkatkan
dan seterusnya menguasai kemahiran insaniah ini.
Kata kunci : Kemahiran insaniah, Merentas, Berdiri sendiri, Penilaian

menyeluruh
KI07 - LAPORAN PROGRAM KETRAMPILAN GRADUAN UNTUK

PELAJAR-PELAJAR SEMESTER AKHIR PROGRAM DIPLOMA DAN
IJAZAH UNIVERSITI DARUL IMAN MALAYSIA (UDM),
TAHUN 2007
Abd Rahim bin Ramli

Pusat Pembangunan Akademik dan Kemahiran Insaniah
Universiti Darul Iman Malaysia
Kampus KUSZA, Gong Badak
21300 Kuala Terengganu
ABSTRAK - Program Ketrampilan Graduan telah dilaksanakan kepada

seramai 293 orang pelajar tahun akhir program diploma dan ijazah sarjana
muda secara sukarela dengan segala kos yuran, penginapan dan makan
telah diberikan secara percuma oleh UDM. Program ini telah dijalankan
selama 6 minggu ( 6 hari seminggu) dari 7 Mei 2007 – 17 Jun 2007 di
bawah seliaan Pusat Pembangunan Akademik dan Kemahiran Insaniah
(PPAKI) melibatkan seramai 50 orang fasilitator yang kebanyakannya tidak
terlatih secara khusus. Mereka bertugas sambil belajar (TOT) dengan
fasilitator yang telah mendapat kursus atau fasilitator jemputan dari luar
UDM. Progaram ini melibatkan masing-masing selama 2 minggu untuk
Modul Kemahiran Insaniah, Modul Keusahawanan dan Modul Bahasa
Inggeris (Komunikasi dan Penulisan). Pada akhir sesi program ini pelajar
diminta membuat pembentangan dan menjalankan sesi refleksi secara
131
berkumpulan untuk menunjukkan keupayaan mereka. Hasil penilaian dari

soalselidik, kebanyakan peserta mengatakan mereka amat berpuashati
dengan program yang dijalankan dan program ini telah banyak memberi
manafaat , pengetahuan dan menambahkan keyakinan diri dalam
komunikasi, etika dan moral profesional, kerja berpasukan dan kepimpinan,
kemahiran berfikir secara kritis dan penyelesaian masalah, keusahawanan
dan Bahasa Inggeris. Mereka turut memberi cadangan untuk
menambahbaik perjalanan program ini seperti mengadakan program
sukan, tazkirah, termasuk mengadakan program ini di luar kampus.
KI08 - PEMBANGUNAN SISTEM PENILAIAN KOMPETENSI PELAJAR

PENGALAMAN UNIVERSITI KEBANGSAAN MALAYSIA
Siti Rahayah Ariffin, Noriah Mohd. Ishak

ABSTRAK - Kertas kerja ini membincangkan cadangan pembangunan

Sistem Penilaian Kompetensi Pelajar di UKM. Sistem tersebut dibina untuk
mengukur prestasi pelajar dalam kemahiran generik seperti kemahiran
praktikal, kepimpinan, komunikasi dan kerja berpasukan. Sistem yang
dicadangkan merupakan satu sistem yang holistik dengan mengambilkira
penilaian secara 360º, mengabungkan penilaian dari pelbagai punca
termasuk penilaian kendiri pelajar, pensyarah, fellow kediaman dan Pusat
Pengembangan Pelajar. Sistem ini bermula dengan proses diagnosis
menggunakan MEQI yang dilakukan selepas pelajar memasuki UKM.
Seterusnya pengukuran secara berterusan dilakukan setiap semester
menggunakan satu sistem berasaskan web yang mengandungi beberapa
kriteria berdasarkan KKM. Sistem ini merupakan satu pangkalan data yang
boleh di akses oleh semua pihak berkepentingan termasuk pensyarah dan
pelajar. Pangkalan data ini akan di pantau oleh pihak Pusat Perkembangan
Pelajar dengan mengambilkira gabungan markah kemahiran generik yang
dihasilkan oleh pihak kolej kediaman, fakulti, Pusat Pengajian Umum dan
PPP. Satu set markah keseluruhan akan dihasilkan dari gabungan markah
tersebut bagi setiap pelajar. Sistem ini dibina agar dapat menjejak
kemahiran generik pelajar dari tahun satu sehingga tamat pengajian. Di
akhir pengajian, pelajar akan di berikan Diploma Supplement yang
mengandungi maklumat tahap kemahiran generik mereka. Diploma ini akan
dianugerahkan bersama dengan skrol ijazah setelah tamat pengajian.
Sistem ini mempunyai impak yang jelas ke atas pemantauan kemahiran
generik pelajar. Melalui sistem ini, pihak universiti akan mendapat
maklumat tentang intervensi yang sesuai bagi membantu pelajar menjadi
lebih cemerlang. Untuk mengukuhkan sistem ini, ia akan digabungkan
dengan system mentor-mentee atau penasihat akademik, di mana setaip
pelajar akan diberikan seorang penasihat akademik yang akan menilai
tahap kemahiran generik pelajar dari awal sehingga tamat pengajian.
132
KI09 - SOFT SKILLS AND THE PRE EMPLOYMENT PROGRAMME:

FOCUS ON THE UNIVERSITY OF MALAYA
Maya Khemlani David

Section for Co-curricular Activities
External Faculty Electives and TITAS
ABSTRACT - As the world becomes more integrated through the process

of globalization, the development of human capital and mind shift is a
necessity and no longer a luxury. Higher Education has an important role to
play in producing human capital to meet the challenges of our globalized
world. Being cognizant of this the Malaysian government has identified soft
skills to be critical skills in the current global job market especially in an era
of information and technology boom (Ministry of Higher Education,
Malaysia, 2006). These soft skills are leadership skills, team work,
communicative skills, thinking and problem solving skills, life long learning,
entrepreneurship skills, ethics and professionalism. In an unprecedented
move to improve job opportunities for graduates, given the high
unemployment rate of first time graduate job seekers in the country, the
University of Malaya introduced a “Pre-Employment Programme” for
graduating students which incorporated soft skills. The objective was to
prepare our graduating students for the job market. The main focus of this
programme was communicative skills as lacking such skills would prevent
our young graduates from participating in public and community activities,
thus affecting on the one hand their confidence and on the other, the
respect of powerful others, especially gatekeepers. The details of this five
week intensive programme which stretched from 9 am to 10 pm daily and
the incorporation of many of the soft skills in the programme will be
discussed.
Keywords : Soft skills, University of Malaya, Pre-employment programme
KI10 - UNIVERSITY OF MALAYA’S EXPERIENCE IN

THE IMPLEMENTATION OF SOFT SKILL DEVELOPMENT:
FROM AWARENESS TO FINISHING SCHOOL
Zurainee, M.N, *Baba, A.S

Faculty of Medicine
*Faculty of Science
ABSTRACT - In August 2006, when all IPTAs were given the task by the
Ministry of Higher Education (MoHE) to start Soft Skill Development (SSD)
program, University of Malaya (UM) has come up with a comprehensive
approach involving students, lecturers, centre such as Information &
Technology Centre (PTM), Academic Development Centre (ADeC),
133
residential colleges, academic section (SKR), and the co-curriculum section

(SKET). UM has conducted its first SSD program during the second
semester of 2006/07 session focusing on the final year students. The
overall SSD program included awareness sessions, SS activities,
evaluation of students’ performance, Finishing School (FS) program and
presentation of SS certificate. Awareness program was the first activity
conducted in November 2006 by having road shows introducing the SS
concepts to academic staffs and students of all faculties and residential
colleges. It was then followed by training of representatives from all
faculties in December 2006 as facilitator. During the training, four modules
(scenarios) were developed by the facilitators to suit majority of faculties in
making execution of activities for the SSD at faculty level manageable and
guided. In doing so, lecturers from various faculties were called for 3-day-
training sessions in February 2007on how to make use of these modules to
execute SSD activities at every faculty. The trained lecturers were then
performed the activity throughout the second semester and made
evaluation on the students’ performance at the end of the semester. PTM
was involved in the preparation of a system which enables faculties to
submit overall results to be used in identification of students qualified to be
given certificate or to be called for further evaluation in the FS program. In
preparing for the FS program, a group of lecturers from various faculties
were called for training in May 2007. Training was conducted by ADeC
employing UM’s “Let’s Ch@t Soft Skill” module. The activities were
designed in such a way that students who completed all activities of the
program successfully were qualified to be awarded with certificate. FS took
place during the long holiday in June 2007 for one week with 500 students
attended the program.
KI11 - STATUS PELAKSANAAN KEMAHIRAN INSANIAH (KI)

DI UNIVERSITI TEKNIKAL MALAYSIA MELAKA (UTeM)
Izaidin Abdul Majid

ABSTRAK - Kemahiran insaniah (generic skills) semakin dilihat penting di

peringkat global pada masa kini. Terdapat permintaan yang tinggi terhadap
kemahiran insaniah di tempat kerja. Para majikan umumnya cuba
memastikan kejayaan perusahaan dan perniagaan mereka dengan cara
mengambil dan mengekalkan pekerja-pekerja yang memiliki pelbagai
kemahiran dan attribut insaniah bagi melengkapi kemahiran teknikal
mereka. Selain itu, kemahiran insaniah adalah penting memandangkan
bidang pekerjaan kini memerlukan seseorang pekerja itu menjadi lebih
fleksibel, berinisiatif dan mampu melaksanakan pelbagai tugasan. Dalam
hubungan ini, Universiti Teknikal Malaysia Melaka (UTeM) sebagai sebuah
IPTA di Malaysia yang berteraskan teknikal dan ICT turut akur bahawa
adalah amat relevan dan perlu untuk melengkapkan pakej graduannya
134
dengan semua elemen KI supaya mereka akan lebih diterima dalam dunia
kerjaya. Elemen-elemen kemahiran insaniah yang meliputi kemahiran
berkomunikasi, pemikiran dan kemahiran menyelesaikan masalah,
kemahiran kerja berpasukan, pembelajaran berterusan dan pengurusan
maklumat, kemahiran keusahawanan, etika dan moral profesional dan
kemahiran kepimpinan seperti yang digubal oleh pihak KPT telah cuba
diterjemah dan digubal pelaksanaanya secara praktikal dalam proses P&P
di UTeM. UTeM mengambil pendekatan bersepadu dalam melaksanakan
pembangunan KI di kalangan pelajarnya. Namun demikian,
pelaksanaannya masih lagi boleh dianggap sebagai berada di tahap
penggubakan dan permulaan. Ketiga-tiga pendekatan seperti yang
dicadangkan dalam Modul Pembangunan KI Kementerian Pengajian Tinggi
Malaysia telah diadaptasikan untuk dilaksanakan di UTeM. Pendekatan-
pendekatan tersebut termasuklah pembangunan KI berasaskan aktiviti
formal P&P, pembangunan KI berteraskan program sokongan dan
pembangunan KI berasaskan kehidupan kampus. Kertas kerja ini akan
cuba membincangkan isu-isu tersebut dengan melihat tahap aplikasinya di
UTeM.
KI12 - PENERAPAN KEMAHIRAN INSANIAH DI KALANGAN PELAJAR

UNIVERSITI TEKNOLOGI MALAYSIA
Hasanan b. Md. Nor

Centre for Teaching and Learning (CTL)
ABSTRAK - Kemahiran insaniah dikalangan graduan merupakan isu yang

sering diperkatakan oleh bukan sahaja pihak industri tetapi juga pemimpin
negara, para akademik dan masyarakat awam. Penetapan kemahiran
graduan yang meliputi aspek teknikal dan generik merupakan asas yang
praktikal dan berkesan dalam reka bentuk, pembangunan dan
perlaksanaan sesebuah program akademik. Selain kemahiran teknikal
dalam pengkhususan masing-masing, kemahiran insaniah (kemahiran
berfikir secara kritis dan kreatif, kemahiran penyelesaian masalah,
kemahiran berkomunikasi, kemahiran bekerja secara berkumpulan, dll)
merupakan atribut yang amat perlu dikuasai dan diamalkan oleh setiap
graduan universiti, khususnya dalam usaha melahirkan modal insan yang
berketrampilan. Pendekatan pengajaran dan pembelajaran yang
berasaskan Pendidikan Berasaskan Hasil (Outcome Based Education –
OBE) sangat menekankan pembentukan hasil pembelajaran yang meliputi
keupayaan graduan menguasai kemahiran-kemahiran asas dalam bidang
khusus pengajian serta kemahiran insaniah yang boleh diguna pakai
merentasi semua disiplin. Keperluan elemen kemahiran insaniah ini juga
telah dinyatakan dalam dokumen Kod Amalan Jaminan Kualiti di Institusi
Pengajian Tinggi Awam Malaysia, Bahagian Jaminan Kualiti.Universiti
Teknologi Malaysia telah mengambil beberapa inisiatif bagi melengkapkan
135
bakal graduan dengan kemahiran-kemahiran insaniah yang dikenalpasti

dan sering menjadi kritikan pihak industri dan masyarakat umum. Beberapa
sesi perbincangan samada dikalangan pentadbir akademik atau antara
pihak UTM dan industri telah dilakukan bagi merealisasikan program
penerapan kemahiran insaniah di kalangan pelajar.
KI13 - PELAKSANAAN MODUL PEMBANGUNAN KEMAHIRAN

INSANIAH UNTUK INSTITUSI PENGAJIAN TINGGI
Sidek Hj Ab Aziz, Raden Omar Raden Sohadi*, Azizah Tamsi,

Mansor Ahmad, Mohd Majid Konting
Pusat Pembangunan Akdemik (CADe)
ABSTRAK - Institusi Pengajian Tinggi (IPT) Malaysia harus berupaya untuk

melaksanakan tanggungjawab sebagai penjana sumber manusia atau
modal insan yang bukan sahaja berpengetahuan tetapi juga memiliki
semua ciri insan kamil. Terkini, isu lambakan siswazah dan penganguran
menjadi intipati perbincangan dengan menuding kepada institusi pengajian
tinggi terutamanya IPT awam yang tidak peka kepada permintaan industri
dan kurikulum yang kurang relevan dan ketinggalan sehingga graduan
yang dihasilkan tidak memenuhi ekspektasi majikan. Sehubungan itu juga,
keupayaan graduan dalam menangani kehidupan berkerjaya selepas
menamatkan pengajian dipersoalkan kerana kekurangan kemahiran
berkomunikasi, tiada sikap persaingan yang positif, tidak mampu melihat
masalah sebagai peluang dan cabaran, selain dari tidak proaktif. Oleh itu,
perhatian perlu diberikan dengan menilai dari akar umbi perubahan dan
inisiatif yang perlu dilakukan bagi meraih semula kredibiliti IPTA yang
tercalar dalam menyumbangkan modal insan yang bermutu dalam
pembentukan pembangunan negara. Graduan yang dikeluarkan oleh IPT
bukan sahaja mampu mencurahkan sumbangan di peringkat nasional tetapi
mampu mendapat tempat di pasaran kerja antarabangsa yang sekaligus
mampu menangani masalah pengangguran siswazah. Kertas ini
melaporkan hasil dari bengkel Kemahiran Insaniah yang diadakan dengan
tujuan memberi pendedahan dan latihan bagi dilaksanakan di IPT masing-
masing.
136
KI14 - PELAKSANAAN PROGRAM KEMAHIRAN INSANIAH

(SOFT SKILLS) DI UNIVERSITI MALAYSIA SARAWAK
Othman Bojo
Pusat Pemajuan Pelajar
ABSTRAK - Menyedari betapa pentingnya pembangunan yang bersifat

holistik bagi semua pelajarnya, Universiti Malaysia Sarawak (UNIMAS)
telah mula memberi penekanan terhadap penglibatan pelajar dalam kursus-
kursus pembangunan generik dan aktiviti-aktiviti senggang sejak
bermulanya sesi pada tahun 1993. Objektif pelaksanaannya adalah selari
dengan hasrat kerajaan untuk melahirkan graduat yang berkemahiran serta
mempunyai ketrampilan yang tinggi dan mampu bersaing di peringkat
global. Pembangunan Kemahiran Insaniah (KI) diterapkan melalui aktiviti
pengajaran dan pembelajaran dan juga program sokongan. Penawaran
berbagai kursus pembangunan generik dan pelengkap amat membantu
pelajar dalam proses membina KI. Kaedah menerapkan elemen KI secara
merentas kurikulum dalam aktiviti pengajaran dan pembelajaran dilihat
sebagai salah satu pendekatan yang amat efektif. Walau bagaimanapun
keberkesanan pendekatan tersebut amat bergantung kepada kemahiran
tenaga pengajar serta prasarana pengajaran yang kondusif. Pusat
Pemajuan Pelajar (PPP) UNIMAS menawarkan berbagai modul dan
program sokongan yang menjurus kepada pembangunan KI. Dalam
usahanya meningkatkan bilangan penglibatan pelajar, PPP bekerjasama
rapat dengan pihak kolej kediaman dan fakulti dan juga dengan persatuan
dan kelab yang berdaftar. UNIMAS juga telah memperuntukkan setiap
petang hari Rabu mulai jam 2.00 hingga 5.00 petang untuk aktiviti
senggang. Di samping itu UNIMAS juga menggalakkan semua fakulti agar
bertindak proaktif untuk menyediakan program-program KI yang
bersesuaian dengan keperluan pelajar di fakulti masing-masing. UNIMAS
pada dasarnya akan sentiasa mendukung hasrat kerajaan untuk
melaksanakan program-program dan aktiviti KI bagi melahirkan modal
insan yang kompeten serta bersifat holistik pembangunannya.
137
INDEK PENGARANG
12-14 Disember 2007

A Ali Elkamel 60
A.S Baba 133
Aminah Ayob 129
Ab.Halim Muhammad 122
Amir Hassan Dawi 115
Abd Aziz Hj. Shukor 48
Arfah Salleh 72
Abd Rahim Ramli 131
Arivalan Ramaiyah 105
Abd Rahman Ahmad 2
Arnida A. Bakar 27,30
Abd Rauf Dato' Haji 77
Hassan Azhari
Asmawati Suhid 10
Abdul Azim Abdul Ghani 71
Asna Atqa Abdullah 98
Abdul Ghani Abdullah 1
Asnarulkhadi Abu Samah 120
Abdul Halim Abdullah 65
Azam Othman 113
Abdul Jalil Ali 5
Aziah Ismail 1
Abdul Rahim Hamdan 27
Aziz Nordin 21
Abdul Rahman Md Aroff 10
Azizah Tamsi 136
Abdull Shukor Shaari 21,89
Azlan Abdul Aziz 58
Abdullah Sulaiman 33,84
Azlin Mastura Ismail 116
Abu Bakar Yusuf 18,115
Azlina Kosnin 27
Abu Hassan Othman 89
Azlinda Abu Bakar 50
Adlina Ab. Halim 19
Azman Ismail 81
Ahmad Esa 20,33,111
Azmawani Ab. Azid 123
Ahmad Fauzi Mohd.Ayub 42,78
Azura Adam 11,12,55
87,93,94
Ahmad Kamil Mahmood 73
Ahmad Mukhlason 73 B
Badariah Abu Bakar 45
Ahmad Nurulazam Md. 5,105
Zain Badriyah Mina 72,98
Ahmad Rafaai Ayudin 47 Baharin Abu 87
Ahmad Rizal Madar 58 Baharom Mohamad 8
Ahmad Yusairi Bani 108 Balbir Singh Mahinder 36,38,84,86

Hashim Singh
Aida Suraya Md Yunus 71 Bella Puvok 14
xiii
Berhannudin Mohd Salleh 20,33,84 Hajah Siti Akmar Abu 53

Samah
Bhasah Hj. Abu Bakar 116,117
Halim Ahmad 105
C Haliza Jaafar 87
C. Ngamkroeckjoti 122
Halizah Awang Ishak 97
Caroline Geetha 42
Ramly
Chan Chang Tik 59
Hamdan Abdul Maad 118
Chan K. F. 102
Hamidah Meseran 71,102
Che An Abdul Ghani 4
Hamlussalam Mohd Dali 114
Che Norlia Hassan 5
Hamzah Abdul Jamal 106
Che Radiah Mezah 49,122
Harlina Hs 37,46
Che Zan Kasah 127
Hartini Ahmad 90
Chong Fai Kait 38
Haryati Abdullah 54,94
D Hasanan Md. Nor 135

D. Kamarudin D. Mudin 16
Hasmah A. Wahab 102
D. Wong 122
Hasnah M Zaid 36,38
E Hisyamuddin Hassan 76
Edward Wong Sek Khin 54
Hussain Othman 33,84
F
Fadzilah Siraja 117 Huzili Hussin 129
Farzad Pour Rahimian 69 I

Ibrahim Kamal Abdul 51
Fauziah Abu Hasan 43
Rahman
Fazailah Mohd Kamal 110
Ibtisam Abdul Wahab 26,96
Freddie Robinson 16
Idris Mohd Radzi 8
G Ikhwan Ismail 92
Ghazali Mohayidin 13,55,93
Indra Sati Hamonangan 66
Ghazali Mustafa 55 Harahap
Gordon Joyes 45 Ishak Ramly 97
H Ismail S 37
H. Mohd Zaid 84,86
Ismail Suardi Wekke 62
Habibah Ab Jalil 75
Ivan Hanafi 40
Habibollah Naderi 124
Izaidin Abdul Majid 134
xiv
Izwan Nizal Mohd 47,117 Ling Siew Eng 37

Shaharanee
Loh Yoke Len 61
Izyan Wahida Zinuddin 33
Lokman S 37,46
J Lubna Abd. Rahman 27,30
J. Harun 66
Jamal Rizal Razali 130 M

M. K. David 69
Jamaluddin Ramli 27
M. Z. Kamsah 66,112
Jason Miin-Hwa Lim 82
M.N Zurainee 133
Jayum Jawan 123
Mahani Mokhtar 27
Johari Surif 40,115
Mahdi Abdul Wahab 67
Juraidah Mohamad Amin 54,94
Maheswary Pk Veeran 116
Juriza I 37,46
Mansor Abu Talib 34
Juslihah Wook 110
Mansor Haji Ahmad 54,92,94
K 127,136
Kahirol Mohd. Salleh 24
Maria Salih 129
Kalyani Rajoo 25
Mariani Mansor 120
Kamariah Abu Bakar 10,62,71,78
Marlina Ali 63
Kamaruzaman Jusoff 80
Marwan Ismail 128
Khaing K. Myint 16
Mashiah Domat 45
Shaharudin
Khairiyahmohd Yusof 61,99
Maya Khemlani David 133
Khalijah Mohd. Salleh 50
Mazida Ahmad 68
Khatijah Yusof 127
Mazlan Mohd Sappr 64
Khor Cheng Seong 60
Mazlina Mustapha 98
Koila Kuppan 116
Md. Yusof Abu Bakar 117
Kumar Sinnadurai 85
Merza Abbas 68
L
Lailawati Bakar 54 Micheal P. Odriscoll 119
L. S. Affendey 100 Mikail Ibrahim 81
Lau Suk Khin 108 Mimi Nahariah Azwani 118,125

Mohamed
Lee Ai Chat 108
Mior Ahmad Termizi Mior 118
Liaw Yin Huat 8 Idris
xv
Moganakrishnan 106
Mohd. Yusop Abd Hadi 20,33,111
Mohaida Mohin 113
Mohd. Zain Mubarak 128
Mohamad Mohamad Som 79
Mohd.Ghani Awang 85
Mohamad Hisyam Mohd 8,19,71,74
Hashim Mohd.Ghani Awangsuriya 85
Mohamad Khairi Haji 21 Mohini Mohamed 21,65

Othman
Mohmed Noor Mohmed 115
Mohamad Najib Ghaffar 27 Taib
Mohamad Naufal 90 Mok Soon Sim 108

Mohamad Saad
Mokhtar Hj.Nawawi 42
Mohamed Embong 116
Morshidi Sirat 110
Mohamed Noor Hasan 70
Ms Jayasubamani Arvi S 106
Mohammad Yusof Arshad 40,115
Muhamad Abu Bakar 113
Mohammad Zukuwwan 14
Zainol Abidin Muhammad Asrul Abd 92
Salam
Mohd Fadzli Ali 5,45
Muhammad Nubli Abdul 85
Mohd Faizal Omar 14 Wahab
Mohd Fakhizan Romlie 31 Munir Shuib 109
Mohd Fauzi Hamat 32 N

Nabishah M 37,46
Mohd Hamim Sanusi 79
Nadhirah Bhasah 117
Mohd Hasani Dali 89
Nadiyah Bhasah 117
Mohd Hisham Ariffin 114
Nafisah Kamariah Md 22
Mohd Izam Ghazali 89
Kamaruddin
Mohd Kamel Idris 119
Najeemah Mohd Yusof 3
Mohd Majid Konting 10,11,12
Nasoruddin Mohamad 99
13,87,92
93,94,102
Nazariah Ahmad 74
126,127
136
Nazre Abdul Rashid 61
Mohd Nihra Haruzuan 5
Nesamalar V. Kantasamy 45
Mohamad Said
Noor Anita Ali 29
Mohd Noor Abdul Hamid 110
Noor Shah Saad 1,129
Mohd Nor Ihkasan 79
Noor Syawwal Ab Latip 57,74
Mohd Nor Hajar Hasrol 58
Jono
Nooraini Yusoffa 117
xvi
Nurul Azita Salleh 104

Noorhana Yahya 75
Nor Azura Adzharuddin 57
Nor Aini Ismail 116 O
Omar Hisham Mohd. 18,48
Nor Aisyah Buang 6
Baharin
Nor Amlizan Ramli 96
Onn Chiu Chuen 23
Nor Aziah Abu Kasim 98
Osman Ali 14,16
Nor Azirawani Man 11,12,13
Othman Bojo 137
55,87,93 94
Nor Azlah Sham Rambely 49 P

Pabiyah Hajimaming 49
Nor Edrin Adlina Ghozali 92
Parnam Singh 9
Nor Hasni Osman 104
Prasanna Ramakrisnan 58
Nor Hasniza Ibrahim 40,115
Puvanan Nadaraja 90
Nor Hayati Hj. Alwi 113
R
Nor Kameela Tumiran 120 R. Atan 100
Nor Lisa Sulaiman 24 Raden Omar Raden 127,136

Sohadi
Noraina Ismail 84
Rahil Mahyuddin 10
Norani Muti Mohamad 36
Rahinah Ibrahim 41,69
Noreen Izha Arshad 73
Rahmat I Shazi 124
Noreen Mohd Esam 5
Raja Maznah Raja 7
Norfaryanti Kamaruddin 11,12,13 Hussain
55,87,93,94
Rajendran Nagappan 91
Norfilzah Ghazali 57,74
Rashidi Abbas 130
Norhasni Zainal Abidin 47
Rasyidi Johan 61
Noriah Mohd. Ishak 132
Razak Salleha 117
Norlena Hasnan 90,104
Rohaizak M 37
Normah Haji Omar 35
Rohana Janib 117
Normahdiah Sheik Said 33
Rohani Abdullah 124
Normala Othman 123
Rohani Ahmad Tarmizi 78
Nur Amirah Amiruddin 43
Rohani Ibrahim 106,127
Nur Azuki Yusuff 128
Roselan Baki 55
Nurul Afida Inaini Janipha 114
Roshafiza Hassan 13
xvii
Siti Rahayah Ariffin 28,37,132

Rosnaini Mahmud 42
Siti Rohana Mohd Thani 121
Rosni Bakar 81,110
Soaib Asimiran 104
Rozainun Abdul Aziz 51,52,77
Sri Ranjani Naidu 96
Rusli Abdullah 42, 89 R.Appanan
Rusminah Musliman 28 Subarna Sivapalan 39
Ruzanna Z 37, 46 Sufean Hussin 1,104
S Suhaida Abdul Kadir 13

Saemah Rahman 37
Suliong Chin 14
Saifullizam Puteh 57,74
Sumiani Yussoff 23
Saiful Ramadzan H. 102
Suraiya Mohd Ali 16
Sakina Sahuri Suffian 121 Suriya Kumar Sinnadurai 85
Sahuri
Suzaini Sihar 75
Salleh Amat 114
Syahrul Faizaz Abdullah 49
Shaharom Noordin 29,63
Syed Ahmad Helmi Syed 99
Shahrina Md. Nordin 39 Hassan
Shanizan Herman Mohd 14 Syed Mohamad Shafeq 87
Radzi Syed Mansor
Sharifah Khadijah 51 Sylvi Dewajani 17
Alhaddad
Sharipah Ruzaina Syed 45 T

Aris Tasnim Mohd Annuar 25
Shattar Sabran 4,13, 27 Tunku Salha Tunku 110

127 Ahmad
Sidek Abd Aziz 54,67,71,75 Turiman Suandi 13,54,55,93

102,127
136 V
Vighnarajah 62
Siti Aishah Hassan 81
Vijaya Kumaran K.K.Nair 101
Siti Hawa Abdullah 120
Vincent Pang 128
Siti Manisah Ngalim 98
Vivin Vincent Chandran 42
Siti Mariam B 37,46
Siti Nor Fazelah bte Mohd 79 W

Nor Wan Abd Aziz Wan Mohd 43
Amin
Siti Norziah Abdullah 11,12,55
87,93,94 Wan Azura Wan Ahmad 27,30
xviii
Wan Mohd Rashid Wan 22

Ahmad
Wan Zah Wan Ali 42
Wan Zulkifli Wan Kassim 69
Wong Su Luan 62,75
Y
Yahya Buntat 58
Yasminani Mohamad 54
Yusniza Yaakop 38
Z
Zahara Aziz 6
Zaid Ahmad 123
Zaidan Abdul Wahab 67
Zaidi Hassim 31
Zainal Abidin Mohamed 44
Zainal Abidin Sulaiman 67,75
Zaini Abdullah 118
Zaiton Ismail 6
Zakaria Kasa 10,126
Zarina Baharudin Zamani 99
Zarina Muhammad 44,123
Zubaidah Zainal Abidin 51
Zulkifli Z 37
Zuria Mahmud 114
xix
..... .........................................................................................
....................
“...Teras Kedua Misi Nasional, 2006-2020 ialah meningkatkan keupayaan pengetahuan,
kreativiti dan inovasi negara serta memupuk 'minda kelas pertama'. Kejayaan masa hadapan
bergantung kepada mutu modal insan yang dimiliki, bukan sahaja dari segi intelek tetapi juga
keperibadian.”
..
.....
YAB Datuk Seri Abdullah Ahmad Badawi
Perdana Menteri Malaysia
.................
Penaja Perdana
PUNCAK NIAGA
Puncak Niaga (M) Sdn Bhd
Penaja Utama
Anjung Visi Solution Sdn. Bhd Majlis Amanah Rakyat (MARA) Aniotek Sdn Bhd
Penaja Bersama
Universiti Pendidikan Sultan Idris Koperasi UPM Berhad Mavisco (M) Sdn Bhd
...
Sekretariat CTLHE07
Tingkat 4 , Bangunan Pentadbiran
43400 UPM Serdang
............
Selangor Darul Ehsan

T - 603 8946 6112 | F - 603 8946 6043
www.cade.upm.edu.my/ctlhe07/

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SIDANG EDITOR

Kata Aluan Menteri Pengajian Tinggi i

1) Polisi dan Tadbir Urus IPTA viii

2) Institusi Pengajian Tinggi Penjana Pembangunan Modal Insan viii

4) Teaching and Learning Quality in Higher Education : UKM x

5) The Types of Graduate Needed in an Increasingly Globalised x

6) ICT: Democratising Education xi

7) SCORM 2004: Developing Content for Adaptive e-Learning xi

8) A01- Program Pembangunan Modal Insan Dalaman Universiti 1

9) A02 - Agenda Pembangunan Universiti Awam di Malaysia dalam 1

10) A03 - Pembangunan Modal Insan: Aplikasi dalam Konteks 2

11) A04 - Penggabungjalinan dan Penyerapan dalam Pengajaran 3

12) A05 - Consolidation of Human Capital Values through Finishing 4

13) A06 - Tahap Kesediaan Kemahiran Generik Pelajar Tahun Akhir 5

14) A07 - A Review on the Ways and Strategies in Developing Soft 5

15) A08 - Memupuk Kemahiran Modal Insan Guru Sejarah bagi 6

16) A09 - PLEaSE Strategies for Soft Skills Development 7

17) A10 - Memperkasakan Kemahiran Insaniah Melalui Portfolio 8

18) A11 - Pengurusan Stress ke Arah Peningkatan Modal Insan: 8

19) A12 - Delivering Quality Training Programmes in Appraisal, 9

20) A13 - Penerapan Hasil Pembelajaran dan Kemahiran Insaniah 10

21) A14 - Moral dan Etika Profesional Pelajar Baharu UPM 10

22) A15 - Penaksiran Kemahiran Insaniah Awalan dalam Kalangan 11

23) A16 - Penggubalan Instrumen Penilaian Kemahiran Insaniah 12

24) A17 - Pengalaman Universiti Putra Malaysia Membangunkan 13

25) A18 - Teamwork Skills among Undergraduate Students in UPM 13

26) B01 - Senibina Rangka Kerja dan Algoritma Bagi Sistem 14

27) B02 – The Learning Outcome of Universiti Malaysia Sabah 14

28) B03 - The Outcomes Analysis of the Co-Curricular Health 16

29) B04 - Japanese Language Program at the Faculty of Languages 16

30) B06 - Facing the Crossroad of Market Driven or Scientific Vision: 17

31) B07 - Penulisan Karangan di Kalangan Pelajar Sekolah Rendah 18

32) B08 - Islam Hadhari dalam Kurikulum Pembelajaran Kursus 19

33) B09 - Reka Bentuk Instruksional dan Teknologi dalam 19

34) B10 - Peranan Kokurikulum di Politeknik dalam Memenuhi 20

35) C01 - Hubungan Pengajaran Pensyarah dan Minat Pelajar 21

36) C02 - Impak Pelaksanaan Pengajaran dan Pembelajaran Sains 21

37) C03 - A Contextual Approach, using Problem-Based, to the 22

38) C04 - Enhancing Environmental Engineering Curricula through 23

39) C05 - Penilaian Kemahiran Teknikal Berasaskan Model 24

40) C07 - Penggunaan Kamus Arab-Melayu dalam Pengajaran dan 25

41) C09 - Teachers’ Use of Questions in ESL Classrooms 25

42) C11 - Knowledge and Interest on Traditional Medicine among 26

43) C12 - Persepsi Pelajar terhadap Aktiviti di dalam Kelas Bahasa 27

44) C13 - Gaya Pembelajaran, Kemahiran Generik dan Motivasi 27

45) C14 - Multiple Intelligence: The Reliability of MyMICA in 28

46) C16 - Tahap Kefahaman Kemahiran Mereka Bentuk Eksperimen 29

47) C17 - Pendekatan Pembelajaran Bahasa Arab Pelajar China di 30

49) C19 - The Importance of Law in Sports and Physical Education 31

50) C20 - Pengajaran Kursus Pemikiran Kritis Berteraskan Al-Qur’an 32

51) C22 - New Classroom Setting for Problem-Based Learning: A 33

52) C23 - Engaging Learning through Student-Centered Learning 33

53) C24 - Facilitator and Learner’s Understanding on Roger’s Core 34

54) C25 - Facilitating Graduate Level-Learning: A Case Study of the 35

55) C26 - The Impact of using OBE in Physics Courses at Pre- 36

56) C27 - Tema-tema dalam Pembelajaran Bersepadu: Implikasi 37

57) C28 - Implementation of Personal & Professional Development 37

58) C29 - Implementation of Outcome-Based Education Delivery 38

59) C30 - Outcome-Based Curriculum: Its Implementation in the 39

60) C31 - Implementation of Active Oriented Teaching and Self- 40

61) C32 - Cikgu, Gambarajah Ini Menyusahkan Saya! 40

62) C33 - A PBL Approach for Acquiring Global Project Experiences 41

63) C34 - The Impact of Coorperative Learning Method in Increasing 42